Jul 14, 2024  
2024-2025, 2nd ed. General Catalog 
2024-2025, 2nd ed. General Catalog

Early Childhood Education, Special Education Teaching Concentration, BA

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The ECS Special Education Teaching program is offered by the Department of Early Childhood Studies in collaboration with the Department of Educational Leadership and Special Education in the School of Education. The mission of the Early Childhood Studies department is to prepare knowledgeable and caring professionals who are committed to contributing to a just society through high-quality education and social services for all children and families. The mission of the Education Specialist credential programs is the advancement of excellence within the special education profession. Combined, these two departments offer you a strong foundation in developmental principles and the specific skills you need to support students with disabilities in achieving their goals.

The Special Education Teaching Concentration enables students to earn a degree and begin the special education teaching credential at the same time. This concentration is an organized to meet subject matter waiver content  for elementary and special education teaching credentials. Earning the full teaching credential will require 1-2 semesters of coursework after the BA is complete, including student teaching.

First year students should select the ECS pre-credential concentration and apply to the credential program in the 2nd year to begin credential courses in the third. Transfer students with an Associate Degree to Transfer (ADT) in Early Childhood Studies or Human Development should apply to the credential program as soon as they are admitted to the ECS major. All students must meet California statutory requirements for entering a special education teaching credential program  that include maintaining at least a 3.0 GPA in credential courses and receiving a Certificate of Clearance to be allowed to participate in public TK-22 classrooms.

Program Learning Outcomes

Early Childhood-Precredential PLOs

SLO1. Students apply their understanding of child development theories and research to effectively promote child growth, health, and learning in ways that are equitable and socially just.

SLO2.  Students analyze and reflect on components for building just and reciprocal family and community relationships in their work with children.

SLO3. Students practice ethical assessment that is developmentally appropriate, culturally sustaining, and linguistically responsive to support the positive growth and development of children; they communicate these findings effectively and professionally.

SLO4. Students observe, analyze, design, and reflect on developmentally appropriate and socially and environmentally just curricula and environments. These culturally and linguistically sustaining curricula and environments align with state early learning standards for children in programs serving infants, toddlers, preschoolers, and TK-22 students.

SLO5. Students exhibit the following knowledge, skills, and dispositions understanding and upholding ethical, equitable, and professional standards; engaging in continuous, collaborative learning to inform practice; accessing professional resources; integrating informed and critical perspectives into their work with children; and engaging in informed advocacy to promote anti-racist and just practices in programs that serve children and their families.

SLO6. Students observe and practice their developing skills in different kinds of educational settings.

SLO7. Students develop subject matter competence appropriate for a beginning teacher in the following disciplines:  Human Development, Language Studies, Literature, Mathematics, Science, Social Studies, History, Arts, and Physical Education.

Critical thinking & Writing:  

In addition to the above SLO’s, students in the ECS Major are expected to meet the following learning objectives:

1.  Produce writing that meets the ECS Standards for Critical and Thoughtful Writing.

2.  Demonstrate intellectual rigor in all course assignments, utilizing the ECS Framework for Critical Reflection.

The Education Specialist Credential PLOs are the California Teacher Performance Expectations (TPEs)

Candidates will:

TPE 1: Engage and Support All Students in Learning
TPE 2: Create and Maintain Effective Environments for Student Learning
TPE 3: Understand and Organize Subject Matter for Student Learning
TPE 4: Plan Instruction and Design Learning Experiences for All Students
TPE 5: Assess Student Learning
TPE 6: Continually develop as a Professional Educator

Degree Requirements

See the “Degree Requirements ” in the University Catalog for complete details on general degree requirements.

General Education Requirements (48 units)

See the “General Education ” requirements in the University Catalog for information on General Education requirements. Some major requirements may double count for GE requirements.



Total GE units: 48
Total Major Core units: 35 (3 units also in GE)
Total Concentration units: 30 units (9 also units in GE)
University Electives units: 19 units

Total Units Required for Graduation: 120

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