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Master of Science in Integrated Early Childhood/Elementary and Special Education (Birth-Grade 3)

Teacher sitting on the floor with young children reading.

Next start: Summer Term 1 - June 1, 2026

Advance your career with a Master's focused on supporting inclusive teaching and learning!

Gain the expertise that aligns your teaching passion with today's workforce needs in early childhood education, early intervention, and inclusive elementary settings! This general, noncertification master's degree is offered for anyone working in early childhood education who is seeking specialization in inclusive, developmentally appropriate teaching practices across the early childhood continuum. It prepares educators working in Birth to Grade 3 settings with the advanced competencies needed to support diverse learners in integrated classrooms. Two supervised practicum experiences are required.

What fields can I work in with a MS in Integrated Early Childhood/Elementary Education and Special Education (Birth - Grade 3)?

Earning a M.S. in Integrated Early Childhood/Elementary Education and Special Education (Birth - Grade 3) prepares graduates for careers in Head Start programs, early care and education centers, community-based organizations, public schools, private schools, colleges & universities, administration of education programs.

Employment of preschool teachers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations.

What jobs can I apply for with a MS in Integrated Early Childhood/Elementary Education and Special Education (Birth - Grade 3)?

Graduates may qualify for many different roles including early childhood specialist, preschool teacher, lead teacher (Head Start, School Readiness, Private Centers), special education teacher (Pre-K-Grade 3), early childhood program director/coordinator, instructional coach, early childhood curriculum specialist, education and childcare administrator, preschool and daycare center director, community program coordinator, Head Start programs, afterschool programs, family support specialist, caseworker, consultants, leaders in the early childhood field, and more.

Check out our Career Outlook planner for Career and Salary prospects in your region!

  • 100% Online Coursework - Accelerated 8-week terms
  • Dedicated Advising throughout degree program
  • Low Tuition and Federal Financial Aid available for qualified students
  • Cohort based course sequence keeps program peers together
  • Flexible graduate-level pathway for educators to work across the Birth-Grade 3 continuum
  • Innovative program emphasis on early intervention with special education offers a comprehensive approach to educator training
  • Program aligned with state of Connecticut employment needs for a well-qualified, inclusive Birth - Grade 3 workforce
  • Practicum assistance from Practicum Director
  • Charter Oak ARC alums receive 6 credits
  • Expert Faculty with extensive experience in the early childhood field
  • A leader in graduating Connecticut residents in early childhood education

  • EDU 501: Integrated Foundations of American Education3 credits
  • Inclusive Language and Literacy Development3 credits
  • The Role of Play in Integrated Education3 credits
  • EDU 530: Infant & Toddler Curriculum Development
    or
    EDU 541: Early Elementary Curriculum3 credits
  • EDU 540: Pre-K-K Curriculum Development3 credits
  • Elementary Literacy/Lang Arts K-33 credits
  • Advanced SPED Methods PreK- 33 credits
  • EDU 511 Integ Ed Program Models Family Partnerships3 credits
  • Assistive Tech and Behavior Supports3 credits
  • EDU 575 ECE/SPED Assessment & Diagnosis3 credits
  • PreK-K Integrated Practicum3 credits
  • Infant and Toddler Practicum
    or
    Early Elementary Practicum3 credits
  • Integrated ECE/Elementary Education Capstone3 credits

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].
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