Students in this program further develop the attitudes and abilities needed to identify and remediate major learning and behavior disorders, ranging from mild to profound, regardless of etiology.
The Advanced Certificate in Special Education- Childhood program prepares holders of initial New York State certification, and a masters degree, to support children with special needs from Grades 1-6. In order to earn the certificate, students must complete the 24 credits of special education courses within the program, and pass the New York State Content Specialty Tests (CST) in Special Education.
This advanced coursework is designed to foster greater special education knowledge and understanding among masters-level educators. Students in this program further develop the 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.
A masters degree from an accredited college or university, as well as New York State certification. Undergraduate and graduate scholastic achievement must be such as to give reasonable assurance of success in work for an advanced degree. Normally this will be a “B,” both in the general average and in the major field.
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 9700: Research in Collaborative Partnerships, Strategic Instruction for General, Special, and Inclusive Educational Settings: Childhood (10 Hrs. Fieldwork)
EDU 9707: Curriculum Adaptation and Modification Planning for Exceptional Students: Childhood (10 Hrs. Fieldwork)
EDU 9711: Education and Accommodating Needs for Individuals with Exceptionalities, K-12 (15 Hrs. Fieldwork)
EDU 9712: Educational Assessment of Individuals with Exceptionalities (prerequisite EDU 9711) (20 Hrs. Fieldwork)
EDU 9716: Curriculum and Instructional 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 –Childhood (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-(150 Hrs.) – Childhood
Must be taken in your final Semester. Must have completed EDU 7115, all Special Education Coursework and CST- Students with Disabilities
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.
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:
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 Queens Room 412
Explore opportunities at St. John's with our pathway generator.
The doctoral degree in educational administration and supervision is an opportunity for educational leaders to enhance their knowledge and skills in research and current trends in education.
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.
Leads to initial certification to teach a specific content area in grades 7 through 12 in New York State.
The Master of Science programs in Adolescent Education (Career Change) enable prospective teachers to acquire the skills they need in such areas as language acquisition and literacy, curriculum development, instructional planning, and more.
The CRITI TESOL/Bilingual education program is an innovative “in-service” NYS Education Department funded partnership tuition-assistance project with St. John’s Graduate TESOL & Bilingual Education Programs.
The department offers a 15-graduate credit course sequence leading to bilingual education extension.
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.
Leads to initial certification to teach grades 1 through 6 in New York State.
The Master’s Degree Program in Childhood Education and TESOL is a unique, robust, specially designed 36 credit program intended for graduates from “non-education” programs who want to change their career path and fulfill their desire to become multiculturalist professional NY State certified TESOL teachers of English learners (PreK-12), or general classroom teachers in grades (K-6) with expertise and certification in TESOL, that is now required of all classroom teachers.
The Master of Science program in Childhood Education (Career Change) advances the knowledge and experience of graduates in teaching elementary education. The program includes a range of relevant pedagogical methods for teaching and learning and strategies for devising, implementing and assessing learning experiences for all learners.
Our new program — an MS.Ed in Childhood Special Education and Teaching English to Speakers of Other Languages (TESOL) — is a 39-credit program designed for candidates with an initial certification in childhood education and is the only one of its kind in New York State.
Students who have completed a CACREP master’s degree in another counseling specialization, such as school counseling, can earn an Advanced Certificate in Clinical Mental Health Counseling (CMHC).
The Clinical Mental Health Counseling Program is a 60-credit program leading to a Master of Science in Education degree.
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.
Enhance your knowledge and skills in research and current trends in education with an M.B.A. concentrating on Educational Leadership from St. John's University.
The graduate program in Gifted Education at St. John’s University is designed to provide educators with a solid background of expertise in gifted education, enabling them to work effectively with a diverse population of exceptionally capable learners, and to take leadership roles in the field.
The advanced degree programs in instructional leadership have been designed to provide students with an intellectual environment that enables them to take leadership positions in the areas of curriculum, learning and instruction.
Students will refine existing knowledge and develop new knowledge, practices, and skills in the areas of administration, curriculum, diversity, higher education, and instructional technology to take leadership roles in facilitating the growth and development of other educators.
This degree enables the initially certified teacher to acquire the skills to teach reading, writing, and related language arts to students from early childhood to high school levels.
