Minor in Early Childhood Special Education

The Minor in Early Childhood Special Education provides candidates with the knowledge of intervention strategies and learning environments that support the development of young children with disabilities and developmental delays in the birth to age 5 range.

Completion of the Minor in Early Childhood Special Education in conjunction with completion of an initial teacher licensure program (i.e. Early Childhood Education or Elementary Education) leads to a Special Education Early Childhood Endorsement for Birth - PreK with the Alaska Department of Education and Early Development (DEED). Students majoring in another subject who wish to minor in early childhood special education would not be eligible for the endorsement through DEED.

Student must complete the following requirements.

Select one of the following:3
Young Children in Inclusive Settings
Human Development and Learning
Language Development Across the Lifespan
Early Childhood Mental Health
Complete the following courses:
EDSE A311YSpecial Children from Birth through Five3
EDSE A313YPositive Behavior Intervention and Supports for Early Childhood3
EDSE A320YAssessment in Early Childhood Special Education3
EDSE A422YStrategies: Infants & Toddler Special Education3
EDSE A423YStrategies: Preschool Special Education3
EDSE A495YField Experience in Early Childhood Special Education3
Total Credits21

A total of 18 credits are required for the minor.

Program Student Learning Outcomes

Upon completion of the program students will be able to:

  1. Identify historical and legal factors that have contributed to the current educational context of young children with disabilities and their families.
  2. Conduct appropriate assessments use with young children and families and determine individual learning needs, including needs of culturally and linguistically diverse children, children with identified disabilities and developmental delays, and those at-risk of developmental delays.
  3. Develop and implement appropriate instructional programming for students using evidence-based strategies and interventions.
  4. Create environments that promote child development and learning.
  5. Collect and evaluate child assessment data and outcomes and make data-based decisions about individual programming modifications.
  6. Communicate and collaborate with professional colleagues and parents and family members to maximize positive student outcomes.