Degree Requirements
Master of Arts
Students may enroll in either M.A. programs or Ed.M. programs designed to prepare them for positions as teachers and clinicians who serve individuals with a full range of abilities and disabilities in a wide array of settings based in schools, communities, and agencies. They specialize in serving individuals with disabilities at specific age levels, from one or more of the above service delivery categories.
Students who gain admission work with a faculty advisor to design a program that meets their interests and fulfills the requirements for a degree in special education with related New York State teacher certification. Candidates for the M.A. degree must complete supervised practica requirements arranged on the Teachers College campus and in schools and agencies in the City. They also must complete an integrative project or, in the case of the Blindness and Visual Impairment and the Intellectual Disability/Autism Programs, complete a comprehensive examination in addition to the integrative project, prior to award of the degree. In designated programs, master’s degree coursework also fulfills the requirements for New York State Certification as a Teacher of Students with Disabilities, Teacher of the Blind and Partially Sighted, Teacher of the Deaf and Hard of Hearing, or General Education Teacher at a specific age level.
In order to meet New York State Certification requirements, which are reciprocal with numerous states throughout the country, the preservice preparation in the Education of the Deaf and Hard of Hearing is a two-year, minimum 60-point program that leads to dual certification in the education of individuals who are deaf or hard of hearing and regular education either at the preschool, elementary, or secondary level in the areas of mathematics, physics, chemistry, biology, environmental sciences, social studies, or English education. They will earn a Master of Education (Ed.M.) degree upon completion of the program and may be eligible for an M.A. degree. These individuals will be expected to have student teaching experiences with both individuals who are deaf or hard of hearing and with individuals with hearing.
Two additional options are available: one that certifies students to teach individuals who are deaf or hard of hearing K-12 primarily in the capacity of an itinerant teacher not responsible for subject matter and another as a reading specialist. Both programs are a minimum of 60 points in length. The first option leads to certification as a teacher of the deaf and hard of hearing, K-12, whereas, the second option leads to certification as a teacher of the deaf and hard of hearing and as a reading specialist. Admission to the second option, i.e, the teacher of the deaf and hard of hearing and as a reading specialist, requires prior certification in regular education.
The actual number of credits required may vary slightly depending upon the individual’s background and the particular area of dual certification the person is interested in obtaining. Individuals who matriculate into the program and are already certified in regular education will be expected to complete the 45 point core program in the Education of the Deaf and Hard of Hearing, which leads to an M.A. degree. They also have the option to take additional coursework in another area of special education, in the reading specialist program, or another area in order to obtain additional certification and to obtain an Ed.M. degree. These individuals will be expected to complete two full-time student teaching experiences with deaf or hard of hearing individuals and to fulfill additional student teaching or practicum requirements that are needed to obtain the additional certification.
All programs noted above also lead to Council on the Education of the Deaf (CED) certification. Admission into any of the dual certification programs requires dual admission. Once the student is admitted to the program in the Education of the Deaf and Hard of Hearing, the application is then forwarded to the pertinent area of dual certifica-tion, e.g., Curriculum and Teaching, etc., for review. Although admission to the second area of certification is not guaranteed upon admission into the Program in the Education of the Deaf and Hard of Hearing, the probabilities are quite high that such acceptance will be obtained since similar standards are used by the programs involved in the dual certification programs. If for some reason a student were not admitted to the area of secondary certification, the student would still be eligible for the K-12 stand-alone program in the Education of the Deaf and Hard of Hearing that leads to state certification, CED certification, and the M.A. and Ed.M. degrees, assuming all other requirements are met.
Blindness and Visual Impairment
Master’s options in Blindness and Visual Impairment (M.A. and Ed.M.)
Individuals who wish to work in the area of Education of Learners with Blindness and Visual Impairment that leads to New York State Certification as a Teacher of the Blind and Partially Sighted: PreK-12 may do so through enrollment in one of the following: Master of Arts (M.A.) Degree Program for Educators of Learners with Blindness and Visual Impairment: Including Multiple Handicapping Conditions - Option A, which is a 49 to 51-point program designed for applicants with prior coursework in education and/or special education or Option B which is a 60-point program that is intended for applicants with no prior experience and/or coursework in general or special education or who are changing their careers. Option A takes 1.5 years to complete including coursework during both summer sessions, while Option B is completed in two years. Graduates from these degree programs typically work as itinerant teachers. In this capacity, they will be instructing students with varying levels of visual functioning. In addition, these learners may have additional handicapping conditions as well as a range of cognitive abilities. As itinerant teachers, graduates will work with a caseload of learners on vision-related skills and adaptations of curricular materials that meet the unique educational and/or psycho-social needs of the learners. However, they are not responsible for a specific subject area. The program for Blind-ness and Visual Impairment is only accepting applications for the M.A. and Ed.M. initial certification degree options as described above. Applications for Ed.M. dual certification, Blindness and Visual Impairment and Childhood, Early Child-hood, and Secondary levels are not currently being accepted.
