Special Education

Master of Science in Education (MSEd)

Applicants to Binghamton University's inservice programs in Special Education must hold, or meet the requirements for, initial New York State certification in Early Childhood Education (Birth to Grade 2), Childhood Education (Grades 1-6), and/or Adolescence Education (Grades 7-12 in one of the content areas: English, Mathematics, Science, Social Studies or Foreign Languages). See http://www.highered.nysed.gov/tcert for information about current NYS teacher certification requirements.

If you do not hold one of the initial certificates required for these programs, you may be eligible for the Educational Studies program, the  preservice Master of Arts in Teaching Program, or the preservice Childhood, Early Childhood, and Special Education (Birth - grade 6) program.

Successful completion of Binghamton's MSEd degree in Special Education and the NYS examination in Students with Disabilities leads to the initial/professional certificate in Students with Disabilities for the same age group as the initial certificate. Students must earn a grade of B or better in all required courses, earn a cumulative average of B or better to graduate, and complete all degree requirements within five years of admission to the program. 

Master of Science in Education (MSEd) - Special Education

This program provides teachers with initial certification the 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.

Four program options are available, corresponding with the age/grade level of the applicant's initial certificate:

**Applicants to the Adolescence Special Education inservice program must also meet the New York State requirement of having six (6) credits in each area of English, mathematics, natural sciences, and social sciences. This program leads to “Students with Disabilities – Generalist” certification. Graduates of this program may also apply to NYS for the “Students with Disabilities” Content Area Extension in the area of their initial certification.
For more information about our programs see "Important Additional Information".
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Certification-Only

If you already hold a Master's degree and only seek certification in Students with Disabilities, you may register for courses as a non-matriculated student and apply for certification through BOCES. Please contact a certification officer at your local BOCES for the appropriate steps to follow.

Fieldwork Leading to Student Teaching

NYS regulations require fieldwork that is directly linked to special education coursework prior to the student teaching practicum. To fulfill the spirit of the fieldwork requirement during each semester of enrollment students will be placed in a classroom setting that serves students with disabilities within the appropriate age group for the certification. All full-time students must commit to a minimum of one full day per week of fieldwork, and part-time students must commit to a minimum of a half day day per week for the entire semester.

Student Teaching and the Practicum

Academic Standards and Professional Dispositions

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Faculty in the MSEd Special Education Program

Name Advisement Area Research Interests

Elizabeth Anderson Early Childhood, Childhood, CEC Social and emotional learning across content curriculum; integrating authentic learning experiences with current standards and accountability practices

Nicole Fenty 

Early Childhood, Childhood, CEC Literacy instruction for students with or at risk for learning disabilities
Loretta (Lucky)
Mason-Williams
Adolescence Special Education Teacher Quality; Large Scale Database Analysis

Candace Mulcahy

Adolescence - SPED Program Coordinator

Academic interventions for students with emotional and behavioral disorders and learning disabilities; special education and juvenile delinquency

Beverly Rainforth 

Emerita (no advising) Inclusive education; teacher preparation; education of students with severe disabilities

Michael Rozalski

Childhood, CEC Classroom and behavior management; alternatives to aversive procedures; legal issues related to students with disabilities

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Last Updated: 3/20/14