The program is designed for students seeking additional knowledge, coursework and
certification in special education. The Adolescence Special Education advanced certificate
is designed for students who already possess initial New York State teacher certification
(for example, have completed Binghamton's MAT programs or teachers who hold a master's
degree (MAT, MSEd) from other institutions). The program will lead to recommendation
for NYS Initial and Professional Certification in Students with Disabilities (SWD)
7-12 Generalist.
This program is now offered online, with courses held in the fall, spring and summer
to accommodate both full-time and part-time students. Begin your application here.
Connect with a Member of our Admissions Team
Program requirements
Students must complete 21 credit hours of coursework and fulfill requirements in fieldwork
and an internship. A plan of study provides students and advisors with a form to guide students through the requirements
of the program.
Applicants must also meet the New York State requirement of having six credits in
each area of English, mathematics, natural sciences and social sciences.
Required courses
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SPED 521 - Pro Approach Behavior Manage
This course provides students with strategies for understanding, observing, monitoring,
and influencing both group and individual behavior. Emphasis is placed on principles
that underlie learned behavior, with a specific focus on applying principles to promote
and develop positive group social interactions and individual behavior. Although the
course will highlight classroom and school behavior, comprehensive program development,
which includes engaging family and community resources in a variety of social and
cultural contexts, will also be discussed. Fieldwork required weekly or according
to a schedule established by the instructor. Offered: fall. 3 credits.
Levels: Graduate, Undergraduate
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SPED 522 - Collab with Families & Staff
This course is designed to candidates from a variety of professional backgrounds
to develop the knowledge, skills, and dispositions necessary for partnerships with
families and other professionals within school and community settings to advocate
for and in support of students with disabilities. These “partnership principles”
include communication, professional competence, respect, trust, commitment, equality,
and advocacy. Participants will identify how key mandates within federal laws for individuals with disabilities (incl. IDEA 2004 and ADA) support the role
of collaboration with professionals and families. Although the course will focus more
specifically on developing collaboration and teams to support children with disabilities
and their families, and/or those from diverse social, cultural, and linguistic traditions,
the concepts presented are applicable to strengthening partnerships with all families
and building collaboration among all professionals. Prerequisites: SPED 500, 411/501,
or consent of instructor. Levels: Graduate, Undergraduate Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
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SPED 523 - Assess in Special Ed
This course provides participants with the knowledge and skills necessary to collect
and use a wide range of assessment data in general education and special education
settings. Prepares educators who engage in reflective decision-making and research-validated
professional practice based on collection and evaluation of informal, formal, curriculum-based,
and standardized assessment data. Open only to matriculated students in special education.
Fieldwork required weekly or according to a schedule established by the instructor.
Prerequisite: SPED 500, 501, or equivalent. Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
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SPED 526 - Inst & Assess for Adol Spec Ed
This course addresses the special learning needs of secondary students with high
incidence disabilities. Emphasis is on lesson and unit planning, instructional delivery,
and use of effective instructional and assessment strategies. Participants will critically
examine, evaluate, and apply approaches used in both general and special education
settings for teaching English/language arts, math, science, and social studies. Fieldwork
required weekly or according to a schedule established by the instructor. Prerequisite:
SPED 501, SPED 500, or equivalent. Offered: fall. 3 credits.
Levels: Graduate, Undergraduate
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SPED 527 - LTRC Assess Instruc Secondary
This course develops competence in administering, analyzing, and critiquing both
formal and informal literacy assessments, and using this information to provide appropriate
instruction to striving learners in middle and secondary grades. It is offered for
classroom teachers, reading teachers, and special education teachers. Each teacher
prepares a case report on an adolescent(s) and a portfolio of classroom assessment
and teaching tools. Fieldwork hours are a minimum of 10 and fieldwork schedule is
established by the instructor. Offered: summer/fall. 3 credits.
Levels: Graduate, Undergraduate
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SPED 594 - In-Service Practicum in SPED
Candidates complete the Internship in Special Education most often in their final
semester prior to graduation. Meant to provide full-time exposure to the role and
responsibilities of a special education teacher, the Internship provides the candidate
with an opportunity to provide instruction, conduct assessments, and collaborate with
other teachers, related service providers, and families of students with disabilities.
The Internship may be arranged by the TLEL Office of Field Education or completed
in a setting approved by their program advisor. An assigned university supervisor
will assess whether a candidate demonstrates the knowledge, skills, and dispositions
identified by the Council for Exceptional Children as necessary for working effectively
in a variety of settings serving students with disabilities. Prerequisites: matriculation
in the special education program, and completion of at least 24 hours of coursework
in Special Education; waiving the 24 credit requirement will be considered only by
written petition to the program. Students must be concurrently enrolled in SPED 590
or SPED 595. Graded S/U only. Levels: Graduate. Offered: fall and spring. 3 credits.
Levels: Graduate, Undergraduate
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SPED 595 - Seminar in Special Education
Complementing the Internship in Special Education, candidates complete the Seminar
in Special Education in their final semester prior to graduation. This course is designed
to assist candidates with the application of the knowledge, skills, and dispositions necessary for working effectively
in a variety of settings serving students with disabilities. The seminar includes
discussions, readings, and activities related to the internship experience, and serves
as a place for candidates to receive feedback and support as they complete the Capstone
Intervention Projects (CIP), a requirement for graduation in the Master’s of
Science in Education, Special Education Program. Prerequisites: matriculation in the
special education program, and completion of at least 24 hours of coursework in Special
Education; waiving the 24 credit requirement will be considered only by written petition
to the program. Graded S/U only. Students must be concurrently enrolled in SPED 594.
Level: Graduate. Offered: fall and spring. 3 credits.
Levels: Graduate, Undergraduate
Students enrolled in teacher preparation programs must earn at least a B- in all courses
to progress to subsequent semesters.
Request more information on our Adolescence Special Education — Advanced Certificate
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