COURSE CURRICULUM

The MSED in Dual Childhood Education (Grades 1–6) and Special Education (Grades 1–6) at Metropolitan College of New York is a structured, purpose-driven program offered in both a one-year three-semester format and a four-semester extended option. The curriculum is built around three key purposes: developing effective relationships with key constituencies, teaching effectively, and meeting the unique needs of all learners. In the first phase, students are introduced to Purpose-Centered Education and focus on building strong relationships with students, families, and school communities. Courses include child and adolescent development, foundations of special education, social issues in urban education, and teaching mathematics and reading for primary grades. This stage also includes 120 hours of supervised field experience, allowing students to observe and participate in real classroom and community settings.In the second phase, the focus shifts to effective teaching practices. Students study classroom management, social studies instruction, upper-grade reading instruction, and mathematics teaching for grades 4–6. A major component is the first student teaching practicum, where students complete about seven weeks of full-time supervised teaching in grades 1–3. This hands-on experience helps them apply instructional strategies, classroom techniques, and assessment methods in real educational environments.The final phase emphasizes addressing the diverse needs of all learners, especially students with disabilities. Courses include curriculum development and assessment in special education, science teaching methods, inclusion strategies, and diagnostic reading techniques. Students complete a second student teaching practicum in grades 4–6, gaining further practical experience. The four-semester option follows a similar structure but allows more flexibility, especially for working professionals. Overall, the program integrates theory, pedagogy, and extensive clinical practice, preparing graduates to become effective, inclusive educators capable of teaching diverse student populations in elementary classrooms.