SPECIAL EDUCATION TEACHER LICENSURE EARLY CHILDHOOD (BIRTH-FIVE)
WITH A MASTERS OF EDUCATION
OR MASTERS OF SCIENCE
The licensure program in early childhood with a Masters of Education (M. Ed. ) or Masters of Science (M.S. ) degree provides concentrated professional training for teaching infants, toddlers, and preschool children with developmental delays, and working in partnership with their families as part of a transdisciplinary team. The program requires courses and practica experiences in (1) a teacher education graduate core, (2) a specialization strand in early intervention/early childhood special education, (3) advanced graduate courses, (4) a qualifying examination, and (5) a final comprehensive examination or thesis. Students may also need to complete several additional early childhood educational foundation courses for licensure, any of which may be counted towards the degree program with graduate supervisory committee approval. A transcript analysis by early childhood faculty may be requested to determine if previously completed coursework may be substituted for courses in educational foundations or other parts of the licensure or degree program.
CORE AND SPECIALIZATION COURSES REQUIRED FOR BOTH M.ED. AND M.S. DEGREES
| I. Teacher education core | 16 Semester Hours |
| II. Specialization in early childhood special education | 35.5 Semester Hours |
The student may be recommended for licensure to the Utah State Office of Education following completion of the Educational Foundations, Teacher Education Core, and the Specialization in Early Childhood.
ADVANCED GRADUATE STUDY REQUIREMENTS FOR THE MASTERS OF EDUCATION DEGREE
| III. Qualifying examination | |
| IV. Advanced Graduate Core | 9 Semester Hours |
| V. Allied hours outside the Department of Special Education | 6 Semester Hours |
| VI. Final written comprehensive examination | |
| TOTAL SEMESTER CREDIT HOURS FOR THE M.ED. DEGREE WITH SPECIAL EDUCATION LICENSURE IN EARLY CHILDHOOD | 66.5 Semester Hours |
ADVANCED GRADUATE STUDY REQUIREMENTS FOR THE MASTERS OF SCIENCE DEGREE
| III. Advanced graduate core | 12 Semester Hours |
| IV. Qualifying examination | |
| V. Allied hours outside of the Department of Special Education | 6 Semester Hours |
| VI. Thesis | 6 Semester Hours |
| TOTAL SEMESTER CREDITS HOURS FOR THE M.S. DEGREE WITH SPECIAL EDUCATION LICENSURE IN EARLY CHILDHOOD | 75.5 Semester Hours |
MASTER OF EDUCATION DEGREE WITH
SPECIAL EDUCATION LICENSE IN EARLY CHILDHOOD
I. TEACHER EDUCATION CORE (16 HOURS)
Special Education 5010 (3) - Human Exceptionality (F,S). Understanding people with learning, behavior, sensory, and physical differences. Emphasis on examining the effects of culture and societal values on the inclusion of people with disabilities in home, school, and community settings.
Special Education 6021 (3) - Principles of Learning and Assessment (F,S). Theoretical and applied foundations of learning and effective assessment for students with disabilities.
Special Education 6022 (3) - Principles of Instruction and Behavioral Support (S,U). Theoretical and applied foundations of instruction and behavioral support strategies for students with disabilities.
Special Education 6030 (3) - Functional Communication and Language Development (F,S,U). Theoretical and applied foundations of communication and language development and intervention for students with disabilities. Procedures for the infusion of augmentative and alternative communication systems into home, school, and community settings are highlighted.
Special Education 6040 (3) - Legal and Policy Foundations of Special Education (S,U).
Introduction to federal, state, and local government roles in special education. Emphasis is placed on the effects of regulatory and case law on service delivery and the development of public policy.
Special Education 6053 - (1) - Professional Skills Modules (F,S). Three independent modules introduce teacher candidates to APA writing style, conducting library electronic searched and professional standards/practices in the field.
