Master of Science in Childhood Education and Special Education (Dual Certification Grades 1-6) Online

Make an impact on elementary-aged students by gaining specialized skills, knowledge and experience that will prepare you to teach multiple subjects in general and special education settings.

Apply By: 3/13/23
Start Class: 3/27/23 Apply Now
Teacher and students looking at globe together

Program Overview

Earn the M.S. in Childhood Education and Special Education (Dual Certificate 1-6) online

Become a classroom teacher for 1-6 grade level by earning your M.S. - Childhood Ed. & SPED (Dual cert. 1-6) online. Develop a multidisciplinary skillset that will qualify you to teach multiple subjects in general education and special education settings.

The dual certification online program combines academic content with classroom observation and student teaching. You will explore key topics in teaching including behavior management, language diversity, strategies for inclusion of special learners and multicultural education.

As a graduate student in the program, you will have the opportunity to complete coursework leading to eligibility to take the Board-Certified Behavior Analyst exam.

*This program will require students to find their field placement and complete field work for their practicum and student teaching.

As a graduate of this online education master’s, you will be prepared to:

  • Explore content, learning processes, use of materials, and the classroom activities at different developmental levels as applied to elementary math, social studies, and science. Apply instructional modifications for students with language and learning differences.
  • Create strategies based on behavior analysis and other psycho-educational learning theories/models to manage measurably effective classrooms
  • Utilize the principles of basic behavior analytic research methodology to plan and design a research proposal. Emphasis is placed on the role of research for the teacher of students with developmental disabilities.
  • Examine the process of physical, cognitive, social, emotional, language, and career development among students who vary by gender, race and ethnicity, socioeconomic level, English proficiency, and diverse levels of ability to understand how students develop and learn
  • Differentiate evidence-based from non-evidence-based behavior management practices
  • Individualize and accurately implement fundamental elements of behavior change and specific behavior change procedures in order to facilitate students’ access to the general education curriculum
  • Explore content, learning processes, use of materials, and the classroom activities at different developmental levels as applied to elementary math, social studies, and science. Apply instructional modifications for students with language and learning differences.
  • Create strategies based on behavior analysis and other psycho-educational learning theories/models to manage measurably effective classrooms
  • Utilize the principles of basic behavior analytic research methodology to plan and design a research proposal. Emphasis is placed on the role of research for the teacher of students with developmental disabilities.
  • Examine the process of physical, cognitive, social, emotional, language, and career development among students who vary by gender, race and ethnicity, socioeconomic level, English proficiency, and diverse levels of ability to understand how students develop and learn
  • Differentiate evidence-based from non-evidence-based behavior management practices
  • Individualize and accurately implement fundamental elements of behavior change and specific behavior change procedures in order to facilitate students’ access to the general education curriculum

Career Outcomes

  • Classroom Teacher
  • Training Specialist
  • Teaching Consultant
  • Program Coordinator
  • Teacher Assistant
  • Classroom Teacher
  • Training Specialist
  • Teaching Consultant
  • Program Coordinator
  • Teacher Assistant

Also available:

The Mount offers multiple education programs online. Explore our online education degrees and available certificate.

Total Tuition: $23,445
Program Duration: As few as 18 months*
Credit Hours: 45

Accreditation

The Department of Teacher Education at the College of Mount Saint Vincent is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation.

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Need More Information?

Call 888-975-0419

Call 888-975-0419

Tuition

Choose our affordable pathway to earn your degree

At the College of Mount Saint Vincent, we are committed to providing a high-quality education for less than you would expect. Tuition for the M.S. - Childhood Ed. & SPED (Dual cert. 1-6) is affordable and can easily fit into your budget.

Tuition Breakdown:

Per Credit Hour $521
Total Tuition $23,445

Calendar

Important dates and deadlines you need to know

The M.S. in Childhood Education and Special Education (Dual certificate 1-6) is designed with working adults in mind. We offer multiple start dates and faster course completion time to help you earn your degree when it’s convenient for you.

TermStart DateApp DeadlineDocument DeadlineRegistration DeadlineTuition DeadlineClass End DateTerm Length
Spring 11/30/231/16/231/20/231/25/231/27/233/17/237 weeks
Spring 23/27/233/13/233/20/233/22/233/24/235/12/237 weeks
Summer 15/22/235/8/235/12/235/17/235/19/237/7/237 weeks
Summer 27/10/236/26/236/30/237/5/237/7/238/25/237 weeks
Fall 19/4/238/21/238/25/238/30/239/1/2310/20/237 weeks
Fall 210/30/2310/16/2310/20/2310/25/2310/27/2312/15/237 weeks

Now Enrolling:

Next Apply Date 3/13/23
Start Class 3/27/23

Ready to take the rewarding path toward earning your degree online?

Apply Now

Admissions

Start your application for the M.S. - Childhood Ed. & SPED (Dual cert. 1-6) online

The streamlined admission process at the College of Mount Saint Vincent makes it easier to apply and helps you start your academic journey faster. Please read the full admission requirements for the Master of Science in Childhood Education and Special Education (Dual certification 1-6).

