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

Secondary Special Education Generalist, M.S.Ed.

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

Program Philosophy, Goals and Objectives

The Secondary Special Education Generalist is a 37 s.h. program designed for individuals who wish to teach students with disabilities on the secondary level in a variety of settings including self-contained classrooms, resource rooms, or in inclusive programs as a consultant teacher or integrated co-teacher. On successful completion of the program, individuals will be recommended for New York state certification as a Teacher of Students with Disabilities, 7-12, Generalist. The program goal is to develop ethical scholar-practitioners who are committed to social justice and dedicated to reflective, participatory and collaborative teaching processes. Literacy, culturally responsive instruction, universal design for learning, technology and research-based practices are integrated throughout all aspects of the program with a focus on teaching students with special needs at the adolescent level.

The program reflects a clinically rich teacher-preparation approach and requires a variety of field-based experiences including 100 clock hours of field experience and a practicum for a minimum of 40 school days.

Admission Requirements

Students may apply through the Office of Graduate Admission. Admission to the Master of Science in Education in Secondary Special Education Generalist program in the department of Counseling, Research, Special Education, and Rehabilitation (CRSR) 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. Two letters of recommendation addressing the applicant’s potential to succeed in the teaching of students with disabilities at the adolescent developmental level.
  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.

Content Area Requirements

Students admitted to the Master of Science in Education in Secondary Special Education Generalist are expected to have completed undergraduate course work from each of the content areas below, and attained a minimum grade point average of 2.75. All deficiencies must be completed as co-requisites prior to the conferral of the degree.

  1. Math, 6 s.h.
  2. Science, 6 s.h.
  3. English language arts, 6 s.h.
  4. Social studies, 6 s.h.

Special Education Prerequisite

Program Requirements - Total Semester Hours: 37


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 secondary special education generalist program complete a minimum of 100 clock hours of fieldwork in designated schools prior to student practicum.


Students will qualify for admission to SPED 295 - Practicum in Special Education , when they have satisfied the following requirements:

  1. Successful completion of 34 s.h. of course work, including all courses in Phase I and II.
  2. A GPA 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. Application forms and due dates are available in Hagedorn Hall, Room 118.

Graduation Requirements

  1. Completion of the liberal arts and sciences requirements with a minimum 2.75 GPA.
  2. Completion of the content areas requirement with a minimum 2.75 GPA.
  3. Completion of the special education pre-requisite requirement (minimum C grade).
  4. Completion of 37 s.h. with no fewer than 25 in residence.
  5. A minimum grade point average 3.0 in overall graduate course work and all special education core courses.
  6. Successful completion of SPED 310, Critical Issues in Special Education Across the Lifespan.
  7. All course work taken in satisfaction of the degree requirements must have been completed 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):

  1. Liberal Arts and Sciences Test (LAST),
  2. Assessment of Teaching Skills-Written (ATS-W), and the
  3. 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 receive instruction 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
  6. Autism

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