Inclusive Education: Early Childhood and Childhood General and Special Education

Inclusive Early Childhood and Childhood Education Programs (Department of Inclusive Childhood Education)

Early Childhood, birth-grade 2
Childhood, grades 1-6

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) education at the early childhood or childhood developmental level; and (2) teaching students with disabilities at the early childhood or childhood 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 Level - for students who currently hold a teaching certificate at one developmental level and seek to obtain an education certificate at another level and a teaching students with disabilities certificate at the new developmental level. (see separate program description).

Professional Certification, Childhood Level - 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.

Course Blocks
Courses will be scheduled to allow students to move though the program at either a part-time rate (6 credit hours per semester) or full-time rate (9-12 credit hours per semester). Variance from these course loads and the designated blocks of coursework may slow a student’s progress in future semesters since not all courses will be offered each semester. Please refer to the course description section for specific prerequisite and co-requisite requirements for courses.

Please see Annotation and Extensions for information and requirements for Bilingual Extension, Gifted Education Extension, Coordinator of Work-Based Learning Extension, and Severe or Multiple Disabilities Annotation.

Program Directors, Inclusive Education Early Childhood and Childhood Programs
Kathleen DaBoll-Lavoie, Ph.D.
Inclusive Education Programs, Early Childhood
(585) 389-2618
kdaboll9@naz.edu

Kerry Dunn, Ed.D.
Inclusive Education Programs, Childhood
(585) 389-5138
kdunn4@naz.edu

INITIAL CERTIFICATION PROGRAMS

Entry Requirements

Completed Online Application
Completion of the professional statement as described on the application
Official transcripts from all colleges attended
- Applicant must have completed, or will be completing, a baccalaureate degree from an accredited institution with a cumulative index of 3.0 and a “B” average in the major field by the start date of the desired term.
  - An applicant who does not meet these grade point average expectations must address them in his/her professional statement; please see the Professional Statement section of the admissions application for further information.
Two letters of recommendation
Resume

Application Deadlines for Inclusive Education Initial Certification Programs:
(No Summer start available to students pursuing initial certification in Inclusive Early Childhood and Childhood Education)
April 1 for Fall Term
October 1 for Spring Term
Applications received after the stated deadline will be processed on a space-available basis.

Certification required for admission: None

Program leads to: A recommendation to New York State Education Department for Initial and Professional certifications in Early Childhood or Childhood
AND
A recommendation for Initial and Professional certifications in Teaching Students with Disabilities at Early Childhood level or Childhood level.

New York State Teacher Certification Requirements, Initial Certification Programs (undergraduate liberal arts requirements)
As required by the New York State Education Department, the following are undergraduate liberal arts requirements for initial certification in Early Childhood or Childhood Inclusive Education. A complete transcript review of previous studies will be conducted to ascertain that each applicant meets these requirements. Official transcript(s) must be on file in the Office of Graduate Student Services.

A total of at least 30 semester credit hours in the Liberal Arts and Sciences are required.
All liberal arts deficiencies must be successfully completed with a grade of C or higher and a total cumulative grade point average of 2.7.

Applying for Teacher Certification through New York State - Initial Certification
Teacher candidates use the NYS TEACH system to apply for Initial and Professional certifications and need to pay the fees in effect at the time they apply. New York requires all teacher candidates to have a fingerprint/background check on file with TEACH, pass all appropriate New York State Teacher Certification Examinations <www.nystce.nesinc.com> and have the appropriate years of teaching experience. New York State Education Department maintains a website with certification requirements: www.highered.nysed.gov/tcert/

All students in a first time certification program requiring student teaching who will complete their program on or after May 1, 2014 must successfully complete the following requirements to obtain New York State Teacher Certification:

Teacher Performance Assessment (edTPA);
Educating All Students Test (EAS); and
Academic Literacy Skills Test (ALST); and
Content Specialty Test(s) (CST).

Note – the CSTs are in the process of being revised and phased in starting in Spring 2014. If you pass the current CST before the new CST test is available it will be accepted. Monitor the NYSTCE website for sample tests, guides and the availability of revised Content Specialty Tests (CST) www.nystce.nesinc.com.

Teacher candidates adding an additional certification will need to take the appropriate Content Specialty Test in their new area of certification only.