II. SPECIALIZATION IN EARLY CHILDHOOD (35.5 HOURS)
Special Education 6960-1 (2) - Developmental Constructs: Birth to Five Years. (F-First Term) Promotes exploration of select theories and scholarly research related to development in the first five years of life. Select traditional and contemporary theories of personality development, patterns of neurophysiologic maturation, and advancement of cognitive-social-emotional development during the early years of life presented. Parenting theory and styles of parenting and the meaning of developmental change in the infant and young child to parents and family examined.
Special Education 6960-2 (2) - Medical and Health Issues in Early Intervention. (F-Second Term) Provides early intervention professionals information about complex medical and health needs that will enable them to provide optimal health and developmental interventions to infants and young children with developmental disabilities. Knowledge about diagnostic and treatment regimens and limitations of function associated with selected high-incidence disabling conditions gained. Approaches to reduce or ameliorate effects of the disability and prevention of secondary disability, illness, and injury to infants and young children stressed. Practices that promote optimum health for early intervention staff emphasized.
Special Education 6310 (3) - Curriculum and Programming for Preschool Children with Developmental Delays (F). Students examine curriculum content and strategies for assessment, team IEP development and implementation, transition planning, and programming for preschool children with developmental delays or disabilities.
Special Education 6320 (3) - Communication, Social, and Play Development and Intervention (F). Students examine typical and atypical communication, social, and play development during early childhood and a variety of validated assessment and intervention strategies. Intervention strategies which can be carried out in natural play and care-giving contexts are emphasized.
Special Education 6330 (7) - Field Studies: Early Childhood (infant-family-preschool) (F). Students spend fifteen hours per week for 14 weeks in a preschool setting and four hours per week for 14 weeks in early intervention and observation. In the early intervention component students will develop a relationship with a family of an infant or toddler with developmental delays and provide respite care for the family. In the preschool setting, students will receive supervised experience in designing and implementing IEP-based intervention.
Special Education 6340 (3) - Individualizing for Diverse Learning Needs (F). This course is designed to provide students in the area of early childhood special education with the information necessary to meet the diverse needs of all young children within developmentally appropriate and culturally competent preschool settings.
Special Education 6350 (3) - Collaborative Early Intervention for Infants and Toddlers (S). Students examine policy issues, curriculum content, teaming and service coordination strategies, and assessment and intervention techniques for providing family-centered early intervention for infants and toddlers with developmental delays.
Special Education 6360 (3) - Supporting Young Children with Developmental Delays in Natural Environments (S). Students examine a variety of strategies for organizing and managing a variety of early childhood environments in order to maximize children=s well-being and development and prevent social and behavioral problems. Teaming, staff development and supervision, and family-centered intervention techniques will be included as critical components of designing and providing support to young children in natural environments.
Special Education 6370 (1.5) - Seminar: Early Childhood (S). Issues related to student teaching will be discussed, and strategies will be practiced for implementation in student teaching sites. Students will observe in community sites serving premature and at-risk infants. Assessment and intervention strategies for use with infants and toddlers will be examined and implemented and students will hear from health professionals and families as they examine a variety of family and cultural perspectives related to young children with developmental delays.
Special Education 6390 (4) - Student Teaching: Early Intervention (S,U). Supervised student teaching experience in early intervention programs serving young children with developmental delays and their families. Experience in home-based interventionist and support specialist roles will be included.
Special Education 6400 (4) - Student Teaching: Preschool (S). Supervised student teaching experience in preschool programs serving young children with developmental delays and their families. Experience in classroom teacher and support specialist roles will be included.
III. QUALIFYING EXAMINATION
Students should complete the qualifying examination before beginning the cohort year in their program.
IV. ADVANCED GRADUATE CORE (9 HOURS)
Special Education 6610 (3) - Introduction to Research Methods (F,U). Overview of the fundamentals of research methods and design in education and social science. The course involves the presentation of basic information about the purposes of research, the scientific method, experimental-qualitative and nonexperimental-qualitative methods, and implementation of investigations.
