May 23, 2024  
2011-2012 Graduate Studies Bulletin 
2011-2012 Graduate Studies Bulletin [ARCHIVED BULLETIN]

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

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Associate Professor Lodato Wilson, Graduate Program Director, (516) 463-5788.

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 to 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 program in the department of counseling, research, special education, and rehabilitation is based on a comprehensive review of multiple criteria, including the following:

  1. Bachelor’s 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.

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.

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 Autism Spectrum Disorders  or SPED 249: Understanding Physical, Health and 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 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.

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.

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.

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 II;
  2. A grade point average of 3.0 or higher in overall graduate course work and all special education core courses.

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.

Graduation Requirements

    1. Completion of General Education Core.
    2. Completion of 49 s.h. with no fewer than 40 s.h. in residence.
    3. A minimum grade point average of 3.0 in overall graduate course work and all special education core courses.
    4. Passing grade on the comprehensive examination.
    5. All course work taken in satisfaction of the degree requirements must have been completed within a five-year period.

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