M.S. in Students with Disabilities (All Grades)
Teaching students with special needs in elementary school requires dedication and knowledge. The 30-credit Master of Science in Students with Disabilties (M.S.Ed.) will prepare you to create effective learning environments for students who face a variety of challenges, including intellectual disabilities, emotional disturbances, and learning disabilities. These areas of specialization are incorporated into one comprehensive program that covers all grades.
You will study classroom management and the diagnosis and correction of learning disabilities. You will learn how to facilitate inclusion, a trend toward keeping special education children in regular classes while also providing additional assistance in that setting. Elective courses include the use of technology in special education, understanding the neurologically impaired child, and the assessment and education of children with autism. Supervised student-teaching opportunities will give you real-world experience with this special population.
The M.S.Ed. in Students with Disabilities program is accredited by the Council for the Accreditation of Educator Preparation, signifying that the program of study meets the highest standards of quality in preparing competent, caring and qualified professional educators who will teach and lead in public and private schools.
Candidates must possess initial teaching certification in childhood education.
Program Curriculum
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Special Education Core Requirements |
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EDS 600 |
Introduction to the Study of the Exceptional Child |
3.00 |
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EDS 617 |
Literacy for Students with Disabilities |
3.00 |
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EDS 620 |
Assessment and Diagnosis of Students with Disabilities |
3.00 |
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EDS 630 |
Curriculum-based Assessment and Instruction of Students with Mild Disabilities |
3.00 |
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General Concentration |
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EDS 631 |
Curriculum-based Assessment and Instruction of Students with Severe Disabilities at the Elementary and Secondary levels |
3.00 |
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EDS 632 |
Instruction and Classroom Management for Children & Adolescents with Emotional and Behavior Problems |
3.00 |
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EDS 633 |
Accommodating Learners with Special Needs in Inclusive Settings (Includes Technology and Inclusion) |
3.00 |
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EDS 624 |
Contemporary Issues and Research in Special Education/Culminating Experience |
3.00 |
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EDS 702 |
Supervised Practicum in Special Education at the Elementary and Secondary Levels |
3.00 |
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EDS ____ |
Elective in Special Education |
3.00 |
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Concentration in Behavior Analytic Methodology |
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EDS 629 |
Curriculum-based Assessment and Instruction of students with Severe Disabilities |
3.00 |
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EDS 635 |
Behavior Management for Learners with Autism & Developmental Disabilities |
3.00 |
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EDS 750 |
Institute |
3.00 |
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SPE 681 |
Language Disorders in Severe Developmental Disabilities and Autism |
3.00 |
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EDS 625 |
Contemporary Issues and Research in Special Education/Culminating Experience (Autism) |
3.00 |
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EDS 704 |
Practicum in Autism |
3.00 |
Courses
EDS 600 Introduction to the Study of the Exceptional Child and Adolescent
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. Credits: 3
Every Fall and Spring
EDS 617 Literacy for Students 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 individual strengths and needs. A variety of instructional approaches will be considered for developing reading strategies and skills in students with disabilities.
Summer class on occasion. Prerequisite of EDS 600 is required. Credits: 3
Every Fall and SpringEDS 620 Assessment and Diagnosis of Students with Disabilities
An introduction to instruments and evaluation strategies used in assessing students with disabilities and the environmental conditions which contribute to their problems in learning. Practice in administration of tests and interpretation of results, with suggested remedial and therapeutic interventions, is an important facet of this course. Summer class offered on occasion.
Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and SpringEDS 624 Contemporary Issues and Research in Special Education/Culminating Experience
This course is 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.
Class may be offered in summer on occasion. Prerequisite of EDS 600, (610 or 620), 617, 630 and must be taken in the last 9 credits.
Credits: 3
Every Fall and SpringEDS 630 Curr-based Assess and Instr of Students with Mild Disabilities at the Elementary and Secondary Level
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.
Class may be offered in summer on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
EDS 631 Curr-based Assessment/Instruction of Severe SWD at the Elementary and Secondary Levels
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.
Class may be offered in summer on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and SpringEDS 632 Instr & Classroom Manage for Children and Adolescents 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.
Class may be offered in summer occasionally. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
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 included 10 hours of filed observation.
Summer class may be offered on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and SpringEDS 702 Supervised Practicum in Special Education at the Elementary and Secondary Levels
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 Spring
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