Dual Certification in Childhood Special & General Education – MSEd

Prepare yourself to be a model teacher in diverse settings.

As a student in this program, you will become well-grounded in child development and its variations by closely observing children and engaging them in active learning. You will develop the capacity to work in a range of settings and engage all children. This includes working with children from diverse racial, ethnic, socioeconomic, and linguistic backgrounds and children with a variety of social, emotional, behavioral, physical, and cognitive variations.

Become A
Bank Street Teacher

You will learn to:

  • Construct developmentally responsive learning experiences that encourage all learners to follow their curiosities.
  • Create accessible curricula so all learners can explore literacy, literature, mathematics, science, arts, and social studies content.
  • Develop a strong social justice focus in order to advocate for and with children and families.
  • Plan for dynamic and collaborative partnerships with families and school professionals.
  • Engage in critical explorations of yourself, others, and the wider world.

This program is for you if:

  • You are seeking your first teaching certification.
  • You want to work with children grades 1 through 6 in general, inclusion, and/or special education settings.

This program culminates in a Master of Science in Education and requires 52 credits.

Earn Your ONLINE Master’s Degree in Childhood Special Education – M.S.Ed, Ed.M

Prepare yourself to be a model teacher in diverse settings

As a student in this program, you will become well-grounded in child development and its variations by closely observing children and engaging them in active learning. You will develop the capacity to work in a range of settings and engage all children. This includes working with children from diverse racial, ethnic, socioeconomic, and linguistic backgrounds and children with a variety of social, emotional, behavioral, physical, and cognitive variations.

This program will help you develop the understanding that learning comes through play, social interaction, and sensory experiences as well as through engagement in the worlds of literacy, literature, mathematics, science, arts, and social studies.

You will learn to:

  • Construct developmentally responsive learning experiences that encourage all learners to follow their curiosities.
  • Create accessible curricula so all learners can explore literacy, literature, mathematics, science, arts, and social studies content.
  • Develop a strong social justice focus in order to advocate for and with children and families.
  • Plan for dynamic and collaborative partnerships with families and school professionals.
  • Engage in critical explorations of yourself, others, and the wider world.

This program is for you if:

  • You are seeking your first teaching certification.
  • You want to work with children grades 1 through 6 in general, inclusion, and/or special education settings.

This program culminates in a Master of Science in Education and requires 52 credits.

Become A
Bank Street Teacher

Career Opportunities for Dual Certification in Childhood Special & General Education

Required Courses for Dual Certification in Childhood Special & General Education

Supervised Fieldwork/Advisement

Supervised fieldwork/advisement lies at the heart of a Bank Street education. Through sustained experiences in the field, supervision from core faculty, and close collaboration with peers, our graduate students develop the ability to connect theory to practice and to reflect deeply on their own growth as educators. In this program, you will:

  • Be supervised by your advisor, a core graduate faculty mentor and experienced teacher,
  • Participate in a weekly conference group of 5 to 7 students and your advisor.
  • Reflect on a lesson with your advisor once each month.
  • Meet individually with your advisor twice each month.
  • Complete projects to help you take a deeper look at the setting and students you work with.

During your fieldwork experience, you will work in classroom settings as a head teacher or assistant (full-time), or as a student-teacher (3 days each week):

  • As a student-teacher we will place you in two settings throughout the year. You will experience two age bands (grades 1-3 and grades 4-6), general and special education, and a public, high-needs environment.
  • As a working head or assistant teacher in an approved setting, you will use your own classroom as your fieldwork. We will place you in a different setting during the spring or summer semester to give you additional experience in a second setting.
EDUC 500   |   Credit(s) 3.0   |   This course is offered as a blended or fully online course

In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socio-economic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.

EDUC 800  |   Credit(s) 3.0   |   Term(s) Offered: To be announced

This course is designed as a forum for thinking about what it means to care for children at the beginning of the 21st century. Consideration will be given to how issues such as poverty, changing family structures, substance abuse, community violence, and HIV/AIDS affect children, teachers and the curriculum. Students will critically examine the traditional knowledge base of childhood education and child development – and explore alternative lenses for viewing children. History, literature, philosophy and feminist theory will be used to reflect upon taken-for-granted assumptions about childhood. Students will learn how reading, writing and interpreting narrative can become an invaluable source for understanding themselves and the children in their care. Prerequisite: EDUC 500 or EDUC 501 or by permission of the instructor.

