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Special Education Licensure:
Early Childhood Special Education

Educators specializing in Early Childhood Special Education (ECSE) learn to assess and provide instruction for children ages birth through six with motor, sensory, health, communication, social-emotional or cognitive disabilities. We emphasize working as collaborative team members with families and other professionals so that children with disabilities can thrive in their natural environments. View our information session.

As you complete your program in Special Education and Gifted Education at the University of St. Thomas you will:

Gain the knowledge and skills to have a positive impact on students in the K-12 classroom
Become part of a supportive network of fellow students, alumni and faculty that will inspire and sustain you throughout your career
Learn from expert faculty currently active in the K-12 classroom who are here to help you shape your path

What you can earn

License
Master of Arts (M.A.)

Where you'll learn

On-campus (St. Thomas)
Off-site (locations below)

When you can start

Fall semester begins: September 4, 2013
Spring semester begins: February 3, 2014

Questions about this program

Ea Porter

Enrollment Advisor

651-962-4657

celc@stthomas.edu

For the License

SPED 750 Survey of Exceptionality

3 Credits

Provides an overview of special education and the specific categories of exceptionality. Examines the history, theories, legal mandates, definitions and terminology related to special education. Identifies roles and responsibilities of general and special education professionals. Characteristics of individuals with exceptionalities are explored. These include but are not limited to: gifted and talented, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, autism spectrum disorders and speech and language disorders or differences.

SPED 785 Behavior Management

3 Credits

Explores the idea of positive behavior support for promoting acceptable behavior in school and other settings where individuals learn. This course, grounded in research based interventions, is designed to assist all who work with students in special and regular education in developing skills to teach and support acceptable behavior that is demonstrated in home, school and community settings.

SPED 714 Collaboration Skills for School Professionals

3 Credits

SPED 778 Fundamentals: Preschoolers

3 Credits

Provides a foundation for working with preschoolers and their families in early childhood and early childhood special education programs. Emphasis is placed on typical and atypical early-childhood development, developmentally appropriate practice, and developing curriculum that is functional, appropriate, adaptable and fun. Curriculum units will be created that enhance child development and are adapted for children with a variety of disabilities.

SPED 744 Working with Infants, Toddlers and Families

3 Credits

Provides a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth - 3). Emphasis is placed on early childhood atypical and typical development, family-centered services, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and service coordination, and developing Individualized Family Service Plans.

SPED 787 Assessment Strategies: Early Childhood Special Education

3 Credits

Examines and provides practice in the use of formal and informal assessment and evaluation procedures for young children with disabilities. Emphasis is placed on norm-referenced and criterion-referenced measures, observation formats, parent interviews and family assessment, ongoing evaluation, report writing, and developing IEPs and IFSPs. Students develop a comprehensive assessment portfolio of a young child.

SPED 740 Methods: Early Childhood Special Education

3 Credits

Facilitates the development of effective teaching skills for professionals in Early Childhood Special Education (ECSE), birth-6. An emphasis is placed on using evaluation and assessment information to plan developmentally appropriate individualized programs in the least restrictive environment for children with a variety of disabling conditions. Emphasis is placed on activity and play-based intervention and special methods for use with children with motor, sensory, health, communication, social-emotional and/or cognitive disabilities.

SPED 751 Positioning, Handling and Augmentative Communication Strategies

3 Credits

Discusses normal gross motor, fine motor, oral motor and sensory development, followed by examination of the implications of the development of abnormal movement and sensory dysfunction. Current positioning and handling theories and techniques and feeding interventions are addressed. An overview of sensory defensiveness and optimal arousal states focuses on issues critical to successful learner performance. Augmentative and Alternative Communication (AAC) content includes an examination of the principles and procedures involved in assessment as well as practical guidance on designing and implementing intervention strategies that meet AAC needs and improve the lives of individuals who have severe communication disorders.

SPED 717 Elementary Academic Interventions

3 Credits

SPED 741 Practicum: Early Childhood Special Education (Ages 3-6)

2-3 Credits

A practicum in an educational or community-based setting with pre-schoolers, including children with disabilities. This experience requires planning and implementing curriculum for an early-childhood class with adaptations for children with disabilities; selecting appropriate individual objectives and embedding them in routines and curricular activities; and developing skills in assessment and evaluation. Includes documentation of practical experiences gleaned from the student’s licensure program.

SPED 735 Practicum: Early Intervention (Ages: Birth to 3)

2-3 Credits

A practicum in a family, hospital, educational and/or community-based setting with infants and toddlers who have disabilities and their families. This experience requires planning, assessing and providing early intervention services and developing skills in assessment and evaluation. Students are expected to demonstrate competence in partnering with families in home and/or educational settings. Includes documentation of practical experiences gleaned from the student’s licensure program.