Individuals wishing to obtain dual certification and a Master of Education (Ed.M.) degree which are typically completed in two full years of study, may do so by completing the core coursework in the Program for Educators of Learners with Blindness and Visual Impairment and one of the following: (1) Master of Education (Ed.M.) Degree, Educators of Learners with Blindness and Visual Impairment: Early Childhood- for individuals who are seeking dual certification as teachers of students with and without visual impairments or blindness at the early childhood level (birth through grade 2); (2) Master of Education (Ed.M.) Degree, Educators of Learners with Blindness and Visual Impairment: Childhood- for individuals who are seeking dual certification as a teacher of students with and without visual impairments or blindness at the childhood (elementary) level (grades 1-6); (3) Master of Education (Ed.M.) Degree, Educators of Learners with Blindness and Visual Impairment: Secondary for individuals who are seeking dual certification as teachers of students with and without visual impairments or blindness at the secondary (high school) level (grades 9-12) in areas of mathematics, physics, chemistry, biology, environmental sciences, social studies, or English education. Students enrolled in any of the dual certification programs and who complete all coursework at Teachers College may obtain both a Master of Arts (M.A.) degree in Blind-ness and Visual Impairment (after all blindness degree requirements are met) and a Master of Education (Ed.M.). These individuals will be expected to have student teaching experiences with both individuals who have visual impairments or blindness as well as individuals with sight. For those applicants working toward dual certification at the secondary level, they will be required to complete all fieldwork and student teaching placements in high schools and must also complete all student teaching and fieldwork requirements for the content/subject area.
The actual number of credits required in all of the aforementioned programs related to blindness and visual impairment may vary slightly depending upon the individual’s background and the particular area of dual certification the person is interested in obtaining. Individuals who matriculate into the program and are already certified in regular education are expected to complete the 45-point core coursework in Program for Educators of Learners with Blindness and Visual Impairment.
Admission into the dual certification program requires dual acceptance. Once the student is admitted to the Program for Educators of Learners with Blindness and Visual Impairment, the application is then forwarded to the appropriate area of dual certification, e.g., Curriculum and Teaching for Early Childhood and Childhood, etc. for review. Although admission to the second area of certification is not guaranteed when an individual is admitted to the Program in Blindness and Visual Impairments, the probability is high that acceptance will be obtained given the use of similar standards for the program. If for some reason a student were not admitted to the area of secondary certification, the student would still be eligible for the PreK-12 stand-alone Program in Blindness and Visual Impairment that leads to state certification and the M.A. and Ed.M. degrees, assuming all other requirements are met. Applications for the Blindness and Visual Impairment dual certification Ed.M. Programs including BVAI-DUAL, blindness and visual impairment/adolescence, BVCI-DUAL, blindness and visual impairment/ childhood education, and BVEI-DUAL, blindness and visual impairment/early childhood are not being accepted at this time.
Deaf and Hard of Hearing
Master’s options in Hearing Impairment (M.A./Ed.M.)
The Master of Education (Ed.M.) program in Hearing Impairment, which includes an en passant M.A., is designed to meet the needs of individuals seeking initial certification in the education of individuals who are d/Deaf or hard of hearing. The program has two options: 1) a course of study that leads to pre-K-12 certification as an educator of individuals who are d/Deaf or hard of hearing and 2) a course of study that leads to certification as an educator of individuals who are d/Deaf or hard of hearing and focuses on a specific age group and/or content domain. The first option prepares students to become certified teachers of individuals who are d/Deaf or hard of hearing throughout the entire school age span from preschool to high school (N-12) or within a specific age range or content domain, for students who already hold a regular education certificate. Students who pursue this option typically function as teachers within resource rooms, itinerant teachers, or classroom consultant teachers. This option also permits those individuals who are already certified as regular education preschool or elementary school teachers or teachers of content material at the middle and secondary levels to teach students who are d/Deaf and hard of hearing at a specific age level or content domain.
