INITIAL CERTIFICATION IN CHILDHOOD AND SPECIAL EDUCATION PROGRAM

(GRADES 1-6)
43 credit hours with 150 hours of field experience
and a minimum of 60 days of student teaching

PROGRAM OVERVIEW

The Initial Certification in Childhood and Special Education Program is designed for candidates holding baccalaureate degrees without backgrounds in teacher education, but who have a bachelors degree in a liberal arts field. Students enrolled in the program have the opportunity to gain the knowledge and skills requisite for teaching both Childhood (grades 1-6) and Students with Disabilities (grades 1-6). The program is designed for post-baccalaureate students seeking both Initial Certification from the New York State Department of Education and a Master of Education degree.

The focus of the program is to learn how to teach the many types of learners found in today's elementary setting. Throughout the program, students will study pertinent research on how pupils learn and how teachers can educate and assess the many learners found in today's learning environments. At the same time, students will apply and integrate course content through field experience, simulations, and student teaching. The program stresses both the immediate and the artistic application of appropriate teaching theory, classroom strategies, and methodologies.

Specific requirements must be met before a student can be recommended for certification and graduation. These requirements comply with the standard set by the New York State Education Department. In addition to the academic program, NYS certification requirements mandate that candidates enrolled in this program complete 150 hours of field experience (Observation, Participation and Experience) and a minimum of three 20 day student teaching placements, typically accomplished in two placements over a twelve week period. Candidates must complete their field experience requirement and secure approval from their advisor before they can begin their student teaching placement.

This program is designed to be completed in just four semesters of full-time study, but students may extend the time by obtaining permission for part-time study. To obtain an application packet, contact our admissions coordinator at (585) 594-6683.

APPLICATION PROCESS
Academic and Professional Pre-requisites:

Students applying for admission to a Masters of Education Program leading to Initial Childhood and Special Education Certification at Roberts Wesleyan College must satisfy the following requirements to be considered for admission:
1. A bachelor’s degree from a regionally accredited institution of higher education or from an institution authorized by the Board of Regents to confer degrees and whose programs are registered by the New York State Department of Education. Your degree from institutions of higher education must include:
   • 30 credit hour concentration in one of the following areas: Artistic Expression, Humanities, Communication, English Language Arts, Information Retrieval, Historical and Social Science Concepts, Language other than English, Science (Earth Science, Biology, Chemistry, Physics), or Mathematical Processes
   • 3 credit hours of Artistic Expression
   • 3 credit hours of Humanities
   • 3 credit hours of Communication
   • 3 credit hours of English Language Arts
   • 3 credit hours of Information Retrieval (Library Studies, Research, Computer Literacy, or Educational Technology)
   • 6 credit hours of Historical or Social Science Concepts
   • 3 credit hours of Foreign Language other than English (or 3 years in high school with a grade of C or above or a passing Regents exam in the language)
   • 6 credit hours of Scientific Processes
   • 6 credit hours of Mathematical Processes
2. Graduation with a baccalaureate degree from a regionally accredited institution with a grade point average of 2.75 or higher.
3. U.S. Citizenship or permanent residency.

Application Requirements:

1. Completed Application for Graduate Study.
2. $35 application fee (non-refundable) payable to Roberts Wesleyan College.
3. One writing sample to be returned with application materials. Essay should be 300-500 words in length explaining why you are seeking admission to the program. Include how this program will help achieve your personal and/or career goals.
4. A brief resume no longer than 1 page in length and academic in nature, using teaching as the objective.
5. Three letters of recommendation; two professional and one character.
6. Two official transcripts from all colleges or universities attended.

Application Deadlines:
All application materials must be submitted prior to program admission and must be received prior to the application deadline listed below.

November 1st – for the Spring Semester, beginning in January
June 1st – for the Fall Semester, beginning in August

CERTIFICATION REQUIREMENTS
Roberts Wesleyan College will recommend our graduates for teacher certification upon:

1. Successful completion of all work required by any one of our Master of Education programs.
2. Successful completion of the following workshops:
   - S.A.V.E. (School Violence Prevention and Intervention Workshop) – Offered at RWC three times per year.
   - Child Abuse Detection Workshop – Offered at RWC three times per year.
3. Passing scores on the following Examinations:
   - LAST (Liberal Arts and Sciences Test)
   - ATS-W (Assessment of Teaching Skills – Written)
   - CST (Content Specialty Test) Two tests are required: The Multi- Subject and the Students with Disabilities Tests
   

   For information on these exams, go to www.nystce.com. A photo copy of your exam scores must be submitted to the college prior to graduation. Please do not have scores reported.

4. Fingerprinting
5. Completion of the online application for certification to the New York State Department of Education. This application can be found at www.highered.nysed.gov/tcert.

