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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:

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

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 490Capstone 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

EPY 350Educational Psychology

3

EDU 102Violence Prevention

0

EDU 103Child Abuse Prevention

0

EDU 111Dignity for All Students

0

EPY 337Subst Abuse Wksp

0

SED 340C&I:Inten Sup Needs Inf/Tod

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

BIO 190Principles of Biology 1

3

BIO 190LPrinciples of Biology 1 Lab

1

BIO 191Principles of Biology 2

3

BIO 191LPrinciples 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

CSC 104Education Computing

3

CSC 130Intergrat Program in Classroom

3

CSC 202Intro to Programming

4

CSC 252Problem Solving w/JAVA

4

CSC 302Data Structures

4

CSC 321Database Mgmt Systems

4

CSC 344Computer Networks

3

CSC 355Internet Program 1

3

MAT 130Intro to Math Thought

3

MAT 184Elementary Statistics

4

MAT 180College Algebra

3

or

MAT 185Pre-Calculus Mathematics

3

MAT 270Finite Mathematics

3

or

MAT 295Discrete Math Structures

3

ENG 105Expos Wrtg, Spkng, Rsrch Tech

4

ENG 114Intro Literary Genres/Traditns

4

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 216Black Literatures

4

ENG 217Crime Fiction

4

ENG 22120th-C. US Literature

4

ENG 227Women & Wrtg (Later Periods)

4

ENG 228Contemporary Fiction

4

ENG 229Contemporary Poetry

4

ENG 231Post-1800 British Liter

4

ENG 232Contemp British Literature

4

ENG 234Comparative Ethnic US Lit

4

ENG 235Latinx Literature

4

ENG 236Postcolonial Literatures

4

ENG 237Asian American Literature

4

ENG 238Native American Literature

4

ENG 245Literary Movements

4

ENG 248Queer Literary Studies

4

ENG 271US Literature 1865-1910

4

ENG 279Film: Theory & Practice

4

ENG 126Diverse Voices in Literature

4

ENG 216Black Literatures

4

ENG 226Women & Wrtg (Early Periods)

4

ENG 227Women & Wrtg (Later Periods)

4

ENG 234Comparative Ethnic US Lit

4

ENG 235Latinx Literature

4

ENG 236Postcolonial Literatures

4

ENG 237Asian American Literature

4

ENG 238Native American Literature

4

ENG 248Queer Literary Studies

4

ENG 336Studies in Black Literatures

4

ENG 371Studies in Women's Literature

4

ENG 372Studies in Diverse Literatures

4

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

ENG 253Intro to Digital Publishing

4

ENG 254Online Lit Jrnl Edit & Pub

4

COM 221Journalism I

4

COM 206Conflict Management

3

COM 240Interpersonal Communication

3

COM 241Gender and Communication

3

COM 242Communication and Culture

3

ENG 115Intro to Digital Media

4

ENG 279Film: Theory & Practice

4

ENG 218Oral Interpret of Literature

4

ENG 219Poetry in Performance

4

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

BIO 190Principles of Biology 1

3

BIO 190LPrinciples of Biology 1 Lab

1

BIO 191Principles of Biology 2

3

BIO 191LPrinciples 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 190Fundamentals of Physics 1

3

PHY 190LFundamentals of Physics 1 Lab

1

One laboratory science course at the 200-level or higher

4

SCI 350Science in Modern Society

2

MAT 180College Algebra

3

MAT 184Elementary Statistics

4

MAT 185Pre-Calculus Mathematics

3

MAT 190Calculus 1

4

MAT 191Calculus 2

4

MAT 130Intro to Math Thought

3

MAT 140Excursions in Modern Math

3

MAT 145Math Themes for Liberal Arts

3

MAT 150Mathematical Perspectives

3

MAT 160Ideas in Modern Mathematics

3

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 480Topics in Mathematics

1 to 4

CSC 112Fundamentals of Comp Science

3

CSC 130Intergrat Program in Classroom

3

CSC 202Intro to Programming

4

Social Studies concentrators may not transfer in core courses after they have matriculated at The College of St. Rose; six out of eight of the content courses in the concentration must be completed at Saint Rose. 

 

POS 112Critical Analysis US Politics

4

POS 142Political Ideologies

4

HIS 204Social Studies Economics

4

HIS 215New York State, 1600-1945

4

or

HIS 227US History since 1865

4

HIS 226US History to 1865

4

HIS 300Social Studies Geography

4

SPA 203Memory and Culture

3

SPA 204Discovery and Culture

3

SPA 216Spanish Conversation

3

SPA 300Spanish Written Expression

3

SPA 301Reading for Comprehension

3

SPA 325Advanced Conversation

3

SPA 414Applied Linguistics

3

SPA 305Survey Spanish Literature 1

3

SPA 306Survey Spanish Literature 2

3

SPA 307Survey Spanish-American Lit

3

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.


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

Professional Accreditation:

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:

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