BA/MAT with Triple Certification (Elementary School Teacher in K-6, Teacher of Students with Disabilities, and Teaching English as a Second Language)

The Special Education Department offers a multidisciplinary program leading to triple certification in Elementary Teacher K-6 certification, Teacher of Students with Disabilities and English as a Second Language endorsements. Completion of this program (and New Jersey State certification) prepares candidates to assume the responsibilities of a special education teacher, teacher of English as a second language as well as an elementary education teacher in private and public schools.

Admission Requirements

  • Complete a minimum of 60 undergraduate credits, including the General Education Requirements, including the following courses:
  • MCC 218 Succeeding in Diverse Communities
  • ECE 212 Human Development: Prenatal through Adolescence
  • MATH 215 Problem Solving in Mathematics
  • BIOL 225 Human Sexual Biology
  • Have declared an undergraduate major in the Elementary and Secondary/Special Education Program.
  • Have a minimum NJCU undergraduate cumulative GPA of 3.00 and a minimum undergraduate GPA of 3.00 in education courses.
  • Have a passing score on the Praxis CORE, or 1100 or higher on the SAT (560 or higher on verbal, 540 or higher on math) or, 23 or higher for each section of the ACT. Or, 311 on GRE (155 verbal, 156 quantitative).

Passing scores on the Praxis CORE Academic Skills for Educators Tests:

  • Math # 5732 - Passing Score 150
  • Reading Test # 5712 - Passing Score 156
  • Writing Test # 5722 - Passing Score 162

For more information: https://www.ets.org/praxis/nj/requirements

The undergraduate degree is 120 credits, including required general education and liberal arts courses, education courses, clinical experience and the capstone clinical practice. Candidates will enroll in the courses currently offered for dual certification in Elementary and Secondary Education and Teachers of Students with Disabilities. Candidates will continue this program as master’s-level students, taking additional special education courses as well as courses in English as a Second Language. This program has met the standards established for initial certification. In the eighth semester (Year 4), candidates will take three graduate courses that count for both the bachelors and master’s degrees. There are 36 credits (9 credits in Year 4 and 27 credits in Year 5) in the master’s degree in Special Education and ESL. Students are required to complete a total number of 147 credits in the combined B.A./M.A. program. The unique feature of this program is that candidates who complete the full five years will have three certifications and an M.A. degree in high-need specializations. 

Semester 1 (13 credits)
General Studies3
ENGL 101English Composition I4
MATH 140Statistics I3
Course in the “Creative Process” Mode of Inquiry3
SOCI 121Sociology of Families3
or ETHN 130 Understanding Ethnic Conflict
or POLI 130 Debating Current Controversies
Semester 2 (16 credits)
General Studies3
ECE 212Human Development: Prenatal through Adolescence3
MATH 215Problem Solving in Mathematics3
BIOL 225Human Sexual Biology3
Course in the “Creative Process” Mode of Inquiry3
Semester 3 (14 credits)
General Studies3
MCC 218Learning, Teaching, and Succeeding in Diverse Communities3
Course in the “Creative Process” Mode of Inquiry3
Capstone3
Liberal Arts Concentration5
Semester 4 (15 credits)
Liberal Arts Concentration8
SPEC 250Psychological & Educational Needs of the Exceptional Child3
SPEC 251Introduction Field Experience1
SPEC 210Communication Disorders in Children3
Summer Session 6
SPEC 325Remediation in Basic Skills3
SPEC 330Teaching Students with Significant Intellectual and Developmental Disabilities3
Semester 5 (13 credits)
EDU 361Elementary Social Studies Methods2
EDU 363Elementary Math Methods2
LTED 360Elementary Reading & Language Workshop2
SPEC 350Psychology & Educational Needs of the Learning Disabled3
SPEC 352Clinical Experience in Inclusive Education I 1
Semester 6 (13 credits)
EDU 480Clinical Practice II8
EDU 470Concurrent Student Teaching Seminar2
SPEC 340Behavioral Handicaps in Children3
Semester 7 (15 credits)
Liberal Arts Concentration 9
MCC 411Theory of Language Teaching2
MCC 427Historical and Cultural Background of Limited English Proficient Students3
Semester 8 (bridge) (15 credits)
Bridge Graduate Courses (apply to the master's degree only when students complete the fifth year):
SPEC 505Working with Families of Students with Disabilities3
SPEC 600Introduction to Learning Disabilities3
SPEC 629Teaching the Student with Autism Spectrum Disorders in School and at Home3
Semester 9 (15 credits)
MCC 603Applied Linguistics with Emphasis on Problems of Second Language3
MCC 655Methods of Teaching ESL3
SPEC 631Advanced Procedures for Teaching Students with Intellectual and Developmental Disabilities3
SPEC 640Emotional and Behavior Disorders in Children and Youth3
SPEC 669Developing Communication Skills in Atypical Learners3
Semester 10 (12 credits)
MCC 604Phonology and Structure of American English3
MCC 617Field Experience in Bilingual/Multicultural Education3
MCC 635Effective Literacy Teaching for English Language Learners3
SPEC 675Corrective Techniques for Teaching the Exceptional Student3
  1. Candidates develop subject matter expertise that enables them to effectively teach students in public, private and religious schools.
  2. Candidates effectively design, implement, and interpret assessment tools.
  3. Candidates modify instruction for continuous student development.
  4. Candidates create learning environments that facilitate student learning.
  5. Candidates create learning environments that facilitate student learning.
  6. Candidates create culturally responsive classrooms.
  7. Candidates use variety of communication strategies.
  8. Candidates enable each learner to meet high standards.
  9. Candidates provide inclusive classrooms that are engaging.
  10. Candidates systematically maintain high expectations for all learners.
  11. Candidates build relationships with parents and guardians.
  12. Candidates identify professional needs to improve practice.
  13. Candidates are active members of a professional learning community.
  14. Candidates provide safe and emotionally protective learning environments.
  15. Candidates know legal boundaries and respect privacy of student records.
  16. Candidates professionally facilitate exchange of information with parents.