Bachelor of Arts in Early Childhood / Special Education (AZ)

About OU's Bachelor of Arts in Early Childhood Special Education (Arizona)

Ottawa University’s Bachelor of Arts in Early Childhood Special Education (BAECSE) degree program in Arizona will help students gain the knowledge, competencies, methods, communication skills and sensitivity to be a highly effective teacher of special education students from birth to eight years old. Our bachelor’s degree program can deepen your understanding of early childhood education through participation in methods courses, professional education courses, and field experiences and observations.

Curriculum for Ottawa’s BAECSE can help you develop critical-thinking skills, awareness of cultural diversity, and knowledge of the social and political contexts of education. The degree program is based on state, regional, and national certification criteria and testing competencies. This program is designed as a non-certification program.

The traditional route to becoming a public school special ed teacher involves completing a bachelor’s degree from a teacher education program and then obtaining a certificate/license in a specific state. Arizona new teacher certification requirements require all teachers to be highly qualified in early childhood development in order to teach students in preschool through 3rd grade.

Students in OU’s BAECSE program can earn their teaching degree in Arizona or Kansas. The education major is based on state, regional, and national licensure criteria and testing competencies. The Ottawa University teacher education programs are state approved in Arizona and accredited by the Council for the Accreditation of Educator Preparation (CAEP).

Dual Certification

OU’s BAECSE program in Arizona provides dual certification in special education and early childhood education. As a student in this program, you will become well-grounded in child development and its variations by closely observing children and engaging them in active learning. You will develop the capacity to work in a range of settings and engage all children, including working with children from diverse racial, ethnic and socioeconomic backgrounds, as well as children with a variety of social, emotional, behavioral, physical, and cognitive variations.

Career Outlook for the B.A. in Early Childhood Special Education

According to the U.S. Bureau of Labor Statistics, overall employment of early childhood education teachers is projected to grow 4 percent through 2029. For special education teachers, the U.S. Bureau of Labor Statistics projects overall employment to grow 3 percent through 2029.

The median annual wage for early childhood education teachers was $59,670 in May 2019. The lowest 10 percent earned less than $39,020, and the highest 10 percent earned more than $97,900. For special education teachers, the median annual wage was $61,030 in May 2019. The lowest 10 percent earned less than $40,730, and the highest 10 percent earned more than $98,530.

Perspective on the BAECSE

Teachers play an important role in fostering the intellectual and social development of their students. Teachers act as facilitators or coaches, using classroom presentations or individual instruction to help students learn and apply concepts in identified subjects. They plan, evaluate and assign lessons; prepare, administer and grade tests; listen to oral presentations; and maintain classroom discipline. Teachers observe and evaluate a student’s performance and potential, and increasingly are asked to use new assessment methods. Teachers also grade papers, prepare report cards and meet with students, parents and/or school staff to discuss a student’s academic progress or personal problems.

Click here for a testimonial from one of OU’s Education graduates.

For curriculum and course descriptions, please download a program overview.

If you are interested in becoming a teacher and would like to earn your bachelor’s degree in Early Childhood Education, contact us today.

For information about Arizona First Things First Scholarships, click here.
For information about Arizona Early Childhood Workforce Registry, click here.

Early Childhood / Special Education (AZ) is offered at the following locations.

• Overland Park, Kansas
• Phoenix, Arizona
• Brookfield, Wisconsin
• Online

Early Childhood / Special Education Major Courses

Early Childhood Foundations | 
Course provides the student with a knowledge base of the history, theory, philosophies, and foundations of early childhood education (Birth - Age 8). Course also provides students with foundational knowledge regarding issues surrounding early childhood special education. Students examine family, community, and cultural influences on development of the young child and consider trends and threats to relationships and cultural identity. Topics also include the roles and responsibilities for the Early Childhood Education professional, integrating the influences of history and philosophy with an emphasis on issues of professionalism, ethics, and program types.

Child Development and Learning | 
Examination of age-appropriate physical, cognitive, adaptive, language, social/emotional and motor development of children prenatal to age eight years. Course explores both typical and atypical development and includes the importance of sensory and temperament awareness. Overview of public health, safety, and nutritional needs and physical well-being of young children birth to 8 years old is explored. Consideration of public health issues and safety procedures within early childhood settings is also examined.

Early Childhood Typical/Atypical Quality Practices | 
Overview of the exceptional learner (birth to age 8), one who differs from the average or the norm, with emphasis on observation, techniques, characteristics, identification, interventions, and programming. Topics include ethics, referral and reporting procedures, and collaboration with families and other professionals. Students learn about applicable federal and state laws and requirements for providing services to children with special needs including, but not limited to, the Individual with Disabilities Education Act, Americans with Disabilities Act, Individualized Family Service Plans, Individualized Education Plans, and 504 Plans.

Early Childhood Social and Emotional Development | 
Overview of social and emotional development in the young child birth to age eight. Course provides research-based indicators for guiding young children in early care and a variety of education environments as it relates to child guidance and management of social and emotional behaviors. Course provides content knowledge of the exceptional learner birth to age eight who differs from the norm with emphasis on
observation, characteristics, strategies, identification, as well as process and programs to assist young children with challenging behavior. Course includes observations, screening and assessment of children birth to age 8 who may have behavioral challenges compared to same aged peers.

