Early Childhood Education, Special Education Teaching Concentration, BA

The ECS Special Education Teaching Concentration (SET) is offered by the Department of Early Childhood Studies in collaboration with the Department of Educational Leadership and Special Education.

With the SET concentration, students can complete a bachelor’s degree in Early Childhood Studies, bypass credential entry tests, and start working on their teaching credential before they graduate.

The SET concentration builds on that foundation with commitments to:

evidence-based instruction for individuals with disabilities ages 5-22
inclusive educational practices
collaborative relationships with families, teachers, and administrators.

CSET is waived for students who complete the SET Concentration. When they apply to the Multiple Subject or Education Specialist Credential program at Sonoma State University, the Subject Matter requirement and the prerequisites for enrolling in those programs will be met through the coursework.

Timeline:

Years 1 & 2: Complete General Education (GE) and lower-division courses in the ECS major or ADT: Child Development
Spring of Sophomore Year: Apply to the Special Education Teaching Concentration
Years 3 & 4: Complete upper-division GE, upper-division courses in the ECS major, and special education courses.

Transfer students with an Associate Degree to Transfer (ADT) in Early Childhood Studies or Human Development should apply to the credential program when admitted to the ECS major. All students must meet California statutory requirements for entering a special education teaching credential program, including 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.

Advisors:
Dr. Chiara Bacigalupa (for ECS BA questions): chiara.bacigalupa@sonoma.edu
Dr. Jennifer Mahdavi (credential questions): jennifer.mahdavi@sonoma.edu

For more information, please visit the SET concentration webpage on the ECS website.

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:

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