Foster child development with a master’s with teacher certification in Early Childhood and Early Childhood Special Education.
The early years of a child's education are crucial for establishing a foundation for lifelong learning and success. Formalize your efforts and desire to help children develop essential skills by earning your Master of Education degree in Early Childhood and Special Education from Southern New Hampshire University.
If you are passionate about helping young children achieve important developmental milestones and find great joy in fostering a patient and understanding learning environment, this clinical program will help you on your path. Successful completion of this program prepares you for New Hampshire state licensure in Early Childhood Education (pre-K - grade 3) and Early Childhood Special Education (birth - age 8).
This full-time, New Hampshire-based clinical M.Ed. with dual certification in Early Childhood Education and Early Childhood Special Education will prepare teacher candidates for certification in NH and will ensure that educators have the required skills, competencies, knowledge, and dispositions specifically needed to support the development and learning of students in Early Childhood Education (pre-K - grade 3) and Early Childhood Special education (birth - age 8). This competency-based, iterative program will provide evidence-based research and clinical opportunities that will be analyzed, evaluated, and refined during the Clinical Experiences I, II, III and IV, for a total of 44 weeks of clinical experience.
See Yourself Succeed in Early Childhood Education and Special Education
In the M.Ed. in Early Childhood and Early Childhood Special Education program, you'll focus on the unique characteristics and developmental tasks of young children, including cultural, social, affective, biological and cognitive factors that affect learning in early childhood.
In the M.Ed. in Early Childhood and Early Childhood Special Education, you'll learn how to:
- Assess a child's solitary play, play within a group, and play with an adult or parent
- Apply principles of assessment and measurement concepts and utilize testing and alternative assessment approaches
- Modify content and scaffold learning for English language learners
- Use technology to enhance student learning and achievement
- Prepare developmentally appropriate learning experiences that promote investigation, problem solving and exploration
- Apply scientifically based instructional strategies to promote learning
- Utilize effective strategies for instruction and assessment of reading and writing in the early elementary classroom
- Utilize effective strategies for instruction and assessment of mathematics in the early elementary classroom
- Handle issues related to children with disabilities and learn how to support their participation in mainstream classrooms
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of earning your MEd at SNHU include:
- Supportive community. Join the SNHU campus community of fewer than 3,000 students, with faculty and staff dedicated to your success.
- Affordability. SNHU is one of the most affordable private, nonprofit universities in New Hampshire. Stipends are available to students enrolled in this program.
- Accessible faculty. Learn from highly credentialed faculty who are experts in their fields and interact with you in the classroom, dining hall, fitness center and the stands.
- Efficiency and flexibility. Complete your graduate degree on campus and in-the-field in as few as 15 months.
- Minimal requirements. No GRE or GMAT required for admission.
- Networking. Tap into our nationwide network of alumni for tips and career opportunities.
- Campus experience. Enjoy more than 50 student clubs, champion Division II athletics and fun events on our 300-acre campus in Manchester, New Hampshire, named a "Best Place to Live" by Money magazine. Graduate Student Activity fees may apply.
Admission Requirements
SNHU requires an undergraduate Grade Point Average (GPA) of 2.75 (or equivalent) for admission. If you are an international student in need of a visa to study on campus, please see our international admission requirements.
Acceptance decisions are made on a rolling basis throughout the year for our June term start. You can apply at any time and get a decision within two weeks of submitting all required materials. To apply, simply complete our online application form.
Careers & Outcomes
Earning your master's in Early Childhood and Early Childhood Special Education can prepare you for a variety of careers. Graduates often teach in public schools (pre-K - grade 3), operate daycares or preschools, direct an early childhood education program, and work on policy issues related to early childhood education.
Demand for early childhood education/early childhood special education professionals is increasing due to a continued focus on the importance of early education and number of children who require childcare or early intervention. The U.S. Bureau of Labor Statistics estimating job growth for preschool teachers will increase 7% through 2024. Employment for kindergarten and elementary school teachers is projected to grow 6% through 2024.
Curriculum
The master's in Early Childhood and Early Childhood Special Education is a full-time, 36-credit, competency-based iterative program in the state of New Hampshire, involving 44 weeks of clinical experiences and completed in 15 months. Students are required to complete the Teacher Certification Program (TCP) Application during the Gateway I. This includes successful completion of ECE 609, ECE 611, EDU 631, criminal background check, and passing PRAXIS CORE Scores.
Licensure Information
The Early Childhood Education program is approved by the New Hampshire State Department of Education for Teacher Certification as leading to an endorsement in New Hampshire. The Early Childhood Special Education program is in the final stages of being approved by the New Hampshire Department of Education. Southern New Hampshire University cannot guarantee licensure, certification, endorsement or salary benefits. View disclosure information.
