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Infancy & Early Childhood Special Education (ECSE)
ECSE Philosophy ECSE Options ECSE Curriculum
Related to Families:
The ECSE training program is based on the beliefs that families know their child
best and families make a unique contribution to the family-professional partnership. Professionals work with families to access support, mobilize resources, and identify their existing strengths, concerns, and priorities toward meeting the developmental needs of the whole child. Through this collaborative process, the competence and confidence of both families and professionals are enhanced.
Related to Children:
The ECSE training program views children as active participants in their own learning. Play environments that support mutually pleasurable child-child and adult-child interactions are based on developmentally, culturally, and individually appropriate principles. Individual objectives are embedded within play and daily routines and are facilitated by observant, responsive adults.
Related to Teaming:
Children, families, and professionals benefit from the knowledge and expertise that each team member shares. Intervention is characterized by a spirit of collaboration in which teach members operate interchangeably in the intervention process, to the extent possible, while continuing to function as resources to one another in relation to their own disciplinary expertise.
Related to Student Learning and Supervision:
Students preparing for careers in early childhood special education will integrate coursework, practica experiences, personal skills, and resources to become competent professionals. To support student growth, the ECSE training program uses a clinical model of supervision designed to foster reflective practice and the students’ ability and motivation to direct their own continued professional development.
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Options
There are two options for a Master's degree in Early Childhood Special Education: Ed.M and M.S.
Masters in Education (Ed.M.)
This option may focus in either Infancy (Birth to Three Years Old) or Early Childhood (Three to Five Years Old), or both Infancy and Early Childhood (Birth to Five Years Old).
A master's degree in Infancy (Birth to Three Years) prepares students to work with infants and toddlers with special needs and their families. Early Interventionists work in a variety of settings, including agencies, hospitals, and families' homes. Entry into this program does not require a teaching certificate.
NOTE: Preparing Relationship-based Early Intervention Personnel (PREP) Project provides support to prepare interested students in attaining a master's degree in early childhood special education with an emphasis on working with infants/toddlers with disabilities and their families: Project PREP
A master's degree in Early Childhood Special Education (Three to Five Years Old) prepares students to work with preschool-aged children with disabilities and their families. Early Childhood Special Educators work primarily in public school settings, although other options are available. Prerequisite: Illinois Type 04 Early Childhood Teaching Certificate or Learning and Behavior Specialist I special education teaching certificate.
Advisors can assist students in planning a dual program of regular Early Childhood Education and Early Childhood Special Education, in which students take Early Childhood Education coursework to obtain a Type 04 (Birth to Age Eight Years Old) Early Childhood teaching certificate, while completing the special education master's coursework.
Masters of Science (M.S.)
This option combines a thesis requirement with the master's of education program requirement. This option is planned in collaboration with the student's advisor.
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Masters in Education (Ed.M.):
Special Education
Special Education and Curriculum and Instruction (combined)
Graduates of Curriculum and Instruction
Early Intervention Project PREP - Option for Early Intervention Credential
Masters of Science (M.S.)
General Special Education - Non-certification
RETURN TO: ECSE Philosophy ECSE Options ECSE Curriculum