Early Childhood Education and Early Childhood Special Education Major (BAE)
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 satisfy the requirements for recommendation for 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 Early Childhood Core and the required Early Childhood Special Education courses.
- Candidates who choose the Early Childhood Blended program must take the Early Childhood core and will have completed the requirements for recommendation for both the Early Childhood Education and Early Childhood Special Education endorsements.
- Candidates may choose to complete an Elementary Education Add-On Endorsement, which will extend certification through grade 8.
- Candidates may choose to complete a Special Education Add-On Endorsement, which increases the age range from birth through age 21.
Admission to the Education Program
Education Grade Requirements
| Required Early Childhood Education Courses | ||
| EDUC 344 | EARLY NUMERACY INSTRUCTION IN THE P-3 SCHOOL SETTING | 4 |
| EDUC 390 | FOUNDATIONS OF EARLY CHILDHOOD EDUCATION | 3 |
| EDUC 394 | METHODS FOR READING INSTRUCTION AND ASSESSMENT IN KINDERGARTEN-THIRD GRADE SETTINGS | 3 |
| 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 | 4 |
| EDUC 489 | FAMILY-CENTERED PRACTICES IN EARLY CHILDHOOD (Meeting Early Childhood Special Education competencies) | 4 |
| 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 465 | METHODS AND ASSESSMENT IN EARLY CHILDHOOD SPECIAL EDUCATION | 5 |
| SPED 480 | INCLUSIONARY PRACTICES AND COLLABORATION | 4 |
| Internship Coursework | ||
| EDUC 386D | P3 FIELD EXPERIENCE AND PRACTICUM | 1 |
| EDUC 386E | P3 FIELD EXPERIENCE AND PRACTICUM | 3 |
| EDUC 423 | FULL-TIME STUDENT TEACHING | 15 |
| EDUC 451 | APPLICATIONS I: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION | 3 |
| EDUC 386C | FIELD EXPERIENCE 3 | 5 |
| SPED 488 | SPECIAL EDUCATION PRACTICUM | 3 |
| SPECIAL EDUCATION STUDENT TEACHING (Optional–students are encouraged but not required to complete this second student teaching opportunity.) | ||
| Required Capstone | 4-5 | |
| EARLY CHILDHOOD CAPSTONE | ||
or SPED 490 | SPECIAL EDUCATION CAPSTONE | |
| Total Credits | 99-100 | |
Plan of Study
The following plan of study is for a student with zero credits. Individual students may have different factors such as: credit through transfer work, Advanced Placement, Running Start, or any other type of college-level coursework that requires an individual plan.
Courses could be offered in different terms, checking the academic schedule is paramount in keeping an individual plan current. Students should connect with an advisor to ensure they are on track to graduate.
All Undergraduate students are required to meet the Undergraduate Degree Requirements.
| First Year | |||||
|---|---|---|---|---|---|
| Fall Quarter | Credits | Winter Quarter | Credits | Spring Quarter | Credits |
| ENGL 101 | 5 | EDUC 390 | 3 | SPED 363 | 4 |
| Humanities & Arts BACR 11 | 5 | ENGL 201 | 5 | Humanities & Arts BACR 21 | 5 |
| Social Science BACR 11 | 5 | MATH 107 | 5 | Natural Science BACR 11 | 5 |
| 15 | 13 | 14 | |||
| Second Year | |||||
| Fall Quarter | Credits | Winter Quarter | Credits | Spring Quarter | Credits |
| CMST 200, 201, or 340 | 4 | PSYC 204 | 5 | Global Studies - graduation requirement1 | 5 |
| Social Science BACR 21 | 5 | Natural Science BACR 21 | 5 | Diversity - graduation requirement1 | 5 |
| Elective - minor or general elective | 4 | Elective - minor or general elective | 4 | Elective - minor or general elective | 4 |
| 13 | 14 | 14 | |||
| Third Year | |||||
| Fall Quarter | Credits | Winter Quarter | Credits | Spring Quarter | Credits |
| EDUC 410 | 4 | EDUC 386D | 1 | EDUC 344 | 4 |
| EDUC 430 | 5 | EDUC 394 | 3 | EDUC 454 | 4 |
| EDUC 479 | 4 | EDUC 450 | 4 | EDUC 489 | 4 |
| SPED 420 | 4 | EDUC 451 | 3 | SPED 488 | 3 |
| SPED 480 | 4 | ||||
| 17 | 15 | 15 | |||
| Fourth Year | |||||
| Fall Quarter | Credits | Winter Quarter | Credits | Spring Quarter | Credits |
| EDUC 386E | 3 | EDUC 461 | 3 | EDUC 423 | 15 |
| EDUC 444 | 3 | EDUC 386C | 5 | ||
| EDUC 470 | 3 | EDUC 490C (Senior Capstone - graduation requirement) | 5 | ||
| SPED 412 | 4 | SPED 465 | 5 | ||
| SPED 421 | 4 | ||||
| 17 | 18 | 15 | |||
| Total Credits 180 | |||||
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University Graduation Requirements (UGR) and Breadth Area Course Requirements (BACR) courses may be less than 5 credits and additional credits may be required to reach the required 180 total credits needed to graduate. Students should connect with an advisor to ensure they are on track to graduate.
