M.S. IN CHILDHOOD EDUCATION/SPECIAL EDUCATION (DUAL CERTIFICATION)

This 48-credit Master of Science program prepares you for New York state certification in both Childhood Education and Special Education. You will learn to develop and teach innovative curricula for children in Grades 1 to 6, and to teach elementary school children with special needs, including mental handicaps, learning disabilities, emotional and behavioral disorders, developmental disorders and physical disabilities. In addition, you will explore the historical, social and legal foundations of special education and receive extensive clinical experience by working with children with special needs. You will learn to identify the characteristics of youngsters with varying levels of learning difficulties and adapt instructional strategies and materials to fit their needs.

The program is accredited by the Teacher Education Accreditation Council, signifying it meets the highest standards of quality in preparing competent, caring and qualified professional educators who will teach and lead in pre-K through grade 12 schools.

In service to our local community, the Department of Special Education and Literacy houses two on-campus clinics for children with reading challenges and disabilities: The Literacy and Learning Development Center and the Center for Community Inclusion.

PROGRAM GOALS

The Master of Science program is dedicated to preparing teachers who are:

  • Knowledgeable, ethical, caring decision-makers for students with special educational needs.
  • Skilled instructors who plan, implement and assess instruction for the general student population in grades 1-6.
  • Proficient in instructional technology including the knowledge of skills, strategies, software and hardware to be used in classroom management and computer-assisted instruction.
  • Knowledgeable in theories of learning and growth, content areas to be taught, and the theories, laws, procedures and programs related to the field of special education.
  • Collaborative and ethical decision-makers
  • Life-long learners committed to: intellectual growth, inquiry, professionalism, appreciation of diversity, and advocacy for students

Admissions Requirements

ADMISSION REQUIREMENTS

Applicants to the M.S. in Childhood Education Special Education Program must meet the following requirements for admission:

  • Application for Admission (online or PDF) (Graduate Application)
  • Official copies of your undergraduate and/or graduate transcripts from any college(s) or universities you have attended
  • Applicants must have achieved at least a 2.5 overall and 2.75 in major grade point average or equivalent in a bachelor's program.
  • Initial (or provisional) teaching certificate is required. If you hold a degree from outside the United States your official records of all post-secondary education must be translated by an approved organization such as World Education Services (WES). You may purchase this translation by contacting WES, www.wes.org or telephone at 1-800-937-3895. Request a course-by-course translation with conversion of all grades into a U.S.4- point scale with U.S. degree equivalencies. This translation must be received by the Office of Admissions in an envelope sealed by WES.
  • The Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) is required of all applicants whose native language is not English. The TOEFL or IELTS is generally not required of candidates who have studied for at least two years at an accredited high school or post-secondary institution where English is the only method of instruction, unless there is a need for additional evidence of proficiency in English upon review of other academic credentials. The minimum TOEFL score for admission: 79 Internet-based score (197 computer based, 527 paper-based score) or minimum IELTS score for admission: 6.0 (effective Spring 2012)

Send application materials to:

Graduate Admissions
LIU Brentwood
1001 Crooked Hill Road
Brentwood, NY 11717

Program Requirements

PROGRAM REQUIREMENTS

  • You must complete all the course work listed in your Degree Requirements and achieve an overall G.P.A. of 3.0 or higher.
  • You must participate in a minimum of 150 hours of Field Experience.
  • You must pass the New York State Teacher Certification Examinations . For complete information about the New York State Teacher Certification Exams, visit the New York State Teacher Certification Examinations Web site.
  • In order to be certified to teach in New York State, all students pursuing a teacher education degree must participate in two workshops, a School Violence Prevention and Intervention Workshop (Project S.A.V.E.) and a Child Abuse Identification Workshop. These workshops should be taken in your last two semesters of your degree program.
  • In order to student teach or receive your New York State teaching certificate or apply for employment in a school district, charter school or boards of cooperative educational services (BOCES), New York State requires you to satisfy a Fingerprint Investigation for a criminal history background check. LIU Post recommends that you participate in the fingerprinting prior to student teaching. Visit the "Fingerprinting" section of the New York State Education Department Web site for more information and directions on how to apply. If you are a certified teacher who has already been fingerprinted by the New York State Education Department database before July 1, 2001, you do not need to be reprinted.
  • You must participate in Student Teaching for one semester, full-time. This generally occurs in your last semester of study.

