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Inclusive Early Childhood Education (Birth–Grade 2) - BS

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

Literacy & Special Education Department Co-Chair

Email: delukes@mail.strose.edu

Dr. Frances Ihle

Literacy & Special Education Department Co-Chair

Email: ihlef@mail.strose.edu

Dr. Elizabeth Yanoff

Teacher Education Department Chair

Email: yanoffe@mail.strose.edu

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 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.

Major Courses Sequence:

Year 1

IEC 100

IEC 230

IEC 146

Year 2

IEC 231

CSD 235

EPY 245

Year 3

IEC 253

IEC 350

EPY 350

SED 340

SED 366

Year 4

IEC 360

IEC 385

IEC 492

IEC 491

IEC 328

IEC 490

SED 494

SED 495

Major in Inclusive Early Childhood Education (55 credits)

IEC 100Intro Inclusive Erly Chld Prog

0

IEC 146Yng Cldrn w/Disabil Inclu Sch

3

IEC 230Found Erly Chld Education

3

IEC 231Infant, Toddler, Pre-Sch Devel

3

IEC 253Inclus Curr Design Pre K-Gr 2

3

IEC 328Partnerships w/ Families

3

IEC 350Develop Assess young Children

3

IEC 360Lang &Literacy Instruc Age 4-8

3

IEC 385Meth Inclus ECE Kind-Gr 2

3

IEC 490Transit & Capstone Portfolio

2

IEC 491Erly Chld Student Tch Seminar

2

IEC 492Erly Chldhd Student Tchg K-2

5

CSD 235Language Devel/Disord Literacy

3

EPY 245Early Childhood Development

3 or 4

EPY 350Educational Psychology

3

EDU 102Violence Prevention

0

EDU 103Child Abuse Prevention

0

EDU 106Aids/Com Dis Wrks

0

EDU 111Dignity for All Students

0

EPY 337Subst Abuse Wksp

0

SED 340Assess/Teach Signif Disab Yng

4

SED 366Support Soc Compet w/Yng Cld

3

SED 494Stud Tchg ECE/SpEd Bir-Pre Sch

5

SED 495Stud Tchg Seminar ECE/SpEd

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: Biology, 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.

Biology Concentration (30 credits)

BIO 190Prin of Biology 1

3

BIO 190LPrin of Biology 1 Lab

1

BIO 191Prin of Biology 2

3

BIO 191LPrin of Biology 2 Lab

1

BIO 210Anatomy and Physiology

3

BIO 210LAnatomy and Physiology Lab

1

or

BIO 350General Microbiology

3

BIO 350LGeneral Microbiology Lab

1

Two Biology Laboratory courses at the 200-level or higher

8

CHM 190Gen Chemistry 1

3

CHM 190LGen Chemistry 1 Lab

1

CHM 191Gen Chemistry 2

3

CHM 191LGen Chemistry 2 Lab

1

SCI 350Science in Modern Society

2

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 104Education Computing

3

CSC 130Intergrat Program in Classroom

3

CSC 202Intro to Programming

4

CSC 252Problem Solving w/JAVA

4

Choose two of the following courses:
CSC 302Data Structures

4

CSC 321Database Mgmt Systems

4

CSC 344Computer Networks

3

CSC 355Internet Program 1

3

Mathematics Courses (13 Credits)

Required Courses:
MAT 130Intro to Math Thought

3

MAT 184Elementary Statistics

4

Additional Courses:
MAT 180College Algebra

3

or

MAT 185Pre-Calculus Mathematics

3

MAT 270Finite Mathematics

3

or

MAT 295Discrete Math Str

3

MAT 180 and MAT 185: Students who transfer in MAT 185 or MAT 190 or who score 36 on the math placement test are not required to take MAT 180 and may substitute the 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 MAT 295 course requirement.

English Language Arts Concentration (33 credits)

English Language Arts concentrators may not transfer in courses to fulfill their ELA requirements after they have matriculated at the College of Saint Rose.

Required Courses:

ENG 105Expos Wrtg, Oral Com, Resrch

4

ENG 114Intro Literary Genres/Traditns

4

One 200-level early literature course:

ENG 223Early Amer Literature

4

ENG 226Women & Wrtg (Early Periods)

4

ENG 230Early British Literature

4

ENG 244Early World Literature

4

ENG 260Earlier Shakespeare

4

ENG 261Later Shakespeare

4

ENG 280History of Drama

4

One 200-level later literature course:

ENG 216African American Literature

4

ENG 217Crime Fiction

4

ENG 22120th C. Amer Literature

4

ENG 222American Drama

4

ENG 227Women & Wrtg (Later Periods)

4

ENG 228Contemporary Fiction

4

ENG 229Contemporary Amer Poetry

4

ENG 231Post-1800 British Liter

4

ENG 232Contemp British Literature

4

ENG 236Postcolonial Literatures

4

ENG 237Asian American Literature

4

ENG 238Native American Literature

4

ENG 239Irish Literature

4

ENG 243Modern European Literature

4

ENG 245Literary Movements

4

ENG 270Modern World Drama

4

ENG 27119th C. U.S. Literature

4

ENG 279Film:Theory & Practice

4

One diverse literature course:

