National Council for Accreditation of Teacher Education (NCATE) Accredited
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.
The special education programs lead to a master of science in education degree and eligibility for New York State certification in special education. The teaching bilingual exceptional individuals program leads to eligibility for a New York State Bilingual Education Extension. The early childhood and childhood special education graduate programs are designed for students with undergraduate majors in early childhood, childhood, or special education.
The Exceptional Education Department offers three specialty master of science in education degree programs in special education: early childhood (B-2), childhood (1-6), and generalist (7-12) secondary. Students who are not provisionally/initially certified in special education must complete up to 18 credit hours of preliminary coursework in addition to the program area requirements. Students in a generalist (7-12) secondary program may require additional New York State content core and/or specific subject area coursework. Required preliminary courses are listed under each program area below. All three programs require the completion of a research component: EXE 684 and EXE 690, which must be taken in sequential order at the end of the program. The Exceptional Education Department also offers a Special Education Bilingual Certificate Program. Successful completion of this program leads to recommendation for New York State certification extension in bilingual education. Students are able to complete this certificate program concurrently with one of the special education masters of science in education programs offered by the department.
Because of the variety of options available in the department, it is imperative that majors and premajors seek advisement as early as possible. Students should contact their assigned academic advisers. Each student designs programs of study with his or her adviser according to the student’s goals and background.
Practicum assignments link theoretical coursework with the applied demands of a wide variety of internship settings. Practicum sites are available to meet the needs and interests of nearly all students and are selected by the program coordinator.
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 must reapply 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. At the point of admission to the major, candidates must have a 3.0 GPA and a grade of B or higher in each of the courses completed as a premajor.
About the Early Childhood Program
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. Submission of GRE or MAT scores.
3. Certification or eligible for certification in early childhood special education, childhood special education, or generalist (7-12) special education. Applicants with certification or eligible for certification in early childhood education, childhood education, or secondary education must meet additional special education certification requirements once enrolled. For generalist (7-12) secondary program only, applicants without any teaching certifications will be considered. Applicants for the generalist (7-12) secondary program must meet additional special education certification requirements as well as New York State content core and subject area requirements once enrolled.
4. A written statement describing the applicant’s philosophy of education and relevant experiences in the field that are applicable to the graduate course of study. This statement must adhere to standard written English.
5. Faculty review.
6. Completion of a special application (available from the department or download from http://graduateschool.buffalostate.edu/supplemental-application-materials).
7. 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 this 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.
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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