Adolescent Special Education, Master of Education


Admission to this program is selective. This program enrolls new students in the fall term only. A candidate must hold a bachelor’s degree from a regionally accredited institution and provide proof of New York State teaching certification.

An ideal candidate will:

  • possess 24 credits in the liberal arts and sciences distribution (6 credits in Math, Science, Social Studies and English), and
  • have a cumulative GPA of 3.0, or the equivalent

An applicant who meets all other admissions requirements and has no more than 6 credits of liberal arts course deficiencies may be admitted to the program. The student must resolve the deficiencies prior to beginning the clinical residency experience.


Please see the Graduate Admission section of this catalog for a complete listing of materials required to complete a graduate application.

Program Curriculum

The M.Ed. in Special Education is a 33-42 credit program including classroom observations and residency. The required courses of the degree are outlined in the table below. Some or all foundation courses may be waived at the point of admission. Students should consult with their academic advisor regarding course sequencing and foundation courses.

Foundation Courses
EDUC 6010Middle Childhood & Adolescent Development3
CURI 6050Literacy Assessment3
EDUC 6130Literacy Across the Curriculum3
Core Courses
SPED 6005Introduction to History of Special Education Law3
EDUC 6015Exceptionalities: Individualizing Learning3
SPED 6025Teaching & Learning Across the Contents: Methods I3
SPED 6040Children with Disabilities: Moderate and Severe3
SPED 6045Behavioral Management & Intervention3
SPED 6050Teaching Exceptional Adolescents in Inclusive Settings: Methods II3
SPED 6060Psychoeducational Assessment Practices & IEP Development3
SPED 6070Successful Transitioning Through Partnership and Collaboration3
SPED 6075Foundations of Educational Action Research3
SPED 7020Special Education Residency Seminar: Certified Teachers3
Capstone Course
SPED 7005Special Education Masters Capstone Final Project3
Total Credits42

Enrollment Sequence

The suggested enrollment sequence below is based on a fall term start and a part-time schedule. Students should seek consultation with their academic advisor to determine their sequencing. The sequence includes all foundational courses (9 credits). See footnote.1

Plan of Study Grid
First Year
SPED 6005 Introduction to History of Special Education Law 3
EDUC 6015 Exceptionalities: Individualizing Learning 3
EDUC 6010 Middle Childhood & Adolescent Development 1 3
SPED 6025 Teaching & Learning Across the Contents: Methods I 3
SPED 6060 Psychoeducational Assessment Practices & IEP Development 3
SPED 6045 Behavioral Management & Intervention 3
SPED 6040 Children with Disabilities: Moderate and Severe 3
Second Year
SPED 6050 Teaching Exceptional Adolescents in Inclusive Settings: Methods II 3
SPED 6075 Foundations of Educational Action Research 3
CURI 6050 Literacy Assessment 1 3
SPED 7005 Special Education Masters Capstone Final Project 3
SPED 6070 Successful Transitioning Through Partnership and Collaboration 3
EDUC 6130 Literacy Across the Curriculum 1 3
SPED 7020 Special Education Residency Seminar: Certified Teachers 3
 Total Credits42

These are foundational courses and can be waived with appropriate documentation. Candidates who are deficient in one or more core foundational courses will be required to take those courses as part of their program of study.

Upon successful completion of the program, students will be able to:

  • Collaborate with families, related service providers, and other school personnel to design and implement individualized curricula for students with disabilities;
  • Develop transition services in consultation with relevant stakeholders;
  • Critically evaluate research in special education;
  • Articulate the philosophy and classroom application of inclusive education;
  • Make instructional and environmental modifications based on students’ learning needs;
  • Assess behavior to develop and implement a behavior intervention plan;
  • Demonstrate effective classroom management practices involving students with disabilities;
  • Assess and interpret data to design and implement individualized instruction;
  • Implement evidence-based practices to instruct students with disabilities;
  • Conduct formative and summative assessments to inform instruction; and
  • Demonstrate reflective professional growth practices.