If an applicant is interested in teaching in an inclusion class, a self-contained classroom, a school for the d/Deaf or hard of hearing, or a specific content domain but is not yet certified in regular education, that applicant will need to pursue the second program option. The second option leads to dual certification, in early childhood regular education, regular elementary education, or a subject domain (i.e., English, mathematics, social studies, or an area of science) in addition to certification as a teacher of the d/Deaf or hard of hearing.
All program options require a minimum of 60 credits and take approximately two years to complete. Individualized programs can be developed for individuals with previous academic background in regular education or in the education of individuals who are d/Deaf or hard of hearing and may lead to additional certification. With advisor’s approval, coursework taken at the undergraduate level or elsewhere that fulfills any of the certification requirements may result in a waiver of such coursework at Teachers College. However, even with a waiver, the program would still require completion of 60 credits.
Specialization Requirements, Hearing Impairment M.A./Ed.M. Students
• HBSE 4070 Psychosocial and cultural aspects of people who are d/Deaf or hard of hearing
• HBSE 4079 Language development and rehabilitation: The foundations
• HBSE 4072 Development of language of individuals who are d/Deaf or hard of hearing
• HBSE 4073 Audiological principles and the teaching of speech and listening skills to individuals who are d/Deaf or hard of hearing
• HBSE 4871-4872 American Sign Language I, II
• HBSE 4707 Observation and student teaching in special education: Deaf and hard of hearing
• HBSE 4074 Linguistics of American Sign Language
• HBSE 4077 Seminar in teacher-as- researcher
• HBSE 4071 Special methods: Methods of teaching reading and writing to individuals who are d/Deaf or hard of hearing
• HBSE 4082 Assessment and evaluation of infants, children, and youth with exceptionalities
• Area specialization courses in area of second certification to be decided through advisement (approximately 15-16 additional credits).
Breadth Requirements:
In order to broaden the student’s background in education, three Teachers College courses outside the Teachers College major department must be completed (in this case, a course is defined as one for which at least two points are earned). These should be selected from the following areas:
• Age-appropriate developmental psychology course
• Educational foundations course
• Health requirement
• Technology requirement
Intellectual Disability/Autism
Master’s options in Intellectual Disability/Autism (M.A. and Ed.M.)
For individuals with an interest in the Intellectual Disability/Autism program area, three master’s-level program options leading to initial New York State teacher certification are available: (1) Master of Arts (M.A.), Degree Program in the Teaching of Students with Intellectual Disability/Autism and Students without Disabilities at the Childhood and Middle Childhood Generalist Levels — for individuals who are seeking initial dual certification as a teacher of students with and without disabilities at the childhood/elementary (grades 1-6) and Middle Childhood Generalist (grades 5-9) levels. This integrated 47-point full-time program typically requires a year and a half to complete; (2) Master of Education (Ed.M.), degree program in the Teaching of Students with Intellectual Disability/Autism and Elementary/ Childhood — for individuals who are seeking initial dual certification as a teacher of students with and without disabilities at the childhood (elementary) level (grades 1-6). This 60-point full-time program typically requires two years to complete; (3) Master of Education (Ed.M.), Degree Program in the Teaching of Students with Intellectual Disability/Autism and Early Childhood Education — for individuals who are seeking initial dual certification as a teacher of students with and without disabilities at the early childhood level (birth through grade 2). This 60-point full-time program typically requires two years to complete. All three programs prepare preservice teachers to work with students with and without disabilities in inclusive and specialized settings. Through coursework and practicum experiences, the programs foster the acquisition of the broad-based knowledge and skills needed to provide effective educational programs for students with the full range of learning and behavior characteristics. In addition, the programs provide specialized preparation in working with children with and without Intellectual Disabil-ity/Autism at specific age levels.
Two additional master’s-level programs in the Intellectual Disability/Autism program area lead to New York State Transitional B certification: 1) Master of Arts (M.A.) degree program in the Teaching of Students with Intellectual Disability/Autism at the Childhood level (grades 1-6) and 2) Master of Arts (M.A.) degree program in the Teaching of Students with Intellectual Disability/Autism at the Middle Childhood Generalist level (grades 5-9). Both of these 36-point degree options are restricted to students who have been admitted to the Peace Corps Fellows Program, and they require participation in the pre-service summer component and in other activities associated with the Peace Corps Fellows Program.
