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

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

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

Program Description

As the first degree of its kind on Long Island and offered only 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 Infant/Toddler/Early Childhood Special Education graduate program at St. Joseph’s College is to produce early childhood educators who are exceptionally skilled at enhancing the cognitive, physical, and social development of young children aged birth through second grade with a wide range of special needs. Our graduate students become skilled at developing and implementing curricula that are grounded in current research and follow the standards of NYS and professional organizations (CEC-DEC, NAEYC). Through a cross-disciplinary sequence of courses built around collaboration with families and other professionals, graduates are prepared to work in a variety of educational environments (homes, schools, and other community settings).

Goals:

1. The graduate student will use knowledge of developmentally appropriate practices and individual differences to create instructional and therapeutic opportunities that are adapted to diverse learners.

2. The graduate student will use systematic formal and informal assessment approaches to provide information on children’s acquisition of skills and to create appropriate learning opportunities.

3. The graduate student will become familiar with facilities, equipment, and materials that create accessible learning environments.

4. The graduate student will develop the interpersonal skills and cultural awareness needed to engage in productive partnerships with families, communities, and other professionals.

5. The graduate student will bring knowledgeable, reflective, and critical perspectives to his/her work and integrate knowledge from a variety of sources in order to make informed decisions about supports and services.