Bachelor of Science in Childhood Education/Special Education (Grades 1-6)

Essential Courses

PHI  232  Learning Through Service
SOC  224  Ethnicity, Race, and Cultural Diversity
EDU  203  Learning Theory
EDU  237  Instructional Design: Theory & Practice
EDU  327  Teaching to the Standards
SED  270  Introduction to the Nature and Educational Needs of Children with Disabilities

Six credits in one foreign language

Three credits in mathematics (Recommended: MTH 111 - Math for Elementary School Teachers)

Three credits in science

SED  340  Inclusive Education for Children with Emotional/Behavioral Disorders
SED  363  Inclusive Education for Children with Learning Disabilities
SED  364  Inclusive Education for Children with Moderate/Severe Disabilities
SED  371  Classroom Management Techniques for Individuals with Disabilities
SED  401  Methods of Inclusive Special Education
SED  476  Student Teaching & Seminar at the Childhood Level (1-6) Inclusive Education
EDU  217  Facilitating Reading Literacy for Regular and Special Needs Learners at the Primary Level
EDU  218  Facilitating Reading Literacy for Regular & Special Needs Learners at the Intermediate Level
EDU  267  Practicum in Teaching Language Arts at the Elementary School Level
EDU  313  Foundations of Education
EDU  316  Elementary Education Methods: Social Studies
EDU  319  Assessment Methods in Education
EDU  320  Elementary Education Methods: Mathematics, Science and Technology
EDU  475  Student Teaching and Seminar at the Childhood Level (1-6)

AND 30-31 credit hours in Area Study (some hours of which will satisfy requirements in the core curriculum): Choose from English, foreign language, mathematics, science or social studies. Descriptions of Area Studies are available from the Education Department or office of the Registrar.

Admission to Upper Division:

  1. An overall quality point average of 2.55 or better for all completed college courses.
  2. A quality point average of 2.55 or better in all Education courses.
  3. A grade of “C” or better in EDU 203: Learning Theory.
  4. A grade of “C” or better in EDU 237: Instructional Design.
  5. A grade of “C” or better in EDU 217: Facilitating Reading Literacy.
  6. A grade of “C” or better in SED 270: Introduction to the Nature & Educational Needs of Children with Disabilities.
  7. Must compile and submit for Education Department faculty review a comprehensive emerging portfolio, the contents of which include the following exhibits, artifacts, facsimiles, and projects. The expected format will be a three-ring binder with tabs for each of the separate sections. Projects must be the originals submitted to the professors and, therefore, include the professors’ comments/corrections/annotations.
    • an emerging professional resume
    • a researched, scholarship-based paper submitted for EDU 203 Learning Theory
    • a researched, scholarship-based paper submitted for SED 270
    • a teaching-learning experience or instructional unit prepared for EDU 237 Instructional Design: Theory & Practice
    • facsimiles of visual aids/instructional materials utilized or implemented during EDU 217 (may be depicted as photographs, 8 1/2 ” X 11” reductions of larger visual, digital camera print-outs, samples of learners’ works; also included could be any print-outs of any electronic papers or presentations such as Power Point)
    • a written emerging philosophy of education presented to a professor in conjunction with EDU 237.
    • a comprehensive reflective narrative detailing perception of current status, skills gained during coursework, targets or goals for continuing professional development, and expectations for the future
  8. Traditionally admitted students (non-transfer students) who are seeking admission to upper division status must apply by March 19 of their second year of studies.
  9. Transfer students must apply for upper division by March 19 during the semester in which they are completing EDU 267 or ECSE 280. Transfer students who enter Daemen College with an associates degree must submit a portfolio which includes an emerging professional resume, a written emerging philosophy of education, a comprehensive reflective narrative, and, if available, artifacts from comparable courses taken at other institutions, indicating where they were taken and the grade earned.

Student Teaching Requirements:

  1. An overall quality point average of 2.55.
  2. A quality point average of 2.55 in all Education courses.
  3. Be recommended for student teaching by the department chairperson.

