Admission Requirements

Students may apply through the Office of Graduate Admissions. Admission to the M.S. in Education  in Inclusive Secondary Education program in the department of counseling, research, special education, and rehabilitation is based on a comprehensive review of multiple criteria, including the following:

1. A baccalaureate 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. Completion of General Education Core for teacher education programs.
4. Completion of course work in the content area in which certification is being sought.
5. A minimum grade point average of 3.0.
6. Three letters of recommendation of which at least one addresses the applicant’s potential to succeed in the teaching of students with disabilities.
7. A written personal statement of professional intent.
8. Interview with a faculty member in special education.

The department understands that any single criterion may not reliably predict a student’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 the liberal arts and sciences, all students must have completed undergraduate course work from each of the content areas below.
   1.     Artistic Expression/Humanities, 3 s.h.
   2.     Communication, 3 s.h.
   3.     Information Retrieval, (0-3 s.h.; can be satisfied with passing score on exam)
   4.    Historical and Social Science Concepts, 3 s.h.
   5.     Language other than English, (0-3 s.h.; depending on placement)
   6.     Scientific Processes, 3 s.h.
   7.     Mathematical Processes, 3 s.h.
   8.     Written Analysis and Expression, 6 s.h.

Please note that programs may have general education requirements that exceed the minimum registered with the state. Degrees will not be conferred unless all general education core deficiencies have been met.

Content Area Requirements

Students admitted to the M.S. in Education in Inclusive Secondary Special Education program are expected to possess an undergraduate major or its equivalent commensurate with the content area requirements for which certification is being sought. Students who do not meet the full admission requirements may be advised to complete prerequisite courses under a planned program before becoming matriculated. Students must be advised by the Office of Certification and Educational Support Services in conjunction with the appropriate program director in the department of curriculum and teaching.

English: 36 s.h. (with a distribution of courses over the following content areas)

• Minimum of 3 s.h in English language, linguistics or general language
• Minimum of 6 s.h. in American literature
• Minimum of 6 s.h. in English literature
• Minimum of 3 s.h. in World literature

Mathematics: 36 s.h. (with a distribution of courses over the following content areas)

• Minimum of 6-8 s.h. differential and integral calculus (calculus I and II)
• Minimum of 3 s.h. higher algebra (linear or abstract)
• Minimum of 3 s.h. higher geometry (Euclidean, non-Euclidean, topology or equivalent)
• Minimum of 3 s.h. discrete or finite mathematics
• Minimum of 3 s.h. applied mathematics
• Minimum of 3 s.h. probability/statistics
• Minimum of 13-15 in mathematics-related course work

Sciences: biology, chemistry, physics, 54 s.h.

The science requirements for those seeking certification in the contents listed above is an undergraduate major or equivalent study (30 s.h.) in the area of certification sought as well as a minimum of 6 s.h. each in the other science areas as well as earth science and calculus based mathematics.

Social Studies: 36 s.h.

• Minimum of 6 s.h. European history (Western civilization)
• Minimum of 6 s.h. United States history
• Minimum of 3 s.h. in each of the following: political science, economics and geography
• Minimum of 21 s.h. in additional course work that determines competency in non-Western history, anthropology and sociology

Languages Other Than English: French, Spanish, German, and Russian: 36 s.h.

The language requirements for those seeking certification in the areas listed above should possess an undergraduate major or equivalent study above level four in the respective language with studies in the following areas:
• Minimum of 6 s.h. culture and civilization
• Minimum of 3 s.h. conversation
• Minimum of 3 s.h. grammar
• Minimum of 3 s.h. composition
• Minimum of 9 s.h. literature
• Minimum of 12 s.h electives in the target language

Program Requirements - Semester Hours: 49

A maximum of 12 s.h. of graduate course work leading to the master of science 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.

Field Experiences Prior to Student Training

Prospective Teachers in the Inclusive Secondary Special Education program complete a minimum of 100 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 are integrated extensively into course curricula. Placements are arranged by the Office of Field Placement and the Special Education Program Director.

• LYST 209 - Language, Culture and Identity: Literacy Issues for Adolescents and Young Adults Semester Hours: 3

• 10-hour field placement in varied settings, grades 7-12

• LYST 215A - Language and Literacy in Middle Childhood and Adolescence Semester Hours: 3

• 10-hour field placement in varied settings, grades 7-12

• LYST 217A - Reading and Writing With Adolescents Semester Hours: 3

• 10-hour field placement in varied settings, grades 7-12

• SED 213 - Adolescent Development and Learning Semester Hours: 3

• 20-hour field placement in varied settings, grades 7-9

• SED 264 - General Methods of Teaching Semester Hours: 3

• 20-hour field placement in high-needs district, grades 7-12

• SPED 201 - The Exceptional Child Semester Hours: 3

• 20-hour field placement for special needs students including a high-needs district, grades 7-12

• SPED 211 - Knowledge and Strategies for Teaching Students With Cognitive Disabilities Semester Hours: 3

• 10 hour participant observation at programs for students with mental retardation, grades 7-12

• SPED 242 - Psychoeducational Assessment in Special Education Semester Hours: 3

• 15 hours of individualized assessment with a student with special learning needs

• SPED 245 - Curriculum and Methods for Students With Diverse Learning Needs Semester Hours: 4

• 20 hours of individualized instruction with a student with special learning needs, grades 7-12

Student Teaching

Students will qualify for admission to Student Teaching, SPED 223G and 223S, when they have satisfied the following requirements:

1. Successful completion of 37 s.h. of core course work, including all courses in Phase I and 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 liberal arts and sciences requirements.
2. Completion of content area requirements.
3. Completion of 49 semester hours with no fewer than 42 s.h. in residence.
4. A minimum GPA of 3.0 in overall graduate course work and all special education core courses.
5. Passing grade on the comprehensive examination.
6. All course work taken in satisfaction of the degree requirements must have been completed within a five-year period.

Teacher Certification

Upon successful completion of a school-based program, students will be eligible to apply for the University’s recommendation for New York state certification. The state requires applicants 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 (CSTs). The state will not issue certification to individuals not receiving passing scores on all New York examinations. In addition to pedagogical studies, the Commissioner’s Regulations require that all school-based programs provide students with instruction for the purpose of  identification of child abuse and maltreatment; fire and arson prevention; prevention of alcohol, tobacco, and drug abuse; School Violence Prevention and Intervention (SAVE); and highway and school safety/prevention of child abduction. No degrees will be conferred without the completion of all of these requirements. Please contact the Office of Certification and Educational Support Services for information regarding fingerprinting, examinations and seminars.