About The Program
Delve into the art of creating inclusive environments that embrace each child's unique abilities and challenges. Gain the skills to support young learners and their families with compassion and expertise - and make a lasting impact as you empower every child to flourish from the very beginning. Our focus is on shaping a future where every child's journey is filled with promise and possibility!
Career Paths
- Elementary special education teacher
- Resource teacher
- Behavioral specialist
- Instructional coordinator
- Education consultant
- Early intervention specialist
- Case manager
- Community support worker
- Advocate
- Policy specialist
At a Glance
Degree Earned
Bachelor of Science in Education (B.S.Ed.)
Credits: 120
Application Deadlines
November 1: scholarship consideration
January 16: first-year students
March 15: transfer students
Program Entry / Delivery Mode
Fall or spring
In-person
Estimated Completion Time
Full-time (at least 12 credits): average completion in 4 years for first year students; 2 years for transfer students
Part-time (11 credits or less): average completion in 4-6 years for first year or transfer students
Our program meets initial licensure requirements in Virginia.
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 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| or PSYC 304 PSYC 304. Life Span Developmental Psychology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. Reviews the basic concepts and principles of physical, cognitive and social development at each major stage of life-prenatal, infancy, toddlerhood, preschool, middle childhood, adolescence, adulthood and old age. Consideration is given to the study of development at each stage of life and to different theoretical explanations for development. PSYC 301 Child Psychology may not also be taken for credit. | Life Span Developmental Psychology | |
| SEDP 203 SEDP 203. Special Education and Disability Law. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an overview of historical and current federal and state litigation and legislation related to children and students with disabilities (e.g., Rehabilitation Act of 1973: Section 504 and the Americans with Disabilities Act). Students will gain understanding of the key provisions of the Individuals with Disabilities Education Improvement Act. This course will include discussion of advocacy and ethical obligations of professionals working with individuals with disabilities. | Special Education and Disability Law | 3 |
| SEDP 216 SEDP 216. Family-Professional Partnerships. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to increase the knowledge, skills and dispositions that are important for collaborating and communicating effectively with families of children with disabilities from birth through age 22. During this course, students will explore the dimensions of family-centered services and person-centered planning, as well as the familial, ecological and cultural factors affecting children with disabilities and their caregivers. Students will learn about theory, general principles and procedures for fostering collaborative partnerships among families, professionals and other stakeholders that lead to outcomes of individual and mutual empowerment. This course will also emphasize understanding the role and responsibilities of community agencies and providers, as well as how understanding the role of members of the collaborative team can impact families. | Family-Professional Partnerships | 3 |
| SEDP 282 SEDP 282. Multicultural Perspectives and Disability. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to enhance cultural competence in diverse community agencies, classrooms and schools. Discussions center around the impact of race, ethnicity, dis/ability, socioeconomic status, linguistic abilities, gender and sexual orientation on access to services and systems. Students will explore the impact of systemic “isms” on narratives about and interaction with children and youth with disabilities, particularly those from minoritized backgrounds. Students will reflect on how attitudes and biases impact their interactions with individuals with disabilities and from cultural identities different from their own. | Multicultural Perspectives and Disability | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| SEDP 402 SEDP 402. Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide students with foundational ideas and concepts regarding the selection and use of assistive technology and augmentative and alternative communication for infants, toddlers, children and young adults with disabilities. Students will recognize and plan for the uses of technology that will aid children and young adults to access and navigate their environment. This course emphasizes the selection and use of AT and AAC in early intervention and general and special education settings for students across the continuum of disability. | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| • Concentration requirements | ||
| ECSE 201 ECSE 201. Infants and Young Children With Disabilities. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course focuses on the foundations for early intervention and education, with emphasis on inclusive environments, typical and atypical development, family and community contexts for development, professional standards and current policy issues. | Infants and Young Children With Disabilities | 3 |
| ECSE 202 ECSE 202. Social-Emotional Development in Early Childhood. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course examines typical and atypical social-emotional development of young children, as well as risk factors impacting social-emotional development. Students learn techniques for supporting positive behavior (to prevent inappropriate behavior) and strategies for building children's social competence. | Social-Emotional Development in Early Childhood | 3 |
| ECSE 301 ECSE 301. Developmental Assessment for Young Children. 3 Hours.
