|
Our advanced Special Education program is for individuals who already hold, or are
on track to soon hold, initial New York State teacher certification. This program
is NOT for individuals who are looking to obtain initial certification to teach.
To apply, click here.
If you are not yet certified and would like to be, check out our initial programs here.
|
Binghamton University’s advanced 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.
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.
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.
Connect with a Member of our Admissions Team
Program Requirements
The Special Education advanced teacher preparation programs (MSEd) require a minimum
of 30-36 credits. In addition to intensive coursework, students complete fieldwork and internship 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 the student does not hold one or more of the initial certificates required for
the MSEd Special Education programs, the student 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.
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 internship placement.
Plans of study
The plan of study for the Special Education MSEd programs provides students and advisors with a form
to guide students through the requirements.
Required courses
For all SPED programs:
-
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
-
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
-
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
-
SPED 528 - Special Education Technology
This course 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 500/501 or equivalent;
access to and competence with personal computer for email, word processing, and web
searches.. Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
-
SPED 564 - Severe Disabilities
IDEA requires that all students be educated in the least restrictive environment,
which the courts, policy makers, and educational researchers have interpreted to mandate
inclusive education for students with developmental disabilities. This course introduces
candidates to their role as a team member and support for students with developmental
disabilities. Candidates will explore strategies for meaningful assessment and instruction
in regular academic, special area, and non-academic classes and settings, through
team approaches to planning and instruction. This course does not address academic
remediation but focuses on assessment and intensive direct instruction for basic motor,
communication, social, and self-care skills. Prerequisites: SPED 501, SPED 500, or
equivalent. Offered: fall. 3 credits.
Levels: Graduate, Undergraduate
-
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
-
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
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 - Educational Programs
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. Prequisite: SPED 501 or equivalent. Offered: fall. 3
credits.
Levels: Graduate, Undergraduate
-
SPED 506 - Early Lang & Emerg Ltrc
Examines language development and delays from infancy through early childhood,
including relationships between receptive and expressive language and between language
development and early literacy (from awareness of and interest in print to reading
and writing). Students will examine instructional strategies to strengthen children's
early language and literacy learning. Offered: semester offered varies. 3 credits.
Levels: Graduate, Undergraduate
For childhood (Grades 1-6) and early childhood and childhood (B-Grade 6) only:
-
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: semester offered varies. 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: semester 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: spring. 3 credits.
Levels: Graduate, Undergraduate
-
SPED 541 - Instruct Approach Incl Elem
IDEA and NYS regulations provide supportive policy frameworks for the inclusion
of students with disabilities. This course is designed to assist initial and advanced
teacher candidates who intend to teach 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
For adolescence (Grades 7-12) only:
-
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: semester offered varies. 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 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: semester offered varies. 3 credits.
Levels: Graduate, Undergraduate
-
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
-
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
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 Special Education Degree (MSEd)
Loading...
