4 + 1 Art and Design Education B.F.A. and Students With Disabilities: All Grades - Inservice, MS

NY State Program Code: 23163 / 26398

HEGIS Code: 0831.00 / 0808.00

(28 education credits; 57 art and art history credits)

Kellyann Monaghan
Chair of Art and Art History
Blodgett Hall, Room 302
p – (516) 877-4460
f – (516) 877-4097
e – monaghan@adelphi.edu

Stephen S. Rubin 
Associate Professor and Director 
Alumnae Hall, Room 238
p – (516) 877-4986
f – (516) 877-4097
e – rubin2@adelphi.edu     

 

The BFA in Art and Design Education prepares students to be innovative, dynamic, teaching-artists for diverse learners across a range of educational settings. Our graduates are working in:

• Pre-K through 12 public, private and charter schools
• Museum education programs
• Community-based organizations
• Other entrepreneurial endeavors

We view teaching art & design as a creative process fostered by intensive studio preparation. Students engage in multiple ways of making, presenting, interpreting and teaching art & design as well as how to collaborate across a variety of disciplines and communities in the process. Key components of our program include:

• Contemporary art and design
• Technology including STEAM, animation, game design and other time-based media
• Advocating for the arts in a global and culturally diverse world

The students in our program receive individualized attention from initial advisement through completion of their BFA in Art and Design Education. They also have access to high quality fieldwork placements, and the support of a engaged alumni network.

The program has a growing list of partners and projects in Long Island, New York City as well as internationally and our students are active participants through their creative and academic work. Guest speakers  in the arts provide additional professional opportunities and experiences.

The degree requirements are consistent with NAEA, CAEP, InTASC, and CEC standards as well as the New York State Education Department requirements. This program will establish Adelphi University as a leading national undergraduate program in Art and Design Education.

Upon graduation students are eligible for a pre-K – 12 NY State Visual Arts Education credential and SWD PreK-12 All Grades certification.

Enrollment

Students in the Art and Design Education program come with a range of personal interests including studio art, design, animation, museum education and are interested in working in schools as well as community-based non-profit and for-profit educational settings regionally and internationally.

Certification requirements

All teacher certification candidates must successfully complete New York State Teacher Certification Examinations and Assessments. These include the EAS, Content Specialty Tests (CST) in Visual Arts and Students with Disabilities (SWD), Teacher Performance Assessment (TPA) and all workshops including DASA. 

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In addition to the Art and Design Education requirements below, students must also complete the University’s General Education requirements. 

The MS program, Students with Disabilities (SWD) will provide opportunities for graduates certified in Art and Design to teach Special Education in grades preK-12. Adelphi is at a regional leadership advantage since NYS recently changed the SWD certification requirements from Grades 1-6 and Grades 7-12 to the inclusive grades PreK-12 license. Adelphi was one of the first institutions to seek and gain approval for implementing SWD All Grades programs leading to the new SWD certification. In addition, while NYS is in the process of registering a growing number of SWD All Grades programs statewide, Adelphi has the opportunity to gain a competitive edge in recruitment and programming by currently offering this program as an additional certification for teachers, such as art educators who will work with students with special needs. 

The goals of the Students with Disabilities (SWD) program are:

• To study the growth and development of preK-12 school age learners and how to provide learning experiences for students with culturally diverse and special needs as well as the characteristics of the spectrum of school age learners with disabilities.
• To manage the behavior of preK-12 learners with disabilities to promote the development of positive social interaction skills.
• To prepare teacher candidates with a strong knowledge base of assessment including diagnostic and evaluation strategies linked to best practices.
• To provide opportunities for teacher candidates to manage learning environments for preK-12 diverse learners with disabilities, including planning for and supporting students with disabilities in specialized and diverse settings.
• To study research-validated methods of pedagogical strategies instructing preK-12 individuals with disabilities, including enrichment in language, literacy, and enhancement to the pre-school and school-age curriculum with appropriate accommodations, adaptations, and/or modifications.
• To study the use of instructional technology in the teaching of and learning by students with disabilities; and to be provided opportunities to incorporate technology in the curriculum.
• To provide teacher candidates with experiences practicing skills for interacting with parents.
• To provide teaching experiences with socioeconomically disadvantaged students, students who are English Language Learners, students who are classified “at-risk” and are classified with disabilities. 

As students are being held to higher standards of achievement, the SWD program meshes well with the Art and Design Education program as we can offer prospective teachers opportunities to serve students across all settings from pre-K-12 in ICT (Integrated Co-Teaching), specialized art education content classrooms, and special education classrooms. Based on the belief that all students can learn, the Ruth S. Ammon College of Education and Health Sciences affirms that: 

1. All teacher candidates pursuing initial certification programs will have pursued a core of general education courses and a liberal arts major such as Art and Design Education in their undergraduate studies.
2. All teacher candidates are prepared with a strong knowledge base of holistic human development and instructional and assessment strategies linked to “best practice”.
3. All teacher candidates are prepared to effectively promote learning through a socially mediated/reflective process that supports the candidate’s construction of knowledge.
4. All teacher candidates participate in field-based learning in diverse settings to enhance and complement their academic knowledge.
5. All teacher candidates are assessed with respect to student learning as a dynamic and on-going process that is used to inform the effectiveness of the “unit” and to strengthen and renew the program(s) it sponsors.
6. Social justice as a core value is reflected in the basic social and philosophical courses offered to our students. At a time when many schools of education have eliminated these disciplines, we remain steadfast in engaging students in dialogue about the economic, social, political, gender, and ethnic inequalities that exist in today’s society.
7. We believe that learning is both subjective and shaped by big ideas. Our classes and group activities encourage ongoing discussions and autobiographical inquiry to allow candidates to make personal connections. We teach candidates to challenge the conventional ways of thinking about mathematics, science, history, English, and language arts.