Semester course; 3 lecture hours. 3 credits. The purpose of this course is to equip early childhood professionals with strong foundational knowledge and application skills in screening and assessment of young children birth through age 8 in inclusive settings. The focus of the course is to introduce formal and informal developmental assessment through a variety of formats and approaches. Students will also learn structured and unstructured observations of young children with or without disabilities in inclusive settings. Survey, review and critique of standardized and non-standardized tests as well as the use of test data in planning instruction will be covered. This course provides experiences to increase awareness of, and knowledge about, a variety of assessment procedures appropriate for use with children birth through age 8. Students completing the course will be prepared to make professional decisions regarding the screening, assessment and ongoing evaluation of typically developing children and children with or at risk for disabilities. | Developmental Assessment for Young Children | 3 |
| ECSE 302 ECSE 302. Early Intervention for Infants and Toddlers With Disabilities. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ECSE 201. Enrollment is restricted to students with a minimum of 30 hours (sophomore, junior or senior standing). This infant-toddler early intervention class focuses on the provision of family-centered services as discussed in Part C of the Individuals with Disabilities Education Act. Students learn various relationship-based approaches for providing services that support the development of very young children with disabilities and their families. | Early Intervention for Infants and Toddlers With Disabilities | 3 |
| ECSE 303 ECSE 303. Behavior Support in Early Childhood. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: ECSE 201 and ECSE 202. Enrollment is restricted to students with a minimum of 30 hours (sophomore, junior or senior standing). This course will provide an introduction to theoretical models, research and strategies for supporting positive behaviors and reducing challenging behaviors of young children. Emphasis is on developing, implementing and/or structuring environments and interventions to encourage adaptive behaviors in young children. Trauma-informed approaches to understanding the nature of children’s behavior will also be explored. Course content focuses on conducting formal and informal assessments of behavior and environments to individualize and implement strategies to support the growth and development of individuals with challenging behavior. | Behavior Support in Early Childhood | 3 |
| ECSE 304 ECSE 304. Communication and Language Development in Early Childhood. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Enrollment is restricted to students with a minimum of 30 hours (sophomore, junior or senior standing). This course emphasizes how children learn to communicate and how to facilitate communication development. The course includes examination of language development, language differences and disorders, language facilitation, and relationship of language to literacy. Course content and assignments include information about evidence-based practices and promote critical reflection and problem-solving skills. | Communication and Language Development in Early Childhood | 3 |
| ECSE 401 ECSE 401. Medical Aspects of Early Childhood Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ECSE 201. Enrollment is restricted to students with a minimum of 60 credit hours (junior or senior standing). This course focuses on the nature and characteristics of major disabling and at-risk conditions for infants and young children. Emphasis is given to the medical aspects of young children with disabilities and the management of neurodevelopmental and motor disabilities. Specific strategies for positioning and handling, facilitating movement, and developing self-care skills are provided. Review of adaptive equipment and its safe use, and selection and implementation of appropriate assistive technology will be covered. | Medical Aspects of Early Childhood Special Education | 3 |
| ECSE 410 ECSE 410. Play-based Instruction for Inclusive Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Registration requires permission of the instructor. This course is designed to introduce students to the sources, concepts, theory and integrated approaches to play-based instruction for young children with or without disabilities from diverse backgrounds, and including school, home and community settings. Young children’s development and learning are viewed as integral components of play. Various approaches to formal and informal play will be addressed through a hybrid format of course delivery that includes face-to-face lectures, online discussions and reflections, onsite observations, and case-based inquiries. This course particularly values the critical role of families in child development, therefore emphasizing family involvement in play-based instructions across all settings. | Play-based Instruction for Inclusive Settings | 3 |
| ECSE 501 ECSE 501. Principles of Infant/Early Childhood Mental Health. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisites: ECSE 201, ECSE 202 and ECSE 303; or SEDP 501 or ECSE 541; or permission of instructor. Enrollment is restricted to students with a minimum of 60 credit hours (junior or senior standing) or graduate students. Non-degree seeking students may enroll in this course with permission of instructor. This course provides an introduction to issues related to infant and early childhood mental health. Parent-child attachment, risk, resilience, assessment and intervention strategies will be discussed through the lens of relationship-based practice. | Principles of Infant/Early Childhood Mental Health | 3 |
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| TEDU 425 TEDU 425. Emergent and Early Literacy. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an introduction to the theories, concepts, pedagogical approaches, methods and materials used to promote early literacy acquisition and development. Within the framework of the stages of literacy development, students will develop competency in the components of emergent literacy, including language development, phonological and phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Application of course content in preschool and early elementary classrooms will encourage critical reflection on pedagogical approaches as students meet the diverse language and learning needs of young children ages birth to 8. | Emergent and Early Literacy | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| • Field-based learning and student teaching requirements | ||
| ECSE 250 ECSE 250. Infant/Toddler Fieldwork. 2 Hours.