ENG 126Diverse Voices in Literature

4

ENG 216African American Literature

4

ENG 226Women & Wrtg (Early Periods)

4

ENG 227Women & Wrtg (Later Periods)

4

ENG 236Postcolonial Literatures

4

ENG 237Asian American Literature

4

ENG 238Native American Literature

4

ENG 239Irish Literature

4

ENG 336Studies in African Amer Lit

4

ENG 371Studies in Women's Literature

4

ENG 372Studies in Diverse Literatures

4

Writing/Language course(s) - 4 credits:

ENG 201Language and Linguistics

4

ENG 206Creative Writing

4

ENG 246Imaginative Wrtg:Pract/Pedag

2

and

ENG 247Nonfic Wrtg Wrkshp:Pract/Pedag

2

ENG 251Nonfiction Writing

4

ENG 252Writing for Digital Media

4

COM 221Journalism I

4

One communication course:

COM 206Conflict Management

3

COM 240Interpersonal Communication

3

COM 241Gender and Communication

3

COM 242Communication and Culture

3

ENG 115Intro to New Media

4

ENG 279Film:Theory & Practice

4

One performance arts course:

ENG 180Theatre Arts

4

ENG 218Oral Interpret of Literature

4

ENG 285Acting: Studio Study

4

ENG 286Acting: Styles and Techniques

4

ENG 287Improvisational Acting

4

Two credits in teaching topics courses OR one additional literature course from those listed above (2 or 4 credits):

ENG 246Imaginative Wrtg:Pract/Pedag

2

ENG 247Nonfic Wrtg Wrkshp:Pract/Pedag

2

ENG 272Literature Topics/Tchrs

2

ENG 273Language Topics/Tchrs

2

ENG 274Performance Topics

2

ENG 275Comp & Rhetoric/Tchers

2

ENG 276Film/Media Topics/Tchrs

2

ENG 292Literature Short Crse/Tchrs

1

ENG 295Writing Short Crse/Tchrs

1

ENG 296Film/Media Short Course

1

French/Spanish Concentration (30 credits)

The French/Spanish concentration is not currently available. Please contact the chair of the Department of World Languages and Cultures for more information.

FRE 204Discovery and Culture

3

FRE 216French Conversation

3

FRE 265French Written Expression

3

FRE 275Reading for Comprehension

3

FRE 309Contmp Fren Cult thru Films

3

SPA 101Identity and Culture

3

SPA 102Culture in Action

3

SPA 203Memory and Culture

3

SPA 204Discovery and Culture

3

SPA 309Hispanic Culture in US

3

*The French/Spanish concentration may require French courses taken off-campus or through study abroad.

General Science Concentration (30 credits)

BIO 190Prin of Biology 1

3

BIO 190LPrin of Biology 1 Lab

1

BIO 191Prin of Biology 2

3

BIO 191LPrin of Biology 2 Lab

1

CHM 190Gen Chemistry 1

3

CHM 190LGen Chemistry 1 Lab

1

CHM 191Gen Chemistry 2

3

CHM 191LGen Chemistry 2 Lab

1

ESC 190Introductory Geology

4

PHY 190Fund of Physics 1

3

PHY 190LFund of Physics 1 Lab

1

One laboratory science course at the 200-level or higher

4

SCI 350Science in Modern Society

2

Mathematics Concentration (30-32 credits)

Required Courses:

MAT 180College Algebra

3

MAT 184Elementary Statistics

4

MAT 185Pre-Calculus Mathematics

3

MAT 190Calculus 1

4

MAT 191Calculus 2

4

Choose one course from the following:

MAT 130Intro to Math Thought

3

MAT 140Excursions in Modern Math

3

MAT 145Math Themes for Liberal Arts

3

MAT 150Mathmatical Perspectives

3

MAT 160Ideas in Modern Mathematics

3

Depth of Study (9-11 credits)

Choose two courses from the following:
MAT 200Mathematical Inquiry

3

MAT 201Calculus 3

4

MAT 220Foundations of Mathematics

3

MAT 240Linear Algebra

3

MAT 270Finite Mathematics

3

MAT 320Number Theory

3

MAT 370Math through History

3

MAT 410Geometries

3

MAT 480Topics in Mathematics

1 to 4

Choose one from the following:
CSC 112Fundamentals of Comp Science

3

CSC 130Intergrat Program in Classroom

3

CSC 202Intro to Programming

4

Social Studies Concentration (32 credits)

Core Courses:

POS 112Critical Analysis US Politics

4

HIS 204Social Studies Economics I

4

HIS 206Social Studies Economics II

4

HIS 215New York State, 1600-1945

4

HIS 227US History since 1865

4

HIS 300Social Studies Geography

4

Social Studies concentrators may not transfer in core courses after they have matriculated at The College of St. Rose.

