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 Specialized Programs in Education  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. Completion of General Education Core prerequisites for teacher education programs (see below).
6. A written personal statement of professional intent.
7. 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 or placement exam (0-3 s.h.)
4. Concepts in History/Social Science (6 s.h.)
5. Language other than English (3 s.h.)
6. Scientific Processes (6 s.h.)
7. Mathematical Processes (6 s.h.)
8. Literature, Analysis and Written Expression (6 s.h.)

Course work for the general education core in the liberal arts and sciences must have a GPA of 2.75 or above with no grades below a C-.

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

• SPED 201 - The Exceptional Child Semester Hours: 3

• Note: no grade lower than C will be accepted.

Program Requirements - Total Semester Hours: 37

Note

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 all programs must complete a New York state-mandated minimum of 100 clock hours of fieldwork in designated schools prior to student practicum. Students in certain programs may exceed those minimum hours.

• LYST 209 - Language, Culture and Identity: Literacy Issues for Adolescents and Young Adults, 3 s.h. 
  10-hour field placement in varied settings, grades 7-12
   
• LYST 215A - Language and Literacy in Middle Childhood and Adolescence, 3 s.h. 
  10-hour field placement in varied settings, grades 7-12
   
• LYST 217A - Reading and Writing With Adolescents, 3 s.h. 
  10-hour field placement in varied settings, grades 7-12
   
• SPED 238 - Field Experience, 3 s.h. 
  50-hour field placement in settings for special needs students, grades 7-12, in a variety of settings
   
• SPED 242 - Psychoeducational Assessment in Special Education, 3 s.h. 
  15 hours of individualized assessment with a student with special learning needs
   
• SPED 245 - Curriculum and Methods for Students With Diverse Learning Needs, 4 s.h. 
  20 hours of individualized instruction with a student with special learning needs, grades 7-12
   
• SPED 265 - Instructional Learning Strategies for Students with Disabilities, Grades 7-12, 3 s.h. 
  20 hours of individualized strategy instruction with a student with special needs
   
• SPED 277 - Technology and Assistive Technology in Special Education, 3 s.h. 
  15 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, 3 s.h. 
  20-hour field placement in varied settings, grades 7-12
   
• SPED 294 - Strategies for Teaching Children with Autism and Moderate Intellectual Disabilities, Grades 7-12, 3 s.h. 
  20-hour field placement in varied settings, grade 7-12

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 Specialized Programs in Education . 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 prerequisite 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 Life Span .
7. Completion of all required Educational Law Seminars.
8. 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 Educational Support Services the semester in which the student is graduating. There will be opportunities to attend a certification workshop during the student’s final semester, to receive all the necessary information regarding applying for certification. Individuals 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), childhood (grades 1-6), adolescent (grades 7-12) and special subject, students with disabilities, gifted, TESOL, bilingual, literacy, speech and language disabilities teachers, as well as school leadership candidates, are required to pass the New York State Certification Examinations (NYSTCE) administered by National Evaluation Systems, Inc., including the Educating All Students Test (EAS), Academic Literacy Skills Test (ALST), Content Specialty Test(s) (CST) and the edTPA. Prospective School Leaders will be required to take the appropriate leadership exams. For more information regarding state testing, please contact the Office of Educational Support Services at 516-463-5747 or visit www.nystce.nesinc.com.

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
6. Training in Harassment, Bullying and Discrimination Prevention and Intervention required under the Dignity for All Students Act (DASA)

New York state legislation also requires all persons seeking certification in special education, speech and language disabilities or school administrators working in special education, to have training in the area of children with autism.

Hofstra University offers the above listed educational law seminars through the Office of Educational Support Services. All of these seminars must be completed before the conferral of the degree and recommendation for certification.

Forms for applying for certification can be found at the Office of Educational Support Services Web page under the certification tab.

Fingerprinting
Chapter 180 of the Laws of 2000, the Schools Against Violence in Education (SAVE), requires that applicants for teaching and administrative and pupil services personnel certification and perspective employees of covered schools (school districts, charter schools and BOCES) must undergo fingerprint supported criminal history background check. However, many school districts and institutions across the metropolitan New York area are now requiring that all student teachers, observers, interns or externs receive fingerprint clearance before they are placed in educational settings that are required for this degree program. Therefore, we recommend that you apply for fingerprint clearance upon acceptance to the program. Fingerprint clearance is also required for New York state certification. For information on how to register to be fingerprinted, visit http://www.hofstra.edu/Academics/colleges/soeahs/CESS/cess_requirements_fingerprints.html.