Program Overview:
The dual major in Early Childhood Education/Special Education: Birth-Grade 2 is a four-year program of study and practice that leads to a Bachelor of Science in Early Childhood Education/Special Education and prepares candidates for teaching in birth to grade 2 general education, special education, and inclusive settings that serve young children with a full range of abilities and needs. Upon the successful completion of this program, the achievement of passing grades on examinations required by the New York State Education Department and fingerprint clearance, students are eligible for New York State initial teaching certification in both early childhood (Birth-Grade 2) and early childhood special education (Birth-Grade 2).
Guidelines developed by the National Association for Education of Young Children (NAEYC), the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC), National Council for Accreditation of Teacher Education (NCATE) and the National Board for Professional Teaching Standards (NBPTS) were utilized in the development of this program. The Early Childhood Education/Special Education program provides pre-service teachers with integrated course content across the disciplines of child development, special education, early childhood education, communication disorders, literacy, educational psychology, and instructional technology. The program prepares future educators to meet the cognitive, academic and social-emotional needs of a diverse population of young children, collaborate with colleagues, and exhibit leadership in their professional endeavors. The program is delivered by experienced faculty and supervisors who focus on the elements of diversity, instructional planning, individualizing instruction, reflective practice, technology, research-supported practices, and collaboration. The program requires that students have an academic concentration in the liberal arts or sciences (see below for descriptions of academic concentrations), and complete the College’s 41-credit Liberal Education requirements. For this requirement, students need 3 credits of “further disciplinary study” in the liberal arts, selected in consultation with the advisor. The majority of the major and the academic concentration must be completed at The College of Saint Rose.
Program Contacts:
To email the Department Chairs,
Dr. Theresa Ward, Special Education
Program Webpage:
Early Childhood Education/Special Education, BS
Program Requirements:
Major in Early Childhood Education/Special Education (Birth-Grade 2) (56 credits)
| SEE 100 | Intro to the Profession | 0 |
| EPY 245 | Child Devel & Health | 4 |
| SED 146 | Individuals with Disabilities and Exceptionalities in the School and Community | 4 |
| SEE 106 | Intro to Portfolio | 0 |
| CSD 235 | Language Development, Language Disorders, and Implications for Literacy | 3 |
| SED 260 | Positive Behavior Supports for Young Children with Disabilities | 4 |
| ECE 253 | Curriculumand Instruction PreK through Grade 2 | 4 |
| ECE 230 | Foundations of Early Child Education | 3 |
| ECE 231 | Infant, Toddler, Pre-School Education and Guidance | 3 |
| SEE 328 | Partnerships w/ Families | 3 |
| SED 340 | Assessing and Teaching Young Children with Significant Disabilities | 4 |
| SEE 350 | Developmental Assessment of Young Children | 3 |
| SEE 360 | Literacy & Literature for Young Children Grades 1-3 | 4 |
| ECE 385 | Integrated Content Methods Grades K - 2 | 4 |
| EDU 102 | Violence Prevention | 0 |
| EDU 103 | Child Abuse Prevention | 0 |
| EDU 106 | HIV/AIDS/ and Communicable Diseases Safety Education Workshop | 0 |
| EDU 111 | Dignity For All Students Workshop | 0 |
| EPY 337 | Substance Abuse Workshop | 0 |
| SEE 481 | Student Teaching Seminar in Early Childhood Education/Special Education:Birth-Grade 2 | 2 |
| SEE 482 | Portfolio in ECE/Spec Educ | 1 |
| SEE 492 | Stud Tchg: ECE/Spec EdB-Gr 2 | 10 |
SEE 360: is approved as fulfilling the writing-intensive requirement.
SEE 360: Students who transfer in a course that is equivalent to SEE 360 for 3 credits must also take SEE 362 for 1 credit.
