The School of EducationQueens Campus, Staten Island Campus, Long Island Graduate Center
The Childhood and Childhood Special Education, Master of Science in Education (Career Change) program is an accelerated program for college graduates seeking to become special education teachers. It prepares holders for both initial and professional certification as Special Education Teachers, Grades 1-6. In order to attain certification, holders must pass the New York State Content Specialty Test (CST) in special education.
*SJU Comprehensive Exam must be passed during the final semester of classes.
EDU 3210: Research & Practice of Teaching Writing/English Language Arts in General & Inclusive Education, B-6
EDU 7000: Psychological Foundations of Learning
EDU 7135: Current Trends and Research in the Teaching of Social Studies (15 Hrs. Fieldwork)
EDU 7136: Current Trends and Research in the Teaching of Science (15 Hrs. Fieldwork)
EDU 7137: Current Trends and Research in the Teaching of Mathematics (15 Hrs. Fieldwork)
EDU 7195: Teaching and Learning: Childhood (20 Hrs. Fieldwork)
EDU 7266: Technology for Teaching Literacy Applications in regular and Special Education Settings
EDU 7115: Childhood Associate Teaching or EDU 7115I- Internship
Must be taken in your second to last semester. New York State Required Examinations must be passed prior to enrollment in Student Teaching: EAS, CST-Multi Subject. edTPA is done during this semester.
** ADVISOR CONSULTATION REQUIRED**
EDU 9700: Research in Collaborative Partnership and Strategic Instruction for General, Special and Inclusive Educational Settings: Childhood (10 Hrs. Fieldwork)
EDU 9707: Curriculum Adaptation and Modification Planning for Exceptional Students (10 Hrs. Fieldwork)
EDU 9711: Education and Accommodating Needs of Individuals with Exceptionalities, K-12 (15 Hrs. Fieldwork)
EDU 9712: Education of Assessment of Individuals with Exceptionalities (Prerequisite EDU 9711) (20 Hrs., Fieldwork)
EDU 9716: Curriculum and Instruction Design for Teaching Literacy to Individuals with Exceptionalities: Childhood (20 Hrs. Fieldwork)
EDU 9718: Curriculum and Instructional Design for Individuals with Exceptionalities: Math, Science, Social Studies (20 Hrs. Fieldwork)
EDU 9719: Principles of Applied Behavior Analysis and Positive Behavior Supports, K-12 (15 Hrs. Fieldwork)
EDU 9702: Practicum in Special Education: Childhood (150 Hrs.)
Must be taken in your final semester. Must have completed EDU 7115, all Special Education Coursework and CST-Students with Disabilities
Optional Courses 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
Students satisfying the 30 credits in a content area with a minimum grade of C, passing the CST content subject area will be eligible for certification, grades 7-9, in their content area
The completion of the program qualifies students for New York State initial or professional certification as a teacher of students with disabilities provided students have successfully completed all New York State mandated external tests, training modules, workshops, and teaching experiences.
Upon completion of the first half of the program (24 credits), meeting the liberal arts requirements as set by the Department of Education and successfully passing the New York State Teacher’s Certification Examinations, students may be eligible for internship certification by the State Education Department and full-time employment in public and private schools within New York as a salaried employee.
Top Outcomes for this particular program
The program is designed to foster the ability of teachers to develop the 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:
Top three features/qualities of our program:
Our full-time faculty is highly qualified with many years of experience working with individuals with disabilities, and their families, in diverse school and clinical settings, and is also actively engaged in research and professional service. Further, we have a strong supporting Adjunct faculty that brings unique practitioner inputs to our programs. To access information about our Faculty, please visit:
Our courses are offered across multiple campus sites (Queens, Manhattan, Staten Island, and Long Island) with ample online course offerings. Online courses allow students to learn at their own pace and participate in interactive and creative online learning opportunities
Programs that offer multiple opportunities for engagement in professional activities, academic service learning, and global education consistent with the University’s Catholic and Vincentian mission. Our school’s mission of “Preparing teachers, counselors, and administrators as transformational leaders who honor the dignity of all people” guides our programs and informs our practice each day.
Why is the experience unique at St. John’s ?
Our students complete 150 hours of supervised special education practicum in various settings including self-contained, inclusive, and mainstreamed classrooms. St. John’s program is unique in that it allows students to develop skills to teach exceptional students in schools, clinics, and early intervention settings. Students are exposed to instructors, current researchers, and leaders in the field of special education who have many years of experience and expertise working directly with children in diverse, multicultural, and high-needs urban and suburban school settings.
Our graduates are successful and highly proficient teachers trained to meet the highest professional standards in special education set by the Council for Exceptional Children (CEC), through rigorous course work based on evidence-based practices, applied observation and practicum experiences, and engagement in student activities, including academic service learning. We are excited to welcome you to join this cadre of effective teachers and global citizens effecting change in the lives of children and youth through education and service.
