Binghamton University’s advanced (in-service) programs in special education lead to
a Master of Science in Education (MSEd) and eligibility for New York state teaching
certification at three respective grade levels: Birth-Grade 2, Grades 1-6 and Grades
7-12.
The programs in Special Education provide knowledge and skills to fulfill various
special educator roles in today's schools and communities. Sufficient flexibility
exists for graduates of early childhood, childhood, adolescence or special education
undergraduate programs to deepen their skills in the field, link special education
programs and services to the broader context of general education, and extend their
knowledge and skills to work more effectively with students with disabilities.
Program requirements
The Special Education advanced teacher preparation programs (MSEd) require a minimum
of 30-33 credits. In addition to intensive coursework, students complete fieldwork and practicum requirements. Four program options are available, corresponding with the age/grade level of the
applicant's initial certificate:
Early Childhood Special Education
- Requires initial certification in Early Childhood Education (B-2)
- Leads to eligibility for initial/professional NYS certification in Teaching Students
with Disabilities (B-2)
Early Childhood and Childhood Special Education
- Requires initial certification in Early Childhood and Childhood Education (B-2, 1-6)
- Leads to eligibility for initial/professional NYS certification in Teaching Students
with Disabilities (B-2, Grades 1-6)
Childhood Special Education
- Requires initial certification in Childhood Education (Grades 1-6)
- Leads to eligibility for initial/professional NYS certification in Teaching Students
with Disabilities (Grades 1-6)
Adolescence Special Education
- Requires initial certification in a secondary content area (Grades 7-12)
- Eligibility for initial/professional NYS certification in Teaching Students with Disabilities
(Grades 7-12)
If you do not hold one or more of the initial certificates required for the MSEd Special
Education programs, you may be eligible for the:
- Educational Studies program,
- Adolescence Master of Arts in Teaching Programs or the
- Childhood, Early Childhood and Special Education (Birth - grade 6) program.
For Adolescence Special Education students only: Applicants must also meet the New York state requirement of having six credits in
each area of English, mathematics, natural sciences and social sciences. This program
leads to “Students with Disabilities – Generalist” certification. Graduates of this
program may also apply to NYS for the “Students with Disabilities” Content Area Extension
in the area of their initial certification.
For Early Childhood and Childhood MSEd Special Education students only: Our MSEd Special Education students are matriculated into programs for which they
are eligible. By adding an additional license it may be possible to switch into a
different education program to better reflect the base licenses. In the case of the
MSEd Childhood Special Education program, students who are matriculated into the grades
1-6 program may request to be switched in the B-grade 6 program once the additional
B-grade 2 license is acquired. Likewise, a matriculated B-2 student may request a
switch to the B-6 program once the additional childhood grades 1-6 license is obtained.
Culminating paper/project requirements
Students completing the MSEd in Special Education program complete an action research
project (Capstone Intervention Project) in their special education practicum placement.
Plans of study
The plan of study for the Special Education MSEd programs provide students and advisors with a form
to guide students through the requirements.
Required courses
For all SPED programs:
- SPED 521 - Pos Approach Behavior Intervnt
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
- SPED 522 - Collaboration:Families & Staff
This course is designed to support you in developing the knowledge, skills, and dispositions
that Turnbull, Turnbull, Erwin, Soodak & Shogren (2011) identify as necessary for
partnerships with families and other professionals within school and community settings.
These “partnership principles” include communication, professional competence, respect,
trust, commitment, equality, and advocacy. Course participants will develop an understanding
of families and schools as interactive social systems. 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 or consent
of instructor. Offered: spring. 3 credits. Levels: Graduate, Undergraduate
- SPED 523 - Assessment In Special Educatn
Assessment in Special Education prepares discipline-based educators who engage in
reflective decision-making and research-validated professional practice that results
in creation of effective instructional programs for diverse groups of children. Knowledge
al goals and assessment strategies are essential components of reflective practice.
The course is designed to provide participants with the knowledge and skills necessary
to collect and use a wide range of assessment data in general education and special
education settings. The course will involve lecture, discussions, required readings,
and a variety of assignments completed in and out of class. Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
- SPED 528 - Special Education Technology
Explores practical issues in using technology to support or supplement instruction
for students with disabilities, including assistive technology and instructional technology.
The course is grounded in principles of universal design for learning and IDEA mandates
for Assistive Technology. Fieldwork required weekly or according to a schedule established
by the instructor. Prerequisites: SPED 501; access to and competence with personal
computer for email, word processing, and web searches. Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
- SPED 564 - Educ Studnts Severe Disablties
Rationale and strategies for meaningful assessment and instruction of students with
severe multiple disabilities, in regular academic, special area and non-academic classes
and settings, through a team approach to planning and instruction. Fieldwork required
weekly or according to a schedule established by the instructor, with a student with
severe multiple disabilities. Prerequisites: SPED 501, SPED 500, or equivalent. Offered:
fall. 3 credits. Levels: Graduate, Undergraduate
- SPED 594 - In-Serv Practicum in SPED
The student teaching, or Practicum, experience lasts five (5) days per week for a
full semester in an approved setting (B-2, 1-6 or 7-12), with supervision from the
special education faculty and university supervisors. The Practicum Experience is
designed to help students apply and refine the knowledge, skills, and dispositions
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. Graded S/U only. Students
must be concurrently enrolled in SPED 595. Offered: fall and spring. 3 credits. Levels:
Graduate, Undergraduate
- SPED 595 - In-Serv Pract/Sem In Spec Educ
Complementing the Student Teaching or Practicum semester, students must enroll in
the Seminar on the Special Education Practicum. This course is designed to help students
apply and refine the knowledge, skills, and dispositions for working effectively in
a variety of settings serving students with disabilities. The seminar will include
discussions, readings, and activities related to the Practicum experience, and will
provide a place for students to critically reflect on the Practicum experience. The
seminar will also serve as a place for students to receive feedback and support for
their 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. Offered: fall and spring. 3 credits. Levels: Graduate, Undergraduate
In addition to the required courses taken by students across SPED programs, the following
courses are required for particular age/grade ranges. See the plans of study for further
information.