Graduate Education for Licensure Programs
The School of Arts, Sciences and Education at Southern New Hampshire University is granted accreditation at the initial licensure level by the Council for the Accreditation of Educator Preparation (1140 19th St NW, Suite 400 Washington, DC 20036; 202-223-0077). Additional information regarding the programs covered under this accreditation and the accountability measures can be found on our CAEP Accreditation page.
CAEP advances equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. Accreditation makes sure that educator programs prepare new teachers to know their subjects, their students and have the clinical training that allows them to enter the classroom ready to teach effectively.
| View Full Curriculum in the Catalog |
|---|
| Early Childhood and Special Education (MEd) |
| Courses May Include | ||
|---|---|---|
| MEd in Early Childhood and Special Education | ||
| ECE 609 | Theoretical Foundations in ECE | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to apply and analyze the theoretical foundations of early childhood education and early childhood special education to his/her professional practice. Teacher Candidates will examine the theoretical foundations of early childhood special education and its impact on young children with disabilities. This course will provide evidence-based research and clinical opportunities that will be implemented, analyzed, evaluated and refined during the 16 weeks of clinical experience. This iterative process facilitates an in-depth understanding of the theoretical foundations needed to address the individual needs of all children, including children with disabilities, PreK-3. With the support of the college faculty and the cooperating practitioner, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of their understanding of the unique factors related to students' abilities and disabilities within the learning environment. |
| ECE 611 | Classroom and Behavior Management in ECE | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to apply and analyze the principles, procedures and strategies for classroom behavior management. Teacher Candidates will examine social skills development, assessment of social behavior and learning environment enhancement. This course will provide evidence-based research and clinical opportunities that will be implemented, analyzed, evaluated and refined during the 16 weeks of clinical experience. This iterative process facilitates an in-depth understanding of classroom behavior management needed to address the individual needs of all children, including children with disabilities. With the support of the college faculty and the cooperating practitioner, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of their understanding of the unique factors related to students' abilities and disabilities within the learning environment. |
| ECE 620 | Early Childhood Mathematics | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to teach mathematics to PreK-3 students. This course will provide evidence-based research and teaching opportunities that will be developed, implemented, analyzed, evaluated and refined during the 16 weeks of clinical experience. This iterative process facilitates the development of skills and abilities needed to meet the needs of PreK-3 students with disabilities and will include the following: (a) contextualizing students and learning; (b) assessing student learning; (c) planning and preparation; (d) addressing mathematical concepts, methods and strategies; and (e) linking PreK-3 learning progress to the knowledge, skills, abilities and dispositions of the teacher candidate. With the support of the college faculty and the public school clinical practitioners, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of teaching mathematics. |
| SPED 616 | Intervention in Mathematics | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to teach mathematics to special education students. This course will provide evidence-based research and teaching opportunities that will be developed, implemented, analyzed, evaluated and refined during the 16 weeks of clinical experience. This iterative process facilitates the development of skills and abilities needed to meet the needs of students with disabilities and will include the following: (a) contextualizing students and learning; (b) assessing student learning; (c) planning and preparation; (d) addressing mathematical concepts, methods and strategies; and (e) linking student learning progress to the knowledge, skills, abilities and dispositions of the teacher candidate. With the support of the college faculty and the cooperating practitioner, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of teaching mathematics. |
| SPED 618 | Intervention in Literacy | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to teach literacy to special education students. This course will provide evidence-based research and teaching opportunities that will be developed, implemented, analyzed, evaluated and refined during the 16 weeks of clinical experience. This iterative process facilitates the development of skills and abilities needed to meet the needs of students with disabilities and will include the following: (a) contextualizing students and learning; (b) assessing student learning; (c) planning and preparation; (d) addressing literacy models, concepts, methods and strategies; and (e) linking student learning progress to the knowledge, skills, abilities and dispositions of the teacher candidate. With the support of the college faculty and the cooperating practitioner, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of teaching literacy. |
| Total Credits: 36 | ||
Graduate Tuition
Earning your degree is a smart choice to advance your career, and investing in an affordable program increases your ROI. We keep our costs low to remove barriers between you and your goals.
Licensure and Certification Disclosures
SNHU has provided additional information for programs that educationally prepare students for professional licensure or certification. Learn more about what that means for your program on our licensure and certification disclosure page.
University Accreditation
The School of Arts, Sciences and Education at Southern New Hampshire University is granted accreditation at the initial licensure level by the Council for the Accreditation of Educator Preparation (1140 19th St NW, Suite 400 Washington, DC 20036; 202-223-0077). Additional information regarding the programs covered under this accreditation and the accountability measures can be found on our CAEP Accreditation page.
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