Master of Arts degree in Special Education: Early Childhood Education
Program Requirements
Courses
ECSE courses are listed at http://catalog.unco.edu/2007-2008Output/2007-2008-13-29adu.html. Click on the course to see its description.
Course offerings are listed below in the sequence that is recommended for your coursework. Although this order can be adjusted at the student’s discretion, this is the course sequence that we believe can best build on prior learning. We recommend that students seeking teacher licensure complete their Professional Teacher Education Program (PTEP) coursework in advance of taking these courses. Also, be aware that courses fill up quickly (especially those courses that are taken by other Special Education teacher candidates (EDSE 510, 511, 512, and 616 and SRM 600). You are strongly encouraged to register for classes as soon as you are eligible to do so to assure that you have a space, which cannot be guaranteed.
| Course | Semester(s) offered |
| EDSE 510: Foundations of Special Education | Fall, spring, summer |
| EDSE 511: Learning Environments and Cultural Considerations | Fall, spring, summer |
| EDSE 512: Assessment, IEP Development, and Instructional Planning | Fall, spring, summer |
| EDSE 530: Parent/Professional Partnerships | Fall |
| EDSE 532: Typical and Atypical Early Child Development (temporarily EDSE 508-970) | Spring |
| EDSE 531: Applied Assessment in ECSE | Fall |
| EDSE 616: Scientifically Based Literacy Interventions | Fall, spring, summer |
| EDSE 533: Curriculum and Instruction in ECSE | Spring |
| SRM 600: Introduction to Graduate Research (required for Master’s degree candidates only) | Fall, spring, summer |
| EDSE 534: Research & Policy in EC/ECSE | Fall |
| EDSE 535: Practicum in ECSE (2 credits each to cover 0-3, 3-5, & 5-8 age ranges); additional credits may apply for PTEP enrollees | Fall, spring, summer |
Comprehensive examination
Candidates who were accepted into the program after December 31, 2006 will develop an electronic portfolio (iWebfolio) in place of a traditional comprehensive examination. This consists of completing and posting 12 “assessments” at a designated level of proficiency. These assessments are incorporated into existing course and practicum requirements and candidates are responsible to pay an annual fee to develop and maintain their iWebfolio for each year of study. They must bring any assessments up to a “proficient” level if that was not accomplished during their coursework. General information about iWebfolio is available at http://www.univnorthco.edu/cebs/iWebfolio/index.html. In addition to verifying a student’s competency to teach in the field, this portfolio can be used for other purposes, such as to demonstrate accomplishments to prospective employers.
Candidates who were accepted prior to December 31, 2006 are expected to complete a review of research in an approved area of interest, demonstrating their ability to identify and analyze research that can guide practice, to express their thoughts clearly in writing, and to integrate learning obtained through their course of study. Specific guidelines should be requested of the advisor before embarking on this project.
Writing expectations
Writing assignments for all coursework are required to follow American Psychological Association style guidelines. Students should purchase the APA manual prior to taking their first course.
American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed).Washington, DC: American Psychological Association.