Credit(s) 2.0   |   This course is offered as a blended or fully online course

Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child’s development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as a second language and the strategies that teachers can use to help them learn the language and to fully integrate English language learners into general and special education classrooms.

Credit(s) 1.0

This course examines the impact of technology on teaching and learning. Participants will explore how new technologies can be integrated with curriculum to create access to learning for a range of learners, including students with disabilities. Through readings, class discussion, and hands-on,project-based learning experiences, students will be introduced to various technological tools. Emphasis will be placed on encouraging students to reflect on their experiences in the course, both as a learner and as a teacher, in order to understand the role of new technologies in education.

Credit(s) 3.0

This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. The course is designed to help teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and children and their families.

EDUC 535   |   Credit(s) 2.0

In this workshop course, students explore basic science through discussion and hands-on experience with materials such as snails, plants, clay, boats, batteries, and bulbs. Students are helped to choose appropriate topics that may be integrated into a core curriculum. A methodology of exploration and discovery is used as a paradigm for working with children in the science curriculum.

EDUC 540   |   Credit(s) 2.0   |   This course is offered as a blended or fully online course

This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.

EDUC 563   |   Credit(s) 3.0

This course examines the processes through which speaking, listening, reading and writing are acquired by young children. Through course readings, discussion, and hands-on experiences, students will develop an understanding of the ways in which theory and research in the fields of language development, linguistic diversity, socio-cultural perspectives, and special education form an essential basis for effective literacy teaching. Each student will observe and work with an individual child, trying out methods and materials in order to develop first-hand awareness of the reading and writing process, and roles of the teacher and child in that process. Through this integration of theory and practice, students will develop an understanding of the ways in which (1) literacy acquisition draws upon the personal, cultural, and linguistic experiences of all learners; (2) literacy acquisition can be facilitated through technology; (3) teachers can and should be the constructors of literacy curriculum that meets the needs of diverse learners; (4) assessment and instruction are ongoing and integrated processes; and (5) effective literacy education is the outcome of the collaboration of home, school, and community.

EDUC 591   |   Credit(s) 2.0

This course is designed to introduce key elements of music, movement, sound-based media and physical education grounded in neurocognitive, developmental and critical multicultural perspectives. Students learn to create and use musical instruments from recyclable materials; explore digital composition; use equipment such as hoops, scarves and parachute, and integrate skills and repertoire with ongoing classroom curriculum. Songs, rhythms and games from diverse traditions are included to address children’s cultural and linguistic backgrounds in alignment with NYS and Common Core standards. Applications and strategies for children with special needs and dual language learners are incorporated through readings, film and guided activities (background in music, dance or sports is not required). The NYC/DOE and the NYS Division of Teacher Certification accept one (1) credit of this course as teaching special education credit. This course also fulfills Liberal Arts requirement for 1 credit of Physical Education.

Credit(s) 3.0

This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through the social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.

Credit(s) 3.0

This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior.

Credit(s) 2.0   |   This course is offered as a blended or fully online course

This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.

Credit(s) 2.0   |   This course is offered as a blended or fully online course

This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disorders and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 500 or EDUC 501 or EDUC 800; and EDUC 803.

Credit(s) 3.0

Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disorders in monolingual and bilingual children. There is an exploration of the reciprocal relationship between children’s diverse communication abilities and styles and academic, social and emotional development. The importance of teacher collaboration with other service providers is highlighted. Graduate students will reflect on their own communication styles as a means of more effectively meeting the communication needs of their students. The concept of social construction of disability will help to frame issues of equity that can guide teachers in their roles as advocates for all children. Prerequisites: EDUC 505; or EDUC 561 and EDUC 870

Credit(s) 3.0

This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisites: EDUC 505; EDUC 563 or 568.

Credit(s) 3.0

This course is designed to explore a variety of approaches used for the diagnosis, planning, and evaluation of s