SPED 737 ECSE Seminar

1 Credit

For your First License - New Teachers add the following

(14 Credits)

Required coursework for working toward a first teaching license in Minnesota. These courses meet the Standards of Effective Practice and can be completed during your time at St. Thomas.

TEGR 510	Educations' Place in Society and Field Experience I	3 Credits
TEGR 512	Human Relations and Multicultural Education	3 Credits
TEGR 530	Psychology of Teaching and Learning	3 Credits
TEGR 532	Field Experience II: Learning and Teaching	1 Credit
TEGR 550	Language Development and Literacy I	3 Credits
SPED 598	Standards of Effective Practice Portfolio	1 Credit

TOTAL 33 (58) Credits

For the Master of Arts (M.A.)

SPED 750 Survey of Exceptionality

3 Credits

Provides an overview of special education and specific categories of exceptionality. Examines the theories, legal mandates, definitions and terminology related to special education. Characteristics of individuals with exceptionalities are explored. Emphasis is placed on understanding learning characteristics, abilities, and underlying needs within a particular disability, common characteristics across various disabilities, and effective interventions in both general education and special education that respond to diverse learners.

SPED 785 Behavior Management

3 Credits

This course explores the idea of positive behavior support for promoting acceptable behavior in school and other settings where individuals learn. This course, grounded in research based interventions, is designed to assess all who work with students in special and regular education in developing skills to teach and support acceptable behavior that is demonstrated in home, school and community settings.

SPED 714 Collaboration Skills for School Professionals

3 Credits

Developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families and community members. Students explore the fundamentals of collaboration; applications of collaboration related to consultation, team membership, co-teaching, partnership with families, developing interagency agreements and supervision of paraprofessionals; and pragmatic aspects of collaboration. Consideration of current practices in collaboration used in program planning and implementation for students receiving special education services is a focus.

SPED 778 Fundamentals: Preschoolers

3 Credits

SPED 744 Working with Infants, Toddlers and Families

3 Credits

SPED 787 Assessment Strategies: Early Childhood Special Education

3 Credits

SPED 740 Methods: Early Childhood Special Education

3 Credits

SSPED751 Positioning, Handling and Augmentative Communication Strategies

3 Credits

SPED 717 Elementary Academic Interventions

3 Credits

SPED 741 Practicum: Early Childhood Special Education (Ages 3-6)

2-3 Credits

SPED 735 Practicum: Early Intervention (Ages: Birth to 3)

2-3 Credits

SPED 737 ECSE Seminar

1 Credit

CIED 500 Principles of Educational Research

3 Credits

Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

SPED799 Special Education Final Project

1 Credit

Gives candidates for the master of arts degree the opportunity to integrate what has been learned in their program and demonstrate competency in independent research through a literature-review on the topic of their choice. The final project culminates in a formal review of the paper and an oral examination.

For your First License - New Teachers add the following

(14 Credits)

Required coursework for working toward a first teaching license in Minnesota. These courses meet the Standards of Effective Practice and can be completed during your time at St. Thomas.

TEGR 510	Educations' Place in Society and Field Experience I	3 Credits
TEGR 512	Human Relations and Multicultural Education	3 Credits
TEGR 530	Psychology of Teaching and Learning	3 Credits
TEGR 523	Field Experience II: Learning and Teaching	1 Credit
TEGR 550	Language Development and Literacy I	3 Credits
SPED 598	Standards of Effective Practice Portfolio	1 Credit

TOTAL 31-37 (45-51) Credits

Minneapolis, MN (on-campus)

Degree: Certificate, License, and Masters options

Time: Evening Courses

Start Date: Varies by term

Location: Opus Hall | Downtown UST Campus (map)

Students who are interested in taking all of their courses at our on-campus location in Downtown Minneapolis are welcome to start in the Fall, Spring or Summer terms. Take a look at admissions for further information on how to apply.

Burnsville, MN

Degree: License or Masters (ABS, ASD, DD, EBD, ECSE & LD)

Time: Thursdays, 4:45-8:45 & two Saturdays, 8:00-4:00

Start Date: October 29, 2013

Location: Diamondhead Education Center (map)

Starting Fall 2013! Application Deadline: October 15, 2013

Plymouth, MN

Degree: License or Masters (ABS, ASD, DD, EBD, ECSE & LD)

Time: Thursdays, 4:45-8:45 & two Saturdays, 8:00-4:00

Start Date: October 29, 2013

Location: Intermediate District 287 Service Center (map)

Starting Fall 2013! Application Deadline: October 15, 2013

Plymouth, MN

Degree: License or M.A.

Time: Tuesday 4:30-8:30 pm, Sat. 8am-4pm

Start Date: November 7, 2012

Location: Intermediate District 287 Service Center (map)

Starting Fall 2013! Application Deadline: September 26, 2013

Burnsville, MN

Degree: License or M.A.

