Early Childhood Education and Early Childhood Special Education (BAE)
This is a blended program. Students choosing to pursue blended certification in early childhood education and early childhood special education must complete the required professional core and combination of early childhood education and early childhood special education coursework below. Completion of coursework will provide blended certification in preschool–third grade early childhood education and birth–third grade early childhood special education.
The Early Childhood Education and Early Childhood Special Education Bachelor of Arts in Education consists of both the P-3 Core and the required Early Childhood Special Education courses.
- Candidates who choose the P–3 core will be certified in grades P–3.
- Candidates may choose to complete an Elementary Education Add-On Endorsement, which will extend certification through grade 8.
|ART 390||ART IN THE ELEMENTARY SCHOOL||3|
|PHED 390||HEALTH AND PHYSICAL EDUCATION IN THE ELEMENTARY SCHOOLS||3|
|Required Early Childhood Education Courses|
|EDUC 344||EARLY NUMERACY INSTRUCTION IN THE P-3 SCHOOL SETTING (MTED 390 to be substituted for those extending general education certification beyond third grade.)||4|
|EDUC 390||FOUNDATIONS OF EARLY CHILDHOOD EDUCATION||3|
|EDUC 394||METHODS FOR READING INSTRUCTION AND ASSESSMENT IN KINDERGARTEN-THIRD GRADE SETTINGS||4|
|EDUC 410||METHODS I: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION||4|
|EDUC 430||ASSESSMENT IN EARLY CHILDHOOD EDUCATION||5|
|EDUC 444||LANGUAGE ARTS METHODS FOR THE PRESCHOOL-THIRD GRADE CLASSROOM||3|
|EDUC 450||METHODS II: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION||4|
|EDUC 454||SCIENCE METHODS FOR THE PRESCHOOL-THIRD GRADE CLASSROOM||4|
|EDUC 461||SOCIAL STUDIES METHODS FOR THE PRESCHOOL-THIRD GRADE CLASSROOM||3|
|EDUC 470||DIVERSITY IN EARLY CHILDHOOD EDUCATION||3|
|EDUC 479||EARLY LITERACY||3|
|Required Early Childhood Special Education Coursework|
|SPED 412||INTRODUCTION TO EARLY CHILDHOOD SPECIAL EDUCATION||4|
|SPED 420||PRINCIPLES OF BEHAVIOR FOR STUDENTS WITH EXCEPTIONAL NEEDS||4|
|SPED 421||CLASSROOM MANAGEMENT IN SPECIAL EDUCATION SETTINGS||4|
|SPED 460||SPECIAL EDUCATION METHODS||4|
|SPED 463||METHODS FOR TEACHING INFANTS AND YOUNG CHILDREN WITH DISABILITIES||4|
|SPED 472||ASSESSMENT OF INFANTS AND YOUNG CHILDREN WITH DISABILITIES||4|
|SPED 480||INCLUSIONARY PRACTICES AND COLLABORATION||4|
|EDUC 420||ADMISSION TO PROFESSIONAL CANDIDACY||1|
|EDUC 423||ELEMENTARY STUDENT TEACHING K-8||12|
|EDUC 427||GENERAL STUDENT TEACHING K-12 (variable credit course–only 3 credits count)||3|
|EDUC 451||APPLICATIONS I: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION||4|
|EDUC 469||APPLICATIONS III: EARLY CHILDHOOD CURRICULUM METHODS||4|
|SPED 488||SPECIAL EDUCATION PRACTICUM (to be completed in a special education preschool setting)||3|
|SPECIAL EDUCATION STUDENT TEACHING (Optional–students are encouraged but not required to complete this second student teaching opportunity.)|
|EDUC 490C||EARLY CHILDHOOD CAPSTONE||4-5|
|or SPED 490||SPECIAL EDUCATION CAPSTONE|
All admitted students must officially Declare a Major by the time they reach 90 credits (junior standing).
Application for Graduation must be made at least two terms in advance of the term you expect to graduate (undergraduate and post-baccalaureate).
Check your progress with SOAR Student Online Academic Review—you must be signed in to use this tool.
collaborate in and contribute to school improvement;
- create a safe, productive learning environment;
- demonstrate knowledge of responsibilities and policies related to the teaching profession;
- ensure cultural competence in teaching;
- ensure that students can articulate learning targets and can monitor their own progress toward those targets;
- integrate subjects across content areas;
- integrate technology into their classrooms and/or planning;
- involve and collaborate with student families and community;
- plan and/or adapt curricula for diverse student needs;
- plan Standards-driven curricula to develop student capacity for problem-solving strategies in content areas;
- prepare responsible citizens for a diverse society;
- use a variety of assessments to monitor and improve instruction;
- use multiple instructional strategies to address individual student needs;
- utilize feedback and reflection to improve teaching practice.