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The purpose of the B.S.Ed. in Special Education and Teaching with a concentration in early childhood is to prepare students to serve as initially licensed special education teachers or early interventionists. The program will focus on providing students with the tools they need to work in settings serving children birth to age 5 with disabilities or who are at-risk for developmental delays, as well as work with their families. Students will garner the knowledge and skills to be able to recognize a child’s developmental and social concerns, to formulate effective and personalized/individualized instruction, and to consult with parents, teachers, related service providers and administrators to incorporate accommodations and transitions across the child’s educational program. Skills gained through this program are the ability to identify developmental concerns, adapt curriculum and support communication, motor, cognitive, social and self-help skills, as well as provide strategies for behavior management. Students will be prepared to support families of infants and toddlers through coaching around identified outcomes based on the child’s specific needs, work as the lead teacher in preschool special education settings and provide consultation to preschool teachers who work with children with diverse abilities and backgrounds. Graduates will be prepared to work in early intervention and early childhood special education settings across Virginia, with particular focus in urban and high-need areas. Successful completion of the program will result in licensure in special education/early childhood curriculum (B-5).
Student learning outcomes
- Content knowledge: Students will demonstrate knowledge of the subjects they will teach as a special education teacher.
- Learner and learning: Students will understand human development and learning theories appropriate to the age group they will teach and acquire an awareness of the diversity of the school-age populations’ cultural backgrounds, learning strengths and needs.
- Instructional practice: Students will demonstrate an ability to plan and implement effective teaching and measure student learning in ways that lead to sustained development and learning.
- Professional responsibility: Students will develop an understanding of purposes for education and a defensible philosophical approach toward teaching and demonstrate professional dispositions.
Early childhood concentration-specific outcome
- Early childhood content: Students will demonstrate knowledge of the subjects they will teach specifically as an early childhood special education teacher or an early interventionist.
Special requirements
- Students must have received a minimum grade of C in all required education courses (ECSE, EDUS, SEDP and TEDU).
- Students must have received a minimum grade of C in all prerequisite courses for all required upper-level education courses (ECSE, EDUS, SEDP and TEDU).
- Required education courses (ECSE, EDUS, SEDP and TEDU) in which students earn a grade of D or F must be repeated.
- Students must achieve a 2.8 GPA to be admitted to teacher preparation and a 3.0 GPA to be admitted to clinical internship.
Degree requirements for Special Education and Teaching, Bachelor of Science in Education (B.S.Ed.) with a concentration in early childhood
| Course | Title | Hours |
|---|---|---|
| General education | ||
| Select 30 credits of general education courses in consultation with an adviser. | 30 | |
| Major requirements | ||
| • Major core requirements | ||
| EDUS 202 | Diversity, Democracy and Ethics | 3 |
| EDUS 301 | Human Development and Learning | 3 |
| or PSYC 304 | Life Span Developmental Psychology | |
| SEDP 203 | Special Education and Disability Law | 3 |
| SEDP 216 | Family-Professional Partnerships | 3 |
| SEDP 282 | Multicultural Perspectives and Disability | 3 |
| SEDP 330 | Survey of Special Education | 3 |
| SEDP 402 | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | 3 |
| SEDP 405 | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| • Concentration requirements | ||
| ECSE 201 | Infants and Young Children With Disabilities | 3 |
| ECSE 202 | Social-Emotional Development in Early Childhood | 3 |
| ECSE 301 | Developmental Assessment for Young Children | 3 |
| ECSE 302 | Early Intervention for Infants and Toddlers With Disabilities | 3 |
| ECSE 303 | Behavior Support in Early Childhood | 3 |
| ECSE 304 | Communication and Language Development in Early Childhood | 3 |
| ECSE 401 | Medical Aspects of Early Childhood Special Education | 3 |
| ECSE 410 | Play-based Instruction for Inclusive Settings | 3 |
| ECSE 501 | Principles of Infant/Early Childhood Mental Health | 3 |
| SEDP 452 | Supporting Multilingual Learners With Disabilities | 1 |
| TEDU 425 | Emergent and Early Literacy | 3 |
| TEDU 452 | Teaching Multilingual Learners | 2 |
| • Field-based learning and student teaching requirements | ||
| ECSE 250 | Infant/Toddler Fieldwork | 2 |
| ECSE 350 | Preschool Fieldwork | 2 |
| ECSE 450 | ECSE Consultation/Itinerant Fieldwork | 2 |
| ECSE 499 | Student Teaching in Early Intervention/Early Childhood Special Education | 9 |
| Open electives | ||
| Select any course. | 18 | |
| Total Hours | 120 | |
The minimum number of credit hours required for this degree is 120.
