Integrated Early Childhood/Elementary and Special Education (Birth-Grade 3)
Integrated Early Childhood/Elementary and Special Education (Birth-Grade 3)
The Master of Science in Integrated Early Childhood/Elementary Education and Special Education (Birth–Grade 3) is a fully online graduate program for educators seeking to deepen their expertise in inclusive, developmentally appropriate teaching practices across the early childhood age span of birth-8. The program emphasizes evidence‑based instruction in core academic areas including language arts, mathematics, and science, while preparing candidates to design and implement high‑quality, inclusive curricula for diverse learners.
Coursework and supervised field experiences focus on child development, early literacy and numeracy, classroom assessment, and collaborative approaches to supporting young children with and without disabilities. Candidates also develop competencies in family engagement, culturally responsive pedagogy, and cross‑disciplinary collaboration between general and special education professionals. Students are required to complete field experiences in two of three age groups, and demonstrate competencies in working with children in two types of settings.
This program is not intended for candidates desiring to teach in Connecticut public schools. Students desiring teacher licensure should research approved Teacher Preparation Programs online and contact the Connecticut State Department of Education for additional information.
Students seeking a cross‑endorsement should consult CSDE’s Certification Office directly for an evaluation of credits required to obtain the additional endorsement.
The Master of Science in Integrated Early Childhood/Elementary and Special Education (Birth–Grade 3) is 39 credits.
A minimum 'B-' grade is required in all graduate courses. Students must obtain an overall GPA of 3.0 (B) in the major in order to graduate. All students should refer to the Academic Probation policy regarding grades lower than a 'B-' in the graduate program.
Core Courses
| EDU 501: Integrated Foundations of American Education | 3cr |
| Inclusive Language and Literacy Development | 3cr |
| The Role of Play in Integrated Education | 3cr |
Choose one of the following:
| 3cr |
| EDU 540: Pre-K-K Curriculum Development | 3cr |
| Elementary Literacy/Lang Arts K-3 | 3cr |
| Advanced SPED Methods PreK- 3 | 3cr |
| EDU 511: Integ Ed Program Models Family Partnerships | 3cr |
| Assistive Tech and Behavior Supports | 3cr |
| EDU 575: ECE/SPED Assessment & Diagnosis | 3cr |
| PreK-K Integrated Practicum | 3cr |
Choose one of the following:
| 3cr |
| Integrated ECE/Elementary Education Capstone | 3cr |
Program Learning Outcomes
Students who graduate with a M.S. in Integrated Early Childhood/Elementary and Special Education (Birth–Grade 3)will be able to:
- apply low-inference observation and multiple assessments to document children’s development and learning, interpret results, and inform instruction/intervention in inclusive PK–3 classrooms. [PS&C: 1a, 1b, 1c, 3a, 3b, 3c | CAEP: R1.1, R1.3, R2.3, R5.2];
- design and deliver evidence-based, developmentally appropriate, and culturally/linguistically responsive instruction in emergent/early literacy (oral language, phonological awareness, decoding, fluency, comprehension, writing) for diverse PK–3 learners. [PS&C: 4a, 4b, 4c, 5a, 5b | CAEP: R1.2, R1.3, R2.3];
- plan and implement standards-aligned, developmentally appropriate mathematics and integrated content (science/social studies/arts) that build conceptual understanding and problem-solving in PK–3. [PS&C: 4a, 4b, 4c, 5a, 5c | CAEP: R1.2, R1.3, R2.3];
- differentiate instruction; design, implement, and monitor supports (including IEP/IFSP-aligned strategies); collaborate with specialists; and use assistive/educational technology to ensure access and progress for children with disabilities and multilingual learners. [PS&C: 1c, 1d, 4a, 4b, 4c | CAEP: R1.1, R1.3, R2.3, R3.3];
- build reciprocal relationships with families; communicate findings and next steps clearly; and connect school and community resources to support children’s learning and well-being. [PS&C: 2a, 2b, 2c | CAEP: R1.4, R2.1, R2.2, R4.2, R4.3];
- apply culturally and linguistically responsive pedagogy; create affirming learning environments; and use data to identify and close opportunity gaps in PK–3. [PS&C: 1b, 2a, 2c, 4a, 6a, 6b | CAEP: R1.1, R1.4, R3.1, R4.1, R5.4]; and
- engage in ethical practice, reflective inquiry, and data-informed improvement; collaborate across general/special education; and advocate for equitable PK–3 policies and practices. [PS&C: 6a, 6b, 6c | CAEP: R1.4, R3.2, R3.3, R4.3, R5.1].
