Mar 28, 2024  
2004-2005 Graduate Bulletin 
    
2004-2005 Graduate Bulletin [ARCHIVED BULLETIN]

M.S.Ed in Inclusive Elementary Special Education (Grades 1-6)


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Associate Professor Schwartz, Graduate Program Director, (516) 463-5778, cprdcs@hofstra.edu

For students with no formal course work or teaching experience in childhood, or childhood special education: 49 s.h. program. The pre-service graduate program in Inclusive Elementary Special Education is designed to prepare professionals in the education of children with diverse learning needs in a variety of elementary education classroom settings. The program goal is to develop ethical scholar-practitioners who will be committed to social justice and dedicated to reflective, participatory and collaborative teaching processes. The purpose of the inclusive childhood special education program is to enable teachers to serve in a variety of professional roles at the elementary school level which will foster inclusive and collaborative practice.

This dual graduate pre-service program leads toward the New York State Initial Certificate to teach at the childhood level (grades 1 through 6), and the New York State Initial/Professional Certificate to teach Special Education at the Childhood developmental level (grades 1 through 6). Hofstra’s Master of Science Teacher Education Program in Inclusive Elementary Special Education conforms to the standards and guidelines of the Council for Exceptional Children.

Admission Requirements


Students may apply through the Office of Graduate Admissions. Admission to the M.S. in Education program in Inclusive Elementary Special Education in the Department of Counseling, Research, Special Education, and Rehabilitation is based on a comprehensive review of multiple criteria, including the following:

  1. Bachelors degree from an accredited college or university with a liberal arts and sciences concentration
  2. A completed application form to the master’s program
  3. A minimum grade point average of 3.0
  4. Three letters of recommendation addressing the applicant’s potential to succeed in the teaching of students with disabilities
  5. A written personal statement of professional intent
  6. Interview with a faculty member in Special Education
  7. General Core completion (see below)

The Department understands that any single criterion may not reliably predict a candidate’s potential for success in a graduate program. Consequently, candidates are welcome to apply if they do not meet one of the criteria but feel that other aspects of their experience may compensate.

Required Course Work


General Education Core

In order to ensure that prospective teachers have a broad education in liberal arts and sciences, and a background in the study of childhood development, all students must have completed undergraduate course work from each of the content areas below, as well as completion of a 3 s.h. course in child development (PSY 53 or equivalent) prior to student teaching:

  1. Artistic Expression/Humanities
  2. Communication
  3. Information Retrieval
  4. Historical and Social Science Concepts
  5. Philosophy
  6. Language other than English
  7. Scientific Processes 
  8. Mathematical Processes 
  9. Written Analysis and Expression
  10. Cross-Cultural Appreciation

If one or more of the above content areas are missing from any student’s transcript, those content areas must be completed prior to completion of the degree. See the Advisement and Certification Office for evaluation of this requirement.

Program Requirements - Total Semester Hours: 49


Note: to qualify for the New York State Annotation for Teaching Students with Severe or Multiple Disabilities, students must complete SPED 248: Education of Students with Pervasive Developmental Disabilities or SPED 249: Understanding Physical, Health & Sensory Disabilities. Students will also be required to complete an additional field experience (SPED 238) for a minimum of 50 hours and complete the content specialty test in severe or multiple disabilities. In order to receive the annotation, students must be matriculated in this program.

A maximum of 12 s.h. of graduate course work leading to the M.S. in Education degree may be completed prior to matriculation in the program.

Students must maintain a cumulative grade point average of 3.0 in order to remain in the program. Courses in which students receive grades below C- confer no credit toward the graduate degree but are included in determining grade point average.

Phase I - Semester Hours: 9


ELED 213 and 214 are highly recommended for students who have not completed 3 s.h. in the study of child development. ELED 213 or 214 should be taken during Phase I of this program.

Choose Under Advisement From - Semester Hours: 3


Foundations of Education, (Select from the following or alternative with advisement), 3 s.h.

Phase II - Semester Hours: 12


Choose Under Advisement From - Semester Hours: 3


Literacy Development, (Select at least one from the following with advisement), 3 s.h.

Reflective Practice - Semester Hours: 9


Field Experiences Before Student Teaching


Prospective Teachers in the Inclusive Elementary Special Education program complete a minimum of 120 clock hours as participant observers in designated schools prior to student teaching. At least one placement will be spent in a site recognized by the New York State Education Department as high needs. Field experiences in both grades 1 through 3, and 4 through 6, are integrated extensively into course curricula. Placements are arranged by the Office of Field Placement and the Special Education program director.

Student Teaching


Students will qualify for admission to Student Teaching SPED 219G-219S, (219C) when they have satisfied the following requirements:

  1. Successful completion of 37 semester hours of core course work, including all courses from phase I and phase II;
  2. A grade point average of 3.0 or higher in overall graduate course work.

Admission by permission of the graduate program director. Applications to the Office of Field Placement and the Department of Counseling, Research, Special Education, and Rehabilitation are due on October 1 for the spring semester and March 1 for the fall semester. Application forms are available in room 118 Hagedorn Hall.

Graduation Requirements


  1. Completion of General Education Core.
  2. Completion of 49 semester hours with no fewer than 40 s.h. in residence.
  3. A minimum GPA of 3.0 in overall graduate course work.
  4. Passing grade on the Comprehensive Examination.
  5. All course work taken in satisfaction of the degree requirements must have been completed within a 5-year period.

Teacher Certification Requirements


Upon successful completion of a teacher education program, students will be eligible to apply for the University’s recommendation for New York State Certification. For Initial Certification, students are required to have passing scores on each of the New York State Teacher Certification Examinations (NYSTCE): the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the appropriate Content Specialty Tests (CST’s). Students not receiving passing scores on all New York State required examinations will not be eligible for certification. In addition, all students who are recommended by Hofstra’s Advisement and Certification Office must attend seminars in Child Abuse and Maltreatment, Substance Abuse, Fire and Arson and Safe Schools Against Violence (Project SAVE). It is strongly recommended that students complete the Liberal Arts and Sciences Test (LAST) prior to student teaching and the ATS-W and the appropriate CST during student teaching. Please contact the Advisement and Certification Office for information regarding the fingerprinting requirement and any other specific requirements regarding certification.

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