American Studies Concentration (33 credits)
Note: The minimum number of credits (7 credits) in the range for course categories below must be met, and the maximum number of credits (12 credits) in the range should not be exceeded.
| AMS 250 | Introduction to American Studies:Theory/Practice | 4 |
| AMS 350 | Critrical Reflections in American Studies | 4 |
American Aesthetics and Cultural Practices (7-12 credits):
| AMS 210 | Topics in American Aesthetics and Cultural Practices | 3-4 |
| AMS 211 | Topics:American Aesthetics& Cultural Film | 3 or 4 |
| BIO 112 | Environmental Science 1 | 4 |
| COM 105 | Intro to Mass Media | 3 |
| COM 205 | Contemporary Advertising | 3 |
| COM 207 | Film Arts | 3 |
| COM 213 | Documentary Film and TV | 3 |
| ENG 216 | Topics in African American Literature | 4 |
| ENG 221 | Topics in Twentieth Century American Literature | 4 |
| ENG 222 | American Drama | 4 |
| ENG 223 | Topics:Early Amer Literature | 4 |
| ENG 229 | Contemporary American Poetry | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| ENG 271 | Topics in Nineteenth Century American Literature | 4 |
| ESC 106 | History of Space Exploration | 3 |
| MUS 253 | Jazz:Historical Overview | 3 |
| MUS 254 | History of Rock | 3 |
| PHI 230 | American Philosophy | 3 |
| PHI 281 | Trash Aesthetics | 3 |
| RLS 124 | New Religious Movements | 3 |
| RLS 212 | Amer Religious History | 3 |
Diversity and Social Justice courses (7-12 credits):
Critical Race Studies courses (7-12 credits):
| AMS 230 | Topics in Critical Race Studies | 3-4 |
| ENG 216 | Topics in African American Literature | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| HIS 247 | Intro to Caribbean History | 4 |
Biology Concentration (30 credits)
Computing and Logic Concentration (33- 35 credits)
Studying fundamental computer science lays the groundwork for a career of applied computational thinking applicable to any field. Computer science emphasizes algebra and mathematical reasoning, hence strengthening the overall preparation of a future teacher. A concentration in Computing and Logic goes far beyond providing knowledge of a computer-based toolset to use in the classroom. Students in this concentration will become better equipped in conceptualization, problem-solving and abstract thinking. This concentration supports the STEM coalition efforts to improve the way our students learn science, mathematics, technology and engineering.
Computer Science Courses (20-22 Credits)
Required Courses:
| CSC 202 | Introduction to Programming | 4 |
| CSC 204 | Education Computing | 3 |
| CSC 230 | Intergrating Programming in the Classroom | 3 |
| CSC 252 | Problem Solving w/JAVA | 4 |
Choose two of the following courses: (6-8 credits)
Mathematics Courses (13 Credits)
Required Courses:
Additional Courses:
Earth Science Concentration (30 credits)
English/Language Arts Concentration (33 credits)
| ENG 105 | Expository Writing, Oral Communication and Research | 4 |
| ENG 114 | Introduction to Literary Genres and Traditions | 4 |
One early literature course (200 level) (4)
