Special Education (MSED)

Our advanced Special Education program is for individuals who already hold, or are on track to soon hold, initial New York State teacher certification. This program is NOT for individuals who are looking to obtain initial certification to teach.

To apply, click here.

If you are not yet certified and would like to be, check out our initial programs here.

��ý’s advanced programs in special education lead to a Master of Science in Education (MSEd) and eligibility for New York State teaching certification at three respective grade levels: Birth-Grade 2, Grades 1-6 and Grades 7-12.

This program is now offered online, with courses held in the fall, spring and summer to accommodate both full-time and part-time students.

The programs in Special Education provide knowledge and skills to fulfill various special educator roles in today's schools and communities. Sufficient flexibility exists for graduates of early childhood, childhood, adolescence or special education undergraduate programs to deepen their skills in the field, link special education programs and services to the broader context of general education, and extend their knowledge and skills to work more effectively with students with disabilities.

Connect with a Member of our Admissions Team

General Inquiries: If you are interested in learning more about one of our programs, please contact tlel@binghamton.edu.
Application Process or Transcript Review: To learn more about the application process or a transcript review, please contact our Admissions and Certification Advisor, Tami Mann.
Application Requirements and Instructions: Learn more about application requirements and instructions here.
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Program Requirements

The Special Education advanced teacher preparation programs (MSEd) require a minimum of 30-36 credits. In addition to intensive coursework, students complete fieldwork and internship requirements. Four program options are available, corresponding with the age/grade level of the applicant's initial certificate:

Early Childhood Special Education

Requires initial certification in Early Childhood Education (B-2)
Leads to eligibility for initial/professional NYS certification in Teaching Students with Disabilities (B-2)

Early Childhood and Childhood Special Education

Requires initial certification in Early Childhood and Childhood Education (B-2, 1-6)
Leads to eligibility for initial/professional NYS certification in Teaching Students with Disabilities (B-2, Grades 1-6)

Childhood Special Education

Requires initial certification in Childhood Education (Grades 1-6)
Leads to eligibility for initial/professional NYS certification in Teaching Students with Disabilities (Grades 1-6)

Adolescence Special Education

Requires initial certification in a secondary content area (Grades 7-12)
Eligibility for initial/professional NYS certification in Teaching Students with Disabilities (Grades 7-12)

If the student does not hold one or more of the initial certificates required for the MSEd Special Education programs, the student may be eligible for the:

Educational Studies program,
Adolescence Master of Arts in Teaching Programs or the
Childhood, Early Childhood and Special Education (Birth - grade 6) program.

For Adolescence Special Education students only: Applicants must also meet the New York State requirement of having six credits in each area of English, mathematics, natural sciences and social sciences. This program leads to “Students with Disabilities – Generalist” certification.

For Early Childhood and Childhood MSEd Special Education students only: Our MSEd Special Education students are matriculated into programs for which they are eligible. By adding an additional license it may be possible to switch into a different education program to better reflect the base licenses. In the case of the MSEd Childhood Special Education program, students who are matriculated into the grades 1-6 program may request to be switched in the B-grade 6 program once the additional B-grade 2 license is acquired. Likewise, a matriculated B-2 student may request a switch to the B-6 program once the additional childhood grades 1-6 license is obtained.

Culminating paper/project requirements

Students completing the MSEd in Special Education program complete an action research project (Capstone Intervention Project) in their special education internship placement.

Plans of study

The plan of study for the Special Education MSEd programs provides students and advisors with a form to guide students through the requirements.

Required courses

For all SPED programs:

SPED 521 - Pro Approach Behavior Manage

This course provides students with strategies for understanding, observing, monitoring, and influencing both group and individual behavior. Emphasis is placed on principles that underlie learned behavior, with a specific focus on applying principles to promote and develop positive group social interactions and individual behavior. Although the course will highlight classroom and school behavior, comprehensive program development, which includes engaging family and community resources in a variety of social and cultural contexts, will also be discussed. Fieldwork required weekly or according to a schedule established by the instructor. Offered: fall. 3 credits. Levels: Graduate, Undergraduate
SPED 522 - Collab with Families & Staff

This course is designed to candidates from a variety of professional backgrounds to develop the knowledge, skills, and dispositions necessary for partnerships with families and other professionals within school and community settings to advocate for and in support of students with disabilities. These “partnership principles” include communication, professional competence, respect, trust, commitment, equality, and advocacy. Participants will identify how key mandates within federal laws for individuals with disabilities (incl. IDEA 2004 and ADA) support the role of collaboration with professionals and families. Although the course will focus more specifically on developing collaboration and teams to support children with disabilities and their families, and/or those from diverse social, cultural, and linguistic traditions, the concepts presented are applicable to strengthening partnerships with all families and building collaboration among all professionals. Prerequisites: SPED 500, 411/501, or consent of instructor. Levels: Graduate, Undergraduate Offered: spring. 3 credits. Levels: Graduate, Undergraduate
SPED 523 - Assess in Special Ed

