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B.S. in Special Education
(HEGIS 0808) (Dual Certification)
The Bachelor of Science in Special Education program prepares
candidates to become competent educators in settings that serve a variety of
students. Competent educators master the principles of learning and the
techniques of teaching all students. They make decisions and solve problems
based upon their knowledge of educational issues, practices, and policies.
They value contributions from all of their students and their families within
the context of society, and they recognize the influence of political, social,
historic, and economic factors on students’ learning. The Department of
Special Education offers teacher preparation that leads to New York Teacher
Certification in areas of Childhood Education and Special Education (grades
1-6), Middle Childhood Education (Biology, Chemistry, Earth Science,
English, French, Math, Physics, Social Studies, or Spanish) and Special
Education (grades 5-9), or Adolescence Education (Biology, Chemistry, Earth
Science, English, French, Math, Physics, Social Studies, or Spanish) and
Special Education (grades 7-12). All education students must take an arts
and science major. Those students seeking dual certification in Middle
Childhood Education or Adolescence Education should major in the liberal
arts area appropriate to fulfill the certification requirements of one of the
subject areas listed above. It is strongly recommended that students meet
with their education and arts and science faculty advisors each semester to
plan their program of study.
The following competencies identified for the Bachelor of Science in
Special Education are reflected in courses as well as student field experiences:
Each graduate will be competent in understanding the following
foundations of general education and special education in our society:
- Historical developments in education and special education;
- Philosophical orientations in education and special education; and,
- Political developments in education and special education.
• Each graduate will be competent in demonstrating the ability to
assess student performance by:
- Demonstrating knowledge of principles, theories, and procedures
of student assessments;
- Utilizing a variety of formal and informal assessment techniques
to assess student progress and performance; and,
- Communicating assessment results for a variety of purposes.
• Each graduate will be competent in demonstrating the ability to plan
and evaluate individual and group educational plans collaboratively by:
- Identifying the legal basis for individual program planning;
- Planning and evaluating individual and group programs
collaboratively with professionals, paraprofessionals, and family
members; and,
- Developing an Individualized Education Plan.
Each graduate will be competent in demonstrating the ability to
design and implement appropriate curricular, instructional, and
environmental modifications to meet the needs of all students regardless of
culture, religion, language, family situation, and academic achievement by:
- Modifying the curriculum and instruction of elementary and
secondary education to include all students;
- Developing and implementing plans that encourage students to
assume responsibility for their own behavior; and,
- Adapting the educational environment to enhance learning.
To be eligible to apply for initial certification, students must complete
all the requirements for the Bachelor of Science in Special Education;
obtain a passing score on all required New York State teacher certification
exams; complete the Drug Abuse, Violence Prevention, Child Abuse, and
Fingerprinting workshops; maintain a G.P.A. of 2.5 or above; and, have
satisfactorily met the competencies established by the Special Education
Department.
College-Wide Requirements 9 credits
Click here to see college-wide requirements
| LIB 1101N | Information Literacy | 1 |
Core Requirements 33 credits
Major in Education 54 credits
| EDH 1021A | Education in Society | 3 |
| EDS 1081A | Introduction to Exceptional Children | 3 |
| EDS 2101N | Teaching with Technology with Diverse Populations | 3 |
| EDS 2108N | Field Experience I and Seminar | 3 |
| EDS 2183N | Behavior Management and Instructional | |
| | Strategies for Diverse Learners | 3 |
| EDS 2184N | Assessment and Program Planning for | |
| | Diverse Learners | 3 |
| EDS 3110N | Field Experience II | 3 |
| EDL 3146N | Literacy Acquisition I | 3 |
| EDS 3186N | Integrated Practices in the Content Areas | 3 |
| EDL 4149N | Literacy Acquisition II | 3 |
| EDL 4150N | Teaching Reading in the Content Area | 3 |
| EDS 4190N | Integrated Practices in the Differentiated | |
| | Classroom | 3 |
| EDS 4193N | Integrated Education Student Teaching | 3 |
| Foreign Language | (six credits in the same language, not including American Sign Language. Sign language may be used only by students requiring special accommodations) | 6 |
| PSY 1001 | General Psychology I | 3 |
| PSY 2015 | Developmental Psychology I or | |
| PSY 2016 | Developmental Psychology II | 3 |
Recommended Course Sequence
Upper Sophomore Year
| PSY 1001 | General Psychology I | 3 |
| PSY 2015 | Developmental Psychology I or | |
| PSY 2016 | Developmental Psychology II | 3 |
Lower Junior Year
| EDH 1021A | Education in Society | 3 |
| EDS 1081A | Introduction to Exceptional Children | 3 |
| EDS 2101N | Teaching with Technology with Diverse Populations | 3 |
Upper Junior Year
| EDS 2108N | Field Experience I and Seminar | 3 |
| EDS 2183N | Behavior Management and Instructional Strategies for Diverse Learners | 3 |
| EDS 2184N | Assessment and Program Planning for Diverse Learners | 3 |
| EDL 3146N | Literacy Acquisition I | 3 |
Lower Senior Year
| EDS 3110N | Field Experience II and Seminar | 3 |
| EDS 3186N | Integrated Practices in the Content Areas | 3 |
| EDL 4149N | Literacy Acquisition II | 3 |
Upper Senior Year
| EDL 4150N | Teaching Reading in the Content Area | 3 |
| EDS 4190N | Integrated Practices in the Differentiated Classroom | 6 |
| EDS 4193N | Integrated Education Student Teaching | 3 |
| Foreign Language | (six credits in the same language, not including American Sign Language. Sign language may be used only by students requiring special accommodations) | 6 |
Major in Liberal Arts and Sciences 36 credits
Students are required to complete one of the following majors:
Biology, Chemistry, Earth Science, English, French, Humanities*,
Mathematics, Physics, Political Science*, Psychology*,
Social Science, Sociology/Anthropology*, Spanish, Theatre*
or Visual Arts*
Total: 122-135 credits
*Not to be taken by students seeking Middle Childhood
Education/Special Education or Adolescence Education/Special education.
In addition to course registration, students are required to register with
the Director of Student Teaching Placements by November 15 for spring
semester student teaching, and by May 1 for fall semester student teaching.
A G.P.A. of 2.5 is required for placement in field experiences or student
teaching. Field placement will be at the discretion of the Director of Student
Teaching Placements and Certification.
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