  • Bachelor’s degree in liberal arts or science
  • Official transcripts
  • GPA of 3.0 or higher

You must meet the following requirements for admission to the M.S. in Adolescent Education and Special Education (Dual certificate 1-6) online program:

  • Submit online application
  • Bachelor’s degree from an accredited university. Students must have majored in Liberal Arts or Sciences.
  • Official transcripts from all colleges and universities attended
  • Undergraduate GPA of 3.00 and above on 4.0 scale
    • Students with a GPA below 3.00 will be reviewed for acceptance by submitting a three-paragraph statement of purpose addressing the following three items:

1. Describe your personal and/or professional experiences which ignited your passion to become a teacher.

2. What is your current position and what has your career progression been since you graduated from college?

3. Why do you wish to obtain your Master's degree in Education? How do you hope to benefit from pursuing this degree?

Official transcripts and other documents should be sent from the granting institutions to our Office of Admissions:

Email address: [email protected]

Mail address:
Office of Admission
College of Mount Saint Vincent
6301 Riverdale Avenue
Riverdale, NY 10471

Courses

Coursework for the M.S. - Early Childhood Ed. & SPED (Dual cert. Birth-Grade 2) online

For the College of Mount Saint Vincent’s Master in Early Childhood Education & SPED online, the curriculum comprises 15 courses for a total of 45 credit hours.