Special Education 6620 (3) - Parent/Professional Collaboration (S,U). For teachers, administrators, counselors, psychologists, and other social support personnel interested in issues related to parent-professional collaboration and models for facilitating parent involvement in special education programs.
Students must select one of the following courses:
Special Education 7010 (3) - Group Design and Research Analysis
Special Education 7020 (3) - Single Subject Research Design
Special Education 7040 (3) - Effective Schools for Students with Disabilities and their Families
Other selected special education graduate courses outside your licensure requirements may be allowed with approval of your graduate supervisory committee.
V. ALLIED HOURS (6 HOURS)
Students must take a minimum of 6 hours outside of the Department of Special Education with PRIOR approval by the students supervisory committee. These following courses are required for special education licensure in early childhood and can also be used as allied hours with graduate supervisory committee approval.
Family and Consumer Studies 5170 (3) Creativity and Cognition in Young Children
Family and Consumer Studies 5920 (2) Field Training
Students must also select one of the following options:
T & L 5140 (3) Educational Applications of Technology
ED PS 6540 (3) Culture and School Success OR
an approved out-of-department graduate course for one or more hours of credit.
VI. FINAL COMPREHENSIVE EXAMINATION
MASTER OF SCIENCE DEGREE WITH
SPECIAL EDUCATION LICENSE IN EARLY CHILDHOOD (BIRTH-FIVE)
I. TEACHER EDUCATION CORE (16 HOURS)
Special Education 5010 (3) - Human Exceptionality (F,S). Understanding people with learning, behavior, sensory, and physical differences. Emphasis on examining the effects of culture and societal values on the inclusion of people with disabilities in home, school, and community settings.
Special Education 6021 (3) - Principles of Learning and Assessment (F,S). Theoretical and applied foundations of learning and effective assessment for students with disabilities.
Special Education 6022 (3) - Principles of Instruction and Behavioral Support (S,U). Theoretical and applied foundations of instruction and behavioral support strategies for students with disabilities.
Special Education 6030 (3) - Functional Communication and Language Development (F,S,U).
Theoretical and applied foundations of communication and language development and intervention for students with disabilities. Procedures for the infusion of augmentative and alternative communication systems into home, school, and community settings are highlighted.
Special Education 6040 (3) - Legal and Policy Foundations of Special Education (S,U).
Introduction to federal, state, and local government roles in special education. Emphasis is placed on the effects of regulatory and case law on service delivery and the development of public policy.
Special Education 6053 - (1) - Professional Skills Modules (F,S). Three independent modules introduce teacher candidates to APA writing style, conducting library electronic searched and professional standards/practices in the field.
II. SPECIALIZATION IN EARLY CHILDHOOD (35.5 HOURS)
Special Education 6960-1 (2) - Developmental Constructs: Birth to Five Years. (F-First Term) Promotes exploration of select theories and scholarly research related to development in the first five years of life. Select traditional and contemporary theories of personality development, patterns of neurophysiologic maturation, and advancement of cognitive-social-emotional development during the early years of life presented. Parenting theory and styles of parenting and the meaning of developmental change in the infant and young child to parents and family examined.
Special Education 6960-2 (2) - Medical and Health Issues in Early Intervention. (F-Second Term) Provides early intervention professionals information about complex medical and health needs that will enable them to provide optimal health and developmental interventions to infants and young children with developmental disabilities. Knowledge about diagnostic and treatment regimens and limitations of function associated with selected high-incidence disabling conditions gained. Approaches to reduce or ameliorate effects of the disability and prevention of secondary disability, illness, and injury to infants and young children stressed. Practices that promote optimum health for early intervention staff emphasized.
Special Education 6310 (3) - Curriculum and Programming for Preschool Children with Developmental Delays (F). Students examine curriculum content and strategies for assessment, team IEP development and implementation, transition planning, and programming for preschool children with developmental delays or disabilities.
Special Education 6320 (3) - Communication, Social, and Play Development and Intervention (F). Students examine typical and atypical communication, social, and play development during early childhood and a variety of validated assessment and intervention strategies. Intervention strategies which can be carried out in natural play and caregiving contexts are emphasized.
