Thelma P. Lally School of Education, 1009 Madison Ave
Thelma P. Lally School of Education

The Department of Communication Sciences and Disorders (CSD), which is part of the Lally School of Education, currently offers both separate and combined B.S. and M.S. degrees in Communication Sciences and Disorders. Completion of the M.S. degree leads to certification as a Teacher of Students with Speech and Language Disabilities, as well as eligibility for NY State license and the certificate of clinical competence from the American Speech-Language-Hearing Association.

This program is only available for qualified first-year students, which accelerates movement through the undergraduate program by one semester. For detailed information regarding the individual programs please visit the following pages:

Communication sciences and disorders – Bs

communication sciences – Ms 

Learning Objectives

Professional Education Candidates Learning Objectives

Candidates in professional education programs at The College of Saint Rose will:

  • Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
  • Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
  • Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting students’ analytical skills and promoting their dispositions to be lifelong learners.
  • Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
  • Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
  • Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
  • Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
  • Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.