Early Childhood and Special Education Major
Coordinator and Adviser: Amy Noggle
Hawkins Hall 404A
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|
|PRINCIPLES OF BIOLOGY [LECTURE]|
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
|COMM 131||PUBLIC SPEAKING (or any Core 5)||3|
|Any Core 4 (Creativity and Creative Development) Course||3|
|ENGL 102||WRITING FOR A LIBERAL EDUCATION (Core 2)||3|
|GEOG 102||WORLD REGIONAL GEOGRAPHY (Core 12)||3|
|or GEOG 105||GEOGRAPHY OF INTERNATIONAL AFFAIRS|
|or GEOG 109||INTRODUCTION TO HUMAN GEOGRAPHY|
|HIST 145||HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11)||3|
|or HIST 146||HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR|
|MATH 204||MATHEMATICAL CONCEPTS AND STRUCTURES I||4|
|MATH 205||MATHEMATICAL CONCEPTS AND STRUCTURES II (Core 3)||4|
|MATH 251||ELEMENTS OF GEOMETRY||4|
|PHSC 101||PHYSICAL SCIENCE I (Core 8)||4|
|PSYC 101||INTRODUCTION TO PSYCHOLOGY (Core 6)||3|
|TSEM 102||TOWSON SEMINAR (Core 1)||3|
|Education Courses 1|
|ECED 201||EARLY CHILDHOOD DEVELOPMENT AND INTERVENTION 2||3|
|EDUC 202||HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10)||3|
|EDUC 203||TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13)||3|
|SCED 304||EDUCATION, ETHICS AND CHANGE (Core 14)||3|
|SPED 301||INTRODUCTION TO SPECIAL EDUCATION||3|
|Education Courses Specific to Each Major||6|
|Early Childhood & Special Education (ECSE) Major Requirements|
|INTRODUCTION TO EARLY CHILDHOOD EDUCATION|
|FOUNDATION OF READING & LANGUAGE ARTS|
|Elementary Education & Special Education (EESE) Major Requirements|
|FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS|
Required Courses for ECSE Majors (67 units)
|ENGL xxx||English Elective (literature course recommended)||3|
|Professional Education Courses|
|ECED 422||WRITING TECHNIQUES FOR TEACHERS IN EARLY CHILDHOOD EDUCATION (Core 9)||3|
|ECED 461||TEACHING THE INTEGRATED ARTS IN EARLY CHILDHOOD||3|
|ECSE 315||INFANT AND TODDLER DEVELOPMENT AND PROGRAMMING||3|
|ECSE 428||FAMILIES AS PARTNERS IN EARLY CHILDHOOD/ SPECIAL EDUCATION||3|
|ECSE 429||SOCIAL COMPETENCE IN EARLY EDUCATION||3|
|SPPA 350||LANGUAGE DEVELOPMENT AND DISORDERS IN EDUCATIONAL SETTINGS||3|
|ECED 360||EARLY LITERACY: BEST PRACTICES AND MATERIALS||3|
|ECSE 341||PRE PRIMARY CURRICULUM & INSTRUCTION IN THE INCLUSIVE CLASSROOM I||3|
|ECSE 342||FIELD PLACEMENT IN THE PRE-PRIMARY INCLUSIVE CLASSROOM I||2|
|ECSE 413||INSTRUCTIONAL TECHNOLOGY FOR YOUNG CHILDREN||3|
|MATH 321||TEACHING MATHEMATICS IN EARLY CHILDHOOD EDUCATION||3|
|SCIE 371||TEACHING SCIENCE IN EARLY CHILDHOOD||2|
|ECED 361||TEACHING READING IN THE PRIMARY GRADES (1-3): BEST PRACTICES AND MATERIALS||3|
|ECED 429||PRINCIPLES AND PRACTICES OF READING AND LANGUAGE ARTS ASSESSMENT||3|
|ECSE 350||PART-TIME INTERNSHIP: EARLY CHILDHOOD||2|
|ECSE 351||PRIMARY CURRICULUM AND INSTRUCTION IN THE INCLUSIVE CLASSROOM II||3|
|ECSE 450||FULL-TIME INTERNSHIP: EARLY CHILDHOOD||6|
|ECSE 353||PART-TIME INTERNSHIP: SPECIAL EDUCATION||2|
|ECSE 425||ASSESSMENT FOR INFANT / PRIMARY||3|
|ECSE 452||INTERNSHIP IN EARLY CHILDHOOD / SPECIAL EDUCATION SEMINAR||2|
|ECSE 453||FULL-TIME INTERNSHIP: SPECIAL EDUCATION||6|
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.
|Term 1||Units||Term 2||Units|
& 120L (Core 7)
|COMM 131 (or Core 5)||3||EDUC 203 (Core 13)||3|
|EDUC 202 (Core 10)||3||HIST 145 or 146 (Core 11)||3|
|MATH 204||4||MATH 205 (Core 3)||4|
|Core 1 (or Core 2)||3||Core 1 (or Core 2)||3|
|Term 1||Units||Term 2||Units|
|ECED 201||3||ECED 321||3|
|PHSC 101 (Core 8)||4||ENGL xxx: Literature Course Preferred||3|
|PSYC 101 (Core 6)||3||GEOG 102, 105, or 109 (Core 12)||3|
|SCED 304 (Core 14)||3||MATH 251||4|
|Core 4||3||SPED 301||3|
|Term 1||Units||Term 2||Units|
|ECED 422 (Core 9)||3||ECED 360||3|
|ECED 461||3||ECSE 341||3|
|ECSE 315||3||ECSE 342||2|
|ECSE 428||3||ECSE 413||3|
|ECSE 429||3||MATH 321||3|
|SPPA 350||3||SCIE 371||2|
|Term 1||Units||Term 2||Units|
|ECED 361||3||ECSE 353||2|
|ECED 429||3||ECSE 425||3|
|ECSE 350||2||ECSE 452||3|
|ECSE 351||3||ECSE 453||6|
|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.