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M.S. Ed. Students with Disabilities (All Grades)

Teaching students with disabilities requires compassion, dedication, and knowledge. The 30-credit Master of Science in Education Students with Disabilities (All Grades) (M.S.Ed.) will prepare you to create effective learning environments for students who face a variety of challenges, including intellectual disabilities, emotional disorders, and learning exceptionalities. These areas of specialization are incorporated into one comprehensive program that covers all grades.

You will study classroom management and the diagnosis and correction of learning disabilities. You will learn to create inclusive learning environments that honor diverse abilities and provide instructional accommodations for students with special needs. Through your coursework, fieldwork and supervised student teaching, you will learn the importance of collaboration among families and professionals as part of the process of providing instructional accommodations and assistive technology for learners with exceptionalities in prekindergarten through 12th grade.

The M.S.Ed. in Students with Disabilities (All Grades) program is accredited by the Council for the Accreditation of Educator Preparation, signifying that the program of study meets the highest standards of quality in preparing competent, caring and qualified professional educators who will teach and lead in public and private schools. To be eligible to apply for the program, the candidate should have earned a Bachelor of Science degree in a teacher education program (Early Childhood Education, Childhood Education, or Adolescent Education) and 6 credits of mathematics, 6 credits of English, 6 credits of science and 6 credits of social science courses. Candidates with initial teaching certification and 3 years of teaching experience will be eligible to apply for professional teaching certification.

Program Curriculum

Special Education Core (18 credits)

EDS 600

Introduction to the Study of the Exceptional Child (PK-Grade 12)

3.00

EDS 617

Literacy for Students with Disabilities (All Grades)

3.00
EDS 624 Contemporary Issues and Research in Special Education (PK-Grade 12) 3.00

EDS 630

Curriculum-based Assessment and Instruction of Students with Mild Disabilities (PK-Grade 12)

3.00
EDS 631 Curriculum-based Assessment and Instruction of Students with Severe Disabilities (PK-Grade 12) 3.00
EDS 633 Accommodating Learners with Special Needs in Inclusive Settings (PK-Grade 12)
 3.00
EDS 635 Behavior Assessment and Management for Learners with Disability Classifications (PK-Grade 12)
 3.00

Core Courses (6 credits)

EDI 643

Culturally Responsive and Sustaining Education (CR-SE)

3.00

EDI 680

Bilingual Education, Students with Disabilities, and English as a new Language: Theory and Practice 

3.00

Culminating Experience (3 credits) ONE of the following:

EDS 702

Supervised Practicum in Special Education at the Elementary and Secondary Levels 

3.00

EDS 704

Supervised Practicum in Special Education - Autism

3.00


Courses

EDI 643: Culturally Responsive and Sustaining Education (CR-SE)
This course addresses the principles and practices of culturally responsive and sustaining education. Drawing on the New York State CR-SE framework, the course explores how educators develop their knowledge, skills, and disposition to work with diverse cultures, represented not only in classroom but also in the world, as assets in designing and implementing student-centered learning environments including curriculum, pedagogy, and assessment. Approaching culture as the multiple components of one’s intersectional identity such as race, class, gender, language, sexual orientation, ability, nationality, religion etc., the course explores socio-emotional and cultural aspects of preK-12 grade students¿ growth and development in the context of families and local and global communities. The course provides a critical self-reflexive lens through which educators challenge inequitable systems of access, power, and privilege.
Credits: 3
Every Fall, Spring and Summer

EDI 680: Bilingual Education, Students with Disabilities, and English as a New Language: Theory and Practice
This course examines the history, policies, and practices in bilingual education and English as a new language (ENL) and applies it to the teaching of multilingual learners with, or at risk for having, disabilities. Students will become knowledgeable about current educational policies and reform and apply them to the identification and teaching of culturally and linguistically diverse learners with special needs. To ensure accurate placement, the course closely examines the referral, evaluation, and placement processes, with an emphasis on supporting culturally and linguistically diverse learners with disabilities using evidence-based practices.
Credits: 3
Every Fall and Spring

EDS 600: Introduction to the Study of the Exceptional Child / Adolescent (PK- Grade 12)
This course provides a basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality is included in course content. Specific reference will be given to an overview of various disabilities and to a system of classification and criteria of classification. Neurotypical cognitive and physical development are addressed as a basis of comparison.
Credits:3
Every Fall, Spring, and Summer

EDS 617: Literacy for Students with Disabilities (All Grades)
This course covers theory, research, and effective practices for teaching students with significant literacy challenges. Specifically, teacher candidates will become immersed in the assessment of literacy problems and the use of these assessments to provide effective instruction. Both formal and informal instruments will be discussed for determining individual strengths and needs. A variety of instructional approaches will be considered for developing literacy strategies and skills in students with disabilities, dual-language learners, and any child with literacy challenges.
Credits:3
Prerequisite of EDS 600
Every Fall, Spring, and Summer

