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.

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.

A special education curriculum is designed to meet each student’s unique needs through individualized instruction guided by an IEP, combining modified academic content with strategies like multi-sensory learning and assistive technology. It emphasizes not only core subjects such as reading, writing, and math, but also social-emotional development, helping students build communication, self-regulation, and interpersonal skills. In addition, it includes functional life skills—such as daily living, organization, and vocational training—to promote independence. Instruction often takes place in inclusive settings with appropriate supports, and is delivered by a collaborative team of educators and specialists to ensure students can access learning and reach their full potential.

Special Education Teacher – Develops and delivers individualized instruction based on IEPs

Paraprofessional / Teacher Aide – Supports teachers and assists students in the classroom

Speech-Language Pathologist (SLP) – Helps students with communication and language disorders

Occupational Therapist (OT) – Supports fine motor skills and daily living activities

Physical Therapist (PT) – Assists with mobility and physical development

School Psychologist – Evaluates learning needs and provides mental health support

Behavior Analyst (BCBA) – Designs behavior intervention plans and supports students with behavioral challenges

Transition Specialist – Helps students prepare for life after school (college, work, independent living)

Assistive Technology Specialist – Provides tools and training to support learning (e.g., communication devices)

Special Education Administrator – Oversees programs, compliance, and staff

Early Intervention Specialist – Works with infants and young children with developmental delays

Vocational Rehabilitation Counselor – Supports individuals with disabilities in finding and maintaining employment

Advocate / Policy Specialist – Works to improve laws, services, and access for individuals with disabilities