One later literature course (200 level) (4)
| ENG 216 | Topics in African American Literature | 4 |
| ENG 217 | Detective Fiction | 4 |
| ENG 221 | Topics in Twentieth Century American Literature | 4 |
| ENG 222 | American Drama | 4 |
| ENG 227 | Women & Wrtg (Later Periods) | 4 |
| ENG 228 | Contemporary Fiction | 4 |
| ENG 229 | Contemporary American Poetry | 4 |
| ENG 231 | Topics:Post-1800 British Literature | 4 |
| ENG 232 | Topics:Contemporary British Literature | 4 |
| ENG 236 | Topics:Post Colonial Literatur | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| ENG 239 | Topics in Irish Literature | 4 |
| ENG 243 | Topics:Modern European Lit | 4 |
| ENG 245 | Literary Movements | 4 |
| ENG 270 | Modern World Drama | 4 |
| ENG 271 | Topics in Nineteenth Century American Literature | 4 |
| ENG 279 | Film:Theory & Practice | 4 |
One diverse literature course (4 credits)
| ENG 126 | Diverse Voices in Literature | 4 |
| ENG 173 | Gay/Lesbian Literature | 4 |
| ENG 216 | Topics in African American Literature | 4 |
| ENG 226 | Women & Wrtg (Early Periods) | 4 |
| ENG 227 | Women & Wrtg (Later Periods) | 4 |
| ENG 236 | Topics:Post Colonial Literatur | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| ENG 239 | Topics in Irish Literature | 4 |
| ENG 371 | Studies in Women's Literature | 4 |
| ENG 372 | Studies in Diverse Literatures | 4 |
Writing/language course(s) (3 or 4 credits)
One communication course (3 credits)
One performance arts course (4 credits)
One additional literature course from those listed above or two credits in teaching topics courses (2 or 4 credits)
| ENG 246 | Imaginative Writing Workshop: Practice and Pedagogy | 2 |
| ENG 247 | Prose Writing Workshop: Practice and Pedagogy | 2 |
| ENG 272 | Literature Topics for Teachers | 2 |
| ENG 273 | Language Topics/Tchrs | 2 |
| ENG 274 | Performance Topics | 2 |
| ENG 275 | Composition and Rhetoric for Teachers | 2 |
| ENG 276 | Film/Media Topics/Tchrs | 2 |
| ENG 292 | Literature Short Courses for Teachers | 1 |
| ENG 295 | Writing Short Crse/Tchrs | 1 |
| ENG 296 | Film/Media Short Course | 1 |
French/Spanish Concentration (30 credits)
| FRE 204 | Intermediate French Language & Culture 2 | 3 |
| FRE 216 | French Conversation | 3 |
| FRE 309 | Contmporary French Culture through Films | 3 |
| SPA 101 | Elem Spanish Lang & Cult 1 | 3 |
| SPA 102 | Elem Spanish Lang & Cult 2 | 3 |
| SPA 203 | Intermed Span Lang & Cult 1 | 3 |
| SPA 204 | Intermed Span Lang & Cult 2 | 3 |
| SPA 309 | Hisapnic Culture in US | 3 |
General Science Concentration (30 credits)
Mathematics Concentration (30-32 credits)
MAT 180, MAT 185, and MAT 190: Students who transfer in MAT 185 or MAT 190 or who score 65 or better on the CALG portion of the math placement test are not required to take MAT 180 and may substitute a higher-level MAT course with advisor approval. In these cases, the higher level MAT course satisfies the MAT 180 pre-requisite for the MAT 270 or 295 course requirement. In any case, a total of 30-32 applicable credits must be earned to complete the concentration.
