Curriculum and Instruction

M.S. in Childhood Education/Special Education (Grades 1-6)


This 48-credit Master of Science program prepares you for New York state certification in both Childhood Education and Special Education. You will learn to develop and teach innovative curricula for children in Grades 1 to 6, and to teach elementary school children with special needs, including mental handicaps, learning disabilities, emotional and behavioral disorders, developmental disorders and physical disabilities. In addition, you will explore the historical, social and legal foundations of special education and receive extensive clinical experience by working with children with special needs. You will learn to identify the characteristics of youngsters with varying levels of learning difficulties and adapt instructional strategies and materials to fit their needs.

The program is accredited by the Teacher Education Accreditation Council, signifying it meets the highest standards of quality in preparing competent, caring and qualified professional educators who will teach and lead in pre-K through grade 12 schools.

PROGRAM GOALS

The Master of Science program is dedicated to preparing teachers who are:

  • Knowledgeable, ethical, caring decision-makers for students with special educational needs.
  • Skilled instructors who plan, implement and assess instruction for the general student population in grades 1-6.
  • Proficient in instructional technology including the knowledge of skills, strategies, software and hardware to be used in classroom management and computer-assisted instruction.
  • Knowledgeable in theories of learning and growth, content areas to be taught, and the theories, laws, procedures and programs related to the field of special education.
  • Collaborative and ethical decision-makers
  • Life-long learners committed to: intellectual growth, inquiry, professionalism, appreciation of diversity, and advocacy for students

Applicants to the M.S. in Childhood Education/Special Education (Grades 1-6) must meet following requirements in order to be considered for admission:

  • Application for admission at https://apply.liu.edu/quickapp/
  • Application fee: $50 (non-refundable)
  • Official undergraduate and/or graduate transcripts from any and all college(s) or universities you have attended. Bachelor's degree with an undergraduate GPA of at least 3.0.
  • Personal statement
  • Submission on the general Graduate Record Examination (Verbal Reasoning, Quantitative Reasoning, Analytical Writing). Scores cannot be more than five years old at the time of the application.
  • Students for whom English is a second language must submit official score results of the Test of English as a Foreign Language (TOEFL). The required minimum acceptable TOEFL score is: 79 Internet-based (213 computer-based or 550 paper-based) or minimum IELTS score: 6.5.

Program Curriculum

Required Curriculum and Instruction Courses

EDI 600

Psychological Foundations of Education

3.00

EDI 601

Social Foundations of American Education

3.00

EDI 677

Curriculum Development for Teachers

3.00

EDI 612

Teaching Social Studies in Grades 1-6

3.00

EDI 613

Teaching Mathematics in Grades 1-6

3.00

EDI 614

Teaching Science in Grades 1-6

3.00

EDI 710

Supervised Student Teaching and Seminar for Childhood/Special Ed or Childhood/Literacy

3.00

Special Education Core Course Requirements

EDS 600

Introduction into the Study of the Exceptional Child and Adolescent

3.00

EDS 610

Literacy Teaching and Learning: Birth to Grade 6

3.00

EDS 617

Literacy for Students with Disabilities

3.00

EDS 630

Curriculum-based Assessment and Instruction of Students with Mild Disabilities at the Elementary and Secondary Levels

3.00

General Special Education Requirements

EDS 631

Curriculum-based Assessment and Instruction of Students with Severe Disabilities at the Elementary and Secondary Levels

3.00

EDS 632

Instruction and Classroom Management for Children with Emotional and Behavior Problems

3.00

EDS 633

Accommodating Learners with Special Needs in Inclusive Settings (Includes Technology and Inclusion)

3.00

EDS 624

Contemporary Issues and Research in Special Education/Culminating Experience

3.00

EDS 713

Supervised Student Teaching and Seminar in Special Education

3.00

Autism/CASE Requirements (51-54 credits)

EDS 629

Curriculum-based Assessment and Instruction of Students with Severe Disabilities - Autism

3.00

EDS 635

Behavior Management for Learners with Autism & Developmental Disabilities

3.00

SPE 681

Language Disorders in Severe Developmental Disabilities and Autism

3.00

EDS 750

Institute: Diagnosis/Treatment Autism

3.00

EDS 625

Contemporary Issues and Research in Special Education/Culminating Experience (Autism)

3.00

EDS 712

Supervised Student Teaching and Seminar in Special Education (Autism)

3.00

Culminating Experience (student is required to do a Comprehensive Exam or Final Project or Thesis (with course).

