Admission to this program is selective. This program enrolls new students in the fall term only. A candidate must hold a bachelor’s degree from a regionally accredited institution.
An ideal candidate will:
- possess 24 credits in the liberal arts and sciences distribution (6 credits in Math, Science, Social Studies and English);
- and have a cumulative GPA of 3.0, or the equivalent.
Please see the Graduate Admissions pages of this catalog for a complete listing of materials required to complete a graduate application.
Particular attention will be given to instructional design for the inclusive and co-teaching classrooms; special education identification and assessment practices; classroom management and behavioral interventions; foundations of research with an emphasis on action research; and applied behavioral analysis for severe stereotypical behavior.
Transitional B certification is a full New York State teaching certification that allows qualified students to seek employment as teachers of record after just one year in the program. First-year requirements include successful completion of:
- 18 credits of introductory Special Education coursework
- 50 hours of field experience in New York State schools
- Appropriate New York State Certification Exams
- Child Abuse, School Violence, Autism, & DASA training
- any liberal arts and sciences course deficiencies identified at admission
During the second and third years of the Transitional B certification pathway, students may continue their coursework while working as a full or part-time 1-6 special education teacher in a New York State school2. In this setting, students will be mentored by faculty members and networked with other Transitional B certification teachers across the state. The program culminates in the Mentored Teaching Capstone course. In addition to completing the 45-credit program, students must pass the Students with Disabilities CST Exam in order to qualify for Initial certification.
Suggested Enrollment Sequence
|SPED 6005||Introduction to History of Special Education Law 1||3|
|SPED 6010||Child and Adolescent Development 1||3|
|EDUC 6015||Exceptionalities: Individualizing Learning 1||3|
|SPED 6025||Teaching & Learning Across the Contents: Methods I 1||3|
|SPED 6040||Children with Disabilities: Moderate and Severe 1||3|
|SPED 6045||Behavioral Management & Intervention 1||3|
|SPED 6055||Teaching Exceptional Children in Inclusive Settings||3|
|SPED 6065||Special Education Mentored Teaching I||3|
|SPED 6060||Psychoeducational Assessment Practices & IEP Development||3|
|SPED 6080||Special Education Mentored Teaching II||3|
|SPED 6085||Collaboration in Special Education||3|
|SPED 7030||Special Education Mentored Teaching III||3|
|CURI 6050||Literacy Assessment||3|
|EDUC 6130||Literacy Across the Curriculum||3|
|SPED 7035||Special Education Mentored Teaching Capstone||3|
Each course integrates structured field experiences in New York State schools.
Students who have previously been convicted of a felony are advised that their prior criminal history may impede their ability to complete the requirements of certain academic programs (e.g. teacher certification programs) and/or to meet licensure/certification requirements for certain professions (e.g. K-12 teaching). Students who have concerns about such matters are advised to contact the dean's office of their intended academic program.
Upon successful completion of the program, students will be able to:
- Collaborate with families, related service providers, and other school personnel to design and implement individualized curricula for students with disabilities;
- Develop transition services in consultation with relevant stakeholders;
- Critically evaluate research in special education;
- Articulate the philosophy and classroom application of inclusive education;
- Make instructional and environmental modifications based on students’ learning needs;
- Assess behavior to develop and implement a behavior intervention plan;
- Demonstrate effective classroom management practices involving students with disabilities;
- Assess and interpret data to design and implement individualized instruction;
- Implement evidence-based practices to instruct students with disabilities;
- Conduct formative and summative assessments to inform instruction; and
- Demonstrate reflective professional growth practices.