Our vision in the PhD Literacy program is to create an academic community of literacy practitioners and leaders who intend to address real-life social problems through scholarship. The program is designed to develop research skills applied in the field of literacy to learn about the role of reading and writing in schools and everyday life.
Responding to the most current middle school needs, teachers who are certified to teach adolescent or childhood education may expand their career opportunities by earning our new Middle School Extension Advanced Certificate. You will not only be eligible to teach a wider range of grades, you will also gain knowledge of current best practices related to middle level education. These practices prepare you to create teaching and learning experiences based on the unique characteristics of middle school children.
Extensions are available for Adolescent Education certificate holders and Childhood Education certificate holders.
The Ph.D. in Curriculum and Instruction is a 45-credit post-Master’s degree program comprised of four strands: Teaching, Learning, and Knowing; Early Childhood; Global Education; and STEM Education.
We have designed the Master and Advanced Certificate in Administration to comply with New York State regulations, keeping in mind the technological, cultural, political, social and economic changes that our students face in their school communities.
The graduate programs in Educational Administration enable educators to acquire scholarly knowledge, technical skills, intellectual curiosity and legal and ethical awareness in order to make a positive contribution in the organization and administration of public and nonpublic schools. The programs seek to produce informed leaders whose expertise will be well grounded in theory to support their efforts to deal with varied issues and problems in the school setting and to make innovative contributions to the reform and restructuring of current educational practice.
The Dual Advanced Certificate Program for School Building Leader (SBL) and School District Leader (SDL) is a nationally accredited program that provides students with an intellectual environment that enables them to refine existing knowledge and develop new knowledge, practices, and skills in the areas of administration, assessment, and curriculum.
Students who have completed a 60 credit master’s degree in Clinical Mental Health Counseling (CMHC) have the opportunity to complete the Advanced Certificate in School Counseling Bridge program. The program is designed to provide advanced graduate students with the opportunity to earn their initial New York state certification in school counseling.
The School Counseling Program consists of a 60-credit Master of Science in Education degree, which prepares counselors-in-training for fulfilling the roles of the urban school counselors serving elementary, middle, and high school students in grades K-12 in the areas of academic, personal/social, and career development, according to the American School Counselor Association’s (ASCA’s) new vision.
The Advanced Certificate program in School District Leader (SDL) provides students with an intellectual environment that enables them to refine existing knowledge and develop new knowledge, practices, and skills in the areas of administration, assessment, and curriculum.
Earn a doctoral degree in School Psychology from St. John's University in New York City!
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.
The Masters in Early Childhood Special Education ( B – Grade 2) is intended for field/career changers 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.
The Adolescent Education Master’s Degree Program at St. John’s University qualifies students for a full-time salaried teaching position in Grades 7-12.
The Adolescent Education Advanced Certificate Program at St. John’s University qualifies students to teach students with disabilities in Grades 7-12.
This program is designed to foster teachers’ ability 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.
This degree will give teachers the opportunity to enrich their classroom pedagogy with specialization in Literacy instruction and instruction for the English Language Learner.
To be eligible for the Advanced Certificate in Literacy, you must have completed a Master’s Degree in Education possessing initial teaching certification.
The programs with a specialization in Teaching Literacy B-6, Teaching Literacy 5-12 and Teaching Literacy B-12 give the initially certified teacher the skills to teach reading, writing, and related language arts to students from early childhood to high school levels.
The Advanced Certificate in TESOL Program subsumes creativity and critical pedagogy and provides the holder of it with a powerful array of advanced approaches for a variety of positions.
This 33 credits research and standards-based graduate program is intended for those educators who wish to obtain a Master’s of Science Degree in TESOL (Teaching English to Speakers of Other Languages). This program addresses the needs of educators interested in working with linguistically and culturally diverse learners. The focus is on creative and critical pedagogy and best teaching practices with socially just awareness as well as multi-modal curriculum design and planning for ENL (English as a New Language) students.
The Office of Student Financial Services is committed to providing students and their families with the information they need to navigate and understand the financial aid and payment process.
St. John’s offers a free online application for all 100+ undergraduate programs, and graduate applications carry a low cost for most programs.