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MS Inclusion/Disabilities (Teacher Preparation)

Course Description

Teacher Preparation Programs in Inclusive/Special Education/Teaching Students with Disabilities
At the Warner School, a core belief in all our teacher education programs is that all teachers should be prepared to recognize the diverse needs of their students and they should have strategies to differentiate instruction so as to meet those needs. We believe that all students bring rich and meaningful experiences to school and that those experiences are resources for effective teaching, engagement, and inclusion.

For our inclusive and special education teacher candidates, there is rigorous preparation as teachers who will have the knowledge and skills to teach students who engage in learning in diverse ways in order to facilitate the learning, participation, and belonging of students with disabilities in general education contexts. Fundamental principles of our approach to inclusive practices and students with disability labels include:

- Critical inquiry: A primary goal of all our inclusive/special education teacher preparation programs is to prepare teachers, through critically examining historical, cultural, legal, political, and theoretical foundations of schooling and constructs of disabilities, to develop a rich understanding of teaching practices that facilitates the involvement and progress of students with disabilities in general education, standards-based curriculum in general education contexts. Approaching our work from a Disability Studies in Education perspective, our program is firmly rooted in the notion that inclusive practice is a best practice in education.

- Collaboration: We seek to prepare educators for collaborative efforts among schools, families, and communities to provide students and teachers with the necessary supports and services. They understand how to engage in models of collaborative teaming and relationships with their colleagues and to develop the communication skills to engage in effective partnerships with families.

- Advocacy: We advocate for the full inclusion of all students, particularly students with disabilities, as part of efforts to reform schools. We provide opportunities for teachers and teacher candidates to critically examine policies and practices that have fostered and maintained segregation through service delivery and placement options for students with disabilities, resulting in a dual system of education. Based on these opportunities, we then focus on promising practices in inclusive general education contexts.

- Equity: Through coursework and experiences in the field, our graduates are able to choose and implement appropriate teaching and learning strategies for all students in the classroom. They are able to identify systemic structures that impede student learning and possess a repertoire of skills to break down those barriers. We focus on best practices for inclusive schooling that are research-based. We prepare teachers to understand how people learn, and, through strength-based assessments, to determine how to differentiate, adapt, and individualize instruction through principles of Universal Design for Learning. Our program also focuses on positive behavior supports to address student and classroom management needs, assistive technology, and transition planning for secondary students.

Depending on the context you would like to teach in, and the credentials you may have already obtained, you may choose among the program options listed below to best meet your career goals and situation.

[[Non-certification program for inclusive/special education:]]
This program has been designed for individuals who are not interested in obtaining or eligible to obtain New York State (NYS) teaching certification – as they are planning to teach students with disabilities in international, private or charter schools, or other informal learning settings, such as camps, clubs, or after-school programs. As such, this option does not include field experiences or student teaching, and has more flexibility in terms of curriculum and electives.

- MS – Inclusion and Special Education (without NYS certification) (GD1) https://www.warner.rochester.edu/programs/program/GD1

[[Programs leading to NYS certification in inclusive/special education:]]
The Warner School offers opportunities for students who want to pursue NYS certification for Teaching Students with Disabilities – at the early childhood (birth to grade 2), childhood/elementary (grades 1-6) and adolescence/secondary generalist (grades 7-12) levels – in a variety of ways, depending on your career objectives and prior preparation and certifications. We also offer additional coursework and field experiences as needed for special education teachers to obtain the NYS annotation for Teaching Students with Severe and/or Multiple Disabilities.

A key highlight of our inclusive/special education teacher preparation programs leading to NYS certification is how our faculty integrate urban education into the whole curriculum. We make it a part of every course so that students are equipped and prepared to work in all schools—particularly in some of our most underserved school districts where there is a shortage of high-quality and innovative teachers.

No doubt you had a teacher who took a genuine interest, who really opened your eyes to the possibilities. You can become that teacher: The one who creates a classroom where spirits soar and success is the expectation.
At Warner, you’ll grow into a thoughtful practitioner with a deep understanding of your subject and the best way to teach it. You
will develop an approach that is grounded in current research and authentic practices, that promotes social justice and supports students’ growth and development.
And you’ll do it quicker. A teaching degree from the Warner School can be completed in just 15 months. (Most take two years.) Classes begin in May, right after graduation, and run through the following August. And since New York has some of the toughest certifications around, you can take what you’ve learned just about anywhere.

Entry Requirements

A bachelor’s degree with a major in liberal arts or science, one course in a language other than English (or equivalent), and for students seeking certification at the secondary level, six credit hours each in college-level English language arts, math, science, and social studies. https://www.warner.rochester.edu/admissions/

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Recipient: University of Rochester
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