Semester course; 1.5 lecture and .5 field experience hours. 2 credits. Prerequisite: ECSE 201. Corequisite: ECSE 302. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching with a concentration in early childhood program who have been admitted to teacher preparation. This field-based course provides an in-depth experience in working with infants and toddlers with disabilities and their families. Students may be placed in settings that provide home-based or community-based services. | Infant/Toddler Fieldwork | 2 |
| ECSE 350 ECSE 350. Preschool Fieldwork. 2 Hours.
Semester course; 1.5 lecture and .5 field experience hours. 2 credits. Prerequisites: ECSE 201 and ECSE 250. Corequisite: ECSE 410. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching with a concentration in early childhood program who have been admitted to teacher preparation. This field-based course provides an in-depth experience in working with preschool-aged children with disabilities. Students may be placed in school- or community-based settings. | Preschool Fieldwork | 2 |
| ECSE 450 ECSE 450. ECSE Consultation/Itinerant Fieldwork. 2 Hours.
Semester course; 1.5 lecture and .5 field experience hours. 2 credits. Prerequisites: ECSE 201, ECSE 250 and ECSE 350. Corequisite: SEDP 405. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching with a concentration in early childhood program who have been admitted to teacher preparation. This field-based course provides an in-depth experience in providing consultation or itinerant services for young children with disabilities. Students may be placed in school- or community-based settings. | ECSE Consultation/Itinerant Fieldwork | 2 |
| ECSE 499 ECSE 499. Student Teaching in Early Intervention/Early Childhood Special Education. 9 Hours.
Semester course; 2 lecture and 7 field experience hours (delivered online, face-to-face or hybrid). 9 credits. Prerequisites: ECSE 250, ECSE 350 and ECSE 450. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching with a concentration in early childhood program with a minimum of 90 credit hours (senior standing). The student teaching experience is designed to provide in-depth practical experience within a school, community-based program serving young children (birth to age 5) and their families, from a variety of cultural backgrounds, who are at risk for or have developmental disabilities. Through readings, community-based learning and face-to-face and online collaboration, the student will gain an understanding of the early intervention/early childhood special education requirements and practices. To demonstrate their abilities to critically reflect on their effectiveness, students will demonstrate problem-solving and critical-thinking skills as they apply the competencies gained through course work within the student teaching experience. These competencies are based on DEC-CEC standards and include participation in the assessment, planning and implementation of intervention programs; collaboration on an interdisciplinary team; use of family-centered principles; and development of professional relationships with families and other professionals in the student teaching setting. | 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 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| UNIV 111 UNIV 111. Focused Inquiry I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Utilizes contemporary themes to give students opportunities and practice in writing, critical thinking, oral presentation, collaborative learning, information retrieval and evaluation, and social and civic responsibilities. Incorporates common reading materials and course activities across all sections.  Play course video for Focused Inquiry I | Focused Inquiry I (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 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. or PSYC 304 PSYC 304. Life Span Developmental Psychology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. Reviews the basic concepts and principles of physical, cognitive and social development at each major stage of life-prenatal, infancy, toddlerhood, preschool, middle childhood, adolescence, adulthood and old age. Consideration is given to the study of development at each stage of life and to different theoretical explanations for development. PSYC 301 Child Psychology may not also be taken for credit. | Human Development and Learning or Life Span Developmental Psychology | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 111 or equivalent. Builds on skills introduced in UNIV 111 by providing practice in expository essays, argument and contextual analysis. Focuses on practice in writing in a variety of genres, framing writing according to both purpose and audience and identifying academically valid sources. Students must earn a minimum grade of C to receive credit for this course. 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 ECSE 201. Infants and Young Children With Disabilities. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course focuses on the foundations for early intervention and education, with emphasis on inclusive environments, typical and atypical development, family and community contexts for development, professional standards and current policy issues. | Infants and Young Children With Disabilities | 3 |
