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Adolescent Education and Teaching Students with Disabilities (7-12), Master of Science in Education

Curriculum and Instruction


Department Faculty

Please see a list of our Curriculum and Instruction faculty.

Please note that the full degree cannot be taken at the Long Island Graduate Center and at least one course must be taken at our Queens campus.

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Admissions Criteria

  • Application
  • Nonrefundable application fee of $70
  • Statement of Goals
  • Satisfactory Grade Point Average (3.0-3.5 depending on program)
  • Official transcripts showing conferral of bachelor’s degree

*If you are an international student you must submit TOEFL or IELTS.

Please view the School of Education Graduate Admission Application Requirements for detailed admission information. 

Graduate Admission Contacts

Graduate Admissions
[email protected]


Download the program planning sheet (Word)

Career Change, 48 Credit Program

Adolescent Education Core Courses (24 Credits)

  • EDU 3200: Language Acquisition and Literacy Development for General Education and English Language Learners (ELLs), K-12
  • EDU 7000: Sociological & Psychological Foundations of Learning
  • EDU 7106: Understanding the Socio-emotional, Cultural and Cognitive Aspect of Middle School/Adolescent Learners in General and Inclusive Settings
  • EDU 7267: Technology for Literacy Based Applications in Content Area Learning in Regular and Special Education Settings
  • EDU 7290: Human Relations in Inclusive Setting OR EDU 7297 Integrated Research Seminar in Education
  • EDU 7295: Teaching and Learning: Adolescent
    EDU 7291: Innovative Strategies in Secondary Setting: Social Studies
    EDU 7292: Innovative Strategies in Secondary Setting: Science
    EDU 7293: Innovative Strategies in Secondary Setting: Math
    EDU 7294: Innovative Strategies in Secondary Setting: Foreign Language
    EDU 7296: Innovative Strategies in Secondary Setting: English
  • EDU 7117: Student Teaching – Adolescent
    Must be taken in your second to last semester and pass all NYS General Education exams:

Special Education Core Courses (24 credits)

  • EDU 9704: Research in Collaborative Partnerships and Strategic Instruction for General, Special and Inclusive Educational Settings: Adolescent (*10 Hrs. field work)
  • EDU 9706: Curriculum Adaptation and Modification Planning for Exceptional Students: Adolescent (*15 Hrs. field work)
  • EDU 9711: Education and Accommodating Needs for Individuals with Exceptionalities, K-12 (*15 Hrs. field work)
  • EDU 9719: Principles of A.B.A. and Positive Behavior Supports K-12 (*15 Hrs. field work)
  • EDU 9726: Curriculum and Instruction Design for Individuals with Exceptionalities: Math, Science, and Social Studies- Adolescent (*15 Hrs. field work)
  • EDU 9742: Formal and Informal Educational Assessment of Individuals with Exceptionalities- Adolescent (Prerequisite: EDU 9711) (*20 Hrs. field work)
  • EDU 9744: Curriculum and Instructional design for teaching Literacy to Individuals with Exceptionalities- Adolescent (*10 Hrs. field work)
  • EDU 9705: Practicum in Special Education- Adolescent (150 hours)
  • Must be taken in your final Semester. Must have completed all Special Education Coursework and CST- Students with Disabilities

These courses are not part of this program and will require an additional cost:

To Obtain Certification from Orton Gillingham (6 credits)

  • EDU 3241: Multi-sensory Approach to Language Learning and Phonics Instruction Part I (Field component)
    EDU 3242: Multi-Sensory Approach to Language Learning and Phonics Instruction – Part II (Field component)
    Plus 100-hours of applied instruction which incorporates the strategies of the Orton Academy. The 100-hours of instruction can be included in the 150-hours required for practicum (EDU 9705)

To Obtain a Middle School Extension (6 credits)

  • EDU 7106: Understanding socio-emotional, cultural and cognitive aspects of middle school/adolescent learners in general and Inclusive settings
  • EDU 7107: Methods and strategies of teaching middle school/adolescent learners in general and Inclusive settings

Career Outcomes

The program is designed to foster the ability of teachers to development of skills, attitudes, and abilities needed to identify and remediate major learning and behavior disorders, ranging from mild to profound, regardless of etiology.  Attention is also paid to diagnosis, intervention, program planning and program evaluation. 

