Early Childhood Education - Inclusive

Why Choose Saint Rose for Early Childhood Education – Inclusive?

Early childhood educators get us started on the paths that we continue throughout our lives – who doesn’t remember his or her first teacher? And, with the ongoing teacher shortage across the United States, early childhood teachers are finding their jobs to be secure and financially rewarding as well as personally fulfilling.

If you aspire to help young children learn, develop, and reach their potential, our Inclusive Early Childhood (IEC) Education program is for you. At the College of Saint Rose, we produce skilled, highly qualified teachers for general education, special education, and inclusive settings that serve children with a full range of abilities and needs.

You’ll work closely with dedicated, distinguished faculty who integrate perspectives from general and special education and help you link content with theory and practice. You’ll work with your professors and peers through our program, which strategically combines coursework and coordinated, supervised fieldwork. By your junior and senior years, you’ll have developed solid leadership skills and a strong identity as an early-childhood professional. You’ll graduate a confident, capable educator ready to serve the cognitive, academic, social-emotional, and communication needs of a diverse population of young children.

Program Highlights

  • Earn two certifications: Early Childhood and Special Education
  • Focus on teaching diverse learners in a range of learning environments
  • Immerse yourself gradually, from initial observations, to teaching small groups, to leading the whole class
  • Progress through integrated course blocks:
    1. Year 1 – Foundations and special education
    2. Year 2 – Preschool and language
    3. Year 3 – Curriculum, assessment, and educational psychology, and special education
    4. Year 4 – All education classes, with two student-teaching experiences
  • Gain more than 200 hours working with young children in addition to two 10 week student teaching placements
  • Enjoy strong faculty advisement and relationships
  • Participate in campus chapters of National Association for the Education of Young Children & Council for Exceptional Children

Learning Objectives

Professional Education Candidate Learning Objectives

Candidates in professional education programs at The College of Saint Rose will:

  • Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
  • Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
  • Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting students’ analytical skills and promoting their dispositions to be lifelong learners.
  • Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
  • Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
  • Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
  • Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
  • Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.