EDI 750

Thesis Seminar

3.00



Courses

EDI 600 Psychological Foundations of Education This course is designed to introduce students to psychological theories and principles which affect teaching, learning and development. Students have the opportunity to observe student and teacher behavior as well as classroom environments in order to identify operative psychological theories and principles.

Credits: 3

Every Fall and Spring


EDI 601 Social Foundations of American Education

This course introduces students to the social, economic, political and intellectual foundations of American education. It describes the development of the American school system in a rapidly changing environment, with emphasis on the relationship between education and society. Main topics to be explored are the structure and purposes of schooling, the professionalization of teaching, educational policy making and school social factors influencing teaching and learning, and the relationship between education and work. Class discussions are based upon both primary and secondary sources.

Credits: 3

Every Fall, Spring and Summer

EDI 612 Teaching Social Studies in Grades 1-6 This course examines social studies curriculum development through examination of theory and current practices in the school. Inquiry approach, model development, organizational patterns and teaching strategies are examined through current research.

Prerequisite of EDI 600 and 601 are required. Credits: 3

Every Fall, Spring and Summer

EDI 613 Teaching Mathematics in Grades 1-6 Educational and psychological dimensions of learning and teaching mathematics in grades K-6 are examined in the context of current trends in mathematics education. The development of mathematics concepts and understandings is explored through relevant activities and materials. Model programs and teaching approaches are discussed in light of current recommendations for mathematics education.

Prerequisite of EDI 600 and 601 are required. Credits: 3

Every Fall and Spring

EDI 614 Teaching Science in Grades 1-6

This course is an examination of existing programs, materials and problems of science education in the light of current psychological and philosophical theories. Development of science activities with emphasis on the process of science, conceptual understanding, meeting individual differences, discovery approach and utilization of inexpensive, easily available materials for experiments and demonstrations are covered.

Prerequisite of EDI 600 and 601 are required. Credits: 3

Every Fall, Spring and Summer

EDI 677 Curriculum Development for the Classroom Teacher

This course examines principles of curriculum construction, planning, development and justification in relationship to historical, theoretical and practical considerations of purpose, content and the organization of educational experiences.

Consideration is given to principles of curriculum research and evaluation. The course embraces concerns of the school and non-school settings for educational experiences.

Credits: 3

Every Fall and Spring

EDI 705 Thesis Seminar

This course is available only to those matriculated master's degree candidates electing to develop and write a thesis under the supervision of an approved faculty member. Registration must be approved by the student's departmental chairperson or designated representative.

Credits: 3 On Occasion



EDI 710 Supervised Student Teaching and Seminar for Childhood/Special Ed or Childhood/Literacy

This course is the systematic, extended observation and student teaching experience under supervision in a selected private or public school. Half of the experience is in kindergarten through grade three, and the other half is in grades four through six. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.

Credits: 3

Every Fall and Spring



EDS 600 Introduction to the Study of the Exceptional Child and Adolescent

A basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality. Specific reference will be given to an overview of disability and impairment and to a system of classification and criteria of classification. Credits: 3

Every Fall and Spring
 

EDS 610 Literacy Teaching and Learning: Birth- Grade 6

A study of strategies and resources in childhood language acquisition and the teaching of literacy for elementary school children. The newest techniques and research findings will be discussed. Students will observe, plan and instruct sample literacy lessons.

Credits: 3

Every Fall and Spring

EDS 617 Literacy for Students with Disabilities:Birth-Grade 6

This course covers theory, research and effective practices for teaching students with significant reading problems. Specifically, graduates will become immersed in the assessment of literacy problems and their use to provide effective instruction. Both formal and informal instruments will be discussed for determining individual strengths and needs. A variety of instructional approaches will be considered for developing reading strategies and skills in students with disabilities.