The program prepares graduates to:

Demonstrate knowledge of human developmental processes and variations

  • Demonstrate knowledge of the impact of culture, heritage, socioeconomic level, personal health, and safety, past or present abusive or dangerous environments, and factors in the home, school, and community on readiness to learn of students who have mild to profound disabilities.
  • Identify the skills needed in each of these circumstances to create a safe and nurturing learning environment for students with mild to profound disabilities.
  • Describe the nature of students in the full range of disabilities and special needs and the effect of those disabilities and needs on learning and behavior.
  • Describe the skills needed to identify strengths, individualize instruction, and collaborate with others to prepare student with disabilities and special needs for their highest levels of academic achievement and independence.

Develop skills that facilitate the use of research in the broader context of special and inclusive education

  • Demonstrate knowledge of qualitative and quantitative educational methodologies
  • Research the literature in the field of education related to inclusion and propose scholarly research questions based on a review of the literature.
  • Summarize the findings of research articles from different methodological perspectives
  • Write, concise, informed reviews of the literature about topics related to inclusion, citing relevant research using the style of the American Psychiatric Association, and formulate thesis questions

Recognize and interpret the significance of developmental deviations manifested by individuals with disabilities through formal and informal methods of assessment:

  • Demonstrate knowledge of legal, ethical, technical, and practical areas in diagnosis and evaluation of students with disabilities
  • Demonstrate measurement and test construction as related to students with disabilities
  • Interpret standardized diagnostic instruments and procedures for the evaluation ofcognitive, psychomotor, and affective functioning of students with disabilities
  • Use the various forms of informal assessment in the diagnosis and evaluation of students with disabilities
  • Demonstrate knowledge of the variety of ways in which the results of formal and informal assessment can be used to improve instruction and the instructional environment of exceptional students.
  • Interpret the work and value of the various professionals forming the multidisciplinary teams who are involved in the variety of decision-making necessary to assist students with disabilities.
  • Analyze, evaluate, and construct case studies which provide appraisals of students with disabilities and interpret and use collected data in the formulation of their educational needs and plans.

Use the basic principles and strategies of the science of applied behavior  analysis with students who have disabilities

  • Describe the foundations, philosophy, and methodology of the science of applied behavior analysis
  • Present and write using the terminology of the science of applied behavior analysis
  • Define, measure, analyze, and implement valid behavioral strategies in classroom settings
  • Summarize pertinent research from the literature of the science

Create and implement educational programs for children with disabilities  

  • Demonstrate a foundation of language arts, math, and sciences, breadth and depth of knowledge of each subject taught, knowledge of subject matter pedagogy, curriculum development and educational technology.
  • Demonstrate competence in adapting curricula in Reading and the Language Arts, Math, Social Studies and Science for exceptional learners. 
  • Demonstrate the use of technology as it applies to instruction and curricula areas for children with disabilities
  • Implement instructional change by using curriculum adaptation, targeting instructional aims as they relate to standard curricula, preparing effective long-term and short term objectives (benchmarks), and planning of individualized education programming (I.E.P.s) for students with exceptionalities.
  • Use various types of alternative assessment procedures to analyze student performance and to plan curriculum and instruction to meet the needs of individual students.

Assess and evaluate the development and implementation of effective strategies for children with learning and behavior challenges in the  classroom setting

  • Identify strengths and needs of students, individualize and modify instruction, evaluate performance outcomes and collaborate effectively with other teachers, paraprofessionals, supervisors, parents, and related service professionals to prepare students with disabilities to meet all academic and life goals.
  • Use technology as a learning resource to address the needs of all learners when developing and implementing instructional strategies

Interpret and apply standards of professional and state organizations:

  • Apply the principles of the Council of Exceptional Children (CEC) and Teacher Education Division of CEC (TED)
  • Demonstrate how to incorporate the goals of New York State Learning Standards for Special Education across all special education instruction.
  • Demonstrate how research findings of professional organizations can be used to strengthen and update professional practice