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M.S. in Childhood Education (Grades 1-6)/Students with Disabilities (All Grades)

This 48-credit Master of Science program prepares you for New York state certification in both Childhood Education and Students with Disabilities. You will learn to develop and teach innovative curricula for children in Grades 1 to 6, and to teach students with disabilities who are in Pre-K through 12th Grade. You will learn the historical, social, and legal foundations of special education and receive extensive clinical experience by working with students with disabilities including children with specific learning exceptionalities, emotional and behavioral disorders and physical disabilities. You will learn to identify the characteristics of non-neurotypical children and adapt instructional strategies and materials to accommodate 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.

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 and students with learning exceptionalities 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

Applicants to the M.S. in Childhood Education/Students with Disabilities (All Grades) must meet the following requirements in order to be considered for admission:

  • Application for admission at https://apply.liu.edu/quickapp/
  • Application fee: $50 (non-refundable)
  • Official undergraduate and/or graduate transcripts from any and all college(s) or universities you have attended. Bachelor's degree with an undergraduate GPA of at least 3.0.
  • Personal statement
  • Students for whom English is a second language must submit official score results of the Test of English as a Foreign Language (TOEFL). The required minimum acceptable TOEFL score is: 79 Internet-based (213 computer-based or 550 paper-based) or minimum IELTS score: 6.5.

Program Curriculum

Core Courses (12 credits)

EDI 600

Psychological Foundations of Education

3.00

EDI 601

Social Foundations of American Education

3.00

EDI 643

Culturally Responsive and Sustaining Education (CR-SE)

3.00

EDI 677

Curriculum Development for the Classroom Teacher

3.00

Pedagogical Core (9 credits)

EDI 612

Teaching Social Studies in Grades 1-6

3.00

EDI 613

Teaching Mathematics in Grades 1-6

3.00

EDI 614

Teaching Science in Grades 1-6

3.00

Co-related Content (9 credits)

EDS 600

Introduction to the Study of the Exceptional Child and Adolescent (Pre-K to Grade 12)

3.00

EDS 610

Literacy Teaching and Learning: Birth to Grade 6

3.00

EDS 617

Literacy for Students with Disabilities (All Grades)

3.00

Special Education Core (12 credits)

EDS 624

Contemporary Issues and Research in Special Education (PK-Grade 12)

3.00

EDS 630

Curriculum-based Assessment and Instruction of Students with Mild Disabilities (PK-Grade 12)

3.00

EDS 633

Accommodating Learners with Special Needs in Inclusive Settings (PK-Grade 12)

3.00

EDS 635

Behavior Assessment and Management for Learners with Disability Classifications (PK-Grade 12)

3.00

Student Teaching and Practicum (6 credits)

EDI 710

Supervised Student Teaching and Seminar for Childhood/SWD or Childhood/Literacy 

3.00
EDS 713 Supervised Student Teaching and Seminar in Special Education  3.00


Courses

EDI 600: Psychological Foundations of Education

This course is designed to introduce students to psychological theories and principles which affect teaching and learning. Teacher candidates study theories of cognitive development, socio-emotional development, intelligence, motivation, and learning with attention to how individuals develop in these areas throughout childhood. Candidates explore behavioral, cognitive, and constructivist theories of learning and discuss how these theories inform classroom practice (planning for instruction, instructional delivery, classroom management, and assessment of learning). Candidates analyze instructional strategies presented in empirical research and practitioner journals. Candidates observe student and teacher behavior and analyze classroom environments to identify operative psychological theories and principles.

Credits: 3
Every Fall and Spring

EDI 601: Social Foundations of American Education
This course addresses the historical, social, legislative, economic, and philosophical dimensions of American education with particular emphasis on the intersectionality of race, class, gender, linguistic, and cultural diversity, and students with disabilities. Focus is given to developing productive relationships among the school, home, and community for enhancing student learning. It is intended to provide future educators with the knowledge of and appreciation for engaging in continuous professional growth in response to changing policies and legal mandates. This course emphasizes implications of research-based modern educational principles and practices for meeting the needs of the multiple populations with whom candidates will interact in their professional lives. Class discussions are based on primary and secondary sources.
Credits: 3
Every Fall and Spring Delete Summer
EDI 643: Culturally Responsive and Sustaining Education (CR-SE)
This course addresses the principles and practices of culturally responsive and sustaining education. Drawing on the New York State CR-SE framework, the course explores how educators develop their knowledge, skills, and disposition to work with diverse cultures, represented not only in classroom but also in the world, as assets in designing and implementing student-centered learning environments including curriculum, pedagogy, and assessment. Approaching culture as the multiple components of one’s intersectional identity such as race, class, gender, language, sexual orientation, ability, nationality, religion etc., the course explores socio-emotional and cultural aspects of preK-12 grade students¿ growth and development in the context of families and local and global communities. The course provides a critical self-reflexive lens through which educators challenge inequitable systems of access, power, and privilege.
Credits: 3
Every Fall, Spring and Summer
EDI 677: Curriculum Development for the Classroom Teacher
This course explores issues relevant to developing developmentally appropriate curricula and building instructional frameworks for designing lessons and units for PK-12 classrooms. Candidates will explore state and national learning standards, making connections between theory and practice in designing instruction and teaching in small and whole group settings. The course also addresses principles of test construction, modes of authentic assessment (portfolio and performance), aspects of classroom management, design of positive learning environments, and addresses motivation techniques to support the diversity of learners in NY general education classrooms.
Credits: 3
Every Fall and Spring
EDI 612: Teaching Social Studies in Grades 1-6

This course examines social studies curriculum development through examination of theory and current practices in the school. Inquiry approaches, model development, organizational patterns and teaching strategies are examined through current research.

