Admission Requirements

Admission to the Master of Science in Education in Early Childhood Special Education Program is based on a comprehensive review of multiple criteria including the following:

1. Initial or professional New York State Teacher Certification in: Early Childhood or Childhood Education.
2. A completed application form.
3. A minimum GPA 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.

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.

General Education Core Requirements

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.

Program Requirements - Semester Hours: 33 to 36

Matriculated students must complete a minimum of 27 s.h. of the M.S. in Education program in residence at Hofstra. No more than 6 s.h. may be transferred into the program. Student Teaching may be used to meet the 27 s.h. residency.

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.

Footnote

Field Experience Prior to Student Teaching

Field experiences are integrated extensively into course curricula. A minimum of 100 clock hours of observation is required prior to student teaching. At least one placement (SPED 207) will be spent in a site recognized by the New York State Education Department as high-needs. Placements are arranged by the Office of Field Placement and the Special Education Program Director.

Participation/observation field experiences which correspond to the developmental level of the certificate holder are required in each of the following courses:

• ELED 216 - Early Childhood Curriculum Semester Hours: 3

• 15 clock hours of participant observation in PreK-K setting

• ELED 217 - Developing and Evaluating Innovations in Early Childhood Curriculum Semester Hours: 3

• 15 clock hours of participant observation in Grades 1 and 2

• SPED 207 - Introduction to Young Children With Disabilities Semester Hours: 3

• 15 clock hours of site visitation including a high-needs district

• SPED 208 - Educational Intervention for Young Children With Disabilities Semester Hours: 3

• 15 clock hours to implement a cognitive curriculum for young children with disabilities

• SPED 209 - Early Intervention: Infant Stimulation Semester Hours: 3

• 10 clock hours to implement HELP curriculum for infants and toddlers with disabilities

• SPED 210 - The Creative Arts in Special Education Semester Hours: 3

• 15-20 clock hours to implement Start With Art curriculum for young children

• SPED 226 - Early Intervention and Related Services in Early Childhood Special Education Semester Hours: 3

• 10 clock hours to observe PT/OT/speech pathology intervention for young children

Student Teaching

Students will qualify for admission to Student Teaching, SPED 237, when they have satisfied the following requirements:

1. Successful completion of 27 s.h. of core course work
2. A grade point average of 3.0 or higher in overall graduate course work.
3. All course work taken within a five-year period.

Admission by permission of the graduate program director and application to the Office of Field Placement and the department of counseling, research, special education, and rehabilitation, due on May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Application forms are available in Hagedorn Hall, Room 118.

Students registered for SPED 237 will complete two student teaching experiences at the early childhood developmental level across the full-range of disabilities. Students registered for SPED 237A will complete a student teaching placement at two early childhood developmental levels.

Graduation Requirements

1. Completion of  a minimum 33-36 semester hours in prescribed courses with a minimum overall GPA of 3.0 in all special education core courses.            
2. A minimum of 27-30 s.h. in residence.
3. Passing grade on the comprehensive examination.
4. All course work taken within a five-year period.

Teacher Certification Requirements

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 fulfilling the required courses of study, the Commissioner’s Regulations mandate that all prospective teachers, pupil personnel and education leaders receive instructions regarding:
    1.     Identification of Child Abuse and Maltreatment.
    2.     Fire and Arson Prevention.
    3.     School Violence Prevention and Intervention.
    4.     Prevention of Alcohol, Tobacco and Drug Abuse.
    5.     Highway and School Safety/Prevention of Child Abduction.

New York State legislation also requires all persons seeking certification as special education teachers or school administrators working in special education to have training in the area of children with autism. All of these requirements must be completed before the conferral of the degree and recommendation for certification. Candidates for certification in New York state must also demonstrate satisfactory performance on the requisite state assessment. 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.