REQUIRED COURSEWORK

Childhood and Special Education Program Checksheet

Course Descriptions

SPED 6811 Pro-Seminar (2 credits)
Introduces graduate study in education. Attention is given to bibliographic and technical competence at locating journal articles and other educational resources. Presents research methods, critique of research studies, American Psychological Association writing requirements. All students subscribe to two educational journals appropriate to their area of study.
SPED 6821 Educational Research Design (2 credits)
Prepares the student for the thesis/project and gives the student the skills to critically examine and synthesize research, and to plan and execute a research project.
SPED 6831 Research Seminar (2 credits)
A course during which the student completes work on the curriculum project or masters thesis with a faculty advisor.
EDUC 5010 Language and Literacy I (2 credits)
Introduces language acquisition and emergent literacy for native English speakers as well as for English language learners (ELLs). Focuses on pre-literate behaviors, emergent literacy, and literacy through grade two. Includes facilitation and instructional strategies.

EDUC 5011 Language and Literacy II (3 credits)
Provides continued insights into the teaching of reading. Includes the use of direct instruction, holistic approaches as well as literature-based approaches for use with all learners including English language learners. Attention is paid to content-area reading and instructional strategies, including writing and listening to learn. Presents technology to enhance the acquisition of reading and writing skills.

EDUC 5012 Models of Inclusive Instruction in Social Studies and Language Arts (2 credits)
Gives participants the skills to plan and deliver effective language arts and social studies lessons and integrate them for both children who speak English as a native language and English language learners. Emphasizes writing in its many manifestations for learning. Attention is given to assessment and differentiation of instruction as well as the New York State Learning Standards.

EDUC 5013 Models of Inclusive Instruction in Mathematics and Science (2 credits)
Introduces teaching mathematics and science at the elementary level, integrating them for both children who speak English as a native language and English language learners. Emphasizes writing in its many manifestations for learning. Attention is given to assessment and differentiation of instruction as well as the New York State Learning Standards.

EDUC 5014 School and Society in the United States (2 credits)
Addresses the historical development and current status of schools in the US, with particular attention to the development of urban education systems. Introduces and critiques school law and funding structures. Attention is given to the evolving role of schools as institutions and the role of education in a democratic society.

EDUC 5016 Culture, Character, Citizenship, and Justice (2 credits)
Focuses on individual and community development from a cultural perspective with special attention to ethics, character development, and the role that value systems and religious beliefs play in individual experience and institutional life. Includes attention to cultural differences in conceptions of the individual, the community, and the good.

EDUC 5017 Student Teaching in Childhood Education (Grades 1-3) (3 credits)
Incorporates a supervised student teaching experience that allows the student to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences.

EDUC 5018 Student Teaching in Childhood Education (Grades 4-6) (3 credits)
Incorporates a supervised student teaching experience that allows the student to work in an intermediate childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences.

SPED 5001 Foundations of Inclusive Education (3 credits)
Introduces special education, the characteristics of disability, legal aspects, and legal requirements associated with special education. Includes overview of typical and atypical child development and the history of special education in law and practice. Presents the role of education in society and the responsibilities and rights of all concerned with education.

SPED 5002 Adaptive Technology in the Classroom (1 credit)
Provides participants with knowledge of various assistive technology (AT) devices used in classrooms and how to support learners in their use. Attention is given to use of AT devices in the general classroom. Includes an exploration of the contributions of various disciplines to the field of AT, as well as an examination of devices and services for students with low-incidence disabilities.

SPED 5003 Curriculum Design and Practice for Inclusive Schools (2 credits)
Prepares students with the skills and knowledge needed for planning and teaching children with and without disabilities in the regular elementary classroom. Includes writing IEPs, differentiation of instruction, and multiple types of assessment.

SPED 5004 Assessment in Inclusive Classrooms (2 credits)
Examines criterion-referenced tests, portfolios, and other forms of summative and formative classroom assessment in the regular elementary classroom. Includes standardized assessment and its use in the educational processes of children with and without disabilities.

SPED 5005 Student Behavior and Learning Environments (3 credits)
Explores classroom management and how to adapt various classroom configurations to be more effective for learners with and without disabilities. Includes systems-wide efforts to prevent violence and disruption. Features functional behavior assessment.

SPED 5006 Diagnostic and Prescriptive Teaching (2 credits)
Provides the skills to assess a student's special needs and then plan effective educational activities at the appropriate level and in the appropriate sequence in all content areas found in the regular elementary classroom.

SPED 5007 Collaboration in School and Community (2 credits)
Provides participants with skills needed to communicate with other professionals and community members who work with learners. Encompasses communication in the schools and the role of the CSE and instructional support teams. Includes models of collaboration used in working with families and with other professionals.

SPED 5009 Student Teaching: Special Education (3 credits)
A supervised student teaching experience in which the students work in a special education childhood setting. Students participate in teaching experiences and planning. There is a weekly seminar associated with this student teaching for student teachers to discuss various aspects of their experiences and develop skills needed for self-reflection and self-evaluation.

COMPLETING YOUR DEGREE: THE THESIS OR CURRICULUM PROJECT
Roberts Wesleyan College M.Ed. programs offer students the choice of two options as the culminating academic experience of the program: the thesis or the research-based curriculum project. Each option requires students to synthesize existing research on an educational issue of their choosing; each option requires students to build on that existing knowledge. The thesis builds on existing knowledge through an original empirical investigation that extends our knowledge by answering an original research question or by extending an existing line of research by replicating it in a new setting. The project builds on existing knowledge by applying it rigorously in the development of curriculum for students, the development of staff development experiences for teachers, or other means.