Adolescent Special Education, Master of Education
Empire State College’s M.Ed. in Adolescent Special Education program is a 33-42 credit program available fully online, but requiring access to New York state schools. The program’s philosophy and subsequent courses are based on an inclusive model that prepares teacher candidates for collaboration and co-teaching in the inclusion classroom. Completion of this degree program and passing scores on the New York State Teacher Certification Examinations lead to NYS Students with Disabilities 7-12 Generalist Initial and Professional certification. It is designed for those already teaching and certified in New York state, but looking for additional certification in Students with Disabilities.
In addition to their coursework, students will complete 50 hours of pre-residency classroom field observations, one residency term under the supervision of a Special Education critic teacher, and a capstone action research project to meet program requirements leading to Initial Certification.
This master’s program is delivered through online courses. However, the clinical residency experience (four weeks) must be completed in a New York state school.
- A candidate must hold a bachelor’s degree from a regionally accredited institution.
- Provide proof of teaching certification.
- All graduate-level initial teacher certification programs inNew York state require submission of entrance exams as part of the admissions application process. SUNY Empire State College will accept either the Graduate Record Exam (GRE) or the Miller Analogies Test (MAT). Applicants with an advanced degree (e.g., M.A., MSW, Ph.D., Ed.D., JD) from a regionally accredited college or university may request a waiver from the graduate admissions exam along with an official transcript documenting their degree. Waiver requests should be sent to the School for Graduate Studies (Grad@esc.edu).
An ideal candidate will:
- possess 24 credits in the liberal arts and sciences distribution (6 credits in Math, Science, Social Studies and English)
- meet general education coursework requirements
- have a cumulative GPA of 3.0, or the equivalent
Please see the Graduate Admission section of this catalog for a complete listing of materials required to complete a graduate application.
The suggested enrollment sequence below is based on a fall term start and a part-time schedule. Students should seek consultation with their academic advisor and the Office of Teacher Education to determine their sequencing. The sequence includes all foundational courses (9 credits). See footnote.1
|SPED 6005||Introduction to History of Special Education Law||3|
|EDUC 6015||Exceptionalities: Individualizing Learning||3|
|EDUC 6010||Middle Childhood & Adolescent Development 1||3|
|SPED 6025||Teaching & Learning Across the Contents: Methods I||3|
|SPED 6060||Psychoeducational Assessment Practices & IEP Development and Implementation||3|
|SPED 6045||Behavioral Management & Intervention||3|
|SPED 6040||Children with Disabilities: Severe & Profound (K-12)||3|
|SPED 6050||Teaching Exceptional Adolescents in Inclusive Settings: Methods II||3|
|SPED 6075||Foundations of Educational Action Research||3|
|CURI 6050||Literacy Assessment 1||3|
|SPED 7005||Special Education Masters Capstone Final Project||3|
|SPED 6070||Successful Transitioning Through Partnership and Collaboration||3|
|EDUC 6130||Literacy Across the Curriculum 1||3|
|SPED 7020||Special Education Residency Seminar: Certified Teachers||3|
These are foundational courses and can be waived with appropriate documentation. Candidates who are deficient in one or more core foundational courses will be required to take those courses as part of their program of study.
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.