Female Student Reading Book in Library

Early Childhood Education and Teaching Students with Disabilities (B-2), Master of Science in Education

Curriculum and Instruction
45 Credits

The School of Education
Queens Campus, Long Island Graduate Center

Overview

The Field Change and Career Change programs are intended to foster the development of skills, attitudes and knowledge needed to teach diverse populations of young children (birth to grade 2) across the full range of abilities. They are structured to prepare teachers to support the learning and development of students in general education, early intervention, “inclusion” and self-contained special education settings. These objectives are achieved by integrating knowledge of the importance of developmentally appropriate practices and play-based activities with an understanding of developmental delays and related disabilities. Specifically; the programs promote teacher knowledge and skills in:

  • Providing developmentally appropriate environments for all children
  • Addressing the needs of children with developmental delays and specific developmental disabilities
  • Understanding different models of service delivery
  • Selecting, using and understanding methods of developmental assessment
  • Developing, modifying and implementing curriculum
  • Aligning curriculum goals with appropriate state and national standards
  • Working with interdisciplinary teams and culturally diverse families
  • Using assistive and other technologies to enhance children’s learning and communicative skills
  • Providing advocacy for children and their families in the framework of current legislation

Program graduates will be able to assume such positions as:

  • Early childhood teachers in general education or inclusion settings
  • Special education collaborative team teachers
  • Special education itinerant teachers
  • Special education teachers in self-contained settings
  • Providers of one-on-one home-based early intervention services

Graduates of either the Career Change or the Field Change Master’s Programs will qualify for New York State dual certification in early childhood education (B-2) as well as for teaching students with disabilities (B-2), provided all state-mandated external tests, training modules and teaching experiences are completed.

Department Faculty

Please see a list of our Education Specialties faculty.

Department Contact

Ishita Khemka
Assistant Professor and Coordinator of Special Education
Sullivan Hall, Room 412
[email protected]
718-990-2631

Apply Request Info Plan your Visit

Admission

Field Change 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 in education
  • Must possess NYS initial/professional certification

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

Career Change 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. 

Admission Contact

Graduate Admissions
718-990-2304
[email protected]

Courses

Field Change, 45 Credit Program

Download the program planning sheet (Word).

Early Childhood Education Core Courses (24 Credits)

  • EDU 3241: Multi-sensory Approach to Language Learning and Phonics Instruction Part I (Field component)
  • EDU 7122: Programs in Early Childhood Education: Play, Social Learning, and Early Childhood Environments (20 Hrs. Fieldwork)
  • EDU 7126: Observing and Recording the Behavior of Young Children (20 Hrs. Fieldwork)
  • EDU 7127: School, Family and Community Partnerships for Early Childhood Professionals
  • EDU 7114: Early Childhood Associate Teaching (Student Teaching)
    Must be taken in your second to last semester and pass all NYS General Education exams: ALST, EAL, CST-Multi Subject, edTPA ** ADVISOR CONSULTATION REQUIRED**

Choose Two Out of Four (6 Credits) Including at Least One Field Experience

  • EDU 7002: International Perspectives in Early Childhood Education (Travel Abroad)
  • EDU 7123: Creative Arts in Linguistically/Culturally Diverse and Inclusive Early Childhood (20 Hrs. Fieldwork)
  • EDU 7128: Integrated Curriculum in Early Childhood Settings (20 Hrs. Fieldwork)
  • EDU 7129: Mathematics and Science in Early Childhood

Special Education Core Courses (24 Credits)

  • EDU 9716: Curriculum and Instruction Design for Teaching Literacy to Individuals with Exceptionalities: Childhood (20 Hrs. Fieldwork) OR
    EDU 3242: Multi-sensory Approach to Language Learning and Phonics Instruction Part II (Field component)
  • EDU 9719: Principles of Applied Behavior Analysis and Positive Behavior Supports, K-12 (15 Hrs. Fieldwork)
  • EDU 9733: Educational Assessment of Young Children with Exceptionalities (prerequisites EDU 7126 and EDU 9737) (20 Hrs. Fieldwork)
  • EDU 9734: Curriculum Modifications for Teaching Students with Disabilities in Diverse Early Childhood Settings (15 Hrs. Fieldwork)
  • EDU 9736: Early Intervention and Provision of Services for Preschoolers with Special Needs (prerequisites EDU 7126 and EDU 9737) (15 Hrs. Fieldwork)
  • EDU 9737: Early Childhood Special Education (15 Hrs. Fieldwork)
  • EDU 9738: Research on Issues in Early Childhood Special Education (10 Hrs. Fieldwork)
  • EDU 9739: Practicum in Special Education-(150 Hrs.) – Early Childhood
    Must be taken in your final Semester. Must have completed EDU 7114, all Special Education Coursework and CST- Students with Disabilities

Optional Course to Obtain Certification From Orton Gillingham

  • 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 9739)

Career Change, 48 Credit Program

Download the program planning sheet (Word).

Early Childhood Education Core Courses (24 Credits)

  • EDU 3241: Multi-sensory Approach to Language Learning and Phonics Instruction Part I (Field component)
  • EDU 7122: Programs in Early Childhood Education: Play, Social Learning, and Early Childhood Environments (20 Hrs. Fieldwork)     
  • EDU 7123: Creative Arts in Linguistically/Culturally Diverse and Inclusive Early Childhood (20 Hrs. Fieldwork)
  • EDU 7126: Observing and Recording the Behavior of Young Children  (20 Hrs. Fieldwork)
  • EDU 7127: School, Family and Community Partnerships for Early Childhood Professionals
  • EDU 7128: Integrated Curriculum in Early Childhood Settings (20 Hrs. Fieldwork)
  • EDU 7129: Mathematics and Science in Early Childhood
  • EDU 7114: Early Childhood Associate Teaching (Student Teaching)
    Must be taken in your second to last semester and pass all NYS General Education
    exams: ALST, EAS, CST-Multi Subject, edTPA ** ADVISOR CONSULTATION REQUIRED**

Special Education Core Courses (24 Credits)

  • EDU 9716: Curriculum and Instruction Design for Teaching Literacy to Individuals with Exceptionalities: Childhood (20 Hrs. Fieldwork)     OR
    EDU 3242: Multi-sensory Approach to Language Learning and Phonics Instruction Part II (Field component)
  • EDU 9719: Principles of Applied Behavior Analysis and Positive Behavior Supports, K-12 (15 Hrs. Fieldwork)
  • EDU 9733: Educational Assessment of Young Children with Exceptionalities (prerequisites EDU 7126 and EDU 9737) (20 Hrs. Fieldwork)
  • EDU 9734: Curriculum Modifications for Teaching Students with Disabilities in Diverse Early Childhood Settings (15 Hrs. Fieldwork)
  • EDU 9736: Early Intervention and Provision of Services for Preschoolers with Special Needs (prerequisites EDU 7126 and EDU 9737) (15 Hrs. Fieldwork)
  • EDU 9737: Early Childhood Special Education (15 Hrs. Fieldwork)
  • EDU 9738: Research on Issues in Early Childhood Special Education (10 Hrs. Fieldwork)
  • EDU 9739: Practicum in Special Education-(150 Hrs.) – Early Childhood
    Must be taken in your final Semester. Must have completed EDU 7114, all Special Education Coursework and CST- Students with Disabilities

Optional Course to Obtain Certification From Orton Gillingham 

  • 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 9739)

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