Core Departmental Requirements for Special Education M.A. Students:
• HBSE 4002 Instruction and curriculum for students with and without disabilities
• HBSE 4015 Applied behavior analysis I
• HBSE 4079 Language development and rehabilitation: The foundations
• HBSE 4082 Assessment and evaluation of infants, children, and youth with exceptionalities (Prerequisite for HBSE 4300)
• HBSE 4092 Introduction to foundations of special education opportunitiy
• HBSE 4300 Practicum in assessment and evaluation of individuals with exceptionalities (required for majors in BVIM, ITDS and PDIS)
Specialization Requirements, Applied Behavior Analysis:
• HBSE 4015 Applied behavior analysis I
• HBSE 4016 Applied behavior analysis II
• HBSE 4017 Applied behavior analysis III: School-wide systems applications
• HBSE 4044 Curricular and pedagogical foundations for teaching pre-listening through early academic literacy
• HBSE 4045 Curricular and pedagogical operations for teaching the foundations of functional academic literacy
• HBSE 4046 Curricular and pedagogical operations for teaching advanced functional academic literacy (4th grade through early middle school)
• HBSE 4704 Observation and student teaching in special education:Applied behavioral analysis and behavioral disorders (3 or more terms)
Breadth Requirement:
(For the list of required courses, contact the program coordinator or the special education secretary.) In order to broaden the student’s background in education, three Teachers College courses outside the Teachers College major program (in this case, a course is defined as one for which at least two points are earned), must be completed.
Specialization Requirements, Blindness and Visual Impairment:
• HBSE 4060 Psychosocial implications of vision loss on people with blindness and visual impairment and their families
• HBSE 4061 Anatomy and physiology of the visual system and related implications
• HBSE 4062 Instruction and curriculum development for infants, children, and youth with blindness and visual impairment
• HBSE 4063 Communication skills for people with blindness and visual impairments I: Literary Braille
• HBSE 4064 Communication skills for people with blindness and visual impairments II: Nemeth code and tactile graphics
• HBSE 4700 Field Observation in special education: Pre-student teach- ing (required for preservice applicants)
• HBSE 4706 Observation and student teaching in special education:
Blindness and visual impairment (or HBSE 5306)
• HBSE 4880 Opportunities and out - comes for people with disabilities - Annual conference
• HBSE 5062 Orientation and mobility
• HBSE 5063 Technological aids and assistive devices in the education of toddlers, children, and youth with disabilities (or HBSE 4005)
• HBSE 5306 Advanced practicum in special education: Blindness and visual impairment (2 terms) with advisor approval.
• Area specialization courses in Blindness and Visual Impairment (15 points)
Breadth Requirements:
In order to broaden the student’s background in education, three Teachers College courses outside the Teachers College major program (in this case, a course is defined as one for which at least two points are earned) must be completed. These courses should be selected from the following areas:
• Age-appropriate developmental psychology course
• Educational foundations course
• HBSS 4116, Health for educators
• Reading course
Specialization Requirements, Deaf and Hard of Hearing:
• HBSE 4070 Psychosocial and cultural aspects of people who are d/Deaf or hard of hearing (2 terms)
• HBSE 4071 Special methods: Methods of teaching reading and writing to individuals who are d/Deaf or hard of hearing; and language, reading, and writing instruction in the content areas for individuals who are d/Deaf or hard of hearing
• HBSE 4072 Development of language of individuals who are d/Deaf or hard of hearing
• HBSE 4073 Audiological principles and the teaching of speech and listening skills to individuals who are d/Deaf and hard of hearing
• HBSE 4074 Linguistics of American Sign Language
• HBSE 4077 Seminar in teacher-as- researcher
• HBSE 4079 Language development and rehabilitation: The foundations
• HBSE 4300 Practicum in assessment and evaluation of individuals with exceptionalities
• HBSE 4707 Observation and student teaching in special education: Deaf and hard of hearing (two terms)
• HBSE 4871 American Sign Language I
• HBSE 4872 American Sign Language II
• Area specialization courses in deaf and hard of hearing (15+ points)
For those individuals who matriculate into the Program in the Education of the Deaf and Hard of Hearing and are not yet certified in a common branch area in regular education, the students will complete a 60-point program leading to dual certification and an Ed.M. in education at the preschool, elementary, or secondary level in mathematics, physics, chemistry, biology, environmental sciences, social studies, or English education.