This course provides participants with the knowledge and skills necessary to collect and use a wide range of assessment data in general education and special education settings. Prepares educators who engage in reflective decision-making and research-validated professional practice based on collection and evaluation of informal, formal, curriculum-based, and standardized assessment data. Open only to matriculated students in special education. Fieldwork required weekly or according to a schedule established by the instructor. Prerequisite: SPED 500, 501, or equivalent. Offered: spring. 3 credits. Levels: Graduate, Undergraduate
SPED 528 - Special Education Technology

This course explores practical issues in using technology to support or supplement instruction for students with disabilities, including assistive technology and instructional technology. The course is grounded in principles of universal design for learning and IDEA mandates for Assistive Technology. Fieldwork required weekly or according to a schedule established by the instructor. Prerequisites: SPED 500/501 or equivalent; access to and competence with personal computer for email, word processing, and web searches.. Offered: spring. 3 credits. Levels: Graduate, Undergraduate
SPED 564 - Severe Disabilities

IDEA requires that all students be educated in the least restrictive environment, which the courts, policy makers, and educational researchers have interpreted to mandate inclusive education for students with developmental disabilities. This course introduces candidates to their role as a team member and support for students with developmental disabilities. Candidates will explore strategies for meaningful assessment and instruction in regular academic, special area, and non-academic classes and settings, through team approaches to planning and instruction. This course does not address academic remediation but focuses on assessment and intensive direct instruction for basic motor, communication, social, and self-care skills. Prerequisites: SPED 501, SPED 500, or equivalent. Offered: fall. 3 credits. Levels: Graduate, Undergraduate
SPED 594 - In-Service Practicum in SPED

Candidates complete the Internship in Special Education most often in their final semester prior to graduation. Meant to provide full-time exposure to the role and responsibilities of a special education teacher, the Internship provides the candidate with an opportunity to provide instruction, conduct assessments, and collaborate with other teachers, related service providers, and families of students with disabilities. The Internship may be arranged by the TLEL Office of Field Education or completed in a setting approved by their program advisor. An assigned university supervisor will assess whether a candidate demonstrates the knowledge, skills, and dispositions identified by the Council for Exceptional Children as necessary for working effectively in a variety of settings serving students with disabilities. Prerequisites: matriculation in the special education program, and completion of at least 24 hours of coursework in Special Education; waiving the 24 credit requirement will be considered only by written petition to the program. Students must be concurrently enrolled in SPED 590 or SPED 595. Graded S/U only. Levels: Graduate. Offered: fall and spring. 3 credits. Levels: Graduate, Undergraduate
SPED 595 - Seminar in Special Education

Complementing the Internship in Special Education, candidates complete the Seminar in Special Education in their final semester prior to graduation. This course is designed to assist candidates with the application of the knowledge, skills, and dispositions necessary for working effectively in a variety of settings serving students with disabilities. The seminar includes discussions, readings, and activities related to the internship experience, and serves as a place for candidates to receive feedback and support as they complete the Capstone Intervention Projects (CIP), a requirement for graduation in the Master’s of Science in Education, Special Education Program. Prerequisites: matriculation in the special education program, and completion of at least 24 hours of coursework in Special Education; waiving the 24 credit requirement will be considered only by written petition to the program. Graded S/U only. Students must be concurrently enrolled in SPED 594. Level: Graduate. Offered: fall and spring. 3 credits. Levels: Graduate, Undergraduate

In addition to the required courses taken by students across SPED programs, the following courses are required for particular age/grade ranges. See the plans of study for further information.

For early childhood (B-Grade 2) and early childhood and childhood (B-Grade 6) only:

SPED 504 - Educational Programs

Examination of past and current thinking in the field of early childhood special education (Birth to grade 2) through an activity-based, early intervention framework. Includes analysis of connections between theory and practice with a focus on observing, evaluating, instructing, and assessing young children with disabilities in a variety of early childhood settings. Prequisite: SPED 501 or equivalent. Offered: fall. 3 credits. Levels: Graduate, Undergraduate
SPED 506 - Early Lang & Emerg Ltrc

Examines language development and delays from infancy through early childhood, including relationships between receptive and expressive language and between language development and early literacy (from awareness of and interest in print to reading and writing). Students will examine instructional strategies to strengthen children's early language and literacy learning. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate

