This program is designed for candidates who hold provisional elementary education or initial early childhood certification at the time of acceptance into the program. This program leads to initial certification in special education at the birth-grade 2 level.
Program Coursework (30 credits minimum) 6-9 Credits Educational Research 12 Credits Required Coursework in Special Education 6 Credits Literacy Coursework 3 Credits Student Teaching (fall, spring, summer or full-year paid internship option) 3 Credits Elective 0 Credits Non-Credit Requirements (certification workshops) Program Interview The Special Education Early Childhood Program is designed for students who hold provisional elementary education certification or initial early childhood education certification at the time of acceptance into this program. The program will lead to initial certification in special education birth-grade 2. This program requires a minimum of 30 credits of study and includes a three-credit student teaching experience (that may be completed during summers) under the guidance of a special educator at the appropriate level. To be eligible for the New York State special education certification, the candidate must successfully complete the New York State Teacher Certification Examinations required by the New York State Department of Education. Fingerprinting clearance from The New York State Department of Education is required prior to taking SED 504. Certification exam information and fingerprinting information/processing is available at the New York State Department of Education “TEACH” website http://www.highered.nysed.gov/tcert/teach. Objectives Upon completion of a graduate program in Special Education at The College of Saint Rose, candidates will:
Demonstrate respect for their students as unique individuals;
Create safe and supportive learning environments within a variety of school settings where cultural understanding, safety and emotional well-being, positive social interactions and active engagement in learning occur;
Identify ways that typical and atypical language development and cultural and linguistic differences can affect language comprehension, social interactions and academic success and use strategies to enhance language and social development, teach communication skills, and supplement understanding of subject matter;
Use multiple types of assessment tools for a variety of educational decisions;
Demonstrate understanding of the central concepts, tools of inquiry, and structure of the discipline(s) they teach and create units of instruction and lesson plans related to the New York State Education Department Learning Standards;
Use a variety of evidence-based instructional strategies to provide group and individual instruction incorporating technology into the instructional process to support learner outcomes;
Collaborate with families, students, other educators, related service providers and personnel from community agencies in culturally responsive ways;
Demonstrate understanding and ability to use knowledge regarding the legal rights and responsibilities of students, parents, teachers, and other professionals within schools;
Incorporate the elements of professionalism into their teaching; and
Demonstrate understanding of research through application to their professional practice.
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Recipient: The College of Saint Rose
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