During a teacher candidate’s final semester, information on the certification application process will be sent via email. Additional support may be obtained by contacting Nazareth College Teacher Certification Office at (585) 389-2592 or by email tcert@naz.edu, or www.naz.edu/dept/edu/certification.cfm

ADDITIONAL/PROFESSIONAL CERTIFICATION PROGRAMS

Entry Requirements

Completed Online Application
Completion of the professional statement as described on the application
Official transcripts from all colleges attended
- Applicant must have completed, or will be completing, a baccalaureate degree from an accredited institution with a cumulative index of 3.0 and a “B” average in the major field by the start date of the desired term.
  - An applicant who does not meet these grade point average expectations must address them in his/her professional statement; please see the Professional Statement section of the admissions application for further information.
Copy of verification of teacher certification from the TEACH system
Two letters of recommendation
Resume

Application Deadlines for Inclusive Education Additional/Professional Certification Programs:
March 1 for Summer Term
April 1 for Fall Term
October 1 for Spring Term
Applications received after the stated deadline will be processed on a space-available basis.

New York State Teacher Certification Requirements, Changing Level Certification Programs (undergraduate liberal arts requirements)
As required by the New York State Education Department, the following are undergraduate liberal arts requirements for changing level certification in Early Childhood or Childhood Inclusive Education. A complete transcript review of previous studies will be conducted to ascertain that each applicant meets these requirements. Official transcript(s) must be on file in the Office of Graduate Student Services.

A total of at least 30 semester credit hours in the Liberal Arts and Sciences are required.
All liberal arts deficiencies must be successfully completed with a grade of C or higher and a total cumulative grade point average of 2.7.

Applying for Teacher Certification through New York State - Additional/Professional Certification
Teacher candidates use the NYS TEACH system to apply for Initial and Professional certifications and need to pay the fees in effect at the time they apply. New York requires all teacher candidates to have a fingerprint/background check on file with TEACH, pass all appropriate New York State Teacher Certification Examinations <www.nystce.nesinc.com> and have the appropriate years of teaching experience. New York State Education Department maintains a website with certification requirements: http://www.highered.nysed.gov/tcert/

Teacher candidates adding an additional certification will need to take the appropriate Content Specialty Test in their new area of certification only.

Note – the CSTs are in the process of being revised and phased in starting in Spring 2014. If you pass the current CST before the new CST test is available it will be accepted. Monitor the NYSTCE website for sample tests, guides and the availability of revised Content Specialty Tests (CST) www.nystce.nesinc.com.

Additional Certification, Same Developmental Levels in Early Childhood and Childhood

Certification required for admission: General education certification at the same developmental level as certification sought (Early Childhood or Childhood Level).
Program leads to: A recommendation to New York State Education Department for an additional Initial/Professional certification in Teaching Students with Disabilities at Early Childhood level or Childhood level AND Professional certification in the area(s) of certification held at the time of entrance to the graduate program through the application process.

Additional Certification, Changing Developmental Levels in Early Childhood and Childhood

Certification required for admission: Any teaching certification at a different developmental level than certification sought.
Program leads to: a recommendation to New York State Education Department for an additional Initial/Professional certification in Early Childhood or Childhood; AND a recommendation for an additional Initial/Professional certification in Teaching Students with Disabilities at Early Childhood level or Childhood level; AND professional certification in the area(s) of certification held at the time of entrance to the graduate program through the application process; AND Initial/Professional certification for an annotation or extension upon completion of appropriate coursework (see Annotation and Extensions section for additional information on annotation/extension requirements).

Professional Certification in Childhood Education

Certification required for admission: Initial certifications in Childhood Education and Teaching Students with Disabilities at the Childhood level
Program leads to: A recommendation to New York State Education Department for Professional certifications in Childhood Education and in Teaching Students with Disabilities at the Childhood level, as well as a recommendation for an Extension in Gifted and Talented Education or an Annotation in Teaching Students with Severe or Multiple Disabilities.

Changing Certification Levels: applies to students currently holding certification in Art Education, Business Education, Music Education, Speech and Hearing, Home and Careers, Health, Physical Education, Special Education, or Teaching English to Speakers of Other Languages - may enroll in early childhood or childhood with advisement.