Special Education 6330 (7) - Field Studies: Early Childhood (infant-family-preschool) (F). Students spend fifteen hours per week for 14 weeks in a preschool setting and four hours per week for 14 weeks in early intervention and observation. In the early intervention component students will develop a relationship with a family of an infant or toddler with developmental delays and provide respite care for the family. In the preschool setting, students will receive supervised experience in designing and implementing IEP-based intervention.
Special Education 6340 (3) - Individualizing for Diverse Learning Needs (F). This course is designed to provide students in the area of early childhood special education with the information necessary to meet the diverse needs of all young children within developmentally appropriate and culturally competent preschool settings.
Special Education 6350 (3) - Collaborative Early Intervention for Infants and Toddlers (S). Students examine policy issues, curriculum content, teaming and service coordination strategies, and assessment and intervention techniques for providing family-centered early intervention for infants and toddlers with developmental delays.
Special Education 6360 (3) - Supporting Young Children with Developmental Delays in Natural Environments (S). Students examine a variety of strategies for organizing and managing a variety of early childhood environments in order to maximize children=s well-being and development and prevent social and behavioral problems. Teaming, staff development and supervision, and family-centered intervention techniques will be included as critical components of designing and providing support to young children in natural environments.
Special Education 6370 (1.5) - Seminar: Early Childhood (S). Issues related to student teaching will be discussed, and strategies will be practiced for implementation in student teaching sites. Students will observe in community sites serving premature and at-risk infants. Assessment and intervention strategies for use with infants and toddlers will be examined and implemented and students will hear from health professionals and families as they examine a variety of family and cultural perspectives related to young children with developmental delays.
Special Education 6390 (4) - Student Teaching: Early Intervention (S,U). Supervised student teaching experience in early intervention programs serving young children with developmental delays and their families. Experience in home-based interventionist and support specialist roles will be included.
Special Education 6400 (4) - Student Teaching: Preschool (S). Supervised student teaching experience in preschool programs serving young children with developmental delays and their families. Experience in classroom teacher, and support specialist roles will be included.
III. QUALIFYING EXAMINATION
Students must complete the qualifying examination before they initiate their thesis.
IV. ADVANCED GRADUATE CORE (12 HOURS)
Special Education 6610 (3) - Introduction to Research Methods (F,U). Overview of the fundamentals of research methods and design in education and social science. The course involves the presentation of basic information about the purposes of research, the scientific method, experimental-qualitative and nonexperimental-qualitative methods, and implementation of investigations.
Special Education 6620 (3) - Parent/Professional Collaboration (S,U). For teachers, administrators, counselors, psychologists, and other social support personnel interested in issues related to parent-professional collaboration and models for facilitating parent involvement in special education programs.
Special Education 7020 (3) - Single Subject Research Design (S). Application of single/within subject principles and strategies in educational research. Critical issues surrounding the design, implementation, and analysis of single subject research.
Students must select ONE of the following research courses:
Special Education 7010 (3) - Group Design and Research Analysis
A qualitative research course (3) (e.g. , Educational Psychology 7420)
Educational Psychology 7460 (3) - Program Evaluation
Educational Psychology 6010 (3) - Introduction to Statistics and Research Design
Educational Leadership and Policy 6050 (3) - Program Evaluation
V. ALLIED HOURS (6 HOURS)
Students must take a minimum of 6 hours outside of the Department of Special Education with PRIOR approval by the students supervisory committee. These following courses are required for special education licensure in early childhood and can also be used as allied hours with graduate supervisory committee approval.
Family and Consumer Studies 5170 (3) Creativity and Cognition in Young Children
Family and Consumer Studies 5920 (2) Field Training
Students must also select one of the following options:
T & L 5140 (3) Educational Applications of Technology
ED PS 6540 (3) Culture and School Success OR an approved out-of-department graduate course for one or more hours of credit.
