- 30 Credit Hours
- 24 Months
Summer 2023 Application Due | Classes start May 8, 2023
Summer 2023 Completed File Due | Classes start May 8, 2023
Concordia University Chicago's master of arts in early childhood special education is designed for educators with an early childhood certificate/endorsement or the LBS1 (pre-kindergarten to age 21) endorsement. This program is for educators who desire to teach early childhood students with disabilities from birth to below kindergarten. It is also designed to provide qualified candidates with the necessary skills and knowledge to become an early childhood special education teacher.
- Build and strengthen a theoretical understanding of the foundations of early childhood special education
- Examine issues relevant to the early intervention, least restrictive environment, appropriate educational settings, language development, and special education law and policy.
- Develop and utilize appropriate assessments and teaching strategies for young children with disabilities.
- Collaborate with all stakeholders, including parents, community, family members, and other institutions to support young children with disabilities.
- Conduct research to answer questions related to early childhood special education practices and successfully meet the needs of all learners.
- Early Childhood Certificate/Endorsement or LBS 1 Endorsement
- Hold a professional educator license
- Completion of 30 credit hours of course work
Special Education Endorsements
Some of the classes required for this degree program apply toward the Illinois endorsements in Special Education. These classes are marked with an asterisk (*) next to a course title in the curriculum listing below.
Special Education Methods for Early Childhood Educators*
Candidates will study developmentally and individually appropriate methods for fostering the social, emotional, cognitive, communication, adaptive, and motor development and learning of young children with special needs in various settings, including the home, school, and community. This course includes an in-depth analysis of theories and principles of developmentally appropriate practice, Universal Design for Learning, differentiated instruction, and child development. Field experience is required.
Special Education Assessment for Early Childhood Educators*
This course includes a study of the strategies, procedures, and formal and informal instruments for assessing social, emotional, cognitive, communication, and motor skills of infants, toddlers, and preschoolers with developmental delays or disabilities. Learning experiences in this course will equip candidates with methods for conducting formative and summative individual and program evaluation. Assessments of family concerns, priorities, and resources, as well as school, home, and community learning environments will also be addressed. Field experience is required.
Language Development in Early Childhood Special Education*
This course addresses typical and atypical language development in young children, with an emphasis on specific language disabilities. Candidates will explore the relationship between communication delays and other areas of early learning and development, as well as learn about alternative communication systems for young children with disabilities. Field experience is required.
Family and Community Relationships in Early Childhood Special Education*
This course contains strategies for developing positive and supportive relationships with families of young children with special needs, including the legal and philosophical basis for family participation. Also studies will be family-centered services, and strategies for working with socially, culturally, and linguistically diverse families. Approaches and models for promoting effective consultation and collaboration with other professionals and agencies within the community will also be addressed. Field experience is required.
Characteristics of the Young Exceptional Learner
Early Intervention Methods and Transitional Planning
Child Development and Ethics in Early Childhood Education
This course examines child development and ethics of current theory and practice in early childhood education. Critical examination of a variety of current models is included. Issues of mainstreaming, inclusion and cultural pluralism as they relate to the education of children from birth through grade three are also incorporated. Field experience included.
Differentiation and Learning Theory
Introduction to the philosophy, learning theory and theoretical perspective of differentiation. Examination of ways that classrooms can effectively support differentiating instruction and assessment to address the complex challenges of meeting the diverse learning needs and levels of all students.
Special Education Practicum I: Content Area Learning and School Collaboration
This practicum experience focuses on effective teaching practices for students with learning and emotional disorders, and will occur in one of the following school settings: general education classroom, special education classroom or resource room. It is designed to provide educators with opportunities to demonstrate effective collaborative practices, teaching strategies, assessment practices, progress monitoring techniques, behavior management practices. Includes 20 practicum hours.
Special Education Practicum II: Content Area Learning and Community Collaboration
This practicum focuses on effective teaching practices for students with academic and physical challenges and will take place in one of the following settings: elementary or high school, therapeutic day school, residential school/facility, homebound instruction, and hospital or treatment facility. Educators will spend four weeks serving the needs of students with physical disabilities, and four weeks serving students with academic challenges including autism, traumatic brain injury, and intellectual disabilities. It is designed to provide educators with opportunities to demonstrate effective collaborative practices, teaching strategies and assessment and progress monitoring techniques for individual or small groups of students with physical and academic challenges. Includes 20 practicum hours.
Understanding of action research in educational settings. Focus on development of basic action research skills for improved teacher practice. Skills for interpreting published research are also emphasized.
A master’s capstone is required for all master of arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice.
Seminar in Higher Education (EDU 6015)
In addition to the base program curriculum, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course.
This course will serve as an introduction to the U.S.-based higher education learning environment. Students will work to understand Concordia University Chicago’s academic conventions, technological systems and communication culture while developing English grammar, reading, writing, speaking and listening skills.
The Seminar in Higher Education is an excellent opportunity for students to further develop critical skills to help them to be successful in their academic program. This 3-credit course is mandatory for international students attending face-to-face classes on the CUC campus.
- Developing knowledge about local and academic culture
- Building grammar, reading, writing, speaking and listening skills
- Conducting graduate-level research with the use of electronic and library resources
- Developing note-taking strategies for coursework
- Reflecting on the U.S.-based education system
Academic support for work in students’ current coursework will also be provided during or after class. Guest speakers include representatives from the campus library, writing center and technology services.
Student feedback for the Seminar in Higher Education
After taking the Seminar, I have the ability to perform more professionally in my assignments.
The instructor was very dynamic and a good listener. He gave feedback and made sure all the students understood.
The hands-on activities after the lessons helped my learning experience.
The professor truly cares for the students. He helps students individually and encourages us to support our peers.
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