One POS course from the following:

POS 142Political Ideologies

4

POS 171International Relations

4

POS 173Comparative Politics

4

POS 202Gender Politics

4

POS 215Race&Mass Incarceration in US

4

POS 227Critical Analysis Presidency

4

POS 262Crit Analy Legislat Process

4

Choose one course from a geographic area:

Africa:
HIS 247Intro to Caribbean History

4

HIS 266Modern Africa

4

HIS 268African History bef 1885

4

Asia:
HIS 239Modern E Asia

4

Europe:
HIS 213Fndtns of Europe:Antiq-Mid Age

4

HIS 214Modern Europe

4

HIS 217Mod Britain 1815-present

4

Latin America:
HIS 151Images of Latin Amer in Film

4

HIS 249Latin Amer Colonialism

4

HIS 251Latin American Modernization

4

Spanish Concentration (30 credits)

Required Courses:

SPA 203Memory and Culture

3

SPA 204Discovery and Culture

3

SPA 216Spanish Conversation

3

SPA 265Spanish Written Expression

3

SPA 275Reading for Comprehension

3

SPA 325Advanced Conversation

3

SPA 414Applied Linguistics

3

Three years of high school Spanish, or SPA 101 and SPA 102, are prerequisite to a concentration in Spanish.

If SPA 203 and SPA 204 are waived, the student needs to replace them with 6 hours of upper-level elective courses.

One additional course chosen from:

SPA 305Survey Span Lit 1

3

SPA 306Survey Spanish Literature 2

3

SPA 307Surv Spa-Amer Lit

3

Two Spanish 300-400 level elective courses (6 credits)

Suggested 4 Year Course Plan:

This suggested plan is designed to give students an idea of how to balance their coursework over 8 semesters and to graduate within 4 years. Most students will need to take a minimum of 30 credits each year in order to meet the graduation requirement of a minimum of 122 overall credits.  It should be used along with your Degree Works worksheet and in consultation with your faculty advisor. It is meant as a guide, not a definitive list of courses that must be taken as written. Your faculty advisor will help you make any necessary adjustments during advisement.


Year 1:

Fall (16 credits)

IEC 100: Introduction to the Inclusive Early Childhood Program and Developmental Portfolio – 0 credit

ENG 105 (L01) – 4 credits

Lib Ed (L07) – 3 credits

Lib Ed (L08) – 3 credits

Lib Ed (L03) – 3 credits

Lib Ed (L05) – 3 credits

Spring (17-18 credits)

IEC 230 Foundations of Early Childhood Education – 3 credits

IEC 146 Individuals with Exceptionalities in Schools and Communities – 3 credits

Lib Ed (L04) – 4 credits

Lib Ed (L09) – 4 credits

Concentration course – 3-4 credits

 

Year 2:

Fall (16-18 credits)

EPY 245 Child Development and Health (L11) – 3 credits

Lib Ed (L02) – 3 credits

Lib Ed (L06) – 3 credits

Lib Ed (L12) – 1 credit

Concentration course – 3-4 credits

Concentration course – 3-4 credits

Complete online module for communicable disease awareness

Spring (16-18 credits)

CSD 235 Language and Literacy Typical and Atypical Development, Birth to Age Five – 3 credits

IEC 231 Infant, Toddler and Preschool Development and Instructional Practices – 3 credits

EDU 111 Dignity For All Students Workshop – 0 credit

Lib Ed (Second language course, L02, Further Disciplinary Study) – 3 credits

Lib Ed (L12) – 1 credit

Concentration course – 3-4 credits

Concentration – 3-4 credits

 

Year 3:

Fall (15-17 credits)

IEC 253 Inclusive Curriculum Design – 3 credits

IEC 350 Developmental Assessment of Young Children – 3 credits

EDU 102 Violence Prevention – 0 credit

EPY 350 Educational Psychology – 3 credits

Concentration course – 3-4 credits

Concentration course 3-4 credits

Spring (16-18 credits)

SED 340 Assessing and Teaching Young Children with Significant Disabilities – 4 credits

SED 366 Effective Practices to Promote the Social, Emotional, and Behavioral Competence of Young Children – 3 credits

EDU 103 Child Abuse Prevention – 0 credit

Lib Ed (L10) – 3 credits

Concentration course – 3-4 credits

Concentration course – 3-4 credits

 

Year 4:

Fall (13 credits)

IEC 360 Language and Literacy Instruction, Ages 4-8 – 3 credits

IEC 385 Methods of Inclusive Early Childhood Education – 3 credits

IEC 492 Early Childhood Student Teaching (Kindergarten, 1st, or 2nd grade) – 5 credits

IEC 491 Early Childhood Student Teaching Seminar – 2 credits

Spring (12 credits)

IEC 328 Collaboration and Families – 3 credits

SED 494 Special Education Student Teaching (Preschool) – 5 credits

SED 495 Early Childhood Special Education Student Teaching Seminar – 2 credits

IEC 490 Transitional & Capstone Portfolio in Inclusive Early Childhood Education – 2 credits

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.

Admissions and Financial Aid Information:

The Undergraduate Admissions Office begins review of First-Year applications each fall in late September for the following Fall. Students are encouraged to submit a complete an application as early as October. 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 all 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.
  • Music applicants are required to complete an audition.

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 award more than $34 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 your 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: