Program Overview:
The Inclusive Early Childhood Education: Birth –Grade 2 major is a four-year program of study and practice that leads to a Bachelor of Science in Inclusive Early Childhood 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. This uniquely designed program integrates perspectives from both general and special education through the use of blocked courses, alternative scheduling, co-teaching by college professors, and highly coordinated and supervised field experiences. The Inclusive Early Childhood 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, social-emotional, and communication needs of a diverse population of young children. Candidates will collaborate with colleagues and exhibit leadership in their professional endeavors. By the junior and senior years, teacher candidates create a strong identity as an early childhood educator. The program is delivered by experienced faculty and supervisors who focus on the elements of diversity, instructional planning, individualizing instruction, reflective practice, technology, evidenced-based 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. The program exceeds the New York State requirement with over 200 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 and settings that serve learners with English Language Learning needs. Student teaching occurs at both the pre-kindergarten or kindergarten level and at the primary (1-2) grades across two semesters during the senior year serving the role as both the general educator and the special educator.
Program Contacts:
Dr. Susan DeLuke, Department of Literacy and Special Education
Dr. Drey Martone, Teacher Education
Program Requirements
Admission into the College does not ensure good standing in the program in Inclusive Early Childhood Education, nor does good standing in the Inclusive Early Childhood Education program ensure admission to student teaching. In order to maintain good standing through all stages of the Inclusive Early Childhood 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.
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.
Inclusive Early Childhood Education Major Requirements (55 credits)
Year 1
IEC 100: Introduction to the Inclusive Early Childhood Program and Portfolio Process (0)
IEC 230: Foundations of Early Childhood (3)
IEC 146: Young Children with Disabilities and Exceptionalities in Inclusive Schools and Communities (3)
Year 2
IEC 231: Infant, Toddler and Preschool Development and Instructional Practices (3)
CSD 235: Language and Literacy: Typical and Atypical Development, B-Age 5 (3)
EPY 245: Child Development and Health (3)
Year 3
IEC 253: Inclusive Curriculum Design for PreKindergarten – Grade 2 (3)
IEC 350: Developmental Assessment of Young Children (3)
EPY 350: Educational Psychology (3)
SED 340: Assessing and Teaching Young Children with Significant Disabilities (4)
SED 366: Effective practices to promote the social, emotional, and behavioral competence of young children (3)
Year 4
IEC 360: Language and Literacy Instruction, Ages 4-8 (3)
IEC 385: Methods of Inclusive Early Childhood Education Kindergarten to Grade 2 (3)
IEC 492: Early Childhood Student Teaching (Kindergarten, first or second grade) (5)
IEC 491: Early Childhood Student Teaching Seminar (2)
IEC 328: Partnerships and Collaboration with Families (3)
IEC 490: Transitional and Capstone Portfolio in Inclusive Early Childhood Education (2)
SED 494: Student Teaching in Early Childhood Preschool Special Education (5)
SED 495: Seminar in Teaching Early Childhood Preschool Special Education (2)
Academic Concentrations for Inclusive Early Childhood Education Majors (Birth-Grade 2)
All Inclusive Early Childhood 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
Inclusive Early Childhood Education major to develop a degree of expertise in a chosen discipline or interdisciplinary field.
Inclusive Early Childhood 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.
*No new applications are being accepted for these concentrations at The College of Saint Rose
American Studies Concentration (33 credits) *No new applications are being accepted*
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 | Amer Studies:Theory/Practice | 4 |
| AMS 350 | Critrical Reflections in AMS | 4 |
American Aesthetics and Cultural Practices in courses chosen from: (7-12 credits)
Diversity and Social Justice Courses (7-12 credits)
Critical Race Studies courses (7-12 credits)
| AMS 230 | Topics:Critical Race Studies | 3 or 4 |
| ENG 216 | African American Literature | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| HIS 247 | Intro to Caribbean History | 4 |
| HIS 260 | Africans in Transatlantic Wrld | 4 |
| HIS 262 | African-Amer Hist since 1863 | 3 |
| POS 220 | The Politics of Education | |
Note: a minimum of 3 courses, including AMS 250 but not AMS 350, must be interdisciplinary AMS courses.
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:
Choose two of the following courses: (6-8 credits)
Mathematics Courses (13 Credits)
Required Courses:
Additional Courses:
Earth Science Concentration (30 credits) *No new applications are being accepted*
English/Language Arts Concentration (33 credits)
| ENG 105 | Expos Wrtg, Oral Com, Resrch | 4 |
| ENG 114 | Intro Literary Genres/Traditns | 4 |
One early literature course (200 level) (4)
One later literature course (200 level) (4)
One diverse literature course (4 credits)
| ENG 126 | Diverse Voices in Literature | 4 |
| ENG 173 | Gay/Lesbian Literature | 4 |
| ENG 216 | African American Literature | 4 |
| ENG 226 | Women & Wrtg (Early Periods) | 4 |
| ENG 227 | Women & Wrtg (Later Periods) | 4 |
| ENG 236 | Post Colonial Literatures | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| ENG 239 | Irish Literature Survey | 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)
French/Spanish Concentration (30 credits)
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)
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 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.
Internship/Field Experiences/Service:
As part of the unique blocking of courses, time is spent in early childhood settings and classrooms. Teacher candidates may be required to complete a field–based assignment that integrates concepts across multiple courses. These field experiences begin in the freshman year and become increasingly more sophisticated as candidates progress into the junior and senior year.
Culminating Academic Experiences:
Most of the senior year, across two semesters, is spent in general and special education settings. Candidates start each semester engaged in compressed course design and field observation in a setting where they also conduct their student teaching. After an intense observation period, candidates seamlessly integrate into their culminating student teaching experience. Accompanying this experience is the presentation of a e-portfolio of work completed throughout the program.
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 Council for the Accreditation of Educator Preparation, 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.
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). Graduates who prefer special education have gone on to teach in early intervention settings, preschool special education, or a public school special education teaching position in inclusive or special class settings. Other graduates have opened their own nursery or preschool, coordinated community before and after school programs, or taught in Universal Pre-K or general education in grades K-2.
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.
Find Out More: