Master of Arts (M.A.) in
Early Childhood Education/Special Education
Cross-Endorsement for Certified Educators
Strategies to shape the futures of every young learner!
Why Choose the MA in Early Childhood Education/Special Education at USJ?
- Fully Online Cohort
Study from anywhere while staying connected to a supportive peer group.
- Live Virtual Classes
Just one evening per week—built for working educators.
- 8-Week Courses
Focused, fast-paced, and designed for immediate classroom application.
- Integrate Technology Tools
Learn how to use emerging technologies to help support students in the classroom.
- Innovate Your Practice
Deepen impact with inclusive, research-informed strategies.
- Designed for Balance
Finish in 2 years—without stepping away from your classroom.
Transformative Learning for Today’s Classrooms
The Master of Arts in Early Childhood Education/Special Education is designed for certified teachers who want to expand their expertise in both early childhood and special education. This unique dual-focus program equips educators to support the developmental and learning needs of young children—from Pre-K through Grade 3, including those with disabilities and diverse learning profiles.
Aligned with Connecticut Cross-Endorsement Regulations, the program prepares educators for the Integrated Early Childhood/Elementary N–3 and Special Education N–K (#113 endorsement). Coursework integrates child development, inclusive curriculum design, emergent literacy, assessment, and family engagement to prepare professionals to lead classrooms that are both nurturing and inclusive.
Program Design
Built for working educators, this fully online program combines the flexibility of asynchronous learning with the richness of live, weekly online sessions that promote collaboration and real-time engagement.
- Follows a cohort model for peer support and community
- Courses are offered in eight-week blocks, one at a time
- Live class sessions meet one evening per week from 4:45 PM – 8:45 PM
- Accelerated timeline – program can be completed in approximately 18-months
- Practicum placements are finalized annually; applications due by February 1st
Prerequisites
Applicants for cross-endorsement must:
- Hold a bachelor’s degree from a regionally accredited institution (minimum GPA 2.5)
- Possess a valid Connecticut teaching license
- Have ongoing access to a classroom and students for field-based learning
- Be committed to advancing inclusive, developmentally appropriate instruction for all young learners
Note: The program also welcomes administrators and teachers in early childhood and preschool settings, including those in non-public school environments. These professionals are eligible for admission and will benefit from the program’s specialized content; however, they are not eligible for cross-endorsement or state licensure through this program.
For educators seeking initial certification or licensure in early childhood or special education, please see the University of Saint Joseph’s Master of Arts in Teaching (MAT) in Early Childhood/Special Education program.
What You’ll Learn
- Aligned to Connecticut requirements for educators seeking the #113 endorsement
- Practicum experiences in Pre-K and Kindergarten settings provide real-world application
- Focus on in-depth knowledge and skill development for educating young learners PreK – 3 and PreK – K
Degree Requirements and Career Outcomes
To earn the Master’s degree, students must:
- Successfully complete all required coursework
- Complete a capstone project embedded within the final independent study course
- Fulfill practicum requirements in Pre-K and Kindergarten settings
Upon completion, students will receive a Master of Arts in Early Childhood Education/Special Education and be eligible to apply for cross-endorsement under Connecticut’s Integrated Early Childhood/Elementary N–3 and Special Education N–K (#113) endorsement.
Please note: This program does not lead to initial teacher certification. Individuals pursuing the #113 endorsement must also pass the Pearson Early Childhood Test and the Pearson Foundations of Reading Test. For information about initial certification, see the Master of Arts in Teaching Early Childhood/Special Education at USJ.
Plan of Study
| Course | Title | Hours |
| ECSE 530 | Parents, Families, and Communication An advanced course examining current developmental and family theories in contemporary contexts. Explores adaptive and maladaptive responses to developmental and family changes across the lifespan. Includes basic skills in relationship building, communication and developing family partnerships. | 3 |
| ECSE 510 | Growth and Development in Early Childhood Growth and development in all children, conception to Grade 3, including those who are developing typically, those at risk and those with mild to profound disabilities. | 3 |
| ECSE 540 | Assessment: Pre-K to Grade 3 Practical experience in selecting, evaluating, administering and interpreting a variety of assessment devices. Effective communication and use of findings in planning individualized programs for children who have special needs, are at risk or are developing typically. | 3 |
| ECSE 520 | Language Development and Emergent Literacy The course covers: relation between views of development and intervention techniques; roles of parents, teachers and clinicians in language and early literacy development; sampling and analysis of language data; use of play in enhancing both normal and delayed language development; process of second-language learning; implications of language delay and second-language learning. | 3 |
| ECSE 576 | Primary Curriculum Methods and materials for teaching children in Grades 1-3, emphasizing an integrated, child-focused curriculum. Students plan curriculum activities with a focus on Science, Social Studies, and Math. | 3 |
| ECSE 580 | Pre-K/K Practicum Practicum required for Early Childhood, Nursery to Grade 3 licensure candidates. The semester long experience (12-15 weeks inclusive of classroom experience and related critical experiences, professional activities, and support) in a pre-kindergarten through grade 3 setting provides supervised experience planning, co-teaching, teaching and assessing for the greatest positive impact on student learning under the guidance of a qualified cooperating teacher. Emphasis is on meeting the needs of all learners in an inclusive classroom. Candidates participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings, data team meetings, parent engagement activities in-service workshops and attend mandatory on-campus seminars. | 6 |
| ECSE 587 | Pre-K to Kindergarten Curriculum A developmental approach to creating appropriate learning environments in which children age 3 through kindergarten can become self-motivated, successful participants in their social and learning environments. | 3 |
| SPEC 535 | Laws and Special Education The emphasis of this course is on legislation affecting the planning and delivery of services to children with special education needs. | 3 |
| ECSE 595 | Independent Study* By arrangement with Early Childhood/Special Education department. | 3 |
| Total Credit Hours: | 30 |
Please Note:
*Master’s Capstone Project Included
Applications for practicums are due by February 1st each year.
The courses for this program may be offered in a different order. This list should not be considered the finalized course sequence.
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