General Education Requirements (GER)
- Minimum Quarter Credits—180 cumulative credit hours
- 60 upper-division credits (300 level or above)
- 45 credits in residence (attendance) at EWU, with at least 15 upper-division credits in major in residence at EWU
- Minimum Semester Credits—120 cumulative credit hours
- 40 upper-division credits (300 level or above)
- 30 credits in residence (attendance) at EWU, with at least 10 upper-division credits in major in residence at EWU
- Minimum Cumulative GPA ≥2.0
University Competencies and Proficiencies
Writing
Quantitative and Symbolic Reasoning
Placement and Clearance
Prior Learning/Sources of Credit AP, CLEP, IB
Breadth Area Core Requirements (BACR)
Humanities and Arts
Natural Sciences
Social Sciences
University Graduation Requirements (UGR)
Diversity Course List
Global Studies Course List
Minor or Certificate
Senior Capstone Course List
World Language (for Bachelor of Arts)
Application for Graduation (use EagleNET) must be made at least two terms in advance of the term expected to graduate (undergraduate and post-baccalaureate).
Use the Catalog Archives to determine two important catalog years.
- The catalog in effect at the student's first term of current matriculation is used to determine BACR (Breadth Area Core Requirements) and UGR (Undergraduate Graduation Requirements).
- The catalog in effect at the time the student declares a major or minor is used to determine the program requirements.
Students who earn a BAE in Early Childhood Education and Early Childhood Special Education from EWU should be able to:
- Demonstrate Knowledge of Child Development and Early Learning- explain and apply theories and principles of early childhood development—including normative developmental sequences, individual variations, and the impact of disabilities—when planning instruction and assessment.
- Design and Implement Developmentally Appropriate, Inclusive Instruction- plan and deliver instruction that integrates early childhood and special education methods, using blended curriculum approaches across content areas (e.g., literacy, numeracy, science, social studies) for children birth through age 8.
- Use Assessment to Inform Teaching and Individualized Supports-use formal and informal assessment tools to observe, document, and analyze children’s strengths and needs, applying results to guide instructional planning, early intervention decisions, and progress monitoring in both general and special education settings.
- Implement Evidence-Based Practices for Children with Disabilities-apply specialized strategies—including behavior principles, instructional adaptations, early intervention methods, and individualized supports—to meet the needs of young children with developmental delays or disabilities.
- Foster Family-Centered and Culturally Responsive Practices- collaborate with families as partners, using culturally responsive communication and decision-making to support children’s development and ensure equitable access to learning opportunities.
- Create Safe, Inclusive, and Supportive Learning Environments- design and manage learning environments—including preschool through third-grade classrooms—that promote inclusion, positive behavior, belonging, and engagement for children with and without disabilities.
- Collaborate Effectively with Professionals and Community Partners- partner with general educators, special educators, therapists, administrators, and community agencies to support early learning, inclusion, and coordinated services for young children and their families.
- Demonstrate Competency in Blended Curriculum Methods (Birth–Grade 3)-integrate early childhood and ECSE competencies within instructional planning, assessment, and fieldwork across diverse settings (e.g., preschools, childcare, primary grades), preparing them for certification in both early childhood education and early childhood special education.
- Advocate for Inclusive, High-Quality Early Learning Systems- use knowledge of policy, special education law, and inclusive practices to advocate for equitable access to early learning and high-quality services for young children with disabilities.
- Engage in Reflective Practice and Professional Growth- reflect on their instructional decisions, interactions with children and families, and alignment with ECSE professional standards in order to continually refine practice and support ethical, child-centered teaching.
The School of Education Outcomes (DoEO) are taken word for word from INTASC. These outcomes must be met by all students upon completion of their degree.
- The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate’s and learner’s decision making.
- The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.