Early Childhood and Special Education Major

Coordinator and Adviser: Amy Noggle
Hawkins Hall 404A
Phone: 410-704-4848

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 Early Childhood – Special Education program is provided at Towson University and Towson University in Northeastern Maryland (TUNE). 

This is a screened program. Please see the admission requirements for additional information.

Minimum total of 131 units needed to graduate. All academic content courses must be completed prior to the Internship II.

Students who wish to major in Early Childhood Education & Special Education (ECSE) or in Elementary Education & Special Education (EESE) must complete the following requirements before being admitted to the major.

All courses that count toward the major must be completed with a grade equivalent of 2.00 or higher.

The Pass (PS) grading option may not be used for any of the courses listed below. 

Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog. 

Required Courses for all ECSE and EESE Majors (62 units)

Introductory and Core Curriculum Courses
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
COMM 131PUBLIC SPEAKING (or any Core 5)3
Any Core 4 (Creativity and Creative Development) Course3
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
GEOG 102WORLD REGIONAL GEOGRAPHY (Core 12)3
or GEOG 105 GEOGRAPHY OF INTERNATIONAL AFFAIRS
or GEOG 109 INTRODUCTION TO HUMAN GEOGRAPHY
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
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I4
MATH 205MATHEMATICAL CONCEPTS AND STRUCTURES II (Core 3)4
MATH 251ELEMENTS OF GEOMETRY4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
TSEM 102TOWSON SEMINAR (Core 1)3
Education Courses 1
ECED 201EARLY CHILDHOOD DEVELOPMENT AND INTERVENTION 23
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10)3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13)3
SCED 304EDUCATION, ETHICS AND CHANGE (Core 14)3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
Education Courses Specific to Each Major6
Early Childhood & Special Education (ECSE) Major Requirements
INTRODUCTION TO EARLY CHILDHOOD EDUCATION
FOUNDATION OF READING & LANGUAGE ARTS
Elementary Education & Special Education (EESE) Major Requirements
EDUCATIONAL PSYCHOLOGY
FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS
Total Units62
1

These courses must be taken in a specific sequence: (1) EDUC 202; (2) EDUC 203; (3) SCED 304

2

ECSE Majors must complete ECED 201 before being admitted to the major; EESE majors may take ECED 201 before or after being admitted to the major.

Required Courses for ECSE Majors (67 units)

ENGL xxx English Elective (literature course recommended)3
Professional Education Courses
Fall Term
ECED 422WRITING TECHNIQUES FOR TEACHERS IN EARLY CHILDHOOD EDUCATION (Core 9)3
ECED 461TEACHING THE INTEGRATED ARTS IN EARLY CHILDHOOD3
ECSE 315INFANT AND TODDLER DEVELOPMENT AND PROGRAMMING3
ECSE 428FAMILIES AS PARTNERS IN EARLY CHILDHOOD/ SPECIAL EDUCATION3
ECSE 429SOCIAL COMPETENCE IN EARLY EDUCATION3
SPPA 350LANGUAGE DEVELOPMENT AND DISORDERS IN EDUCATIONAL SETTINGS3
Spring Term
ECED 360EARLY LITERACY: BEST PRACTICES AND MATERIALS3
ECSE 341PRE PRIMARY CURRICULUM & INSTRUCTION IN THE INCLUSIVE CLASSROOM I3
ECSE 342FIELD PLACEMENT IN THE PRE-PRIMARY INCLUSIVE CLASSROOM I2
ECSE 413INSTRUCTIONAL TECHNOLOGY FOR YOUNG CHILDREN3
MATH 321TEACHING MATHEMATICS IN EARLY CHILDHOOD EDUCATION3
SCIE 371TEACHING SCIENCE IN EARLY CHILDHOOD2
Fall Term
ECED 361TEACHING READING IN THE PRIMARY GRADES (1-3): BEST PRACTICES AND MATERIALS3
ECED 429PRINCIPLES AND PRACTICES OF READING AND LANGUAGE ARTS ASSESSMENT3
ECSE 350PART-TIME INTERNSHIP: EARLY CHILDHOOD2
ECSE 351PRIMARY CURRICULUM AND INSTRUCTION IN THE INCLUSIVE CLASSROOM II3
ECSE 450FULL-TIME INTERNSHIP: EARLY CHILDHOOD6
Spring Term
ECSE 353PART-TIME INTERNSHIP: SPECIAL EDUCATION2
ECSE 425ASSESSMENT FOR INFANT / PRIMARY3
ECSE 452INTERNSHIP IN EARLY CHILDHOOD / SPECIAL EDUCATION SEMINAR2
ECSE 453FULL-TIME INTERNSHIP: SPECIAL EDUCATION6
Total Units67

Suggested Four-Year Plan

Based on course availability and student needs and preferences, the selected sequences will probably vary from those presented below. Students should consult with their adviser to make the most appropriate elective choices.

First Year
Term 1UnitsTerm 2Units
BIOL 120
120L (Core 7)
4ECED 1033
COMM 131 (or Core 5)3EDUC 203 (Core 13)3
EDUC 202 (Core 10)3HIST 145 or 146 (Core 11)3
MATH 2044MATH 205 (Core 3)4
Core 1 (or Core 2)3Core 1 (or Core 2)3
 17 16
Second Year
Term 1UnitsTerm 2Units
ECED 2013ECED 3213
PHSC 101 (Core 8)4ENGL xxx: Literature Course Preferred3
PSYC 101 (Core 6)3GEOG 102, 105, or 109 (Core 12)3
SCED 304 (Core 14)3MATH 2514
Core 43SPED 3013
 16 16
Third Year
Term 1UnitsTerm 2Units
ECED 422 (Core 9)3ECED 3603
ECED 4613ECSE 3413
ECSE 3153ECSE 3422
ECSE 4283ECSE 4133
ECSE 4293MATH 3213
SPPA 3503SCIE 3712
 18 16
Fourth Year
Term 1UnitsTerm 2Units
ECED 3613ECSE 3532
ECED 4293ECSE 4253
ECSE 3502ECSE 4523
ECSE 3513ECSE 4536
ECSE 4506 
 17 14
Total Units 130

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.