See Teaching Certification Requirements for details.

REQUIRED COURSES

48 CREDIT MASTER OF SCIENCE IN CHILDHOOD EDUCATION/SPECIAL EDUCATION (DUAL CERTIFICATION)

Curriculum and Instruction required courses:


Course

Credits

EDI 600

Psychological Foundations of Education

3

EDI 601

Social Foundations of American Education

3

EDI 677

Curriculum Development for the Classroom

3

EDI 612

Teaching Social Studies in Grades 1-6

3

EDI 613

Teaching Mathematics in Grades 1-6

3

EDI 614

Teaching Science in Grades 1-6

3

EDI 710

Supervised Student Teaching and Seminar for Childhood/Special Ed or Childhood/Literacy

3

Sub Total Credits: 21

Special Education core course requirements:


Course

Credits

EDS 600

Introduction to the Study of the Exceptional Child

3

EDS 610

Literacy Teaching and Learning: Birth-Grade 6

3

EDS 617

Literacy for Children with Disabilities: Birth-Grade 6

3

EDS 630

Curriculum-based Assessment and Instruction of Students with Mild Disabilities

3

EDS 631

Curriculum-based Assessment and Instruction of Students with Severe Disabilities

3

EDS 632

Instruction and Classroom Management for Children with Emotional and Behavior Problems

3

EDS 633

633 Accommodating Learners with Special Needs in Inclusive Settings (Includes Technology and Inclusion)

3

EDS 624

624 Contemporary Issues and Research in Special Education/Culminating Experience

3

HE 205A

Health and Substance Abuse Seminar

0

EDS 713

713 Supervised Student Teaching and Seminar in Special Education

3

Sub Total Credits: 27

Total Credits: 48 - 51 credits

150 hours of Field Experience is required.

 

Culminating Experience (0-3 credits)

Comprehensive Exam or Final Project or EDI 705 – Thesis = 3 credits
For Curriculum and Instruction ONLY

Course Descriptions

COURSE DESCRIPTION

EDI 600 Psychological Foundations of Education 

This course is designed to introduce students to psychological theories and principles which affect teaching, learning and development. Students have the opportunity to observe student and teacher behavior as well as classroom environments in order to identify operative psychological theories and principles. The use of the technology and learning will be examined. This course will require a writing component. Also, 10 hours of fieldwork will be required. 

Credits: 3 Every Fall, Spring and Summer 


EDI 601 Social Foundations of American Education

This course introduces students to the social, economic, political and intellectual foundations of American education. It describes the development of the American school system in a rapidly changing environment, with emphasis on the relationship between education and society. Main topics to be explored are the structure and purposes of schooling, the professionalization of teaching, educational policy making and school social factors influencing teaching and learning, and the relationship between education and work. Class discussions are based upon both primary and secondary sources. The use of the technology as it relates to teaching and learning will be examined. This course will require a writing component. Also, 10 hours of fieldwork will be required.

Credits: 3 Every Fall, Spring and Summer 


EDI 643 Education for Cultural Diversity

The principles and practices of multicultural education are studied in this course, which provides a practical approach to implementation of a culturally diverse Curriculum and Instruction. Major issues covered include human rights, involvement of parents and the community, criteria for multicultural curricula, assessment and evaluation strategies, global issues in education, and formulating an agenda for educational and social action. The use of the technology as it relates to teaching and learning will be examined. This course will require a writing component. Also 10 hours of fieldwork will be required.

Credits: 3 On Demand


EDI 677 Curriculum Development for the Classroom Teacher

This course examines principles of curriculum construction, planning, development and justification in relationship to historical, theoretical and practical considerations of purpose, content and the organization of educational experiences. Consideration is given to principles of curriculum research and evaluation. The course embraces concern of the school and non-school settings for educational experiences. The use of the technology as it relates to teaching and learning will be examined. This course will require a writing component. Also, 10 hours of fieldwork will be required. Prerequisite of EDI 600, 601, and EDS 610 are required.

