COURSE CURRICULUM

The Master’s in Special Education program at the University at Albany is a 30-credit graduate degree designed for initially certified teachers who want to advance their expertise in teaching students with disabilities in inclusive and specialized elementary school settings. The curriculum is structured across three key areas: special education, educational psychology, and literacy, providing a well-rounded foundation for effective and evidence-based teaching. In the special education component, students study courses such as Developing Reading Comprehension and Content Knowledge for Students with Disabilities, Math and Inquiry Instruction for Students with Disabilities, Managing School and Classroom-wide Student Behavior to Promote Efficient and Effective Instruction, Assessing Students with Disabilities, and Instructional Environments and Practices for Students with Disabilities. These courses focus on building practical strategies for instruction, assessment, and behavior management tailored to diverse learners. The educational psychology section strengthens analytical and research skills through courses like Basic Data Analysis or Statistical Methods I, a Research Project in Educational Psychology completed in the final semester, and one additional course chosen from Educational Psychology, Assessment in Education, or Advanced Educational Psychology. In the literacy component, students select two courses from options such as Children’s Literature, Literacy in Society, Teaching Writing, or Integrated Literacy Instruction, helping them support reading and writing development among students with varying abilities. The program emphasizes applying research-based methods in real classroom settings, ensuring that graduates can effectively address both academic and behavioral challenges. Upon completion, the program leads to professional certification in teaching children in grades 1–6 and in teaching students with disabilities in grades 1–6 in New York State. Overall, the program prepares educators to become skilled, reflective practitioners capable of delivering inclusive, high-quality instruction and supporting the success of all learners in both general and special education environments.