MAT 180, MAT 185, and MAT 190: Pending Approval by the NYSED
Choose one course from the following:
Depth of Study: (9-11 credits)
Choose two courses chosen from the following
Choose one:
Social Studies Concentration (33 credits)
| POS 111 | Introduction to US Politics | 3 |
| HIS 225 | New York State History | 3 |
| HIS 226 | US History to 1865 | 4 |
| HIS 227 | U.S. History Since 1865 | 4 |
| HIS 260 | African-Americans in the Transatlantic World | 4 |
One course from the following: (4 credits)
Two courses, each from a different geographic area: (8 credits)
Africa:
Asia:
Europe:
Latin America:
Choose one sociology course: (3 credits)
Social studies concentrators may not transfer in core courses after they have matriculated at the College of Saint Rose (Core courses are: POS 111, HIS 225, HIS 226, HIS 227, and HIS 260)
Spanish Concentration (30 credits)
One additional course chosen from: (3 credits)
Two Spanish elective courses (300 - 400 level) (6 credits)
Bilingual Education Extension-Spanish (12 credits)
Extensions are not required as part of the Special Education/Childhood Education major at Saint Rose. The New York State Education Department offers an extension for bilingual education to the initial or permanent/professional teaching certificate obtained for Special Education/Childhood Education (Grade 1-6). An extension will show that the certified special education/childhood education teacher has additional expertise to teach bilingual education in early childhood education. Special Education/Childhood Education majors who wish the College to recommend them to the New York State Education Department for an extension must complete all requirements for the Special Education/Childhood Education (Grade 1-6) program and all requirements for initial teacher certification; obtain fingerprint clearance prior to beginning all field experiences; obtain passing scores on the New York State English Language Proficiency Assessment and Target Language (Spanish) Proficiency Assessment Exams (prior to SPA 308 BLE 455); and, complete the following additional requirements:
| BLE 300 | Foundations of Bilingual Education | 3 |
| BLE 308 | Socio/Psycholinguistics | 3 |
| | or | |
| SPA 455 | Socio/Psycho linguistics | 3 |
| BLE 380 | Methods for Teaching Native Language Arts and Content Areas to Bilingual Learners | 3 |
| BLE 381 | Methods for Teaching Language Arts and Content Areas to Bilingual Learners | 3 |
BLE 380 and BLE 381: a 25-hour field experience outside of class is required
BLE 380 and BLE 381: 25 embedded hours
The New York State Teacher Certification Examination required for the Bilingual Education Extension in Spanish: Bilingual Education Assessment (BEA) in Spanish.
Academic Concentrations for Early Childhood Education/Special Education Majors (Birth-Grade 2)
All Early Childhood Education/Special Education students must fulfill the College’s Liberal Education requirements and must fulfill the requirements for an academic concentration to comply with New York State teacher certification regulations. The purpose of the academic concentration in a liberal arts or sciences discipline or an interdisciplinary field is to provide a focused depth and breadth of preparation and study, beyond the broad general education requirement, that will enable the Early Childhood Education/Special Education major to develop a degree of expertise in a chosen discipline or interdisciplinary field.
Early Childhood Education/Special Education majors are required to complete an academic concentration of 30-33 credits in one of the following disciplines: American Studies, Biology, Earth Science, English/Language Arts, French/Spanish, General Science, Mathematics, Social Studies or Spanish. The requirements of the academic concentrations are listed below. Note: While students must complete the total credits necessary for graduation, 6 credits in a 30-credit concentration and 9 credits in a 33-credit concentration may be shared between the Liberal Education requirements and the academic concentration.
Internship/Field Experiences/Service:
Students are required to complete a total of 150 hours of field experience prior to student teaching. Field experiences require students to observe, complete course-related assignments, and teach in a variety of settings across all age levels within the certification and complete experiences in high-needs/urban schools. Student teaching occurs at both the pre-kindergarten or kindergarten level and at the primary (1-2) grades during one semester of the senior year with one of the placements in a special education or inclusive education setting and one placement in a general education setting. All student teaching experiences must be completed through The College of Saint Rose.
Field experiences ranging from 5 to 21 hours are required for the following courses:
| SED 146 | Individuals with Disabilities and Exceptionalities in the School and Community | 4 |
| ECE 230 | Foundations of Early Child Education | 3 |
| ECE 231 | Infant, Toddler, Pre-School Education and Guidance | 3 |
| ECE 253 | Curriculumand Instruction PreK through Grade 2 | 4 |
| SED 260 | Positive Behavior Supports for Young Children with Disabilities | 4 |
| SED 340 | Assessing and Teaching Young Children with Significant Disabilities | 4 |
| SEE 360 | Literacy & Literature for Young Children Grades 1-3 | 4 |
| ECE 385 | Integrated Content Methods Grades K - 2 | 4 |
Fingerprinting clearance from The New York State Department of Education is required for all field experiences. Fingerprinting information is available on the New York State Department of Education “TEACH” website http://www.highered.nysed.gov/tcert/teach. Students should note that education courses with field experiences have catalog course descriptions that include a statement on mandatory fingerprinting.