What follows is a sample plan that meets the prescribed requirements within a four-year course of study at VCU. Please contact your adviser before beginning course work toward a degree.
| Freshman year | ||
|---|---|---|
| Fall semester | Hours | |
| EDUS 202 | Diversity, Democracy and Ethics | 3 |
UNIV 111  Play course video for Introduction to Focused Inquiry: Investigation and Communication | Introduction to Focused Inquiry: Investigation and Communication (satisfies general education UNIV foundations) | 3 |
| General education course (select quantitative foundations) | 3 | |
| General education course | 3 | |
| General education course | 3 | |
| Term Hours: | 15 | |
| Spring semester | ||
| EDUS 301 or PSYC 304 | Human Development and Learning or Life Span Developmental Psychology | 3 |
| SEDP 330 | Survey of Special Education | 3 |
| UNIV 112 Play course video for Focused Inquiry II | Focused Inquiry II (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| General education course | 3 | |
| Term Hours: | 15 | |
| Sophomore year | ||
| Fall semester | ||
| ECSE 201 | Infants and Young Children With Disabilities | 3 |
| ECSE 202 | Social-Emotional Development in Early Childhood | 3 |
| SEDP 216 | Family-Professional Partnerships | 3 |
| SEDP 282 | Multicultural Perspectives and Disability | 3 |
| UNIV 200 | Advanced Focused Inquiry: Literacies, Research and Communication (satisfies general education UNIV foundations) | 3 |
| Term Hours: | 15 | |
| Spring semester | ||
| 2.8 GPA required for admission to teacher preparation | ||
| ECSE 303 | Behavior Support in Early Childhood | 3 |
| SEDP 203 | Special Education and Disability Law | 3 |
| General education course | 3 | |
| General education course | 3 | |
| Open elective | 3 | |
| Term Hours: | 15 | |
| Junior year | ||
| Fall semester | ||
| ECSE 250 | Infant/Toddler Fieldwork | 2 |
| ECSE 301 | Developmental Assessment for Young Children | 3 |
| ECSE 302 | Early Intervention for Infants and Toddlers With Disabilities | 3 |
| ECSE 304 | Communication and Language Development in Early Childhood | 3 |
| TEDU 425 | Emergent and Early Literacy | 3 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Spring semester | ||
| 3.0 GPA required for admission to clinical internship | ||
| ECSE 350 | Preschool Fieldwork | 2 |
| ECSE 410 | Play-based Instruction for Inclusive Settings | 3 |
| SEDP 402 | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | 3 |
| Open elective | 3 | |
| Open elective | 3 | |
| Term Hours: | 14 | |
| Senior year | ||
| Fall semester | ||
| ECSE 401 | Medical Aspects of Early Childhood Special Education | 3 |
| ECSE 450 | ECSE Consultation/Itinerant Fieldwork | 2 |
| ECSE 501 | Principles of Infant/Early Childhood Mental Health | 3 |
| SEDP 405 | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| Open elective | 3 | |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Spring semester | ||
| ECSE 499 | Student Teaching in Early Intervention/Early Childhood Special Education | 9 |
| SEDP 452 | Supporting Multilingual Learners With Disabilities | 1 |
| TEDU 452 | Teaching Multilingual Learners | 2 |
| Term Hours: | 12 | |
| Total Hours: | 120 | |
The minimum number of credit hours required for this degree is 120.