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.
Admissions
Incoming Freshman
- University acceptance
- 2.75 GPA
- Passing scores on all sections of Praxis CORE test by beginning of year 2
Transfer Student
- University acceptance
- 2.75 GPA
- Passing scores on all sections of Praxis CORE test by designated course
Admissions Requirements 2023-2024
The Admissions Requirements above will be the same for the 2023-2024 Academic Year.
Major Code: 5513
Curriculum Requirements
| GEF Requirements (1, 2, 3, 5, 6, 7, and 8) | 27 | |
| Departmental Requirements | ||
| A minimum grade of C- required for all courses with a CDFS or ECSE designator. | ||
| CDFS 191 | First-Year Seminar | 1 |
| CDFS 110 | Families Across the Life Span (GEF 4) | 3 |
| CDFS 112 | Introduction to Marriage and Family (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 |
| Select two of the following: | 6 | |
| 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 491A | Professional Field Experience | 3 |
| SPED 304 | 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 |
| General Electives | 12 | |
| Total Hours | 121 | |
Suggested Plan of Study
| First Year | |||
|---|---|---|---|
| Fall | Hours | Spring | Hours |
| ENGL 101 (GEF 1) | 3 | CDFS 212 | 3 |
| CDFS 110 (GEF 4) | 3 | SPED 304 (GEF 8) | 3 |
| CDFS 191 | 1 | GEF 2 | 3 |
| CDFS 112 (GEF 8) | 3 | GEF 3 | 3 |
| CDFS 172 | 3 | GEF 5 | 3 |
| GEF 6 | 3 | ||
| 16 | 15 | ||
| Second Year | |||
| Fall | Hours | Spring | Hours |
| ENGL 102 (GEF 1) | 3 | C&I 414 | 3 |
| CDFS 250 | 3 | CDFS 210 | 3 |
| ECSE 312 | 3 | ECSE 311 | 3 |
| GEF 2 | 3 | GEF 7 | 3 |
| General Elective | 3 | GEF 8 | 3 |
| General Elective | 3 | ||
| 15 | 18 | ||
| Third Year | |||
| Fall | Hours | Spring | Hours |
| C&I 410 | 3 | CDFS 415 | 3 |
| ECSE 314 | 3 | CDFS 431 | 3 |
| ECSE 315 | 3 | RDNG 423 | 3 |
| General Elective | 3 | ECSE 316 | 3 |
| Select one of the following: | 3 | ECSE 317 | 3 |
| 15 | 15 | ||
| Fourth Year | |||
| Fall | Hours | Spring | Hours |
| CDFS 491A | 3 | SPED 491 | 9 |
| CDFS 413 | 3 | General Elective | 3 |
| CDFS 430 | 3 | ||
| CDFS 432 | 3 | ||
| Select one of the following: | 3 | ||
| 15 | 12 | ||
| Total credit hours: 121 | |||
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
Courses
ECSE 311. Developmental Assessment for Young Children with Special Needs. 3 Hours.
PR: SPED 304. Biological and environmental factors associated with developmental disabilities, delays and at risk conditions in young children, their impact across developmental domains, and assessment procedures to identify needs and plan interventions in the early childhood years.
ECSE 312. Differentiated Instruction for Young Children with Special Needs. 3 Hours.
PR: SPED 304. This course is designed to prepare future general and special education teachers to differentiate instruction for students with exceptional learning needs. The course emphasizes the utilization of an individualized, data based decision-making process in the organization, adaptation, and implementation of methods, materials, and curriculum.
ECSE 314. Center-Based Programs Early Intervention. 3 Hours.
PR: SPED 304 and ECSE 312 and passing scores on all components of Core Praxis. This course is designed to examine policies and practices for center-based early childhood special education for young children from ages 3-6, and individual education plans and intervention programs to promote early learning and child-peer interactions in preschool settings.
ECSE 315. Home-Based Programs for Early Intervention. 3 Hours.
PR: SPED 304. This course is designed to show policies and practices for home-based early intervention for young children with special needs from ages 0-3; individual family service plans and intervention programs to support early development and parent-child interactions in the home setting.
ECSE 316. Behavior Support Young Children Special Needs. 3 Hours.
PR: SPED 304 and ECSE 312. Emotional and social development in young children; causes and characteristics of problem behaviors in early childhood; assessment of behavior; and positive behavior supports for individuals and groups in- home and center- based preschool settings.
ECSE 317. Technology for Young Children with/without Special Needs. 3 Hours.
PR: SPED 304. This course is designed to prepare future general and special education teachers to differentiate instruction for students with exceptional learning needs. The course emphasizes the utilization of an individualized, data based decision-making process in the organization, adaptation, and implementation of methods, materials, and curriculum.