Breadth Requirements:
In order to broaden the student’s background in education, three Teachers College courses outside the Teachers College major department must be completed (in this case, a course is defined as one for which at least two points are earned). These courses should be selected from the following areas:
• Age-appropriate developmental psychology course
• Educational foundations course
• Health requirement
• Technology requirement
• Reading course
Specialization Requirements,
Intellectual Disability/Autism:
• HBSE 4000 Introduction to special education
• HBSE 4001 Teaching students with disabilities in the general education classroom
• HBSE 4005 Applications of technology in special education
• HBSE 4006 Working with families of children with disabilities
• HBSE 4010 Nature and needs of persons with intellectual disability/autism
• HBSE 4011 Education of persons with intellectual disability/autism
• HBSE 4700 Field observation in special education: Pre-student teaching
• HBSE 4701 Observation and student teaching in special education:
Intellectual disability/autism (two terms)
• HBSE 4880 Opportunities and out-comes for people with disabilities - Annual conference
Specialization Requirements, Physical Disabilities:
• HBSE 4010 Nature and needs of persons with intellectual disability/autism
• HBSE 4011 Education of persons with, intellectual disability/autism
• HBSE 4031 Education of persons with physical disabilities
• HBSE 4044 Curricular and pedagogical foundations for teaching pre-listening through early academic literacy
• HBSE 4083 Theory and techniques for educating infants, children, and youth with sensory impairments
• HBSE 4700 Field observation in special education: Pre-student teaching
• HBSE 4703 Observation and student teaching in special education: Physical disabilities (two terms)
• HBSE 4880 Opportunities and outcomes for people with disabilities - Annual conference
Non-Department Courses:
(For the list of required courses contact the program coordinator or the special education secretary). In order to broaden the student’s background in education, three Teachers College courses outside the Teachers College major department (in this case, a course is defined as one for which at least two points are earned), must be completed.
Master of Arts
Severe or Multiple Disabilities
A Master of Arts (M.A.) Program in the Teaching of Students with Severe or Multiple Disabilities is available for individuals who already hold New York State initial certification in the teaching of students with disabilities at the early childhood, childhood, middle childhood, or adolescence age levels; in teaching of students who are blind or visually impaired, deaf or hard of hearing, or who have speech and language disabilities. This 32-point M.A. program in the Teaching of Students with Severe or Multiple Disabilities leads to a recom-mendation for an annotation to their New York State certification, that recognizes additional pedagogical knowledge, skills, and experiences in the teaching of students with severe or multiple disabilities.
Required Department Courses:
• HBSE 4001 Teaching students with disabilities in the general education classroom
• HBSE 4002 Instruction and curriculum for students with and without disabilities
• HBSE 4005 Application of technology in special education
• HBSE 4006 Working with families of children with disabilities
• HBSE 4010 Nature and needs of persons with intellectual disability/autism
• HBSE 4011 Education of students with intellectual disability/autism
• HBSE 4015 Applied behavior analysis I
• HBSE 4082 Assessment and evaluation of infants, children, and youth with exceptionalities
• HBSE 4701 Observation and student teaching in special education: Intellectual disability/autism
• HBSE 4880 Opportunities and outcomes for people with disabilities - Annual conference
Master of Arts
Guidance and Rehabilitation
The M.A. in Guidance and Rehabilitation, which does not lead to New York State teacher certification, is available to interested students with a broad range of career goals.
Required Department Courses:
• HBSE 4010 Nature and needs of persons with intellectual disability/autism
• HBSE 4011 Education of persons with intellectual disability/autism
• HBSE 4015 Applied behavior analysis I
• HBSE 4060 Psychosocial implications of vision loss on people with blindness and visual impairment and their families
• HBSE 4070 Psychosocial and cultural aspects of people who are deaf and hard of hearing
• HBSE 4071 Special methods: Methods of teaching reading and writing to individuals who are d/Deaf or hard of hearing
• HBSE 4082 Assessment and evaluation of infants, children, and youth with exceptionalities
• HBSE 4092 Introduction to foundations of special education opportunity
• HBSE 4880 Opportunities and outcomes for people with disabilities - Annual conference
• HBSE 5309 Advanced practicum in special education: Rehabilitation of persons with developmental disabilities
• HBSE 5909 Problems in special education: Guidance, rehabilitation, and career education
• HBSE 6004 Public policy and administration in special education
