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As one of Saint Rose's more robust programs, all of our options offer full-year paid internships for selected students.

The graduate programs in special education are designed to meet a variety of candidates’ professional needs. Whether candidates are seeking initial certification for teaching pupils with special needs or more advanced study of special education, a specialized sequence of coursework will meet those outcomes.

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Accreditation

All Special Education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE).

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Program Options

MSEd in Special Education: Early Childhood Birth-Grade 2

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)

MSEd PROGRAM OVERVIEW

MSEd in Special Education Childhood Grades 1-6

This program is designed for candidates who hold provisional elementary education or initial childhood certification at the time of acceptance into the program. This program leads to initial certification in special education at the grades 1-6 level.

Program Coursework (39 credits minimum)

  • 6-9 Credits Educational Research
  • 21 Credits Required Coursework in Special Education
  • 9 Credits Literacy Coursework
  • 3 Credits Student Teaching (fall, spring, summer or full-year paid internship option)
  • 0 Credits Non-Credit Requirements (certification workshops)

MSEd PROGRAM OVERVIEW

MSEd in Childhood Education and Special Education: Grades 1-6

This program is designed for candidates who have already received a 4-year degree from an accredited college in a field other than education and are interested in pursuing special education and inclusive education at the graduate level. At the conclusion of this graduate program, candidates complete two student teaching placements, one at the grade 1-3 level and another at the grade 4-6 level. One placement is in special education and the other in general education. Upon graduation, candidates are eligible for certification in New York State in both special and general education.

Program Requirements (57 credit minimum)

  • 6-9 Credits Educational Research
  • 24 Credits Core Coursework (blend of courses from different disciplines)
  • 9 Credits Advanced Pedagogy in Special Education
  • 9 Credits Literacy Coursework
  • 8 Credits Student Teaching and Seminar (full semester, fall or spring only)
  • 1 Credit Integrated Portfolio in Special and General Education
  • 0 Credit Elementary Education Comprehensive Exam
  • 0 Credits Non-Credit Requirements (certification workshops)

MSEd PROGRAM OVERVIEW

MSEd in Adolescence Education and Special Education: Grades 7-12

This program is designed for candidates who have already received a 4-year degree from an accredited college in a field other than education and are interested in pursuing special education and inclusive education at the graduate level. At the conclusion of this graduate program, candidates complete two student teaching placements, one at the grade 7-9 level and another at the grade 10-12 level. One placement is in special education and the other in general education. Upon graduation, candidates are eligible for certification in New York State in both special and general education.

Program Requirements (54 credit minimum)

  • Program Requirements
  • 6-9 Credits Educational Research
  • 24 Credits Core Coursework (blend of courses from different disciplines)
  • 9 Credits Advanced Pedagogy in Special Education
  • 9 Credits Literacy Coursework
  • 8 Credits Student Teaching and Seminar (full semester, fall or spring only)
  • 1 Credit Integrated Portfolio in Special and General Education
  • 0 Credit Adolescence Education Comprehensive Exam
  • 0 Credit Non-Credit Requirements (certification workshops)

MSEd PROGRAM OVERVIEW

MSEd in Collaborative Support Teacher in Special Education Generalist (Grades 7-12)

Collaborative Support Teacher in Special Education Grades 7-12 (36 or 45 credits), “Eligible for New York State Education Department Certification in Special Education Grades 7-12 Generalist.”

The Collaborative-Support Teacher in Special Education Generalist (Adolescence Level) is designed to prepare educators who have previous preparation and certification in related fields of teaching outside of adolescence education and wish to become certified in special education at the adolescence level (Grades 7-12). Those entering with certification in another level of special education (Early Childhood Special Education or Childhood Special Education) will complete the 36 credit program of study that includes a student teaching experience. Those with certification outside of special education including certification in Early Childhood Education, Childhood Education and specialty content areas including Art, Music, Physical Education, Health, Family and Consumer Sciences, Business, Educational Technology and Technology Education (Grades K-12) will complete the 45 credit program of study. At the conclusion of the program, candidates will qualify for certification in the area of Students with Disabilities (SWD) Grade 7-12 Generalist.  To be eligible for the New York State special education certification the candidate must successfully complete the Students with Disabilities 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 doing SED 574. Certification exam information and fingerprinting information/processing is available at the New York State Department of Education “TEACH” website.

MSEd in Special Education Professional

This program is designed for candidates who hold provisional special education or initial special education certification and seek to deepen their knowledge of special education content. Possible concentrations include: Behavioral and social-emotional challenges, High-incidence disabilities, Low-incidence disabilities, Autism spectrum disorders, Early childhood special needs, and Inclusive education roles and responsibilities. This program leads to professional certification in special education at the birth-grade 2, grades 1-6, or 7-12 level depending upon the level of certification already acquired from undergraduate study.

Program Coursework (30 credits minimum)

  • 6-9 Credits Educational Research
  • 12 Credits Content and Strategy Coursework in Special Education
  • 3 Credits Assessment Coursework in Special Education
  • 6 Credits Literacy Coursework
  • 3 Credits Elective Option (advisor approved)
  • 0 Credits Non-Credit Requirements (certification workshops)

MSEd PROGRAM OVERVIEW

Special Education: Certification Only

This non-degree certificate-only program is open only to candidates holding a master’s degree or those earning a master’s degree in another area of education. Candidates must hold New York State teacher certification in early childhood, childhood, or adolescence education. Candidates must select coursework that corresponds to the initial level of certification.

Certificate Requirements (15 credit minimum)

  • 3 Credits Foundations (required for all levels)
  • 3 Credits Behavior Management (required for all levels)
  • 3 Credits Assessment Coursework (3 options depending on professional goals)
  • 3 Credits Curriculum and Pedagogy (course depends on level of certification)
  • 3 Credits Student Teaching (fall, spring, or summer options)

CAS PROGRAM OVERVIEW

Learning Objectives

Special Education Learning 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;
  • Develop long-range Individualized Educational Plans (IEPs);
  • 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;
  • Demonstrate understanding of research through application to their professional practice.