Inclusive Education(Special Ed):Early Childhood, Childhood and Adolescence

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Inclusive Education Programs

• Early Childhood, birth-grade 2
• Childhood, grades 1-6
• Adolescence, grades 7-12

Programs of study:

Initial Certification - for students with no prior teacher certification who seek to obtain their initial teaching certification. The Inclusive Education Programs lead to two certificates simultaneously: (1) at the early childhood, childhood, or adolescence developmental level; and (2) teaching students with disabilities at the early childhood, childhood, or adolescence developmental level. (see below)

Additional Certification, Same Developmental Level - for students who currently hold a general education certification at a specific developmental level and seek to obtain an additional teaching certificate at the same developmental level for teaching students with disabilities. (see separate program description).

Additional Certification, Changing Developmental Levels - for students who currently hold a teaching certificate at one developmental level and seek to obtain a general education certificate and a teaching students with disabilities certificate at another developmental level. (see separate program description).

Professional Certification - for students who currently hold teaching certificates in both Childhood Education and Teaching Students with Disabilities at the Childhood-level, and seek to obtain professional teaching certificates at this developmental level. (see separate program description).

Program Philosophy

The Inclusive Education Programs are committed to the preparation of teachers for all students. We believe that educators can no longer choose to be prepared to teach only some of our students. Increasing numbers of students with disabilities are maintaining or regaining access to general education classrooms, curricula, and statewide assessments. Our programs are designed to provide systematic teacher preparation for the challenges and opportunities of today’s diverse classrooms.

Faculty members share an understanding that inclusion reflects, at both the state and national level as well as within the programs, a shift in philosophy from earlier models of schooling. We believe that the inclusive classroom is the best environment for all learners. Inclusion benefits children and teachers because it mirrors society and encourages learners and teachers to operate from points of strength, not deficit. In these programs the concepts of diversity and inclusivity encompass the following areas: cultural/ethnic, linguistic, social class, learning style and “intelligence/s,” gender, and exceptionalities (including both students who are gifted and talented and students who have disabilities). With this as a guiding vision, the following mission statement frames the programs:

The Inclusive Education Programs seek to prepare teachers who affirm the membership of all students within increasingly diverse classrooms and who are skilled at utilizing learning theory and strategies to address the range of needs of all learners.

The programs prepare educators with:

• the knowledge base necessary to teach in inclusive settings;
• the disposition to value the range of learners in inclusive settings while striving to meet all learner needs;
• and the skills to implement evolving professional practices based on current theory and research.

Program Directors, Inclusive Education Programs

Kathleen Russell, M.S.
Inclusive Education Programs, Early Childhood

Kathleen DaBoll-Lavoie, Ph.D.
Inclusive Education Programs, Childhood

James Black, Ph.D.
Inclusive Education Programs, Adolescence

1. Completion of a baccalaureate degree at an accredited institution with a cumulative index of 3.0 and a B average in the major field. An applicant who does not meet these grade point average expectations must address them in his/her personal statement; please see the Personal Statement section of the admissions application form for further information.
2. Presentation of official transcripts.
3. Two letters of recommendation.
4. Application and fee.
5. Completion of the personal-professional statement as described on the application form.
6. For study in the Adolescence developmental level program, prerequisite coursework is 30 credits hours in Biology, English, Mathematics, or Social Studies.

Certification required for admission: None

Program leads to: Initial certification in Early Childhood, Childhood, or Adolescence (Note: Adolescence certification is specific to a content area. Options available at Nazareth College are Biology, English, Mathematics, or Social Studies.)
AND
Initial certification in Teaching Students with Disabilities at Early Childhood-level, Childhood-level, or Adolescence-level

1. Completion of a baccalaureate degree at an accredited institution with a cumulative index of 3.0 and a B average in the major field. An applicant who does not meet these grade point average expectations must address them in his/her personal statement; please see the Personal Statement section of the admissions application form for further information.
2. Presentation of official transcripts.
3. Two letters of recommendation.
4. Application and fee.
5. Completion of the personal-professional statement as described on the application form.
6. For study in the Adolescence developmental level program, a prerequisite requirement is a 30 credit hour major/concentration in Biology, English, Mathematics, or Social Studies.
7. Copy of teacher certification.

Additional Certification, Same Developmental Levels in Early Childhood, Childhood & Adolescence

Certification required for admission: General education certification at the same developmental level as certification sought (Early Childhood, Childhood, or Adolescence Level).

Program leads to: Additional certification in Teaching Students with Disabilities at Early Childhood-level or Childhood-level or Adolescence-level
AND
Professional certification in the area(s) of certification held at the time of entrance to the graduate program.

Additional Certification, Changing Developmental Levels in Early Childhood, Childhood & Adolescence

Certification required for admission: Any teaching certification at a different developmental level than certification sought.

Program leads to: Additional certification in Early Childhood, Childhood, or Adolescence (Note: Adolescence certification is specific to a content area. Options available at Nazareth
College are Biology, English, Mathematics, or Social Studies.)
AND
Additional certification in Teaching Students with Disabilities
at Early Childhood-level, Childhood-level, or Adolescence-level
AND
Professional certification in the area(s) of certification held at the time of entrance to the graduate program.

Certification required for admission: Initial certifications in Childhood Education and Teaching Student with Disabilities at the Childhood-level

Program leads to: Professional certifications in Childhood
Education and Teaching Students with Disabilities at the
Childhood-level

• Liberal Arts or Sciences: Major or concentration of at least 30 semester credit hours (with at least 12 semester credit hours at the upper division level); a B average in the major field.
• English: Minimum 6 semester credit hours
• Mathematics and Science: Minimum 9 semester credit hours (with at least 3 semester credit hours in each area).
• Social Studies: Minimum 6 semester credit hours from History, Geography, Political Science, Sociology, Anthropology, or Economics. 
• Applicants for Inclusive Adolescence Social Studies Certification must have study in economics, government, and at least a total of 21 semester hours of study in the history and geography of the United States and the world.
• Language other than English: Minimum 3 semester credit hours. Note: Please refer to page 60 for further information regarding how to fulfill the language other than English requirement.
• Evidence of basic knowledge/skills in information technology.

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