The School of EducationQueens Campus
The Adolescent Education Advanced Certificate Program at St. John’s University qualifies students to teach students with disabilities in Grades 7-12. The program prepares teachers to develop a strong command of content and pedagogical knowledge, multicultural perspectives, and instructional skills appropriate in addressing the social, cultural and educational needs of their students with disabilities. The courses are designed to foster the development of skills, attitudes, and abilities needed to identify and remediate learning and behavior disorders of students. Individuals are provided with a range of teaching and learning experiences with an emphasis on relevant pedagogical methods and a broad knowledge of strategies for devising, implementing, and assessing learning experiences for exceptional learners.
The advanced certificate program serves certified New York state teachers at the secondary level who wish to develop more effective inclusion settings for all of their learners.
The advanced certificate program can only be taken by students with a Masters degree and Initial NYS Certification in Adolescent Education
Please view the School of Education Graduate Admission Application Requirements for detailed admission information.
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
*SJU Comprehensive Exam must be passed during the final semester of classes.
EDU 9704: Research in Collaborative Partnerships and Strategic Instruction for General, Special and Inclusive Educational Settings: Adolescent (10Hrs. Fieldwork)
EDU 9706: Curriculum Adaptation and Modification Planning for Exceptional Students: Adolescent (10 Hrs. Fieldwork)
EDU 9711: Education and Accommodating Needs for Individuals with Exceptionalities, K-12 (15 Hrs. Fieldwork)
EDU 9719: Principles of Applied Behavior Analysis and Positive Behavior Supports, K-12 (15 Hrs. Fieldwork)
EDU 9726: Curriculum and Instruction Design for Individuals with Exceptionalities: Math, Science, and Social Studies- Adolescent (15 Hrs. Fieldwork)
EDU 9742: Formal and Informal Educational Assessment of Individuals with Exceptionalities- Adolescent (prerequisite: EDU 9711) (20 Hrs. Fieldwork)
EDU 9744: Curriculum and Instructional design for teaching Literacy to Individuals with Exceptionalities- Adolescent (20 Hrs. Field work)
EDU 9705: Practicum in Special Education-(150 Hrs.) – Adolescent
Must be taken in your final Semester. Must have completed all Special Education Coursework and CST- Students with Disabilities
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. Students are required to complete 24 credits in total.
This certificate program is approved as a Gainful Employment Program through the US Department of Education and is, therefore, eligible for Federal Student Aid. View Disclosure to learn about this program outcomes.
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. This can be seen in the multiple opportunities we offer for engagement in professional activities, academic service learning, and global education consistent with the University’s Catholic and Vincentian mission.
In addition to 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 complete 150 hours of supervised special education practicum in various settings including self-contained, inclusive, and mainstreamed classrooms. 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 students engage in several professional and networking events throughout their program, developing competencies to effectively communicate and interact with stakeholders in collaborative and inclusive ways.
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). 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.
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
Programs in Special Education host a College Immersion Program for Youth and Young Adults with Intellectual and Developmental Disabilities to increase inclusive opportunities in Higher Education: Funded Grant Project with the Cooke Center for Learning and Development, New York City (2016- Present).
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
Sullivan Hall Room 412