The 31-credit Master of Science in Teaching Students with Disabilities is designed for professional teachers to earn additional New York State certification in teaching students with disabilities at the childhood level, grades 1 to 6.
Accredited by the Teacher Education Accreditation Council, the program is founded on scientifically based assessment and intervention strategies that enable teachers to meet the needs of students with disabilities in accordance with federal law and New York State Department of Education guidelines.
Students completing this program will be equipped with the skills and knowledge to teach children with disabilities in either an inclusion setting or in a self-contained classroom. Each course focuses on specific aspects of the teaching/learning process within and across the boundaries of the school environment, the home setting and the therapeutic facility.
In addition to intensive on-campus sessions, students also participate in a variety of field placements and in a practicum to give them valuable on-site experience. Critical topics addressed in the program include research trends and methodology, technology (assistive and instructional), behavioral approaches, instructional modifications, the New York State learning standards, and collaborative strategies.
Applicants to M.S. in Childhood Education program must meet the following requirements for admission.
1. Application for Admission
2. A bachelor's degree from an accredited college or university. The degree should include content major or concentration (minimum 30 credits) and a strong liberal arts and science background that meet New York State Education Department criteria. Applicants should hold a bachelor’s degree in an area other than education. The M.S. in Childhood Education program requires a general education core and major/concentration (minimum 60 credits) in liberal arts and sciences. Candidates may have to take pre-requisite courses to meet these requirements. It is recommended that students take the New York State Education Department Liberal Arts & Sciences Test (L.A.S.T.) prior to entering the program.
3. Official copies of your undergraduate and/or graduate transcripts from any college(s) or universities you have attended. Submit official college transcripts to:
Office of Admissions
121 Speonk-Riverhead Road – LIU Bldg.
Riverhead, N.Y. 11901
4. Grade point average of 2.75. This average may be computed from the total undergraduate record or on the last 60 hours of study.
5. One letter of recommendation from a professional in the field of education, psychology, or related disciplines which supports the student's request for admission, and addresses the student's academic skills and personal attributes, strengths and/or weaknesses.
6. Complete an on-site writing sample. Students are asked to respond to a statement. There is no correct or incorrect response to this requirement. The response will be evaluated on the following criteria:
•Extent to which your argument is developed and supported
•Logical organization and development of the central idea
•Paragraph organization and construction
•Freedom from errors in mechanics and usage
7. Schedule an appointment with the Office of Admissions for an interview. Please contact us at 631-287-8010 or email email@example.com.
The M.S. in Childhood Education program requires a minimum of 46 credit hours of graduate study. Students must complete all the course work listed in the Degree Requirements section, achieve a grade of B- or higher for all graduate education courses and earn an overall G.P.A. of 3.0 or higher.
|EDU 500A||Advanced Technology and Curriculum||1|
|EDU 501||Foundations of Education||3|
|EDU 502||Educational Psychology and Human Development||3|
EDU 505A orEDU 505B
Fieldwork Experience I*Fieldwork Experience II*
|EDU 511||Classroom Management||3|
|EDU 580||Introduction to Special Education||3|
|EDU 590||Reading/Writing Process||3|
|EDU 601E||Methods and Materials of Teaching Reading/Writing||3|
|EDU 613||Assessment Techniques||3|
|EDU 620||Methods of Teaching Social Studies and Language Arts||3|
|EDU 630||Methods of Teaching Mathematics and Science||3|
|EDU 691E||Student Teaching||6|
|EDU 700||Education Research||3|
|EDU elective||Elective in Early Childhood, Literacy or Special Education||3|
*100 hours of Field Experience is required prior to Student Teaching.
Upon application to the M.S. in Childhood Education degree program, candidates’ undergraduate transcripts will be evaluated for appropriate liberal arts and sciences course work required under New York State regulations. Teacher education candidates who have been admitted will receive an evaluation with the results of this transcript review. Any deficient course work must be completed prior to the final student teaching semester.
The purpose of this course is to apply knowledge and skills of computers to classroom use. Project based activities may include web page design, research funding for education and technology, using the Internet as a resource for teachers and students, and creating lessons using various programs and technologies.
Fall and Spring, 1 credit
The course content includes the history and role of education, comparative education and philosophies of education. Emphasis will be given to the study of the development of American educational principles, the impact of constitutional laws and state statutes upon the educational institutions, teachers and teaching; rights and responsibilities of practitioners, students and parents.
Fall, 3 credits
Systematic explorations of contemporary psychological knowledge related to education and learning, particularly constructivism. Emphasis placed upon the principles of cognitive processes, language acquisition and development, and a range of factors related to learning readiness and student diversity.
