Department of Special Education and Educational Leadership

Sudha Ramaswamy, Ph.D., Chair
Department of Special Education and Educational Leadership
914-674-3058
sramaswamy@mercy.edu

Rose Rudnitski, Ed.D., Program Director
Department of Special Education and Educational Leadership
914-674-7447
rrudnitski@mercy.edu

Department of Special Education

The Department of Special Education offers two advanced certificate programs for certified teachers seeking to add students with disabilities certification.

The advanced certificate in Students with Disabilities in Early Childhood and Chldhood Education offered at Mercy University, leads to initial / professional certification in students with disabilities B-grade 2 or grades 1-6. Professional candidates must also have completed three years of teaching in the area of the certificate to qualify for the professional certificate.

Degree-seeking candidates in all Students with Disabilities programs must successfully complete the required capstone (clinical practice), prior to degree conferral.

The advanced certificate in Teaching Students with Disabilities,Grades 7-12 leads to initial / professional certification in students with disabilities, grades 7-12. Professional candidates must also have completed three years of teaching in the area of the certificate to qualify for the professional certificate.

Degree-seeking candidates must successfully complete the capstone requirement (clinical practice) specific to the Students with Disabilities degree, prior to degree conferral.

Special Education Goals

(Based on the Council for Exceptional Children’s initial preparation Standards)

The candidates will develop expertise in the following areas:

Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities.

Additional Options

The Department of Special Education also offers coursework which may lead to dual certification for candidates registered in the Early Childhood, Childhood and Adolescence Education Programs. Candidates will learn about the diverse needs of students with disabilities and how to provide effective, evidence-based instruction incorporating inclusionary practices, differentiation and individualization. The coursework provides candidates with the knowledge and skills necessary to work with a wide range of students in a variety of settings.

Candidates who are admitted into the Departments of Childhood Education or Adolescence Education have the option of pursuing additional coursework to obtain certification in Students with Disabilities (see sections above in the relevant departments).

Department of Educational Leadership

The Department of Educational Leadership offers two degrees: an M. S. in Educational Supervision leading to a certification in School Building Leadership and an M. S. in Educational Administration leading to certifications in School Building Leadership and School District Leadership. An Advanced Certificate in School District Leadership is also offered.

Admission Requirements

For the M.S. in Educational Supervision, an undergraduate degree in a related field from an accredited institution, with a GPA of at least 3.0. is required. For the M.S. in Educational Administration, a Master’s degree in a related field is also required.
Initial or professional teacher or pupil personnel certification.
Two years of paid teaching or specialty area experience.
A resume.
Effective Educator Statement

Degree Requirements

Successful completion of the all required course work plus six credits of internship/clinical practice experience.
A 3.0 GPA is required for degree conferral.
Successful completion of a Chalk & Wire e-portfolio project.
Candidates in the degree programs must also meet with the chair or advisor to plan their courses prior to course registration and to establish a plan of study for degree completion.