Summer class on occasion. Prerequisite of EDS 600 is required. Credits: 3

Every Fall and Spring

EDS 624 Contemporary Issues and Research in Special Education/Culminating Experience 

This course is an advanced seminar in current issues facing the field of special education, is designed to provide an opportunity for students to research, discuss and understand the topics that are impacting our field and its theoretical base.

Class may be offered in summer on occasion. Prerequisite of EDS 600, (610 or 620), 617, 630 and must be taken in the last 9 credits.

Credits: 3

Every Fall and Spring

EDS 630 Curr-based Assess and Instr of Students with Mild Disabilities at the Elementary and Secondary Level

The course will examine the complexity of the issues inherent in the teaching learning process with particular reference to students with mild disabilities in inclusive settings. The instructional dimensions that create the conditions of failure for students with learning problems will be characterized. A framework and practical strategies for the use of assessment procedures that focus on effective instructional planning and can reverse the cycle of failure for students with mild disabilities will be emphasized. An assessment model that generates information for the design of an instructional program and provides for the continuous monitoring of student progress in academic areas (such as reading, writing and math) and in content areas (such as social studies and science), will be outlined. Effective instructional strategies and elements of teaching practice that support the learning and growth of students with mild disabilities will also be addressed. The course also includes 15 hours of field observation.

Class may be offered in summer on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3

Every Fall and Spring

 

EDS 631 Curr-based Assessment/Instruction of Severe SWD at the Elementary and Secondary Levels

This course focuses on methodologies of: (1) assessment; (2) curriculum development; 3) individualized educational planning; and (4) instructional programming for children with severe developmental disabilities aged 6-12. Emphasis will be given to curriculum-based assessment as it relates to instructional planning. Assistive technology to support the learning process will be addressed.  Accommodations to facilitate the successful inclusion of students with severe disabilities in general education classrooms will also be reviewed. Attention will be directed toward developing skill in task analysis, IEP preparation, and lesson planning. Case presentations will be utilized to highlight team building and interdisciplinary collaboration in educating children with severe disabilities. The course also includes 15 hours of field observation.

Field experiences are required.

Class may be offered in summer on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3

Every Fall and Spring

 


EDS 632 Instr & Classroom Manage for Children and Adolescents with Emotional and Behavior Problems

Focus in this course will be on program development which will include prescriptive remediation based on diagnostic assessment. A consideration of instructional techniques and resources will be of central focus. Fundamental skills in classroom management and in dealing with maladaptive behavior in both inclusive and non- inclusive educational settings will also be surveyed. The course also includes 10 hours of field observation.

Class may be offered in summer occasionally. Prerequisite or Co-requisite of EDS 600 is required Credits: 3

Every Fall and Spring


EDS 633 Accommodating Learners with Special Needs in Inclusive Settings (Includes Technology and Inclusion)

Inclusion represents one of the most significant challenges facing education in recent years. It requires critical changes in attitudes and practice for both general and special educators. This course will explore the concept of inclusion, discuss it from both a theoretical and practical perspective, and present strategies necessary for it to be successful. Included will be discussions of historical and current perspectives, collaboration among professionals, practical classroom administration, instructional adaptations, etc. One specific mechanism to facilitate inclusion will be the use of assistive and instructional technologies with an emphasis on those that can assist in the integration of students with disabilities. The course also included 10 hours of filed observation.

Summer class may be offered on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3

Every Fall and Spring

EDS 713 Supervised Student Teaching and Seminar in Special Education

Student Teaching in Special Education will require the student to spend a minimum of 175 hours working with students with disabilities at the childhood level in school settings. Student teaching will occur with ongoing supervision of a school based cooperating teacher (certified in special education), along with supervision by a member of the faculty. A weekly seminar will also be required in Special Education and Literacy which the student teaching experience will be discussed, along with current issues addressing preparation to enter into the profession.

Credits: 3

Every Fall and Spring


 

CONTACT

College of Education, Information, and Technology
post-educate@liu.edu