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Elementary Inclusive Education

Application Info

Requirements:

Acceptance to the program requires strong academic credentials, articulate and thoughtful writing, strong and relevant professional or academic references, and a clear fit between program goals and the goals expressed by the applicant. At a minimum, applicants should have a GPA of 3.0 or above and evidence a commitment to educational equity and diversity. We look for prior experience working with children.

Application Procedures & Deadlines:

Obtain an application from the Teachers College catalogue or apply online at www.tc.edu/apply. Please note the following information on your application:

  • Program Code:ELEM - INIT or ELEM - DUAL or CUIS - IN (for the secondary program) (See Office of Teacher Education for details)
  • Program: Elementary & Secondary Inclusive Education - Preservice program
  • Degree: Masters of Arts
  • GRE's are not required
  • November 1 (for Spring Semester Admission)
  • January 15 Priority Deadline (for Fall Semester Admission)
  • April 15 Final Deadline (for Fall Semester Admission) - Students admitted for April 15th deadline are not guaranteed a student teaching placement in the fall.
Transfers:

Students who are currently Teachers College students and would like to be a part of the Elementary & Secondary Inclusive Program must follow the same procedures as all prospective students since a program transfer is treated exactly the same as any applicant.

Student Aid:

Students should consult the Student Aid Office (212-678-3714) for information regarding scholarship deadlines, appropriate forms, and all other financial aid matters.

Announcements

Events

There are no events listed at this time

Contact Us

Phone: 212.678.3695

Fax: 212.678.3237


Program Coordinator:
Dr. Celia Oyler

Program Information

Elementary Inclusive Education (Grades 1-6) with Initial Certification, Critical Special Education Program Dual Certification and Elementary Inclusive Education with Gifted Extension

Student Testimony

  • quote3

    "I am beginning to think that one way in which I can be more helpful in creating a classroom environment where no one is excluded is simply by getting to know the strengths, passions, and unique backgrounds of each of the students. (As I write that I realize it sounds like a very tall order.) I decided to use fifteen minutes that the students are allotted for snacktime as an opportunity to discover things about my students."