Our students participate in many online learning opportunities that allow for current and effective use of online resources for research and practice in special education and preparation for careers in an increasingly global and digital world
Our students engage in several professional and networking events throughout their program developing their competencies to effectively communicate and interact with stakeholders in collaborative and inclusive ways. Please visit our CEC Student Chapter page at cecatsju.weebly.com to learn more about the exciting opportunities for professional preparation and student engagement that we offer to our students as part of their overall experience in our Special Education program.
We succeed in graduating excellent teachers, who are caring and sensitive individuals. Our graduates are always sought after by both public and private schools, including a host of Catholic programs.
Our graduates attest to their academic preparation and growth as professionals in the field of special education and inclusive collaborative services
“I felt very confident going into my first year of teaching and practicum this year after completing many of my courses”
Early Childhood Special Education Teacher
“The special education courses provided me with a different lens and particularly allowed the facilitation and continuity of being mindful of each student’s particular needs and style of learning.”
“St. John’s really prepared me to grow as an educator and it prepared me to go out to schools and maintain a close connection with the teachers”
Childhood Special Education Teacher
Associate Professor and Program Coordinator
Dr. Khemka received her Ph.D. with distinction from Columbia University in the area of Intellectual Disability and Autism in 1997. She has been involved in teacher preparation programs for many years now and has taught previously at Teachers College, Columbia University and Long Island University, C.W. Post, NY. She has directed several intervention-based research and evaluation projects and has extensive experience in bilingual evaluation and arts based programming for students with special needs. Dr. Khemka is well known for her work in the area of interpersonal decision-making and prevention of peer-victimization and abuse in adults and youth with intellectual and developmental disabilities, including autism. She is the lead author of 2 evidence based instructional programs (ESCAPE and PEER-DM) designed to provide effective, strategy-based decision making training for the reduction of risk and abuse. Her new research focuses on studying the impact of cyber bullying in school-aged children with special needs and in designing targeted, disability-specific interventions.
Research Interests: Among adolescents and young adults with intellectual and developmental disabilities (including autism) : decision-making, prevention of peer victimization, abuse prevention, development of evidence based curricula
Sullivan Hall, Room 410
(718) 990-2631[email protected]
Rebecca A. Louick, Ph.D., a native New Yorker, is an Assistant Professor of Special Education in the Department of Education Specialties at the School of Education, St. John's University. For eight years, she was a middle- and high-school teacher at schools for students with learning disabilities. Dr. Louick has a Ph.D. in Curriculum and Instruction from Boston College, an M.S.Ed. in Special Education/Learning Disabilities from City University of New York-Hunter College, and an A.B. in English and Sociology from Amherst College. She has taught courses on reading methods for students with special needs, assessment of students with special needs, and special education more generally. Her research focuses on the learning needs of adolescents with learning disabilities, particularly in terms of communication and academic motivation.
Research Interests: Among adolescents with learning disabilities: academic motivation, literacy skill development, language and communication skills
Sullivan Hall, Room 414
Dr. Mello received her Ph.D. in Special Education from Vanderbilt University. Dr. Mello combines her research with effective practical work in the field. Before coming to St. John’s she taught young adults with intellectual disabilities for six years in a college program for students with intellectual disabilities. She also served as the coordinator for a special education advocacy training program for parents of children with disabilities. Her research explores the area of transition to adulthood of adolescents and young adults with intellectual disabilities and autism. More specially, she examines the acquisition of independent living skills and access to postsecondary education and housing. She conducts research on service provision and family advocacy in underserved communities. Dr. Mello is a Board Certified Behavior Analyst (BCBA).
Research Interests: Among young adults with intellectual and developmental disabilities (including autism): transition to adulthood, postsecondary education programs, access to affordable housing and supported living, acquisition of independent living skills with assistive technology, service provision in underserved communities
Sullivan Hall, Room 412
Dr. McDevitt received her Ed.D. in Curriculum and Teaching from Teachers College, Columbia University. Prior to joining the St. John’s University community, she spent over a decade working with young children with and without disabilities and pre- and in-service teachers in various educational settings. Her research interests are broadly in the areas of diversity, equity, and inclusion. More specifically in the field of early childhood inclusive education, she examines teacher development and diversity, young children’s experiences of “schooling,” and inclusive, culturally sustaining and relationship-based practice.
Research Interests: Teacher education and development for teaching immigrant children and children with disabilities; Young children’s experiences of transition; Inclusive, culturally sustaining and relationship-based practice
Sullivan Hall, Room 413
Please view the School of Education Graduate Admission Application Requirements for detailed admission information.
Sullivan Hall, Room 410