Duration: 7 weeks
Credit Hours: 3
This course equips teachers with a sound knowledge base in multicultural education. It provides both definition and rationale. Through readings, class discussions, blackboard participation and written assignments students will explore and analyze the impact that such issues as equity, ethnicity, sociocultural and linguistic background, ability, gender and race have on student learning. Students will develop perspectives on diversity and a frame of reference for providing equitable opportunities for all students to learn and succeed in schools and society. While this course focuses more on developing dispositions and understandings needed to effectively work with diverse populations, applications to the classroom will be made when appropriate. By the conclusion of the course students will be able to articulate a personal philosophy of multicultural education that demonstrates a thoughtful consideration of the historical and social development of this field.
Duration: 7 weeks
Credit Hours: 3
This course examines cognitive development and language acquisition across cultures. Through the supplemental use of various technologies, the course focuses on issues of bilingualism and dialectal difference and their relationship to language development. The course explores language diversity as it relates to classroom instruction.
Duration: 7 weeks
Credit Hours: 3
An investigation of psychological theories as they apply to teaching and learning. Topics include cognitive, behavioral and humanistic theory, social development and social skills instruction, moral development and education, language development, motivation, classroom management theory and issues, and an introduction to instructional modification to meet the needs of a diverse student body.
Duration: 7 weeks
Credit Hours: 3
This course includes exploration of content, learning process, use of materials including technology, classroom activities, and assessment at different developmental levels as applied to elementary mathematics. Approaches to working with multicultural, multilingual, special needs, and gifted populations are addressed. Techniques of lesson planning are developed, and multidisciplinary integration is fostered.
Duration: 7 weeks
Credit Hours: 3
The student will meet regularly with the field supervisor at the school site as well as a seminar activities to review field experiences, address additional issues of pedagogy, and to align practice with theory. The initial teaching experience that this course provides ultimately enables you to carry out specific teaching functions. Also, students will meet the professional standards in social studies and science as well as language arts as prescribed by the New York State Education Department and detailed in the EDUC 522, EDUC 524 and EDUC 536 course syllabi. Field work required.
Duration: 7 weeks
Credit Hours: 3
In this course, you will explore content, learning processes, use of materials, and the classroom activities at different developmental levels as applied to elementary social studies and science. You will be introduced to planning techniques for individual lessons in both content areas, including opportunities for multidisciplinary integration with ELA (English Language Arts). You will also learn to address the special needs of students with disabilities, students with limited English proficiency, gifted students and educationally disadvantaged children although there is greater emphasis on differentiation in the second semester of study. This course conforms to learning standards for science and social studies as defined by the New York State Department of Education. In both subject areas, you will learn to use instructional resources and strategies to cultivate critical thinking and informed decision-making with students. You will learn techniques for problem solving, working effectively with groups, gathering and organizing information, generating and analyzing ideas, observing common themes and presenting results. The study of science and social studies will be interwoven with Language Arts, reflecting the Next Generation Mathematics, English Language Arts, and New York State Science Learning Standards. An emphasis of this course is on developing an awareness of and respect for cultural diversity and multiple perspectives.
Duration: 7 weeks
Credit Hours: 3
This course provides candidates with strategies based on behavior analysis and other psycho-educational learning theories/models and as they relate to managing measurably effective classrooms. Emphasis is on the elements of effective instructional planning (i.e., antecedents and consequences of student behavior) that prevent management problems, condition intrinsic motivation to learn, and foster social competence of all students in the inclusive classroom. The foundational knowledge base of the definition, concepts, and principles of ABA for improving students’ academic, emotional, behavioral, and social skills will be addressed. In addition, coverage will include the philosophical assumptions and dimensions of research-based models. Candidates will learn how to differentiate evidence-based from non-evidence-based behavior management practices. Field experience may be required based on program specialization.
Duration: 7 weeks
Credit Hours: 3
Students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in an inclusive or general setting appropriate to certification area. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Supervised teaching hours.
Duration: 7 weeks
Credit Hours: 3
Teaching Literacy in the Inclusive Elementary Classroom examines reading and language arts instruction as part of the total communication process. As a language-based course of study students actively participate in the learning process by reading, writing, speaking and listening. Class work and assignments reflect this language-based perspective, provide opportunities for student inquiry and emphasize the development of competencies that are necessary to teach reading and language arts in inclusive elementary school settings. This course develops the pre-service teacher’s ability to carry out the specific teaching functions and to achieve the professional standards as prescribed by the New York State Education Department, International Reading Association, National Council of Teachers of English and Next Generation English Language Arts Standards. Students completing this course will understand the concepts of literacy instruction and the integration of reading, writing, speaking and listening for learning within the classroom. Pre-service teachers learn techniques of informal assessment and lesson planning. Instructional modifications for students with language and learning differences are presented and applied. Additionally, students will examine their own literacy practices and develop a deeper understanding of what it is to be a literate individual in the 21st century.
Duration: 7 weeks
Credit Hours: 3
Upon completion of this course the student will be able to understand and apply the results of educational research for use in a variety of educational settings, and the student will be aware of the impact of current research studies on educational practices. The student will investigate the basic nature of educational research along with relevant methods of data collection and analysis. Emphasis will be placed on research problems and findings in student-selected areas of concentration. All students will choose an area for individual classroom research. Findings will be presented in multiple forms. In addition to learning about research, students in this class will share a variety of different resources for classroom use. Field-related project required.
Duration: 7 weeks
Credit Hours: 3
This course is a study of assessment procedures, prescriptive measures and best corrective practices as applied to teaching the reading disabled student in elementary through high school (depending upon student’s area of certification). Tutorial field experience is required in remedial or inclusive settings.
Duration: 7 weeks
Credit Hours: 3
This course is designed to help candidates instruct students with learning and behavior problems (including autism spectrum disorders, speech and language impairments, learning disabilities, intellectual disabilities, emotional disturbance/ behavioral disorders, and ADHD) using research- or evidenced-based practices to address both curricular/instructional and social behavioral challenges in the least restrictive environment. Applied behavior analytic tactics, techniques, methods, and procedures covered in this course are derived from the concepts and principles of behavior taught in EDUC 527. Candidates will learn how to individualize and accurately implement fundamental elements of behavior change and specific behavior change procedures in order to facilitate students’ access to the general education curriculum (3 credits). Field experience may be required based on program specialization.
Duration: 7 weeks
Credit Hours: 3
This course is designed to provide candidates with information on standardized and informal assessment procedures and materials and on research-based effective strategies for teaching students with mild to moderate learning and behavior problems. Emphasis is on assessment in literacy and mathematics and appropriate use of instructional technologies including assistive technology. Focus will also be on those strategies of differentiated instruction that can be effectively implemented or modified within the general education program. Candidates will learn a variety of methods for the identification and assessment of academic and social-behavioral problems; behavioral assessment; analysis of the outcomes of instruction/interventions; descriptive, preference and skill assessments; including the use of practical behaviorally-based assessment tools such as checklists, rating scales, structured observation tools, and curricular behavioral assessments (e.g., criterion-referenced assessment). Field work required.
Duration: 7 weeks
Credit Hours: 3
This course prepares teacher candidates to select behavior analytic intervention strategies and plan for their possible unwanted behavior change effects in order to help maximize human development from birth to adulthood. Candidates will learn how to select and implement individualized behavioral and curricular intervention strategies and behavior-change systems in order to teach, maintain, and generalize skills across home, school, and community settings via organizational behavior management (OBM). Emphasis will be placed on how students develop and learn by examining the process of physical, cognitive, social, emotional, language, and career development among students who vary by gender, race and ethnicity, socioeconomic level, English proficiency, and diverse levels of ability. Issues covered include the educator’s role on how to develop curriculum as well as support and maintain group change that is developmentally appropriate and culturally meaningful to facilitate successful transition from pre-school to post-school activities; including postsecondary education, vocational education, integrated employment (including supported employment), independent living, and/or community participation (as described by the U.S. Department of Education’s Office of Special Education and Rehabilitative Services May 2017 document entitled “A Transition Guide To Postsecondary Education and Employment for Students and Youth with Disabilities).”
Duration: 7 weeks
Credit Hours: 3
Students teach for one semester under the supervision and mentorship of cooperating teachers and teacher education faculty. Placements are in special education settings. Faculty observes and confers with student teachers individually. In addition, students and faculty meet each week in a coordinating seminar to review field experiences, synthesize current practice with prior learning and to prepare for employment and further professional study. Supervised teaching hours.
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