Spring, 3 credits
Graduate students enrolled in one or more methods course during the fall semester must also enroll in this course which will provide the field based experiences related to the pedagogical base of the methods courses. Participants will spend a minimum of 50 hours per semester in a school setting appropriate to the area of certification. A weekly seminar on campus will introduce students to topics such as the school/learner environment, the New York State Learning Standards, curriculum design and the integrated curricula, lesson planning design, teaching strategies, assessments and classroom management.
Fall, 3 credits
Graduate students enrolled in one or more methods course during the spring semester must also enroll in this course which will provide the field based experiences related to the pedagogical base of the methods course. Participants will spend a minimum of 50 hours per semester in a school setting appropriate to the area of certification. A weekly seminar on campus will provide students with opportunities to review and reflect on their efforts at lesson planning and lesson execution to relate content from their liberal arts background to the New York State Learning Standards. Other topics related to effective planning, assessment and instruction related to child development and learning psychology will be addressed.
Spring, 3 credits
Specific techniques and strategies for motivating and enhancing student achievement (both academic and social) as well as modifying student classroom behavior in predictable and desirable directions will be examined and practiced. Strategies for evaluating the effectiveness of a teacher’s behavior in producing desired levels of student motivation and self-discipline will be studies. Selected topics include: safe and nurturing environment, responsibility, respect, working with parents, resolving conflicts.
Fall, Occasional Summer, 3 credits
Current trends in the inclusion of exceptional students into the general education classroom will be examined. Procedural requirements, including the referral, evaluation, and placement procedures in addition to development of the Individualized Education Program (IEP) will be examined as they pertain to exceptional children receiving educational services in general education classes. Research based behavioral and instructional strategies will be studied for each category of exceptionality. 25 hours of fieldwork is required.
Fall, 3 credits
This course will focus on the interrelationship of the literacy processes through the examination of epistemological, philosophical, theoretical, and pedagogical literacy models. Specifically, students will explore the various aspects of the reading and writing processes (i.e., linguistic, physiological, psychological, and social) as a way of better understanding what is involved during the act of reading and writing. This increased cognizance of process will enable students to create new visions for their own pedagogical practice.
Fall, 3 credits
This course is designed to assist teachers in the development and refinement of skills necessary to provide and implement activities and materials for the teaching of reading. Basic foundations of reading as a cognitive process and controversies related to reading instruction are investigated and discussed. Topics to be covered include: readiness, skills of reading, testing, and other assessment techniques. Investigation of historical programs, current programs and related research will be included in the study of methodology in reading instruction.
Prerequisite: EDU 590.
Spring, 3 credits
Participants will critically examine many approaches to assessment. Topics will include the standardization process, basic statistical concepts, norm and criterion-referenced testing, authentic assessment, and interpreting and reporting of testing data.
Fall, Occasional Summer, 3 credits.
A theoretical and practical approach to methods and techniques in the teaching of social studies and language arts. The integration of reading, writing, listening, and speaking skills with social studies topics will be studied in order to increase students’ understanding and achievement of the concepts and skills in both of these curriculum areas. Application of the State Standards (ELA and SS) to content and differentiated instruction will be the focus of this course. Fieldwork is required. Co-requisite: EDUC 505B
Spring, 3 credits
Specific research-based instructional methods appropriate to teaching mathematics and science will be demonstrated and analyzed. Emphasis will be on the constructivist approach with special attention to problem solving, reasoning skills, communication, hands-on activities, and application of state standards to curriculum content. Fieldwork is required. Co-requisite: EDUC 505A
Fall, 3 Credits
Student teaching is the culminating experience for education students and is required for completion of the Education Program. This capstone course provides actual teaching activity all day, every day throughout the semester where the student will blend theory with practice. Participants will demonstrate various teaching strategies which will be observed (and often video taped) by college supervisors.
The student teaching seminar complements the student teaching experience. The purpose of this seminar is to assist, support, and facilitate the student teacher in his/her teaching. It is designed to analyze successes and failures, meet challenges, and learn from all of these experiences. Through sharing of personal experiences, participants will address current educational issues which affect children in our schools.
These experiences in student teaching and the seminar are based on the conceptual framework (purpose) and the mission of the Education Program as described in the college bulletin. Prerequisite: Department permission.
Fall and Spring, 6 credits
This course introduces the student to the purposes and procedures of research in education. Students study research designs and their appropriateness to educational problems. With the guidance of a faculty member, students determine a topic and develop a plan for the project. Faculty approval of a proposal for the Project must be granted before a student may enroll for EDU 800.
Fall, 3 credits
This course is an implementation of the approved project proposal. Seminars, individual meetings, and conferences will assist the student with implementation, feedback, revision, and evaluation. The written Project is placed on permanent file with the Long Island University at Riverhead Education Program and is made available to all interested members of the educational community. Prerequisite: EDU 700.
Spring, 3 credits
Students may choose a course in early childhood, literacy or teaching students with disabilities education.
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