Childhood Education and Special Education (MSEd)

The Special Education Master of Science Degree Program at Canisius is designed for those dedicated to meet the needs of students with disabilities, placing a strong emphasis on theory, research and practicum experience.  The curriculum enables candidates to develop an understanding of etiology, related psychological and social factors and techniques proven effective for teaching students with diverse learning needs.  

This program prepares new candidates to gain Certification in Childhood Educaiton (Grades 1-6) and Special Education (SWD 1-6).

Curriculum

EDU 505Foundations of Education3
EDCH 509Literacy and the Arts in the Elementary Classroom3
EDCH 540Childhood Learning and Development3
SPE 570Standards Based Assessment3
SPE 541Inclusive Strategies3
SPE 580Classroom Management3
SPE 644Collaborative Practices on a Transdisciplinary Team3
SPE 640Learning and Behavioral Disabilities (LBD); Etiology and Research Based Interventions3
SPE 631Reading and Writing Process for Students with Learning and Behavioral Disorders3
EDU 572 Teaching Methods in Social Studies and ELA (beginning fall 2017)3
EDU 628Teaching Math & Sience: Supporting STEM Education3
SPE 650Intellectual Disabilities and Autism Spectrum Disorders: Etiology & Educational Needs3
SPE 652Functional Curriculum for Students with Severe Disabilities and ASD3
EDU 615Research Methods3
EDU 570Pre-Student Teaching3
SPE 593Student Teaching9
Total Credits54

Early Childhood

Candidates wishing to obtain an extension to teach birth to grade 2 must add an early childhood extension.

Middle Childhood

Candidates wishing to obtain an extension to teach grades 5-6 (thus enabling candidates to teach middle childhood grades 5-9 as well as adolescence grades 7-12) must add a middle childhood extension.

Learning Goals & Objectives

Learning Goal 1 (KNOWLEDGE – Observed in Writing)

Candidates in the Teacher Education programs will demonstrate content knowledge, pedagogical, and professional knowledge necessary for successful performance in their field.

Teacher candidates will: 
  • Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students. 
  • Know the content they are responsible for teaching, and the pedagogical content knowledge to plan instruction that ensures growth and achievement for all students. 

Learning Goal 2 (KNOWLEDGE – Observed Skills and Dispositions)

Candidates in the Teacher Education programs will demonstrate professional skills and dispositions necessary for successful performance in their field. 

Teacher candidates will: 
  • Demonstrate professional dispositions and implement instruction that engages and challenges all students to meet or exceed the learning standards.

Learning Goal 3 (SERVICE)

Candidates in the Teacher Education programs will demonstrate willingness to use their skills to benefit and serve society. Within the contexts of their work, candidates promote authentic learning, social and emotional development, and a commitment to social justice in environments that foster respect for diversity and the dignity of all.

Teacher candidates will:
  • Work with all students to create a dynamic learning environment that supports achievement and growth.
  • Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction for diverse learners.

Learning Goal 4 (PROFESSIONALISM)

Candidates will demonstrate self-reflection as a habit of mind, continuously assessing and refining their professional practice as they construct a rich repertoire of research-based knowledge, skills, and attitudes for effective performance ensuring that all students and/or clients have optimal opportunities to learn and grow.

Teacher candidates will:
  • Set informed goals and strive for continuous professional growth.

Learning Goal 5 (LEADERSHIP)

Candidates will become adept at applying their acquired knowledge in the process of evaluating their own professional performance and decision-making with respect to its impact on students and/or clients, organizations, and the wider community. 

Teacher candidates will: 
  • Demonstrate professional responsibility and engage relevant stakeholders to maximize impact on student growth, development, and learning.