“Mommy, first grade is just like Kindergarten,” my six-year-old muses from the bathtub as he pours water and soap together to make a “potion.” I tilt my head, and he adds, “I have to sit at a desk all by myself, and I’m not allowed to sit in a group with everyone else.” As I’m considering what to say, since I know this is an accommodation that his support team and me have all agreed helps him to be successful, he adds thoughtfully, “Actually, it’s not the same, because my teacher last year didn’t even want me to sit by her. At least my teacher this year wants me right next to her, so she can help me calm down when I need to, and I can talk to her.”
As a parent, I reply, “I agree, it’s not just like Kindergarten, you are growing up and making different choices when you get overwhelmed. And you’re right, your teacher does like you a lot and wants to help you.” As an educator, I think, “That’s the difference a teacher can make…”, a teacher who knows what an exceptional early childhood student needs developmentally, emotionally, academically, socially, and who is armed with the knowledge of research-based strategies and dispositions to deliver interventions and instruction and meet students’ diverse needs.
A master’s in early childhood special education (ECSE) exposes the educator to research-based intervention strategies, dispositions that promote positive results in young children, and knowledge of available intervention resources to negate risk-factors in the environment.
However, the primary reason to pursue a master’s in early childhood special education is that by doing so, a teacher becomes an advocate and a lifeline for one of the most vulnerable groups of students in our communities: children from birth to age eight with or at risk for disabilities or delays. Decades of research demonstrates that this period in a child’s life is one in which they are experiencing growth at an extremely rapid rate, and the effectiveness of appropriate early intervention on long-range outcomes for children cannot be overstated.
What is a Master’s in Early Childhood Special Education?
A master’s in early childhood special education covers two overlapping fields: Early Childhood Education (ECE) and Early Intervention (EI)/Early Childhood Special Education (ECSE).
ECE focuses on the best practices related to teaching young children (birth to age eight) in a variety of public and private settings. EI/ECSE takes that a bit further by emphasizing best practices in assessment and early intervention when risk-factors or delays are present for young children.
In the past, much of the work of EI or ECSE educators would have been filled by practitioners such as speech pathologists, physical therapists, occupational therapist, while the child’s teacher may or may not be credentialed in special education, even in the public-school setting. However, recently the credentialing requirements in many states have evolved to include specific competencies and pre-service requirements for individuals who wish to teach the early childhood special needs population.
There are different types of degree programs available in this field. The main differences are related to the types of licensures or credentialing that successful participants may obtain. Most programs offer dual certification in both ECE and ECSE which means that a successful candidate from one of these programs could be employed as either a special education or general education teacher in most early childhood settings. Their ECSE training would still certainly benefit all students.
Other programs are designed for educators who already possess an ECE certificate and are adding on an additional area of certification (ECSE), or those who already possess a certification in special education, but wish to add on a specialization in either ECSE or a related field. There are also programs designed and marketed to address the teacher shortage, that offer non-educators a path toward initial certification through a master’s in ECSE.
All master’s programs in ECSE emphasize research-based, hands-on instructional methodologies that have been proven effective in teaching foundational skills to young learners. They also all include coursework related to assessing, monitoring, and reporting on the progress of young children relative to their Individual Family Service Plan or Individual Education Plan, and course content related to advocating for students by identifying and connecting families with community resources available to assist children and their families.
The differences in curriculum in these programs seems to revolve more around the delivery or context of the instruction: some programs emphasize the study of the history of special education and early intervention to help educators understand the context of the need for ECSE. Other programs focus on the use of STEAM or technology with young learners, and still others require in-depth research projects that focus on culturally responsive and collaborative services.
What are the Benefits of Pursuing a Master’s in Early Childhood Special Education?
Career Options
No matter which type of program one pursues, obtaining a master’s degree in ECSE would open the door to a variety of career opportunities including early childhood programs, child development and daycare centers, preschools, and elementary schools (public or private), community agencies or programs, early intervention settings, or research related to ECSE. With initiatives in recent years that aim to further expand preschool and early intervention opportunities, there are not enough ECSE teachers available to fill the need.
Improved Pedagogy
Even if a career change is not what the educator is seeking, experienced classroom teachers who earn a master’s in ECSE will benefit from improved pedagogy which will result in improved outcomes for children.
Professional development of this type always allows for an expanded understanding of students and the way young children learn best, as well as a unique opportunity to network with other educators and learn from one another. In most districts, teachers will also benefit from higher salaries when they add a master’s degree or additional graduate hours.
Although the need for ECSE teachers is not new, now that policy, research, and practice are aligning to make early special education interventions possible for many more children, teachers who chose this field have an incredible opportunity to affect future outcomes for children through direct services and advocacy. That is the difference a teacher with the right training makes.
Interested in pursuing a master’s in early childhood special education? Check out our available special education graduate programs and take your next step today!