Credits: 3 Every Fall, Spring and Summer


EDI 700 Introduction to Educational Research

This course is designed to provide a broad understanding of the theories and practices of teacher action research in education. Students will be introduced to the theoretical background underlying teacher action research and engage in analytic and practical activities designed to demonstrate a systematic and reflexive inquiry into classroom practice. Components include (1) developing research questions, (2) designing and planning a meaningful research study, (3) collecting and analyzing data in ethical ways, (4) representing findings, and (5) incorporating the findings into practice. By the end of the course, students will know how to use action research in their educational practice.

Credits: 3 Every Fall, Spring and Summer 


EDI 610 General Methods of Teaching in Middle and High School Cross-listed as LIS 625

This course is a study of generic instructional techniques in which the student begins to explore the development of a repertoire of methodologies and materials to match instructional purposes. Students are expected to demonstrate mastery in a variety of teaching methods. The use of technology as it relates to teaching and learning will be examined. This course will require a writing component. Also, 20 hours of fieldwork will be required. Prerequisite of EDI 551, 555, 643, 677 or EDI 551,555,556 are required. Students in Art Education MS and Music Education MS require prerequisites of EDI 600 and EDI 601. 

Credits: 3 Every Fall and Spring


EDI 612 Teaching Social Studies in Elementary School Grades

This course examines social studies curriculum development through examination of theory and current practices in the school. Inquiry approach, model development, organizational patterns and teaching strategies are examined through current research. The use of the technology as it relates to teaching and learning will be examined. This course will require a writing component. Also, 10 hours of fieldwork will be required. Prerequisite of EDI 600, 601, and EDS 610 are required.

Credits: 3 Every Fall, Spring and Summer

 

EDI 613 Teaching Mathematics in the Elementary School Grades

Educational and psychological dimensions of learning and teaching mathematics in grades K-6 are examined in the context of current trends in mathematics education. The development of mathematics concepts and understandings is explored through relevant activities and materials. Model programs and teaching approaches are discussed in light of current recommendations for mathematics education. The use of the technology as it relates to teaching and learning will be examined. This course will require a writing component. Also, 10 hours of fieldwork will be required. Prerequisite of EDI 600, 601, and EDS 610 are required.

Credits: 3 Every Fall, Spring and Summer


EDI 614 Teaching Science in Grades 1 - 6

This course is an examination of existing programs, materials and problems of science education in the light of current psychological and philosophical theories. Development of science activities with emphasis on the process of science, conceptual understanding, meeting individual differences, discovery approach and utilization of inexpensive, easily available materials for experiments and demonstrations are covered. The use of the technology as it relates to teaching and learning will be examined. This course will require a writing component. Also, 10 hours of fieldwork will be required. Prerequisite of EDI 600, 601, and EDS 610 are required.

Credits: 3 Every Fall, Spring and Summer


EDI 705 Thesis Seminar

This course is available only to those matriculated master's degree candidates electing to develop and write a thesis under the supervision of an approved faculty member. Registration must be approved by the student's departmental chairperson or designated representative.

Credits: 3 Every Semester


EDI 709 Supervised Student Teaching and Seminar in the Elementary School

This course is the systematic, extended observation and student teaching experience under supervision in a selected private or public school. Half of the experience is in first through grade three, and the other half is in grades four through six. A weekly seminar integrates theory with practice and provides orientation to the teaching profession. Prerequisite of EDI 600, 601, 612, 613, 614, 677, 643, 700, EDS 610, 611 & EDS 633.

Credits: 6 Every Fall and Spring


Health Education Course

HE 205A Adolescent Health-Risk Workshop

Adolescent Health-Risk Workshop

Credits: 0 Every Fall, Spring and Summer


CONTACT

LIU Brentwood
Abagail Van Vlerah, Dean
Abby.VanVlerah@liu.edu

EXPLORE

Enrollment Services

ADMISSIONS

Email: brentwood-info@liu.edu
Phone: 631-287-8500