Teaching and Leadership
Preparing Teachers
Master of Science Degree in Inclusive Special Education (Grades 7-12)
Program Philosophy & Description
The Master of Science degree in Inclusive Special Education (Grades 7-12) is a 32-hour course of study designed to prepare students to work with individuals with dis/abilities in inclusive classrooms in grades 7-12. As per New York state guidelines, prior to entry into the program, students must first meet the requirements for a New York state provisional teaching certificate in Adolescent Education (Grades 7-12) in a curricular area other than special education. Students may complete the program either full or part time. Students who attend full-time can compete their course of study and qualify for certification in special education in one year.
The program builds on the long and distinguished traditions of inclusive education and disability studies at Syracuse University. The philosophy of the program builds on these traditions to examine dis/ability as a social, cultural, and political construct inextricably linked to issues of race, class and gender. A grounding assumption of the program is that students with dis/abilities must have access to academic instruction and social learning that is available to non-dis/abled students. To this end, students in the program explore innovative approaches to modifying and adapting instruction, curriculum, and classroom structures to maximize active and meaningful participation of all learners.
Students in the program participate actively in area schools and collaborate on planning, assessment, and teaching teams. Intensive fieldwork helps students connect theory and practice. Through coursework students build competencies in using alternative assessments, integrating instructional and assistive technologies, meeting the social, communication, and academic needs of students. Students also learn to regard individuals with dis/abilities as important sources of knowledge through exposure to understandings of dis/ability based on the perspectives of people with dis/abilities themselves.
Program Goals
- Students are asked to demonstrate knowledge, skills, and dispositions in
recognizing and respecting students with dis/abilities as learners; - creating and using curricula and teaching methods that allow students with differing learning styles to participate in the full range of activities available to non-disabled students;
- reflecting an understanding of how particular disabilities can affect learning, and using this understanding to modify and adapt curricula to maximize participation;
- recognizing and appreciating how culture and cultural contexts affect the education of all students, including students with dis/abilities and how these contexts affect even the meaning of dis/ability;
- supporting the legal rights of students with dis/abilities to full educational opportunities;
- maximizing positive interactions between students with dis/abilities and their non-disabled peers;
- utilizing assessment strategies as an ongoing element of teaching practice to assure that curricula and methods are adapted effectively to students' learning abilities.
- collaborating with various professionals and families to integrate related services into the curriculum and methods of the classroom.
Course of Study *includes field placement
Course Number |
Course Title |
Credit Hours |
SPE/CFE 614 |
Critical Issues of Dis/ability and Inclusion |
3 |
EDU 664 |
Creating Safe and Peaceful Schools |
3 |
SPE 634 |
Collaboration/Cooperation in the Schools |
3 |
RED 603 |
Comprehending and Composing II |
3 |
SPE 705 |
Psycho-educational Evaluation and Planning Clinic* |
3 |
SPE 724 |
Differentiating Instruction for Diverse Learners* |
4 |
SPE 618 |
Augmentative and Alternative Communication in Inclusive Classrooms |
3 |
EDU 508 |
Student Teaching/Inclusive Special Education (7-12)* |
4 |
Additional Coursework: By Advisement (6 credits)
Course Number |
Course Title |
Credit Hours |
SPE 609 |
Teaching Children with Autism |
3 |
SPE 644 |
Significant Disabilities: Shifts in Paradigms & Practices |
3 |
SPE 727 |
Perspectives on Learning Disabilities |
3 |
SPE 623 |
Families of Children with Disabilities |
3 |
RED 602 |
Comprehending and Composing I |
3 |
CFE 688 |
Social Policy and Disability |
3 |
SPE 600 |
Technology and Augmentative Systems for Students with Special Needs |
3 |
SPE 642 |
Education in Italy : An Inclusive Approach (study abroad) |
6 |
Additional Program Requirements
In addition to successful completion of above coursework and fieldwork experiences, students must successfully submit a Peer-Reviewed Professional Teaching/Learning Portfolio. This portfolio must include: 1) an introductory essay that explains the candidate's teaching philosophy and beliefs about inclusive special education, curricular development, adaptations, and planning; 2) a set of annotated artifacts that illustrate key principles of the introductory essay, provide concrete evidence of the instructional and assessment approaches the candidate used to enact those principles in inclusive classrooms, and demonstrate student's learning and growth as a result of the candidates teaching. In both sections candidates must cite ideas, approaches, and strategies drawn from course and other professional readings, class discussions, conferences, and professional development. In addition to submitting this document for faculty review, candidates must present their portfolio to an audience of faculty members, student peers, and grade 7-12 teachers/practitioners who participate in professional development schools and other practicum and student teaching sites. Evaluation of the portfolio is based on the candidate's progress relative to the program goals.