Time: Tuesday 4:30-8:30 pm, Sat. 8am-4pm

Start Date: November 7, 2012

Location: Diamondhead Education Center (map)

Starting Fall 2013! Application Deadline: September 26, 2013

St. Paul, MN

Degree: License or Masters (ABS, ASD, DD, EBD, ECSE & LD)

Time: Thursdays 4:30-8:30pm, Saturdays 8:00-4:00pm

Start Date: March 6, 2014

Location: University of St. Thomas St. Paul Campus (map)

Starting Spring 2014! Application Deadline: February 13, 2014

Woodbury, MN

Degree: License or Masters (ABS, ASD, DD, EBD, ECSE & LD)

Time: Thursdays 4:30-8:30pm, Saturdays 8:00-4:00pm

Start Date: March 6, 2014

Location: East Ridge High School (map)

Starting Spring 2014! Application Deadline: February 13, 2014

Hasan Zaghlawan, Ph.D.

Assistant Professor (651) 962-4390 zaghlawan@stthomas.edu

MOH 438 | Opus Hall

Ongoing Professional Development

The Department of Special Education and Gifted Education offers a wide variety of professional development opportunities throughout the year. Whether networking with leaders in the field at the annual Education for Everyone Event series or simply catching up on the latest tools and techniques in gifted and talented education at the biennial Gifted Education Conference, the College of Education, Leadership & Counseling provides lifelong learning opportunities. Most events include a CEU component. In addition to annual events, the department offers specialized summer institutes in the area of Supervising Paraprofessionals, Autism Spectrum Disorders and Twice Exceptional Education.

Mentored Clinical Practice

The dedicated faculty in the Special Education and Gifted Education programs will work with you to ensure that your clinical practice experience (student teaching) will meet your needs and facilitate your growth, both personally and professionally. Throughout your time student teaching, regularly scheduled seminars with faculty and peers offer the opportunity to form a strong professional network as you prepare to enter the field and have a positive impact on K-12 students.

Community Partnerships

The College of Education, Leadership & Counseling takes pride in engaging in innovative partnerships with a variety of organizations. Students in the College of Education, Leadership & Counseling will find many opportunities for professional growth as a result of working with these organizations. Partnership examples include the Northwest Suburban Integration District, Center for Academics and Sports, FAIR School and the Collaborative Urban Educators program.

The Value of a St. Thomas Degree

Calculating the cost of your degree can be challenging, as every institution approaches it a bit differently. At St. Thomas, we list our tuition cost as cost per credit:

Each course can be 1-3 semester credits, but the standard course is 3 credits.
A typical part-time student in our graduate programs takes 3-6 credits per term.
To view the total number of credits per program you can view the courses tab above.

It may be possible for you to receive some type of financial assistance. To learn more, please visit our Graduate Financial Aid page.

We offer our students much more than just a degree. We offer the chance to be a part of a personal and professional network like no other, which means your graduate education will enrich your life and career long into the future.

Welcome to your
NETWORK.

Cost

Education (M.A., Ed.S., Certificate, Licensure)

On-campus Tuition (per credit) $763

Off-site Program Tuition (per credit) $399

Books and materials
(estimate per course) $150-250

One-time application fee $50

1 | Meet the Requirements:

A Bachelor's Degree (B.A.) from a regionally accredited institution
A cumulative minimum undergraduate G.P.A. of 3.0 (4.0 scale) or the successful completion of a graduate level program from another institution

If you do not meet the above requirement(s), you may be eligible for special admission, which requires:

A cumulative minimum undergraduate G.P.A. of 2.75 (4.0 scale)
The completion of a standardized test, such as the Miller Analogies Test (MAT), GRE, GMAT or LSAT A possible interview with an admissions person/committee

2 | Submit the following application materials:

Application form and one-time $50 application fee
Two positive letters of reference from non-related individuals
Official transcripts for all undergraduate and graduate work (unless that work was completed at the University of St. Thomas)
Personal statement

3 | Submit the supplementary materials:

Initial Licensure: MTLE Basic Skills required by the end of an initial teacher licensure candidate's first semester of coursework.
International Applicants: (1) Test of English as a Foreign Language (TOEFL) required for any candidate whose primary language is not English. (2) Transcript Review: All international transcripts must be reviewed by an accredited evaluation service to determine U.S. equivalency of the degree awarded and the institution awarding the degree. Applications will not be reviewed for admissions until the official review is submitted.

Deadlines

Application Deadlines:

For Fall Term: June 1
For Spring Term: Rolling
For Summer Term: May 1

Looking for More?

Apply online

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1000 LaSalle Avenue · Minneapolis, Minnesota 55403 · USA
1-651-962-4550 · education@stthomas.edu

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