VI. Thesis (6 Hours)
Additional Study Requirements for M.Ed. and M.S. Degree Programs
Supervisory Committee
Students must establish a three-member supervisory committee which will advise them in completing all study requirements. At least two members of the committee must be on the faculty in the Department of Special Education. In addition, the student must select a faculty member from the Department of Special Education with a tenured rank of Assistant Professor, Associate Professor, or Professor to serve as chair of their supervisory committee. If desired, candidates may elect to appoint a member from another department or college at the University of Utah. Generally, a faculty member from outside of the Department of Special Education should have knowledge and expertise in the student=s allied area of study. All committee members must hold a Masters or Doctoral degree.
Continuous Enrollment
Candidates must be continuously enrolled in a minimum of 3 credit hours during Fall and Spring semesters until completion of the degree program. Enrollment during Summer semester is not required.
Background Check for Initial Licensure
By legislative mandate, applicants for a teaching license/endorsement in Utah are required to have had a background check including fingerprinting. For further information, contact licensing specialist in the Special Education Office.
Teacher licensure by the state of Utah may be denied because of a previous criminal conviction. Your may wish to contact the Associate Dean for Professional Education in the Graduate School of Education before proceeding with your program in teacher education if you have questions about your status. The Utah Professional Practices Advisory Committee, Utah State Office of Education, 250 East 500 South, Salt Lake City, UT 84111 review all such cases.
REV: EC: 9/3/03
Utah Special Education Licensure in Early Childhood (birth-five)
Department of Special Education
University of Utah
Recommended Year 1 and Year 2 Course Sequences
Early Childhood Graduate Special Education
FALL SEMESTER
SPED 5010 • Human Exceptionality (3) Tuesday
SPED 6021 • Principles of Learning and Assessment (3) Wednesday
SPED 6030 • Functional Communication and Language Development (3) Monday
SPED 6960-1 • Development Constructs: Birth to Five (2) Saturday/1st session
SPED 6960-2 • Medical and Health Needs for Young Children with Disabilities or other Special Health Care Needs Saturday/2nd (2) session
SPRING SEMESTER
SPED 6022 • Principles of Instruction and Behavioral Support (3) Wednesday
SPED 6040 • Legal and Policy Foundations of Special Education (3) Monday
SPED 6053 • Socialization to Special Education (1)
SPED 6620 • Parent-Professional Collaboration: Research and Practice (3) Thursday
FCS 5170 • Creativity and Cognition in Young Children (3) Tuesday
FCS 5290 • Lab Experience in DAP Preschool (2) ARR
SUMMER SEMESTER
SPED 6710 • Culture and School Success (3) (or approved substitute)
EDST 5140 • Educational Applications of Technology (3)
FALL SEMESTER
SPED 6310 • Curriculum and Programming for Preschool Children with Developmental Delays (3) Thursday
SPED 6320 • Communication, Social, and Play Development and Intervention (3) Tuesday
SPED 6330 • Field Studies: Early Childhood (7) ARR
SPED 6340 • Individualizing for Diverse Learning Needs (3) Monday
SPRING SEMESTER
SPED 6350 • Collaborative Early Intervention for Infants and Toddlers with Developmental Delays (3) Wednesday
SPED 6360 • Supporting Young Children With Developmental Delays in Natural Environments (3) Tuesday
SPED 6370 • Seminar: Early Childhood (1.5) Wednesday (following 6350)
SPED 6390 • Student Teaching: Early Intervention (4) ARR
SPED 6400 • Student Teaching: Preschool (4) ARR
NOTE: Two-three additional classes and satisfactory completion of a qualifying and comprehensive exam are also required for completion of an M.Ed. Degree. If you have questions about the licensure program or would like a transcript review please call Andrea McDonnell (581-3318), Susan Johnston (581-5817), or Catherine Nelson (585-3260). For information on applying for admission to the licensure and Master's degree program call Patty Davis (581-4764).
NOTE: SPED 6390 Student Teaching: Early Intervention will also be offered Summer Semester.