For early childhood (B-Grade 2) and early childhood and childhood (B-Grade 6) only:
- SPED 504 - Dev Prog Young Child w Disabil
Examination of past and current thinking in the field of early childhood special education
(Birth to grade 2) through an activity-based, early intervention framework. Includes
analysis of connections between theory and practice with a focus on observing, evaluating,
instructing, and assessing young children with disabilities in a variety of early
childhood settings. Offered: fall. 3 credits. Levels: Graduate, Undergraduate
- SPED 506 - Early Lang. & Emergent Lit.
Examines language development and delays from infancy through early childhood, including
relationships between receptive and expressive language (e.g., oral, sign), and between
language development and emergency of literacy (from awareness of and interest in
print to reading and writing). Strategies to strengthen early language and emergent
literacy in preparation for K-12 education. Fieldwork for this course is a minimum
of 10 hours and fieldwork schedule is established by the course instructor. Offered:
summer. 3 credits. Levels: Graduate, Undergraduate
For childhood (Grades 1-6) and early childhood and childhood (B-Grade 6) only:
- SPED 541 - Instrnl Appr Incl Elem Classrm
IDEA and NYS regulations provide supportive policy frameworks for the inclusion of
students with disabilities. This course is designed to assist pre-service and in-service
teachers of elementary age students in the use of effective curricular approaches
and evidence-based instructional strategies designed to support all students. Fieldwork
hours in an educational setting in your certification area that serves students with
disabilities are required. Prerequisite: SPED 501, SPED 500, or equivalent. Offered:
fall. 3 credits. Levels: Graduate, Undergraduate
- LTRC 515 - Curr Resrch/Pract Litrcy Instr
This course provides an overview of current literacy research and practices in the
elementary and middle schools. Topics include theories of reading process/literacy,
reading and writing skills and strategies, programs and methods of instruction, standards
and assessments, content area literacy, diversity, and the new literacies of information
and communicative technology (ICT). Students will design and conduct an inquiry-based
study. Offered: fall. 3 credits. If Fall admit, LTRC 515 is to be take in the first
semester. If a Spring admit, LTRC 515 is to be taken in the second semester. Levels:
Graduate, Undergraduate
- LTRC 518 - Literacy Assessment & Teaching
This course develops competence in administering, analyzing, and critiquing both formal
and informal literacy assessments, and using this information to provide appropriate
instruction to struggling learners. It is offered for classroom teachers, reading
teachers, and special education teachers. During the first hour teachers tutor children
in grades 2-5 with a focus on developing reading comprehension, vocabulary, and writing
skills through targeted assessment. Each teacher prepares a case report on a child/children
and a portfolio of classroom assessment and teaching tools. Fieldwork required weekly
or according to a schedule established by the instructor. Offered: semster offered
varies. 3 credits. Levels: Graduate, Undergraduate
- SPED 507 - Literacy Assessment & Teaching
This course develops competence in administering, analyzing, and critiquing both formal
and informal literacy assessments, and using this information to provide appropriate
instruction to struggling learners. It is offered for classroom teachers, reading
teachers, and special education teachers. During the first hour teachers tutor children
in grades 2-5 with a focus on developing reading comprehension, vocabulary, and writing
skills through targeted assessment. Each teacher prepares a case report on a child/children
and a portfolio of classroom assessment and teaching tools. Fieldwork required weekly
or according to a schedule established by the instructor. Offered: semster offered
varies. 3 credits. Levels: Graduate, Undergraduate
For adolescence (Grades 7-12) only:
- 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
- LTRC 515 - Curr Resrch/Pract Litrcy Instr
This course provides an overview of current literacy research and practices in the
elementary and middle schools. Topics include theories of reading process/literacy,
reading and writing skills and strategies, programs and methods of instruction, standards
and assessments, content area literacy, diversity, and the new literacies of information
and communicative technology (ICT). Students will design and conduct an inquiry-based
study. Offered: fall. 3 credits. If Fall admit, LTRC 515 is to be take in the first
semester. If a Spring admit, LTRC 515 is to be taken in the second semester. Levels:
Graduate, Undergraduate
- LTRC 521 - LTRC Assess & Inst. Sec Stud.
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. 3 credits. Levels: Graduate, Undergraduate
- SPED 527 - LTRC Asses & Inst Sec Stud.
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. 3 credits. Levels: Graduate, Undergraduate
Inquiries
For questions regarding Binghamton University’s advanced teacher preparation programs
in Special Education, contact Tami Mann, director of recruitment, admissions and certification,
at tmann@binghamton.edu or 607-777-5322.
Apply
To apply to this program, visit our Admissions page.