| ECSE 202 ECSE 202. Social-Emotional Development in Early Childhood. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course examines typical and atypical social-emotional development of young children, as well as risk factors impacting social-emotional development. Students learn techniques for supporting positive behavior (to prevent inappropriate behavior) and strategies for building children's social competence. | Social-Emotional Development in Early Childhood | 3 |
| SEDP 216 SEDP 216. Family-Professional Partnerships. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to increase the knowledge, skills and dispositions that are important for collaborating and communicating effectively with families of children with disabilities from birth through age 22. During this course, students will explore the dimensions of family-centered services and person-centered planning, as well as the familial, ecological and cultural factors affecting children with disabilities and their caregivers. Students will learn about theory, general principles and procedures for fostering collaborative partnerships among families, professionals and other stakeholders that lead to outcomes of individual and mutual empowerment. This course will also emphasize understanding the role and responsibilities of community agencies and providers, as well as how understanding the role of members of the collaborative team can impact families. | Family-Professional Partnerships | 3 |
| SEDP 282 SEDP 282. Multicultural Perspectives and Disability. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to enhance cultural competence in diverse community agencies, classrooms and schools. Discussions center around the impact of race, ethnicity, dis/ability, socioeconomic status, linguistic abilities, gender and sexual orientation on access to services and systems. Students will explore the impact of systemic “isms” on narratives about and interaction with children and youth with disabilities, particularly those from minoritized backgrounds. Students will reflect on how attitudes and biases impact their interactions with individuals with disabilities and from cultural identities different from their own. | Multicultural Perspectives and Disability | 3 |
| UNIV 200 UNIV 200. Advanced Focused Inquiry: Literacies, Research and Communication. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 112 or HONR 250 with a minimum grade of C. Asks students to consider real-world applications of writing and research. Students will develop critical analysis, inquiry-based research skills, communication of argument and research across media. Work represents the culmination of foundational ConnectED competencies developed in UNIV 111 and UNIV 112. Students must earn a minimum grade of C to receive credit for this course. | 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 ECSE 303. Behavior Support in Early Childhood. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: ECSE 201 and ECSE 202. Enrollment is restricted to students with a minimum of 30 hours (sophomore, junior or senior standing). This course will provide an introduction to theoretical models, research and strategies for supporting positive behaviors and reducing challenging behaviors of young children. Emphasis is on developing, implementing and/or structuring environments and interventions to encourage adaptive behaviors in young children. Trauma-informed approaches to understanding the nature of children’s behavior will also be explored. Course content focuses on conducting formal and informal assessments of behavior and environments to individualize and implement strategies to support the growth and development of individuals with challenging behavior. | Behavior Support in Early Childhood | 3 |
| SEDP 203 SEDP 203. Special Education and Disability Law. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an overview of historical and current federal and state litigation and legislation related to children and students with disabilities (e.g., Rehabilitation Act of 1973: Section 504 and the Americans with Disabilities Act). Students will gain understanding of the key provisions of the Individuals with Disabilities Education Improvement Act. This course will include discussion of advocacy and ethical obligations of professionals working with individuals with disabilities. | 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 ECSE 250. Infant/Toddler Fieldwork. 2 Hours.
