Infant/Toddler Early Childhood Special Education, M.A. (Long Island Campus)

Master of Arts Degree in Infant/Toddler Early Childhood Special Education

S. Mary Ann, Cashin, M.S., Chairperson, Child Study
S. Miriam Corr, Ed.D., Co-Director
Katherine L. Granelli, Ed.D., Co-Director

Program Description

Offered on the Long Island Campus, this program is designed for those interested in obtaining a Master of Arts Degree in Infant/Toddler Early Childhood Special Education and leads to initial/professional certification in Early Childhood Special Education and/or initial/professional certification in Early Childhood. This part-time program is suitable for teachers who have basic certifications in Early Childhood, Early Childhood Special Education, Childhood Education and/or Childhood Special Education, and who work or plan to work with infants, toddlers, and children in the early childhood stages of development, and who may have special developmental delays. The courses offered are appropriate for teachers who wish to continue their expertise in teaching by acquiring knowledge and developing competencies working with infants, toddlers, and young children, and their families. The program emphasizes the interrelated development of knowledge, understanding, sensitivity, and skills resulting in more effective and significant teaching and learning.

The graduate program consists of 36 credits. Some courses are three credits and some are four. Students must complete the 36 credits, which include one semester or summer session in a practicum placement and a Master’s Thesis. To successfully complete the program, students must maintain a B average.

Mission and Goals

The mission of the Master of Arts Program in Infant/Toddler Early Childhood Special Education, Long Island campus, is to immerse the students with greater depth in the liberal arts tradition with an emphasis on reading and writing in the area of research and thinking that will assist them to appreciate the complex interactions that characterize human development and learning in infancy and childhood. An in-depth emphasis is placed on important contemporary issues and challenges in the area of Special Education, exploring topics such as human growth and development in the context of current societal, political, and cultural influences. Graduate students are encouraged to aspire reflectively toward excellence and a commitment to foster the independence of human beings, regardless of developmental risks as well as becoming motivated consumers of research, self-motivated intellectuals, and life-long learners.

The goals of St. Joseph’s College affirm the dignity, freedom, and inherent value of each person. This affirmation is realized through a student-centered environment wherein the faculty’s primary commitment is to excellence in teaching. In this open, supportive atmosphere students are challenged to develop their potential. They are encouraged to apply developmentally appropriate practices from a deep knowledge of individual children and the context within which they develop and learn. As they construct an in-depth knowledge base, they are encouraged to use standards that are essential attributes of effective teaching and successful learning.

Goals:

1. The graduate student understands in greater depth, the concepts, tools of inquiry and skills embedded in the curriculum of each course.
2. The graduate student understands in-depth the developmentally appropriate practices related to how children develop and learn. In addition to gaining new knowledge, they will learn to view changes in early childhood programs in response to the demand for out of home child care, and also, in recognition of the importance of educational experiences during the early years.
3. The graduate student understands how children differ in their approaches to learning and is able to create instructional and therapeutic opportunities that are adapted to diverse learners, and encourage the development of the child’s critical thinking, problem solving, and performance skills.
4. The graduate student gains and uses an in-depth knowledge and understanding of the concepts of motivation and behavior as they relate to the learning environment, social interaction, active engagement in learning and self-motivation.
5. The graduate student will form an in-depth knowledge base and use of formal and informal assessment procedures. They will gain expertise in clear report writing and use assessment for curriculum planning.
6. The graduate student learns that an effective educator continually evaluates the effects of his/her choices and actions on children, families, and other professionals in the learning community.