Pertinent Additional Information:

Should you plan to teach children in an elementary setting, you will earn a Bachelor of Science degree in Childhood Education with New York State Initial Certification for Grade One through Grade Six.

A 30-31 credit hour area study must be chosen in one of the following liberal arts or sciences: English, foreign language, mathematics, science, or social studies. Students pursuing the Special Education dual certification must select an area study of 30-31 credit hours in one of the following: Liberal Arts or Sciences listed above. For students who select Mathematics as their area of study, a grade of C or better must be earned in MTH 124, MTH 134, MTH 144 and MTH 145. A portion of the area study requirements may be fulfilled in the core curriculum and may be included in the aforementioned essential courses. All education majors will have two student teaching placements.*

Should you plan to teach children in an elementary setting and/or youth with a disability, you will earn a Bachelor of Science degree in Special Education with dual New York State Initial Certification for Childhood Education Grade One through Grade Six.

Should you plan to teach infants and toddlers with a disability you will earn a Bachelor of Science degree in Early Childhood Education and Special Education: Early Childhood Education (Birth to Grade 2) with dual New York State Initial Certification Birth through Grade Two. Areas of specialization covered under these special education certification programs include: chronic health disorder, conduct or behaviorally disordered (socially and/or emotionally disturbed), learning disabled, mentally retarded, physically disabled, multiple disabled, and elementary children who are developing typically.  Areas of specialization not covered under these special education certification programs include speech, hearing, and visually impaired.

All dual certification education majors will have two student teaching placements – one in a general education setting and one with children and/or students with a disability.*

Current information on requirements for New York State teacher certification may be obtained on the NYS Education Department website: www.highered.nysed.gov/tcert or the Daemen College website.

Students planning to teach at the secondary level can earn a Bachelor of Arts or Bachelor of Science degree in the field of their choice with a sequence of education courses leading to New York State Initial Certification for Grades Seven through Twelve for the following areas: English, French, Mathematics, Social Studies, Natural Sciences (Biology), and Spanish. Adolescence Education majors will have two student teaching placements - one at the early secondary level (7-9) and one at the secondary level (10-12).*

Students pursuing either a Bachelor of Science in Education or working toward Adolescence Teaching Certification must complete at least six (6) credit hours in an approved foreign language.

A degree program in Visual Arts Education allows candidates to work toward New York State Initial Certification for Kindergarten through Twelfth Grade.

Reciprocal certification agreements (interstate compacts) exist with many states. A complete listing is available in the Career Development Center.

Information on the College’s teacher education programs, including relevant statistics about the labor market and job availability for each certificate title, is published on the College’s website and also available from the offices of Career Development, Admissions, and the Education Department.

*Between field experiences (practicums) and student teaching, teacher candidates are required to have experiences in a “variety of communities and across the range of student developmental levels of the certificate, experiences practicing skills for interacting with parents or caregivers, experiences in high need schools, and experiences with each of the following student populations:  socio-economically disadvantaged students, students who are English language learners, and students with disabilities” (Excerpts from the Regulations of the Commissioner of Education Concerning Registration of Programs of Study at Degree-Granting Institutions, May, 2003, p. 131).

New York State Certification Examination Results (Program Year 2007-2008)

As required by the New York State Education Department, reports of our pass rates and comparison data are as follows: 99% pass rate on the ATS-W (Assessment of Teaching Skills-Written); 310 students tested, 306 passed; statewide pass rate = 100%; 97% pass rate on the LAST (Liberal Arts and Science Test); 314 students tested, 306 passed; statewide pass rate = 98%; 91% summary pass rate (individuals who passed all tests they took); 320 students tested, 292 passed every tests, state wide pass rate = 94%.

All Daemen College programs lead to New York State Certification; therefore any changes by the New York State Board of Regents have the potential to alter our programs. Teacher Certification candidates should meet regularly with their faculty advisor and attend all departmental meetings. Current requirements for certification are subject to change.

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