Semester course; 1.5 lecture and .5 field experience hours. 2 credits. Prerequisite: ECSE 201. Corequisite: ECSE 302. Enrollment is restricted to students enrolled in the B.S.Ed. in Special Education and Teaching with a concentration in early childhood program who have been admitted to teacher preparation. This field-based course provides an in-depth experience in working with infants and toddlers with disabilities and their families. Students may be placed in settings that provide home-based or community-based services. | Infant/Toddler Fieldwork | 2 |
| ECSE 301 ECSE 301. Developmental Assessment for Young Children. 3 Hours.
Semester course; 3 lecture hours. 3 credits. The purpose of this course is to equip early childhood professionals with strong foundational knowledge and application skills in screening and assessment of young children birth through age 8 in inclusive settings. The focus of the course is to introduce formal and informal developmental assessment through a variety of formats and approaches. Students will also learn structured and unstructured observations of young children with or without disabilities in inclusive settings. Survey, review and critique of standardized and non-standardized tests as well as the use of test data in planning instruction will be covered. This course provides experiences to increase awareness of, and knowledge about, a variety of assessment procedures appropriate for use with children birth through age 8. Students completing the course will be prepared to make professional decisions regarding the screening, assessment and ongoing evaluation of typically developing children and children with or at risk for disabilities. | Developmental Assessment for Young Children | 3 |
| ECSE 302 ECSE 302. Early Intervention for Infants and Toddlers With Disabilities. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ECSE 201. Enrollment is restricted to students with a minimum of 30 hours (sophomore, junior or senior standing). This infant-toddler early intervention class focuses on the provision of family-centered services as discussed in Part C of the Individuals with Disabilities Education Act. Students learn various relationship-based approaches for providing services that support the development of very young children with disabilities and their families. | Early Intervention for Infants and Toddlers With Disabilities | 3 |
| ECSE 304 ECSE 304. Communication and Language Development in Early Childhood. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Enrollment is restricted to students with a minimum of 30 hours (sophomore, junior or senior standing). This course emphasizes how children learn to communicate and how to facilitate communication development. The course includes examination of language development, language differences and disorders, language facilitation, and relationship of language to literacy. Course content and assignments include information about evidence-based practices and promote critical reflection and problem-solving skills. | Communication and Language Development in Early Childhood | 3 |
| TEDU 425 TEDU 425. Emergent and Early Literacy. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an introduction to the theories, concepts, pedagogical approaches, methods and materials used to promote early literacy acquisition and development. Within the framework of the stages of literacy development, students will develop competency in the components of emergent literacy, including language development, phonological and phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Application of course content in preschool and early elementary classrooms will encourage critical reflection on pedagogical approaches as students meet the diverse language and learning needs of young children ages birth to 8. | Emergent and Early Literacy | 3 |
| Open elective | 3 | |
| Term Hours: | 17 | |
| Spring semester | ||
| 3.0 GPA required for admission to clinical internship | ||
| ECSE 350 ECSE 350. Preschool Fieldwork. 2 Hours.