Early Childhood Math & Science Methods | 
Course provides scope and sequence methods for teaching and learning math and science for students who are considered both regular education and students with special education needs birth to age eight. This course provides in-depth study of brain-compatible learning experiences, designing curriculum units, and differentiating instruction for all students. Topics include use of knowledge and application skills to design a curriculum unit for a specific subject and age/grade level. Use of technology will be integrated into the
course curriculum with an emphasis on linking objectives to developmentally appropriate practices (NAEYC, Common Core, and INTASC National Standards).

Early Childhood SS & Art Methods | 
Course provides scope and sequence methods for teaching and learning social studies and the arts for students who are considered both regular education and students with special education needs birth to age eight. This course provides in-depth study of brain-compatible learning experiences, designing curriculum units, and differentiating instruction for all students. Topics include use of knowledge and application skills to design a curriculum unit for a specific subject and age/grade level. Use of technology will be integrated into the course curriculum with an emphasis on linking objectives to developmentally appropriate practices (NAEYC,
Common Core, and INTASC National Standards).

EC Assessment and Monitoring | 
Students learn the federal and state laws regarding the Individual with Disabilities Education Act (IDEA), rules and regulations regarding child find, identification, and evaluation of your children birth to age eight who may need special education services. Students examine the eligibility criteria for a young child to receive special education services under federal and state laws. Students are provided practice in screening, evaluation, and progress monitoring of a young child using a variety of developmentally appropriate instruments and practices. Focus is on writing an Individualized Family Service Plan (IFSP) and Individualized Education Plan (IEP) linked to evaluation results. Students explore using informal/formal and on-going progress monitoring assessments to evaluate children’s progress (with and without disabilities) and report this information to parents/guardians/caregivers.

Early Literacy and Reading Methods | 
Course looks at research in language and literacy development, with an emphasis on effective strategies such as phonemic awareness and decoding in ages birth to age 8. Other topics include specific strategies and methods to assist the challenged learner.

SEI Methods for ELL II | 
Course will examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. It will also analyze and apply disaggregated data to differentiate instruction as well as integrate diagnostic, formative, and summative assessments for ELLs. In addition, the course will describe the legal, historical and educational reasons for SEI. The course will further identify and use multiple strategies to improve student achievement by integrating: 1. comprehensible input; 2. ongoing, specific and immediate feedback; 3. grouping structures and techniques; 4.. building background and vocabulary development; and 5. integrating student engagement. It will also identify the socio-cultural influences on ELLs such as Language shift, identity issues, and the role of culture in learning.

Early Childhood Practicum Birth-Pre-K | 
Field placement in an approved Early Childhood site to further develop the knowledge, skills, and attitudes necessary to be an effective teacher/caregiver in an Early Childhood program.  Direct training and supervision provided by the on-site mentor and university supervisor. Covers ages 0-5 in an inclusive environment (NAEYC, Common Core, and INTASC National Standards).  Enrollment requires approval by Director of K/12 Partnerships.

Early Childhood Std Teaching K-3rd Grade |
Field placement in an approved Early Childhood site to further develop the knowledge, skills and attitudes necessary to be an effective teacher/caregiver in an Early Childhood program. Direct training and supervision provided by the on-site mentor and university supervisor. Enrollment in student teaching requires approval of faculty advisor. Covers K-3 in an inclusive environment.

Early Childhood Std Teaching K-3 Special Education* | 
Field placement in an approved early childhood site to further develop the knowledge, skills, and attitudes necessary to be an effective teacher/caregiver in an early childhood program.  Direct training and supervision provided by the on-site mentor and university supervisor.  Covers K-3 in a special education classroom.  Prerequisite: Approval by faculty advisor.

Arizona Constitution | 
Overview of Arizona’s history and constitution from territorial days to the present.

United States Constitution | 
Overview of the history of the United States Constitution to establish a foundation of understanding.

*Elective; required for dual certification.

Full Degree Catalog

University Accreditation

Ottawa University, as a whole, is accredited by the Higher Learning Commission.

Specific degree programs within our institution have also been accredited by relevant bodies within the field:

• Accreditation Council for Business Schools and Programs (ACBSP)
• Commission on Collegiate Nursing Education (CCNE)
The baccalaureate degree program in nursing and master's degree program in nursing Ottawa University is accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
• National Addiction Studies Accreditation Commission (NASAC)
• Council for the Accreditation of Educator Preparation (CAEP)
• National Council for State Authorization Reciprocity Agreements (NC-SARA)

We are proudly recognized for our commitment to student excellence by the following designations:

• Colleges of Distinction 2021-22
• GOLD Military Friendly School 2021-22

Why Choose Ottawa
Almost all courses in Ottawa University’s programs are available online and accredited by The Higher Learning Commission. We make it easy for you to transfer credits in order to help keep tuition costs down. We also offer courses in accelerated 8-week terms in order to reduce your time to completion. These are just a few of the reasons why we are proud to be the best, fastest, and most affordable option locally in the Kansas City, Milwaukee, and Phoenix areas, as well as serving students nationally through our online degrees.