Special Education Early Childhood Intervention (Birth-Grade 2), MSEd

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Special Assistant Professor Hernandez, Graduate Program Director, 516-463-5968

The MSEd in Special Education Early Childhood Intervention (Birth-Grade 2) is a 45 s.h. program that integrates the requirements of two already existing degree programs: the MSEd in early childhood special education and the advanced certificate in applied behavior analysis .

This program consists of core courses in early childhood special education, including a student teaching experience as well as research-based courses in applied behavior analysis. This program provides students with the knowledge, skills and values needed to work effectively as early interventionists with children, birth through age 5, and their families, and to serve as early childhood special educators with children through the second grade level across the full range of disabilities (mild, moderate, severe and multiple). This program builds upon general education and all students must have prerequisite preparation in early childhood and/or childhood education.

Students in this program will specialize in applied behavior analysis and its use with young children with disabilities. Areas of focus include: data collection and analysis, behavioral intervention in the classroom, and ways to promote generalization. Ethical concerns with regard to behavior change will be addressed throughout the program.

A universal theme woven into the fabric of the program is a belief in inclusive education for young children with disabilities. Specific principles are addressed throughout the course of study, including the principles of universal design and technology as a means of ensuring access and participation and progress for all learners. In addition, the development of culturally responsive teaching, the ability to build collaborative partnerships with parents, and related service providers and develop skills necessary to provide assessment and diagnosis are all key components of this program. Finally, the ability to provide positive behavioral supports for young children with behavioral disabilities is another essential focus.

This program reflects a field-integrated approach which consists of a minimum of 100 clock hours of field work prior to student teaching with site-based courses as a key component of the program.

This program leads to New York state initial/professional certification in students with disabilities at the early childhood level. This program also fulfills the education requirement for the Board Certified Behavior Analyst (BCBA) certification for the Behavior Analyst Certification Board (BACB).

Admission Requirements

Admission to the program is based on a comprehensive review of multiple criteria, including the following:

Initial or professional New York state teacher certification in early childhood or childhood education.
A completed application form.
A minimum GPA of 3.0.
Three (3) letters of recommendation addressing the applicant’s potential to succeed in the teaching of students with disabilities.
A written personal statement of professional intent.
An interview with a faculty member in early childhood 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: 45

Matriculated students must complete a minimum of 33 s.h. in-residence at Hofstra. A maximum of 12 s.h. of graduate course work 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.

Prerequisite Requirement

SPED 207 - Introduction to Young Children With Disabilities Semester Hours: 3
(or equivalent introductory prerequisite course)

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 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 program director.

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

SPED 208 - Educational Intervention for Young Children With Disabilities Semester Hours: 3
A minimum of 15 clock hours of site-based course work and participant observation in PreK-K setting
SPED 209 - Early Intervention: Infant Stimulation Semester Hours: 3
A minimum of 10 clock hours of site-based course work and participant observation in PreK-K setting
SPED 210 - The Creative Arts in Special Education Semester Hours: 3
A minimum of 15 clock hours to implement Start With Art curriculum for young children with disabilities
SPED 226 - Early Intervention and Related Services in Early Childhood Special Education Semester Hours: 3
A minimum of 10 clock hours to observe PT/OT/speech pathology intervention for young children
SPED 248 - Education of Students With Autism Spectrum Disorders Semester Hours: 3
20 clock hours in a setting for students with autism spectrum disorders
SPED 259 - Introduction to Applied Behavior Analysis for Special Educators Semester Hours: 3
20 clock hours in a setting utilizing applied behavior analysis
SPED 277 - Technology and Assistive Technology in Special Education Semester Hours: 3
A minimum of 15 clock hours in a local facility where assistive technology is prominently used by students with disabilities

Student Teaching

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

Successful completion of 36 s.h. of core course work
A GPA of 3.0 or higher in overall graduate course work.
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 Specialized Programs in Education . Application forms are available in 118 Hagedorn Hall. Students registered for SPED 237A will complete a student teaching placement at two early childhood developmental levels.

Graduation Requirements

Completion of a minimum 45 semester hours in prescribed courses with a minimum overall GPA of 3.0 in all special education core courses.
A minimum of 33 s.h. in-residence.
Passing grade on the comprehensive examination.
Completion of all required Educational Law Seminars.
All course work taken within a five-year period.

Teacher Certification Requirements

Upon successful completion of degree requirements, students will be eligible to apply for the University’s recommendation for New York state certification. Contact the Office of Educational Support Services, 129 Hagedorn Hall, for information regarding any required Educational Law seminars* and other certification requirements. Forms for applying for certification can be found at the Office of Educational Support Services Web page under the certification tab.

*Please note, as of December 31, 2013, the Regulations of the Commissioner of Education now require a new six-hour seminar for Training in Harassment, Bullying and Discrimination Prevention and Intervention, required under the Dignity for All Students Act (DASA): http://www.highered.nysed.gov/tcert/news/newsitem05162013.html.

To be eligible for the certification, students are required to have passing scores on the appropriate New York State Teacher Certification Examinations (NYSTCE). Please contact the Office of Educational Support Services for specific certification requirements.

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