Special Education, M.S.
Program overview
The Master’s Degree in Special Education is designed to give students a broad knowledge base through extensive study of advanced theories of human growth and development, language development, theories of cognition, perception, information processing and memory. Coursework also includes sensorimotor, social-emotional, adaptive and aesthetic development in learning situations and family contexts.
In addition, the curriculum is designed to provide students with critical skills through fieldwork experience and meaningful hands-on opportunities to apply theory to practice; develop skills such as effective communication, the designing and conducting of needs assessment, the implementing of principles of teaching and learning; the selection of appropriate instructional materials, and the principles of protocol and ethics.
PROGRAM REQUIREMENTS
PROGRAM REQUIREMENTS
The M.S.Ed in Special Education program is open to individuals who have a bachelor’s degree from an accredited institution of higher education and hold initial certification in childhood education. Applicants without a valid teaching certificate may apply for admission to the program but will be required to take additional courses if accepted, as well as extend their student teaching practicum if they wish to pursue certification.
PROGRAM LEARNING OUTCOMES
PROGRAM LEARNING OUTCOMES
PLO 1: Teacher candidates demonstrate the ability to recognize the range of individual differences in how students learn and customize instruction to accommodate such diversity.
PLO 2: Teacher candidates demonstrate the ability to develop culturally responsive curriculum and instruction that draws on linguistic and cultural diversity, as well as family background and community values as assets that can be used to promote learning.
PLO 3: Teacher candidates demonstrate the ability to maintain an inclusive learning environment that promotes positive social interactions, acceptance, collaboration, mutual respect, multicultural awareness, an appreciation of diversity, and a concern for others.
PLO 4: Teacher candidates demonstrate an understanding of the central concepts, principles, tools of inquiry, and structures of the disciplinary areas that they teach and create meaningful learning experiences to ensure learner mastery of the content.
PLO 5: Teacher candidates demonstrate the ability to make content knowledge relevant to learners by connecting it to local, state, national, and global issues.
PLO 6: Teacher candidates demonstrate the ability to align lessons with NYS curricular standards for college readiness and successful performance on state-mandated tests.
PLO 7: Teacher candidates demonstrate the ability to use a variety of instructional strategies to engage, motivate; promote critical thinking, self-directed learning, creativity, and collaborative problem solving to extend learners’ understanding of the content areas.
PLO 8: Teacher candidates demonstrate the ability to integrate new technologies across content areas to deliver instruction in meaningful ways and add value to the overall learning experience.
PLO 9: Teacher candidates demonstrate an understanding of the uses, strengths, and limitations of various forms of assessment practices to document learner progress and adjust instruction as needed.
PLO 10: Teacher candidates support the academic, social, and emotional development of all students through dispositions such as acceptance, empathy, caring, fairness, student advocacy, and the belief that all students can learn.
PLO 11: Teacher candidates demonstrate the ability to be self-reflective and use this knowledge to seek critical feedback, enhance their repertoire of teaching skills, and pursue professional development opportunities in the best interest of learners.
PLO 12: Teacher candidates demonstrate the ability to foster positive interactions and collaborate with progressional colleagues and school personnel in support of student learning, development, and well-being.