Admission Requirements

Students may apply through the Office of Graduate Admissions. Admission to the M.S. in Education in Inclusive Secondary 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. 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 liberal arts and science course work for teachers of students with disabilities 7-12 (SWD) programs. This requirement includes a minimum of 6 s.h. in each of the following subjects, mathematics, English, sciences and history/social sciences. Minimum 2.75 GPA required.
4. Completion of a minimum 36 s.h. of course work in the content area in which certification is being sought.
5. A minimum grade point average of 3.0.
6. Two 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.
9. SPED 201 - The Exceptional Child  or equivalent course (3 s.h.)

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.

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 Teaching

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 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

• SPED 293 - Understanding Students With Learning, Cognitive, and/or Emotional/Behavioral Disabilities Semester Hours: 3

• 20-hour field placement in varied settings, 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, II and III.
2. A grade point average of 3.0 or higher in overall graduate course work.

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 SWD liberal arts and sciences requirements with a minimum 2.75. GPA;
2. Completion of content area requirements minimum 2.75 GPA;
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. Successful completion of SPED 310 - Critical Issues in Special Education Across the Life Span ; and
6. All course work taken in satisfaction of the degree requirements must have been completed within a five-year period.

Teacher Certification Requirements

Upon the successful completion of a Hofstra state-approved teacher education program, students are eligible for the University’s recommendation for New York state certification. A request for recommendation must be submitted to the Office of Certification and Educational Support Services the semester in which the student is graduating. Students who apply directly to New York state for certification are responsible for learning about and satisfying the certification requirements set by the state. It should be noted that such requirements may differ from those in Hofstra’s registered programs.

All prospective early childhood (Birth-Grade 2), elementary (Grades 1-6) and secondary (Grades 7-12), special subject teachers and educational leaders are required to pass the New York State Teachers Certification Examinations (NYSTCE) administered by Pearson Education, for state certification requirements. Students should consult with the Office of Certification and Educational Support Services regarding the appropriate examinations for their area of study. Beginning in May 2013 graduating students will be required to pass new Performance Assessments and revised Content Specialty Tests.

Students not receiving passing scores on these examinations will not be eligible for certification.

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.