Semester course; 1.5 lecture and .5 field experience hours. 2 credits. Prerequisites: ECSE 201 and ECSE 250. Corequisite: ECSE 410. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching with a concentration in early childhood program who have been admitted to teacher preparation. This field-based course provides an in-depth experience in working with preschool-aged children with disabilities. Students may be placed in school- or community-based settings. | Preschool Fieldwork | 2 |
| ECSE 410 ECSE 410. Play-based Instruction for Inclusive Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Registration requires permission of the instructor. This course is designed to introduce students to the sources, concepts, theory and integrated approaches to play-based instruction for young children with or without disabilities from diverse backgrounds, and including school, home and community settings. Young children’s development and learning are viewed as integral components of play. Various approaches to formal and informal play will be addressed through a hybrid format of course delivery that includes face-to-face lectures, online discussions and reflections, onsite observations, and case-based inquiries. This course particularly values the critical role of families in child development, therefore emphasizing family involvement in play-based instructions across all settings. | Play-based Instruction for Inclusive Settings | 3 |
| SEDP 402 SEDP 402. Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide students with foundational ideas and concepts regarding the selection and use of assistive technology and augmentative and alternative communication for infants, toddlers, children and young adults with disabilities. Students will recognize and plan for the uses of technology that will aid children and young adults to access and navigate their environment. This course emphasizes the selection and use of AT and AAC in early intervention and general and special education settings for students across the continuum of disability. | 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 ECSE 401. Medical Aspects of Early Childhood Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ECSE 201. Enrollment is restricted to students with a minimum of 60 credit hours (junior or senior standing). This course focuses on the nature and characteristics of major disabling and at-risk conditions for infants and young children. Emphasis is given to the medical aspects of young children with disabilities and the management of neurodevelopmental and motor disabilities. Specific strategies for positioning and handling, facilitating movement, and developing self-care skills are provided. Review of adaptive equipment and its safe use, and selection and implementation of appropriate assistive technology will be covered. | Medical Aspects of Early Childhood Special Education | 3 |
| ECSE 450 ECSE 450. ECSE Consultation/Itinerant Fieldwork. 2 Hours.
Semester course; 1.5 lecture and .5 field experience hours. 2 credits. Prerequisites: ECSE 201, ECSE 250 and ECSE 350. Corequisite: SEDP 405. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching with a concentration in early childhood program who have been admitted to teacher preparation. This field-based course provides an in-depth experience in providing consultation or itinerant services for young children with disabilities. Students may be placed in school- or community-based settings. | ECSE Consultation/Itinerant Fieldwork | 2 |
| ECSE 501 ECSE 501. Principles of Infant/Early Childhood Mental Health. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisites: ECSE 201, ECSE 202 and ECSE 303; or SEDP 501 or ECSE 541; or permission of instructor. Enrollment is restricted to students with a minimum of 60 credit hours (junior or senior standing) or graduate students. Non-degree seeking students may enroll in this course with permission of instructor. This course provides an introduction to issues related to infant and early childhood mental health. Parent-child attachment, risk, resilience, assessment and intervention strategies will be discussed through the lens of relationship-based practice. | Principles of Infant/Early Childhood Mental Health | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | 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 ECSE 499. Student Teaching in Early Intervention/Early Childhood Special Education. 9 Hours.
Semester course; 2 lecture and 7 field experience hours (delivered online, face-to-face or hybrid). 9 credits. Prerequisites: ECSE 250, ECSE 350 and ECSE 450. Enrollment is restricted to students in the B.S.Ed. in Special Education and Teaching with a concentration in early childhood program with a minimum of 90 credit hours (senior standing). The student teaching experience is designed to provide in-depth practical experience within a school, community-based program serving young children (birth to age 5) and their families, from a variety of cultural backgrounds, who are at risk for or have developmental disabilities. Through readings, community-based learning and face-to-face and online collaboration, the student will gain an understanding of the early intervention/early childhood special education requirements and practices. To demonstrate their abilities to critically reflect on their effectiveness, students will demonstrate problem-solving and critical-thinking skills as they apply the competencies gained through course work within the student teaching experience. These competencies are based on DEC-CEC standards and include participation in the assessment, planning and implementation of intervention programs; collaboration on an interdisciplinary team; use of family-centered principles; and development of professional relationships with families and other professionals in the student teaching setting. | Student Teaching in Early Intervention/Early Childhood Special Education | 9 |
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| Term Hours: | 12 | |
| Total Hours: | 120 | |
The minimum number of credit hours required for this degree is 120.
The VCU Bulletin is the official source for academic course and program information.
The School of Education (SOE) degree programs that lead to professional licensure are designed to prepare students to meet the requirements for professional licensure in the Commonwealth of Virginia as outlined by the Virginia Department of Education (VDOE). The SOE has determined that the curriculum includes applicable educational prerequisites for the following professional licensure(s) and/or certification(s) as outlined on this page of our website.