Integrated Early Childhood - Special Education Major

Coordinator: Laila Richman
Hawkins Hall 404A, 410-704-3892
Adviser: Elizabeth O’Hanlon
Hawkins Hall 404G, 410-704-5028

Students may elect to become certified in both Early Childhood and Special Education by selecting this integrated major. This program, specially designed to integrate both early childhood and special education, prepares students as early childhood classroom teachers, as well as infant/primary special education teachers.

The Integrated Early Childhood – Special Education program is provided at Towson University and Towson University in Northeastern Maryland (TUNE). The total program equals 130 units. Students must maintain an overall cumulative GPA of 2.75 or higher and a 3.00 GPA or higher in courses for the major.

Academic Content (total 130 units)

At least 60 of the following units must be taken before admission to the professional education sequence:

English (6 Units)
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
ENGL XXXEnglish elective (literature course preferred)3
Social Studies (9 Units)
GEOG 102WORLD REGIONAL GEOGRAPHY (Core 12)3
or GEOG 105 GEOGRAPHY OF INTERNATIONAL AFFAIRS
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11)3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
Science (8 Units)
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
Mathematics (12 Units)
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I4
MATH 205MATHEMATICAL CONCEPTS & STRUCTURES II (Core 3)4
MATH 251ELEMENTS OF GEOMETRY4
Creativity and Creative Development (3 Units)
Choose one course from Core 43
Additional Required Courses (27 Units)
ECED 103INTRODUCTION TO EARLY CHILDHOOD EDUCATION3
ECED 201EARLY CHILDHOOD DEVELOPMENT AND INTERVENTION3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) 13
ECED 321FOUNDATION OF READING & LANGUAGE ARTS3
COMM 131FUNDAMENTALS OF SPEECH COMMUNICATION (Core 5)3
TU Seminar (Core 1)3
SCED 304EDUCATION, ETHICS AND CHANGE (Core 14) 13
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10) 13
Total Units65
1

These Core Curriculum courses must be taken in a specific sequence: Metropolitan Perspectives (Core 10), Diversity and Difference (Core 13), Ethical Issues and Perspectives (Core 14).

Major Requirements (65 units)

First Term, Fall (17 Units)
SPPA 350LANGUAGE DEVELOPMENT AND DISORDERS IN EDUCATIONAL SETTINGS3
ECSE 429SOCIAL COMPETENCE IN EARLY EDUCATION3
ECSE 315INFANT AND TODDLER DEVELOPMENT AND PROGRAMMING3
ECSE 316INFANT AND TODDLER INTERNSHIP2
ECSE 428FAMILIES AS PARTNERS IN EARLY CHILDHOOD/ SPECIAL EDUCATION3
ECED 422WRITING TECHNIQUES FOR TEACHERS IN EARLY CHILDHOOD EDUCATION (Core 9)3
Second Term, Spring (16 Units)
ECED 461TEACHING THE INTEGRATED ARTS IN EARLY CHILDHOOD3
ECSE 341PRE PRIMARY CURRICULUM & INSTRUCTION IN THE INCLUSIVE CLASSROOM I3
ECSE 342FIELD PLACEMENT IN THE PRE-PRIMARY INCLUSIVE CLASSROOM I2
ECED 360EARLY LITERACY: BEST PRACTICES AND MATERIALS3
ECSE 425ASSESSMENT FOR INFANT / PRIMARY3
SCIE 371TEACHING SCIENCE IN EARLY CHILDHOOD2
Third Term, Fall (17 Units)
ECSE 351PRIMARY CURRICULUM AND INSTRUCTION IN THE INCLUSIVE CLASSROOM II3
ECSE 352FIELD PLACEMENT IN THE PRIMARY INCLUSIVE CLASSROOM II2
ECSE 413INSTRUCTIONAL TECHNOLOGY FOR YOUNG CHILDREN3
ECED 361TEACHING READING IN THE PRIMARY GRADES (1-3): BEST PRACTICES AND MATERIALS3
ECED 429PRINCIPLES AND PRACTICES OF READING AND LANGUAGE ARTS ASSESSMENT3
MATH 321TEACHING MATHEMATICS IN EARLY CHILDHOOD EDUCATION3
Fourth Term, Spring (15 Units)
ECSE 451INTERNSHIP IN EARLY CHILDHOOD / SPECIAL EDUCATION12
ECSE 452INTERNSHIP IN EARLY CHILDHOOD / SPECIAL EDUCATION SEMINAR3
Total Units65

CEC Initial Preparation Standard 1: Learner Development and Individual Learning Differences
1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.
1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.
CEC Initial Preparation Standard 2 Learning Environments
2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
CEC Initial Preparation Standard 3 Curricular Content Knowledge
3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities
3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
CEC Initial Preparation Standard 4 Assessment
4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.
4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
CEC Initial Preparation Standard 5 Instructional Planning and Strategies
5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.
5. 5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
5.6 Beginning special education professionals teach to mastery and promote generalization of learning.
5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
CEC Initial Preparation Standard 6 Professional Learning and Ethical Practice
6.0 Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.
6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.
6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.
6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.
6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring.
6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.
CEC Initial Preparation Standard 7 Collaboration
7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
7.1 Beginning special education professionals use the theory and elements of effective collaboration.
7.2 Beginning special education professionals serve as a collaborative resource to colleagues.
7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.