EDS 624: Contemporary Issues and Research in Special Education in the Classroom (PK-Grade 12)
This course, an advanced seminar in current issues facing the field of special education, is designed to provide an opportunity for students to research, discuss and understand the topics that are impacting our field and its theoretical base.
Credits:3
Prerequisite of EDS 600, EDS 610 or 620, EDS 617, and EDS 630 and must be taken in the last 9 credits.
Every Fall and Spring

EDS 630: Curriculum-based Assessment and Instruction of Students with Mild Disabilities (PK-Grade 12)
This course will examine the complexity of the issues inherent in the teaching and learning process with reference to students with mild disabilities in inclusive settings. The instructional dimensions that create the conditions of failure for students with learning problems will be characterized. A framework and practical strategies for the use of assessment procedures that focus on effective instructional planning intended to reverse the cycle of failure for students with mild disabilities will be emphasized. An assessment model that generates information for the design of an instructional program and provides for the continuous monitoring of student progress in academic areas (such as literacy, writing, and math) and in content areas (such as social studies and science), will be outlined. Effective instructional strategies and elements of teaching practice that support the learning and growth of students with mild disabilities will also be addressed.
Credits:3
Prerequisite of EDS 600
Every Fall and Spring

EDS 631: Curriculum-based Assessment and Instruction of Students with Severe Disabilities (PK-Grade 12)
This course focuses on methodologies of: (1) assessment; (2) curriculum development; 3) individualized educational planning; and (4) instructional programming for children with severe developmental disabilities. Specific attention will be paid to typical language development for discussions of early interventions. Emphasis will be given to curriculum-based assessment as it relates to instructional planning. Assistive technology to support the learning process will be addressed. Accommodations to facilitate the successful inclusion of students with severe disabilities in general education classrooms will also be reviewed. Attention will be directed toward developing skills in task analysis, IEP preparation, and lesson planning. Case presentations will be used to highlight team building and interdisciplinary collaboration in educating children with severe disabilities.
Credits:3
Prerequisite of EDS 600
Every Fall and Spring 

EDS 633: Accommodating Learners with Special Needs in Inclusive Settings (PK-Grade 12)
Placement in the least restrictive environment, such that students with disabilities have access to typical peers, is a fundamental right under IDEA. In this course, students will learn strategies to support learners with disabilities within the general education setting While content will address inclusive settings for all students with disabilities, the focus will be on instruction and assessment for students with mild disabilities. Included will be discussions of historical perspectives, collaboration among families and professionals, instructional accommodations, and assistive technology. Social development of students with disabilities is also emphasized.
Credits:3
Prerequisite of EDS 600
Every Fall, Spring, and Summer

EDS 635: Behavior Assessment and Management for Learners with Disability classifications (PK-Grade 12)

This course provides an extension of the principles of applied behavior analysis and their relationship to instructional practices. Teacher candidates will identify, specify, and measure specific behaviors that interfere with a student’s ability to be successful in a school or clinical setting with respect to both learning and socioemotional development The focus will include a variety of assessments such as the multiple elements required to conduct a Functional Behavior Assessment (FBA), directly observe students in situ, and use assessment tools to measure functional repertoires for individual students. Once these assessments have been explored and practiced, students are expected to identify the function of the interfering behaviors, to identify specific skill deficits, and then design intervention strategies via a Behavior Intervention Plan (BIP) that is to be evaluated using on-going student-designed data collection protocols, graphing, and analysis. This course covers 35 hours of behavior assessment and 10 hours of behavior change procedures including selecting and implementing interventions.

Credits:3
Prerequisite of EDS 600
Every Fall and Spring

EDS 702 Supervised Practicum in Special Education at the Elementary and Secondary Levels 

This course is designed for students to gain practical experience in teaching in a school setting, to include attending annual review meetings for students with IEPs, interact with administration and related service providers, and develop parent partnerships. Students will spend at least 100 hours in direct contact with students.

Credits:3
Prerequisites of EDS 600, 617, 630, 631, 632/635, and 633 or EDS 600, 630, 631, 632/635 and 633 are required.
Every Fall and Spring
EDS 704 Supervised Practicum in Special Education 
This course is designed for students to gain practical experience in the selection, design, and implementation of behavioral programs for individuals with autism and developmental disabilities. All students are expected to work in school or agency settings, attend and complete required orientations, meet school or agency guidelines, and be supervised by BCBAs or BCBA-Ds. Students will spend at least 100 hours (150 hours for students pursuing the NYS LBA credential) in situations to design and implement instruction and behavior treatment plans and collect and graph data using techniques consistent with the empirical basis of Applied Behavior Analysis. This course includes 15 hours of concepts and principles in behavior analysis.
Credits:3
Prerequisites of EDS 600, 610 or 620, 617, 629, 630, 750 and co-requisite of EDS 625 or 629 or 635 or SPE 681 are required. 
On need basis

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