Enrollment in all teacher education programs follows the guidelines for "Admission to Teacher Education Programs" found in this catalog. Applicants who do not yet meet all admissions criteria should consult with the department.
This program prepares early interventionists and teachers to work with infants and young children with disabilities—or young children at risk for being identified with a disability—and their families. The program is cross-categorical; prospective teachers receive coursework related to working with students with physical, intellectual, sensory, communication, and/or behavioral disorders.
The role of the early interventionist or preschool teacher is to facilitate the child’s development of social, motor, communication, self-help, cognitive, and behavioral skills. Interventionists are expected to design activities and environments to enhance the child’s concept of self, sense of competence and control, and independence. Because a number of educational programs serving this population subscribe to an interdisciplinary approach, much of the assessment, planning, and implementation of programs is done in collaboration with other members of the professional team.
All applicants for Professional Certification in New York State must show evidence of completing the required seminar in Harassment, Bullying, Cyberbullying, and Discrimination in Schools: Prevention and Intervention (DASA Training).
1. A bachelor’s degree from an accredited college or university with a minimum cumulative GPA of 3.0 (4.0 scale). Admission is competitive; not all qualified applicants are admitted.
2. Employment or other experience relevant to the graduate course of study.
3. A written statement describing the applicant’s philosophy of education and relevant experiences in the field. This statement must adhere to standard written English.
4. Faculty review.
5. Completion of a special application (available from the department or download from http://graduateschool.buffalostate.edu/supplemental-application-materials).
6. The ability to speak English and Spanish, and an oral interview (for bilingual exceptional individuals certificate program applicants only).
In addition, all applicants should review the Admission to a Graduate Program section in the catalog.
Successful completion of the undergraduate program in exceptional education at Buffalo State is not a guarantee of admission to a graduate program. A point system based on the above criteria is used to evaluate applicants. Applicants with the highest point totals are admitted to the program each admission period. Only students admitted to the major (as majors or premajors) may take courses other than EXE 500.
Premajor Status: Students may not apply for premajor status. They apply to the graduate program, and the department decides if they are accepted to the program as majors or premajors. Premajors may enroll, by advisement, in two EXE courses at the 500 level (e.g., EXE 500, EXE 501) only. Premajors may not register for courses identified as "majors only" during the preregistration period. Student teaching and other fieldwork experiences are closed to premajors. There is no waiting list for admission to the Exceptional Education Department. Premajors apply for admission as majors by submitting a change of major form to the Graduate School during or after the completion of two EXE courses. Premajors are not guaranteed admission to the program.
Preliminary Courses (0-15 credit hours)
Required for students without provisional/initial certification in special education
EXE 500 INDIVIDUALS WITH SPECIAL NEEDS 3
EXE 501 EDUCATIONAL ASSESSMENT TECHNIQUES FOR SPECIAL EDUCATION 3
EXE 502 CONTINGENCY MANAGEMENT 3
EXE 504 GRADUATE PRACTICUM IN SPECIAL EDUCATION 6
Required Courses (24 credit hours)
EXE 510 COGNITION AND EMERGENT LITERACY IN YOUNG CHILDREN WITH DISABILITIES 3
EXE 612 MANAGING THE BEHAVIOR OF YOUNG CHILDREN WITH DISABILITIES 3
EXE 520 TEACHING OF INDIVIDUALS WITH SEVERE/MULTIPLE DISABILITIES AND AUTISM SPECTRUM DISORDERS 3
or EXE 620 ADVANCED TEACHING OF INDIVIDUALS WITH SEVERE/MULTIPLE DISABILITIES AND AUTISM SPECTRUM DISORDERS
EXE 628 COLLABORATION AND CONSULTATIVE PRACTICES IN INCLUSIVE SETTINGS 3
EXE 650 ASSESSMENT OF YOUNG CHILDREN WITH DISABILITIES 3
EXE 652 INTERVENTION IN EARLY CHILDHOOD SPECIAL EDUCATION 3
EXE 682 INSTRUCTIONAL FIELD EXPERIENCE IN SPECIAL EDUCATION 3
EXE 684 GRADUATE SEMINAR IN EXCEPTIONAL EDUCATION 1 3
Elective Courses (0-6 credit hours) 2
Select up to two from the following. 3
EXE 530 PARENT AND FAMILY INVOLVEMENT IN SPECIAL EDUCATION PROGRAMS
EXE 534 UNDERSTANDING STUDENTS WITH BEHAVIOR PROBLEMS IN THE CLASSROOM
EXE 544 MODELS OF CLASSROOM DISCIPLINE FOR STUDENTS WITH DISABILITIES
EXE 631 ADAPTING LANGUAGE ARTS AND READING INSTRUCTION FOR STUDENTS WITH MILD DISABILITIES
EXE 632 DIRECT INSTRUCTION INTERVENTION MODELS FOR STUDENTS WITH SPECIAL NEEDS
SLP 540 CHILDHOOD LANGUAGE DISABILITIES
Master's Project or Master's Thesis (3-6 credit hours)
EXE 690 MASTER'S PROJECT 3-6
or EXE 695 MASTER'S THESIS
Total Credit Hours 33-51
1 Admission to EXE 684 is by special permission. An application is completed the semester prior to admission. See the department office for application deadlines.
2 Selected under advisement.
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