M.S.ED. IN SPECIAL EDUCATION (GRADES 1-6)

The 30-credit Master’s program prepares you to create effective learning environments for three types of students in grades 1 to 6 – mentally handicapped, emotionally disturbed and learning disabled. Areas of study include classroom management and the diagnosis and correction of learning disabilities. Inclusion techniques, use of technology, understanding the neurologically impaired child and the psychology and education of autistic children are all part of the elective offerings.


Admissions Requirements

ADMISSION REQUIREMENTS

Applicants to the M.S. in Childhood Education/Literacy (Birth – Grade 6) 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 3.00 overall and 3.00 in major grade point average or equivalent in an accredited bachelor’s program. Students who do not meet this requirement are welcome to discuss their options for admission with the graduate advisor.
  • 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

Degree Requirements

Course

Credits

EDS 600

Introduction to the Study of the Exceptional Child

3

EDS 620

Assessment and Diagnosis of Children with Disabilities

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 Behavior Problems

3

EDS 633

Accommodating Learners with Special Needs in Inclusive ettings (Includes Technology) 

3

EDS 702

Practicum in Special Education

3

EDS 624

Contemporary Issues and Research in Special Education

3

EDS

Elective in Special Education

3

Course Descriptions

EDS 600 Introduction to the Study of the Exceptional Child

A basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality. Specific reference will be given to an overview of disability and impairment and to a system of classification and criteria of classification. Prerequisite of EDI 600, 601, 612, 613, 614, 677 are required of all Childhood/Literacy and Childhood/Special Education majors only.

Credits: 3 Every Fall, Spring and Summer

EDS 620 Assessment and Diagnosis of Children with Disabilities

An introduction to instruments and valuation strategies used in assessing children with disabilities and the environmental conditions which contribute to their problems in learning. Practice in administration of test interpretation of results, with suggested remedial and therapeutic interventions, is an important facet of this course. Prerequisite or Co-requisite of EDS 600 is required

Credits: 3 Every Fall and Spring

EDS 617 Literacy for Children with Disabilities: Birth-Grade 6

This course covers theory, research and effective practices for teaching students with significant reading problems. Specifically, graduates will become immersed in the assessment of literacy problems and their use to provide effective instruction. Both formal and informal instruments will be discussed for determining children's strengths and needs. A variety of instructional approaches will be considered for developing reading strategies and skills in children with disabilities. Prerequisite or Co-requisite of EDS 600 or 610 is required.

Credits: 3 Every Fall, Spring and Summer

EDS 630 Curriculum-based Assessment and Instruction of Students with Mild Disabilities

The course will examine the complexity of the issues inherent in the teaching learning process with particular reference to students with mild disabilities in inclusive settings. The instructional dimensions that create the conditions of failure for students with learning problems will be characterized. A framework and practical strategies for the use of assessment procedures that focus on effective instructional planning and can reverse the cycle of failure for students with mild disabilities will be emphasized. An assessment model that generates information for the design of an instructional program and provides for the continuous monitoring of student progress in academic areas (such as reading, writing and math) and in content areas (such as social studies and science), will be outlined. Effective instructional strategies and elements of teaching practice that support the learning and growth of students with mild disabilities will also be addressed. The course also includes 15 hours of field observation. Prerequisite of EDS 600 and Co-requisite of EDS 620 are required. Childhood/Special Education MS majors need a prerequisite of EDS 600 only.

Credits: 3 Every Fall, Spring and Summer

EDS 631 Curriculum-based Assessment and Instruction of Students with Severe Disabilities

This course focuses on methodologies of: (1) assessment; (2) curriculum development; (3) individualized educational planning; and (4) instructional programming for children with severe developmental disabilities aged 6-12. Emphasis will be given to curriculum-based assessment as it relates to instructional planning. Assistive technology to support the learning process will be addressed. Accommodations to facilitate the successful inclusion of students with severe disabilities in general education classrooms will also be reviewed. Attention will be directed toward developing skill in task analysis, IEP preparation, and lesson planning. Case presentations will be utilized to highlight team building and interdisciplinary collaboration in educating children with severe disabilities. The course also includes 15 hours of field observation. Field experiences are required. Co-requisite of EDS 610 or 620 is required. Childhood/Special Education MS Majors require a prerequisite of EDS 610 only.

Credits: 3 Every Fall, Spring and Summer

EDS 632 Instruction and Classroom Management for Children with Emotional and Behavior Problems

Focus in this course will be on program development which will include prescriptive remediation based on diagnostic assessment. A consideration of instructional techniques and resources will be of central focus. Fundamental skills in classroom management and in dealing with maladaptive behavior in both inclusive and non-inclusive educational settings will also be surveyed. The course also includes 10 hours of field observation. Prerequisite of EDS 600 and Co-requisite of EDS 620 are required. Childhood/Special Education MS majors need a prerequisite of EDS 600 only.

Credits: 3 Every Fall, Spring and Summer

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

Inclusion represents one of the most significant challenges facing education in recent years. It requires critical changes in attitudes and practice for both general and special educators. This course will explore the concept of inclusion, discuss it from both a theoretical and practical perspective, and present strategies necessary for it to be successful. Included will be discussions of historical and current perspectives, collaboration among professionals, practical classroom administration, instructional adaptations, etc. One specific mechanism to facilitate inclusion will be the use of assistive and instructional technologies with an emphasis on those that can assist in the integration of students with disabilities. The course also includes 10 hours of field observation. Prerequisite of EDS 600 and Co-requisite of EDS 620 are required. Childhood/Special Education MS Majors require a prerequisite of EDS 600 only.

Credits: 3 Every Fall, Spring and Summer

EDS 702 Supervised Practicum

In Special Education The NYS Department of Education defines the practica as a structured, college-supervised learning experience for a student in a teacher education program through direct experiences with individual students or groups of students. Prerequisites of EDS 600, 620, 617, 630, 631, 632, 633 or EDS 600, 630, 631, 632, 633 are required.

Credits: 3 Every Fall and Spring

EDS 624 Contemporary Issues and Research in Special Education/Culminating Experience

This course, an advanced seminar in current issues facing the field of special education, is designed to provide an opportunity for students to research, discuss and understand the topics that are impacting our field and its theoretical base. Prerequisite of EDS 600, (610 or 620), 617, 630 and must be taken in the last 9 credits.

Credits: 3 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