Direct admission to the dual degree program (BS and MSEd)

Students entering Hofstra as incoming freshmen/women can apply for direct admission to the dual degree program.

Provisional acceptance to Early Childhood/Childhood Education program:

Students entering Hofstra as incoming first-year students must have an overall high school GPA of 3.0 and must also submit scores on a nationally-normed admission test such as the SAT, ACT, AP, or IB. 

Final acceptance to Early Childhood/Childhood Education program:

Applicants must also satisfy the following additional admission requirements:

1. A GPA of 3.0 in their first year of liberal arts and education courses.
2. An interview with the Early Childhood/Childhood program director.
3. Three letters of recommendation addressing the applicant’s potential to succeed in the teaching field.
4. A written personal statement of professional intent.

Students admitted directly to the dual degree program as incoming freshmen will need to be transitioned into the graduate program before being allowed to take graduate courses as part of their undergraduate program and must fulfill the following requirements

1. A minimum overall GPA of 3.0 following completion of at least 89 s.h. of course work toward their BS in Early Childhood/Childhood Education Dual Certification Program.
2. An interview with the graduate program director.
3. A written personal statement of professional intent.
4. Three letters of recommendation addressing the applicant’s potential to succeed in the teaching of students with disabilities.
5. Completion of Dual Degree conditional acceptance form through the Office of Academic Records
6. Completion of Dual Degree application waiver/substitution form

Admission to the dual degree program for current Hofstra students and qualified transfer students (BS and MSEd)

Qualified Hofstra students who have been following the curriculum for the BS in Early Childhood/ Childhood Education or qualified transfer students can apply for admission to the dual degree program upon completion of the second semester of their sophomore year of undergraduate work. In order to qualify for admission to the dual degree program, a student must attain a minimum cumulative GPA of 3.0 at the time of application. Students admitted to the dual degree program should note that admission to the MSEd portion of the program requires a cumulative GPA of 3.0 at the time of application to the MSEd program.

Undergraduate students must apply and be accepted and/or transitioned into the graduate program before being allowed to take graduate courses as part of their undergraduate program, and must have fulfilled the following requirements:

1. Completion of at least 89 s.h. toward their BS degree, with at least 30 s.h. completed in-residence at Hofstra, before being permitted to take graduate courses for the MSEd in Special Education
2. Submission of scores on a nationally-normed admission tests (such as the SAT or ACT)
3. An interview with the graduate program director
4. A written personal statement of professional intent.
5. Three letters of recommendation addressing the applicant’s potential to succeed in the teaching of students with disabilities.
6. Completion of Dual Degree conditional acceptance form through the Office of Academic Records
7. Completion of Dual Degree application waiver/substitution form

Program Requirements: BS/MSEd Dual Certification Program in Early Childhood Education and Childhood Education, Students with Disabilities B-2 and Severe or Multiple Disabilities Annotation/Extension

Adjunct Instructor Fischbach, Adviser, 516-463-4799

Early Childhood Special Education, MSEd

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

This BS/MSEd program is designed those seeking New York state certification in Early Childhood, Childhood, and Students with Disabilities Birth-Grade 2 with a Severe or Multiple Disabilities Annotation/Extension.

This program consists of core courses in early childhood special education including a student teaching experience, with related courses in early childhood curriculum and instruction. The Early Childhood Special Education program at Hofstra provides students with the knowledge, skills and values needed to work effectively as early interventionists with children, birth through age three and their families, and to serve as early childhood special educators with children at the preschool through second grade level. Early childhood special education programs build upon general education and all students must have prerequisite preparation in early childhood and/or childhood education.

The MSEd portion of this program reflects a field-integrated approach which consists of a minimum of 100 clock hours of field work prior to student teaching. Field experiences are linked to each of the courses that comprise the professional core and include participant observation and field-related projects at the early childhood developmental level (birth through second grade) across a variety of school settings including high-needs school districts. Students attend parent and professional meetings, as well as work individually with students with disabilities.

Admission Criteria

Students must be currently enrolled in the Dual Degree Program – B.S. in Early Childhood (Birth-Grade 2)/ Childhood Education (Grades 1-6), and M.S. Ed. in Early Childhood Special Education and have met the criteria for transitioning into the graduate portion of the program.  

Program Requirements - Semester Hours: 33 (9 sh completed within BS degree requirements)

Knowledge Core - Semester Hours: 12

• SPED 248 - Education of Students With Autism Spectrum Disorders Semester Hours: 3
• SPED 277 - Technology and Assistive Technology in Special Education Semester Hours: 3
• SPED 208 - Educational Intervention for Young Children With Disabilities Semester Hours: 3 (See footnote *)
• SPED 209 - Early Intervention: Infant Stimulation Semester Hours: 3 (See footnote *)

Associated Skills - Semester Hours: 15

• SPED 204 - Collaborative Partnerships With Families of Children With Disabilities Semester Hours: 3 (See footnote *)
• SPED 210 - The Creative Arts in Special Education Semester Hours: 3(See footnote *)
• SPED 216 - Assessment and Diagnosis in Early Childhood Special Education Semester Hours: 3 (See footnote *)
• SPED 226 - Early Intervention and Related Services in Early Childhood Special Education Semester Hours: 3 (See footnote *)
• SPED 310 - Critical Issues in Special Education Across the Life Span Semester Hours: 3

Reflective Practice - Semester Hours: 6

• SPED 237A - Teaching Students With Disabilities Semester Hours: 3 (See footnote*)
• SPED 238 - Field Experience Semester Hours: 3 (See footnote*)

Footnote

*Fulfills requirements for the annotation for Teaching Students with Severe or Multiple Disabilities.

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 (SPED 207) 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 Special Education 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

      15 clock hours to implement a cognitive curriculum for young children with disabilities

• SPED 209 - Early Intervention: Infant Stimulation Semester Hours: 3

      10 clock hours to implement HELP curriculum for infants and toddlers with disabilities

• SPED 210 - The Creative Arts in Special Education Semester Hours: 3

      15-20 clock hours to implement Start With Art curriculum for young children

• SPED 226 - Early Intervention and Related Services in Early Childhood Special Education Semester Hours: 3

      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 277 - Technology and Assistive Technology in Special Education Semester Hours: 3

      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:

1. Successful completion of 27 s.h. of core course work
2. A grade point average of 3.0 or higher in overall graduate course work.
3. 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 , 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.

Students registered for SPED 237A  will complete a student teaching placement at the early childhood developmental level. Students registered for SPED 238  will complete 50 hours of field experience in a classroom setting serving students with severe or multiple disabilities. Upon completion of this program, inclusive of SPED 238 , students are then eligible to apply for the annotation for Teaching Students With Severe or Multiple Disabilities.

Graduation Requirements

1. Completion of all liberal arts and education graduation requirements for the BS/MSEd degree.
2. Successful completion of at least 151 semester hours. (Military Science courses may not be counted toward this total semester hour requirement.)
3. Completion of at least 67 semester hours in liberal arts and sciences course work
4. A minimum GPA of 3.0 in overall course work.
5. A minimum GPA of 2.75 in liberal arts and sciences course work.
6. A minimum GPA of 3.0 in professional education course work
7. An electronic portfolio illustrating the student’s education course work and professional accomplishments.
8. Passing grade on the Comprehensive Examination
9. Completion of all required Educational Law Seminars

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), 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:

• Identification of Child Abuse and Maltreatment
• Fire and Arson Prevention
• School Violence Prevention and Intervention
• Prevention of Alcohol, Tobacco and Drug Abuse
• Highway and School Safety/Prevention of Child Abduction
• 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 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.