Admission into the College does not ensure good standing in the program in Early Childhood Education/Special Education, nor does good standing in the Early Childhood Education/Special Education program ensure admission to student teaching. In order to maintain good standing through all stages of the Early Childhood Education/Special Education program, students are required to maintain the following academic standards: 2.5 cumulative index, 2.75 index in the education sequence, 2.25 index in the academic concentration and a minimum grade of C+ in each course of the major. Students are allowed to repeat courses in the major only one time. More than two repeated courses by a student will result in the student’s dismissal from the major. Students must apply for student teaching in accordance with program guidelines which includes satisfactory completion of all major courses with the exception of SEE 481, SEE 482, SEE 492, and completion of most concentration courses. No additional courses beyond SEE 481, SEE 482, and SEE 492 should be taken during the student teaching semester.
Culminating Academic Experiences:
Required Courses
| SEE 481 | Student Teaching Seminar in Early Childhood Education/Special Education:Birth-Grade 2 | 2 |
| SEE 482 | Portfolio in ECE/Spec Educ | 1 |
| SEE 492 | Stud Tchg: ECE/Spec EdB-Gr 2 | 10 |
Professional Accreditation:
The College of Saint Rose, sponsored by the Sisters of Saint Joseph of Carondelet, Albany Province, is chartered by the Board of Regents of New York State. All of its degrees and programs are registered and its professional programs fully approved by the Board of Regents through the New York State Education Department.
The College of Saint Rose is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104. (267-284-5000) The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. http://www.msche.org/
Programs offered by The College of Saint Rose for the preparation of all school professionals, leading to initial and advanced certifications, are accredited by the National Council for Accreditation of Teacher Education, a specialized accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. http://www.ncate.org/
Career Opportunities and Graduate Study:
In order to be eligible for initial teacher certification in New York State, students must pass required New York State Teacher Certification Examinations. The School of Education offers preparation workshops for these exams. Information about test dates, sample questions, and scoring are available online at www.nystce.nesinc.com. The pass rate on New York State Teacher Certification Examinations for students at The College of Saint Rose was 97% for the 2008-2009 academic year. Within five years, teachers with initial certification must apply for professional certification, which is contingent upon earning a relevant master’s degree and obtaining teaching experience that includes mentoring.
Minor(s):
Complete
minors listing
Admissions and Financial Aid Information:
The Undergraduate Admissions Office begins review of Freshman applications each fall in late September for the following Fall. Students are encouraged to submit a complete an application as early as November. The Admissions Team will return a decision on complete applications within just three weeks. The College awards academic scholarships at the same time.
What Makes an Application Complete
- Online or Paper application (fee waived for online applicants!)
- Official High School Transcripts
- Official Transcripts for any College Level Courses
- SAT or ACT scores (See Test Optional FAQ's)
- Letter of Recommendation from a Counselor or Teacher
- Essay or Graded Paper
- Applicants may also apply via the Common Application Online.
- Art applicants are required to complete a portfolio review.
Admissions contact information (telephone number, admissions web pages)
Scholarships and Financial Aid
See Tuition, Fees, and Financial Aid section for more information.
The Bottom Line
The total cost of The College of Saint Rose (including tuition, fees, room and board) is one of the lowest of any private college in the Northeast, and we still award more than $25 million in Saint Rose scholarships, grants and financial aid.
Take a look at our bottom line, and view a cost comparison with a four-year public institution.
More about Financial Aid
Financial Aid is defined as any grant, scholarship, loan, or employment opportunity given with the express purpose of assisting you with education-related expenses to make you education affordable. Financial Aid is awarded on the basis of student need and the availability of funds.
The Admission and Financial Aid teams have designed a Guide to Scholarships and Financial Aid to help prospective students and families get to the bottom line and find that The College of Saint Rose is one of the lowest of any private college in the Northeast--while maintaining powerful academic opportunities.
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