For childhood (Grades 1-6) and early childhood and childhood (B-Grade 6) only:

LTRC 515 - Curr Resrch/Pract Litrcy Instr

This course provides an overview of current literacy research and practices in the elementary and middle schools. Topics include theories of reading process/literacy, reading and writing skills and strategies, programs and methods of instruction, standards and assessments, content area literacy, diversity, and the new literacies of information and communicative technology (ICT). Students will design and conduct an inquiry-based study. Offered: semester offered varies. 3 credits. If Fall admit, LTRC 515 is to be take in the first semester. If a Spring admit, LTRC 515 is to be taken in the second semester. Levels: Graduate, Undergraduate
LTRC 518 - Literacy Assessment & Teaching

This course develops competence in administering, analyzing, and critiquing both formal and informal literacy assessments, and using this information to provide appropriate instruction to struggling learners. It is offered for classroom teachers, reading teachers, and special education teachers. During the first hour teachers tutor children in grades 2-5 with a focus on developing reading comprehension, vocabulary, and writing skills through targeted assessment. Each teacher prepares a case report on a child/children and a portfolio of classroom assessment and teaching tools. Fieldwork required weekly or according to a schedule established by the instructor. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate
SPED 507 - Literacy Assessment & Teaching

This course develops competence in administering, analyzing, and critiquing both formal and informal literacy assessments, and using this information to provide appropriate instruction to struggling learners. It is offered for classroom teachers, reading teachers, and special education teachers. During the first hour teachers tutor children in grades 2-5 with a focus on developing reading comprehension, vocabulary, and writing skills through targeted assessment. Each teacher prepares a case report on a child/children and a portfolio of classroom assessment and teaching tools. Fieldwork required weekly or according to a schedule established by the instructor. Offered: spring. 3 credits. Levels: Graduate, Undergraduate
SPED 541 - Instruct Approach Incl Elem

IDEA and NYS regulations provide supportive policy frameworks for the inclusion of students with disabilities. This course is designed to assist initial and advanced teacher candidates who intend to teach elementary age students in the use of effective curricular approaches and evidence-based instructional strategies designed to support all students. Fieldwork hours in an educational setting in your certification area that serves students with disabilities are required. Prerequisite: SPED 501, SPED 500, or equivalent. Offered: fall. 3 credits. Levels: Graduate, Undergraduate

For adolescence (Grades 7-12) only:

LTRC 515 - Curr Resrch/Pract Litrcy Instr

This course provides an overview of current literacy research and practices in the elementary and middle schools. Topics include theories of reading process/literacy, reading and writing skills and strategies, programs and methods of instruction, standards and assessments, content area literacy, diversity, and the new literacies of information and communicative technology (ICT). Students will design and conduct an inquiry-based study. Offered: semester offered varies. 3 credits. If Fall admit, LTRC 515 is to be take in the first semester. If a Spring admit, LTRC 515 is to be taken in the second semester. Levels: Graduate, Undergraduate
LTRC 521 - LTRC Assess Instruc Secondary

This course develops competence in administering, analyzing, and critiquing both formal and informal literacy assessments, and using this information to provide appropriate instruction to striving learners in middle and secondary grades. It is offered for classroom teachers, reading teachers, and special education teachers. Each teacher prepares a case report on an adolescent(s) and a portfolio of classroom assessment and teaching tools. Fieldwork hours are a minimum of 10 and fieldwork schedule is established by the instructor. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate
SPED 526 - Inst & Assess for Adol Spec Ed

This course addresses the special learning needs of secondary students with high incidence disabilities. Emphasis is on lesson and unit planning, instructional delivery, and use of effective instructional and assessment strategies. Participants will critically examine, evaluate, and apply approaches used in both general and special education settings for teaching English/language arts, math, science, and social studies. Fieldwork required weekly or according to a schedule established by the instructor. Prerequisite: SPED 501, SPED 500, or equivalent. Offered: fall. 3 credits. Levels: Graduate, Undergraduate
SPED 527 - LTRC Assess Instruc Secondary

This course develops competence in administering, analyzing, and critiquing both formal and informal literacy assessments, and using this information to provide appropriate instruction to striving learners in middle and secondary grades. It is offered for classroom teachers, reading teachers, and special education teachers. Each teacher prepares a case report on an adolescent(s) and a portfolio of classroom assessment and teaching tools. Fieldwork hours are a minimum of 10 and fieldwork schedule is established by the instructor. Offered: summer/fall. 3 credits. Levels: Graduate, Undergraduate

Students enrolled in teacher preparation programs must earn at least a B- in all courses to progress to subsequent semesters.

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