Credits: 3
Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601
Every Fall and Spring

EDI 613: Teaching Mathematics in Grades 1-6
Educational and psychological dimensions of learning and teaching mathematics in grades 1-6 are examined within the context of current trends and educational policy as it relates to mathematics education. Mathematics instruction will be explicitly discussed, and systematic approaches analyzed. The development of mathematics concepts and understandings is explored through relevant activities and materials. Model programs and teaching approaches are discussed considering current recommendations for mathematics education.
Credits: 3
Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601
Every Fall and Spring

EDI 614: Teaching Science in Grades 1-6
This course is an examination of existing programs, materials, and problems of science education considering 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.
Credits: 3
Prerequisite of EDI 551 or EDI 600, EDI 555 or EDI 601
Every Spring and Summer

EDS 600: Introduction to the Study of the Exceptional Child / Adolescent (PK- Grade 12)
This course provides a basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality is included in course content. Specific reference will be given to an overview of various disabilities and to a system of classification and criteria of classification. Neurotypical cognitive and physical development are addressed as a basis of comparison.
Credits:3
Prerequisites for Childhood/Special Education majors: EDI 600, EDI 601, EDI 613, EDI 614, and EDI 677
Every Fall, Spring, and Summer

EDS 610: Literacy Teaching and Learning
The course introduces a study of strategies and resources in childhood language acquisition and the teaching of literacy for elementary school children, specifically attending to the diverse population of students served in NY public schools. The newest techniques and research findings will be discussed. Students will observe, plan and instruct sample literacy lessons.
Credits:3
Every Fall

EDS 617: Literacy for Students with Disabilities (All Grades)
This course covers theory, research, and effective practices for teaching students with significant literacy challenges. Specifically, teacher candidates will become immersed in the assessment of literacy problems and the use of these assessments 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 literacy strategies and skills in students with disabilities, dual-language learners, and any child with literacy challenges.
Credits:3
Prerequisite of EDS 600
Every Fall, Spring, and Summer

EDS 624: Contemporary Issues and Research in Special Education in the Classroom (PK-Grade 12)
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.
Credits:3
Prerequisite of EDS 600 or EDS 631 and EDS 632 or EDS 635 and 18 credits of graduate coursework must be completed before taking this course.
Every Fall and Spring

EDS 630: Curriculum-based Assessment and Instruction of Students with Mild Disabilities (PK-Grade 12)
This course will examine the complexity of the issues inherent in the teaching and learning process with 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 intended to 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 literacy, 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.
Credits:3
Prerequisite of EDS 600
Every Fall and Spring

EDS 633: Accommodating Learners with Special Needs in Inclusive Settings (PK-Grade 12)
Placement in the least restrictive environment, such that students with disabilities have access to typical peers, is a fundamental right under IDEA. In this course, students will learn strategies to support learners with disabilities within the general education setting While content will address inclusive settings for all students with disabilities, the focus will be on instruction and assessment for students with mild disabilities. Included will be discussions of historical perspectives, collaboration among families and professionals, instructional accommodations, and assistive technology. Social development of students with disabilities is also emphasized.
Credits:3
Prerequisite of EDS 600
Every Fall, Spring, and Summer 

EDS 635: Behavior Assessment and Management for Learners with Disability classifications (PK-Grade 12)
This course provides an extension of the principles of applied behavior analysis and their relationship to instructional practices. Teacher candidates will identify, specify, and measure specific behaviors that interfere with a student’s ability to be successful in a school or clinical setting with respect to both learning and socioemotional development The focus will include a variety of assessments such as the multiple elements required to conduct a Functional Behavior Assessment (FBA), directly observe students in situ, and use assessment tools to measure functional repertoires for individual students. Once these assessments have been explored and practiced, students are expected to identify the function of the interfering behaviors, to identify specific skill deficits, and then design intervention strategies via a Behavior Intervention Plan (BIP) that is to be evaluated using on-going student-designed data collection protocols, graphing, and analysis. This course covers 35 hours of behavior assessment and 10 hours of behavior change procedures including selecting and implementing interventions.
Credits:3
Prerequisite of EDS 600
Every Fall and Spring


EDI 710 Supervised Student Teaching and Seminar for Childhood/SWD or Childhood/Literacy
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 kindergarten 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.
Credits:3
Every Fall and Spring
EDS 713 Supervised Student Teaching and Seminar in Special Education 
Student Teaching in Special Education will require the student to spend a minimum of 175 hours working with students with disabilities at the childhood level in school settings. Student teaching will occur with ongoing supervision of a school based cooperating teacher (certified in special education), along with supervision by a member of the faculty. A weekly seminar will also be required in Special Education and Literacy which the student teaching experience will be discussed, along with current issues addressing preparation to enter into the profession.
Credits:3
Every Fall and Spring



 

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