Degree Offered
- Bachelor of Science
Nature of the Program
The BS in Early Childhood Special Education is an online program in the School of Education that prepares students to earn a teaching certification in pre-K special needs upon graduation. The courses will include but are not limited to human development, classroom pedagogy, special education (e.g., IEP development, due process, disability categories and characteristics), implement formative and summative assessments, utilize formal assessment data to inform lesson planning, self-reflection, technology in the classroom, and a variety of placements. Due to the online nature of the program, students are supported in field and residency experiences in their home county.
General Education Foundations
Please use this link to view a list of courses that meet each GEF requirement.
NOTE: Some major requirements will fulfill specific GEF requirements. Please see the curriculum requirements listed below for details on which GEFs you will need to select.
| Code | Title | Hours |
|---|---|---|
| General Education Foundations | ||
| F1 - Composition & Rhetoric | 3-6 | |
| Introduction to Composition and Rhetoric and Composition, Rhetoric, and Research | ||
or ENGL 103 | Accelerated Academic Writing | |
| F2A/F2B - Science & Technology | 4-6 | |
| F3 - Math & Quantitative Reasoning | 3-4 | |
| F4 - Society & Connections | 3 | |
| F5 - Human Inquiry & the Past | 3 | |
| F6 - The Arts & Creativity | 3 | |
| F7 - Global Studies & Diversity | 3 | |
| F8 - Focus (may be satisfied by completion of a minor, double major, or dual degree) | 9 | |
| Total Hours | 31-37 | |
Please note that not all of the GEF courses are offered at all campuses. Students should consult with their advisor or academic department regarding the GEF course offerings available at their campus.
Degree Requirements
| Code | Title | Hours |
|---|---|---|
| A minimum GPA of 2.75 is required for graduation. | ||
| University Requirements | 33 | |
| Early Childhood Special Education Major Requirements | 87 | |
| Total Hours | 120 | |
University Requirements
| Code | Title | Hours |
|---|---|---|
| General Education Foundations (GEF) 1, 2, 3, 4, 5, 6, 7, and 8 (31-37 Credits) | ||
| Outstanding GEF Requirements 1, 2, 3, 5, 6, 7 and 8 | 27 | |
| General Electives | 6 | |
| Total Hours | 33 | |
Early Childhood Special Education Major Requirements
| Code | Title | Hours |
|---|---|---|
| A minimum grade of C- required in all Early Childhood Special Education Major Requirements. | ||
| CDFS 110 | Families Across the Life Span (GEF 4) | 3 |
| CDFS 112 | Introduction to Family Processes and Dynamics (GEF 8) | 3 |
| CDFS 172 | Health, Safety, & Nutrition in Early Childhood | 3 |
| CDFS 210 | Introduction to Parenting | 3 |
| CDFS 212 | Development in Early and Middle Childhood | 3 |
| CDFS 250 | Research Methods | 3 |
| CDFS 413 | Stress in Families | 3 |
| CDFS 415 | Family Interaction and Communication | 3 |
| CDFS 416 | Trauma, Resiliency, and Children | 3 |
| Select one of the following: | 3 | |
| Leadership in Early Childhood | ||
| Child Care Center Administration | ||
| The Business of Child Care Management and Financial Strategies | ||
| CDFS 430 | Best Practices in Pre-K Movement | 3 |
| CDFS 431 | Infant Toddler Language and Literacy | 3 |
| CDFS 432 | Early Socio-Emotional Development | 3 |
| CDFS 468 | Reflections in Early Childhood Special Education Student Teaching | 3 |
| CDFS 491A | Professional Field Experience | 6 |
| SPED 404 | Special Education in Contemporary Society (GEF 8) | 3 |
| ECSE 311 | Developmental Assessment for Young Children with Special Needs | 3 |
| ECSE 312 | Differentiated Instruction for Young Children with Special Needs | 3 |
| ECSE 314 | Center-Based Programs Early Intervention | 3 |
| ECSE 315 | Home-Based Programs for Early Intervention | 3 |
| ECSE 316 | Behavior Support Young Children Special Needs | 3 |
| ECSE 317 | Technology for Young Children with/without Special Needs | 3 |
| SPED 491 | Professional Field Experience | 9 |
| C&I 410 | Early Childhood Education 1 | 3 |
| C&I 414 | Creative Experiences in Early Childhood | 3 |
| RDNG 423 | Literacy and the Young Child | 3 |
| Praxis Core | ||
| Praxis II | ||
| edTPA | ||
| Total Hours | 87 | |
Suggested Plan of Study
| First Year | |||
|---|---|---|---|
| Fall | Hours | Spring | Hours |
| ENGL 101 (GEF 1) | 3 | MATH 121 (GEF 3) | 3 |
| CDFS 110 (GEF 4) | 3 | SPED 404 (GEF 8) | 3 |
| CDFS 112 (GEF 8) | 3 | CDFS 212 | 3 |
| CDFS 172 | 3 | GEF 2 | 3 |
| GEF 6 | 3 | GEF 5 | 3 |
| 15 | 15 | ||
| Second Year | |||
| Fall | Hours | Spring | Hours |
| ENGL 102 (GEF 1) | 3 | CDFS 210 | 3 |
| CDFS 250 | 3 | C&I 414 | 3 |
| ECSE 312 | 3 | ECSE 311 | 3 |
| GEF 2 | 3 | GEF 7 | 3 |
| GEF 8 | 3 | General Elective | 3 |
| General Elective | 3 | ||
| 15 | 18 | ||
| Third Year | |||
| Fall | Hours | Spring | Hours |
| C&I 410 | 3 | RDNG 423 | 3 |
| ECSE 315 | 3 | CDFS 415 | 3 |
| CDFS 420 | 3 | ECSE 316 | 3 |
| CDFS 416 | 3 | CDFS 431 | 3 |
| ECSE 317 | 3 | ECSE 314 | 3 |
| 15 | 15 | ||
| Fourth Year | |||
| Fall | Hours | Spring | Hours |
| CDFS 491A | 6 | SPED 491 | 9 |
| CDFS 413 | 3 | CDFS 468 | 3 |
| CDFS 430 | 3 | ||
| CDFS 432 | 3 | ||
| 15 | 12 | ||
| Total credit hours: 120 | |||
Major Learning Outcomes
Early Childhood Special Education
At the completion of this program, students will be able to:
- Implement high-quality early childhood special education services in traditional and inclusive settings
- Demonstrate knowledge of contemporary issues surrounding early childhood special education and inclusive education
- Provide a developmentally appropriate classroom setting for Pre-K students by:
- Constructing a positive and enriched early childhood environment where all children can develop skills for lifelong learning.
- Planning developmentally appropriate activities for diverse learners in an inclusive setting.
- Developing data-driven instruction from effectively implemented formative, summative, and formal assessments
- Advocate for children, parents, the profession and promote and engage in lifelong learning
- Summarize knowledge and skills from the curriculum and profession to apply in the classroom setting
- Describe the legal and professional standards required of teachers in inclusive settings
- Reflect on one's knowledge and skills of teaching and interacting with young children