Integrated Early Childhood/Elementary and Special Education (Birth-Grade 3)
The Master of Science in Integrated Early Childhood/Elementary Education and Special Education (Birth–Grade 3) is a fully online graduate program for educators seeking to deepen their expertise in inclusive, developmentally appropriate teaching practices across the early childhood age span of birth-8. The program emphasizes evidence‑based instruction in core academic areas including language arts, mathematics, and science, while preparing candidates to design and implement high‑quality, inclusive curricula for diverse learners.
Coursework and supervised field experiences focus on child development, early literacy and numeracy, classroom assessment, and collaborative approaches to supporting young children with and without disabilities. Candidates also develop competencies in family engagement, culturally responsive pedagogy, and cross‑disciplinary collaboration between general and special education professionals. Students are required to complete field experiences in two of three age groups, and demonstrate competencies in working with children in two types of settings.
This program is not intended for candidates desiring to teach in Connecticut public schools. Students desiring teacher licensure should research approved Teacher Preparation Programs online and contact the Connecticut State Department of Education for additional information.
Students seeking a cross‑endorsement should consult CSDE’s Certification Office directly for an evaluation of credits required to obtain the additional endorsement.
The Master of Science in Integrated Early Childhood/Elementary and Special Education (Birth–Grade 3) is 39 credits.
A minimum 'B-' grade is required in all graduate courses. Students must obtain an overall GPA of 3.0 (B) in the major in order to graduate. All students should refer to the Academic Probation policy regarding grades lower than a 'B-' in the graduate program.
Core Courses
| EDU 501: Integrated Foundations of American Education | 3cr |
| Inclusive Language and Literacy Development | 3cr |
| The Role of Play in Integrated Education | 3cr |
Choose one of the following:
| 3cr |
| EDU 540: Pre-K-K Curriculum Development | 3cr |
| Elementary Literacy/Lang Arts K-3 | 3cr |
| Advanced SPED Methods PreK- 3 | 3cr |
| EDU 511: Integ Ed Program Models Family Partnerships | 3cr |
| Assistive Tech and Behavior Supports | 3cr |
| EDU 575: ECE/SPED Assessment & Diagnosis | 3cr |
| PreK-K Integrated Practicum | 3cr |
Choose one of the following:
| 3cr |
| Integrated ECE/Elementary Education Capstone | 3cr |
Program Learning Outcomes
Students who graduate with a M.S. in Integrated Early Childhood/Elementary and Special Education (Birth–Grade 3)will be able to:
- apply low-inference observation and multiple assessments to document children’s development and learning, interpret results, and inform instruction/intervention in inclusive PK–3 classrooms. [PS&C: 1a, 1b, 1c, 3a, 3b, 3c | CAEP: R1.1, R1.3, R2.3, R5.2];
- design and deliver evidence-based, developmentally appropriate, and culturally/linguistically responsive instruction in emergent/early literacy (oral language, phonological awareness, decoding, fluency, comprehension, writing) for diverse PK–3 learners. [PS&C: 4a, 4b, 4c, 5a, 5b | CAEP: R1.2, R1.3, R2.3];
- plan and implement standards-aligned, developmentally appropriate mathematics and integrated content (science/social studies/arts) that build conceptual understanding and problem-solving in PK–3. [PS&C: 4a, 4b, 4c, 5a, 5c | CAEP: R1.2, R1.3, R2.3];
- differentiate instruction; design, implement, and monitor supports (including IEP/IFSP-aligned strategies); collaborate with specialists; and use assistive/educational technology to ensure access and progress for children with disabilities and multilingual learners. [PS&C: 1c, 1d, 4a, 4b, 4c | CAEP: R1.1, R1.3, R2.3, R3.3];
- build reciprocal relationships with families; communicate findings and next steps clearly; and connect school and community resources to support children’s learning and well-being. [PS&C: 2a, 2b, 2c | CAEP: R1.4, R2.1, R2.2, R4.2, R4.3];
- apply culturally and linguistically responsive pedagogy; create affirming learning environments; and use data to identify and close opportunity gaps in PK–3. [PS&C: 1b, 2a, 2c, 4a, 6a, 6b | CAEP: R1.1, R1.4, R3.1, R4.1, R5.4]; and
- engage in ethical practice, reflective inquiry, and data-informed improvement; collaborate across general/special education; and advocate for equitable PK–3 policies and practices. [PS&C: 6a, 6b, 6c | CAEP: R1.4, R3.2, R3.3, R4.3, R5.1].