BS in Early Childhood and Early Childhood Special Education Degree

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BS in Early Childhood and Early Childhood Special Education Degree

Q: Is a bachelor’s degree in early childhood special education worth it?

The value of a degree in early childhood education and special education depends on your goals and passion for helping young children with exceptionalities. If you’re committed to making a positive impact, this degree can be a valuable step toward achieving that goal. As a future special educator, you’ll help identify developmental delays and empower children to overcome obstacles.

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Degree Level

Bachelor's

Class Setting

Online

Area of Study

Teaching

Program

BS in Early Childhood Education and Early Childhood Special Education (Licensure)

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Citizenship Status

U.S. Citizen

Military Affiliation

No military affiliation

Country

United States

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Overview

Support Growth in Children With Unique Learning Needs

The Bachelor of Science in Early Childhood Education and Early Childhood Special Education degree at Grand Canyon University is offered by the College of Education. This dual bachelor’s degree is intended to prepare aspiring teacher candidates to pursue a career devoted to helping young children (in birth through third grade classrooms) strive to reach their full potential as learners and community members.

The early childhood and early childhood special education degree online and on campus is approved by the Arizona Department of Education and accredited by the Association for Advancing Quality in Educator Preparation (AAQEP). As a graduate, you will be qualified to pursue a certification credential in Arizona in both the early childhood and early childhood special education content up to a third-grade classroom level.

Bachelor of Science in Early Childhood Education and Early Childhood Special Education

Initial Program – Leads to Initial Teacher Licensure

Offered By

College of Education

Class Settings

Campus

Online

Tuition Rate

Campus: $8,250 per semester [More Info]

Online: $460 per credit [More Info]

Cost of Attendance

Course Information

Credits: 120

Campus: 15 weeks

Online: 7 weeks

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Transfer Credits

Up to 90 credits, only 84 can be lower division

Credits: Fill out the Lopes Eval to find out what will transfer

Admission Requirements

Admission Requirements (Bachelor's)

16+ years old
High School Graduate
3.0+ Unweighted GPA

OR 2.5+ Unweighted GPA and

ACT: 19
SAT: 1000*

Admission requirements may differ based on degree level, program and modality, or transfer status. Some programs of study may require a higher GPA and/or other qualifying criteria for admission. Please review full admission and program requirements in the University Policy Handbook.
*Math and reading only on a 1600 point scale (test date after 3/1/2016). SAT score of 1380 required for 2400 point scale (test date before 3/1/2016).

Why GCU

Prepare To Empower Young Special Education Learners

This education degree emphasizes the value of servant leadership and Christian ethics. Aspiring teacher candidates with a background in early childhood and special education may pursue a career working with children during a critical period in their development. As a role model to children up to third grade, you will be taught how to encourage young learners to embrace creativity, strive toward literacy and develop an enduring love of learning.

Engage in On-Campus Learning Opportunities

Earn Your Degree Online

GCU supports a modern and diverse student body by offering this early childhood and early childhood special education degree online.^{(See disclaimer 1)} This flexible learning option suits the needs of many students by allowing them the convenience of pursuing a degree while maintaining life’s busy schedule. You can fit classes around your existing schedule and earn your degree from almost anywhere. As an online student, you’ll be able to use our interactive discussion forums to engage with your peers, as well as enjoy one-on-one chats with professors when you need extra help.

Licensure and Teacher Certification

Make a Positive Impact on Young Learners

Developmental delays and other special needs can significantly affect a child’s progress toward meeting behavioral and developmental targets, including the development of important skills needed for both school and life. Evidence demonstrates that when children with exceptionalities receive early intervention (EI) services rather than intervention later in life, they are more likely to overcome obstacles to success.^{(See disclaimer 2)} As a future early childhood education teacher with a background in special education, you could make a positive impact on the lives of young learners in your community who need extra help to thrive.

Testimonial

What Students Love About Our University

"I have multiple staff members who've found their dream job through our partnership with GCU, who otherwise wouldn’t have been able to. At GCU, they can go to school and still maintain a job to provide for their family."

Aubree Spencer

National Partner and Principal in Michigan

"I have multiple staff members who've found their dream job through our partnership with GCU, who otherwise wouldn’t have been able to. At GCU, they can go to school and still maintain a job to provide for their family."

Aubree Spencer

National Partner and Principal in Michigan

Coursework

Develop Skills for Building a Welcoming Educational Classroom

Early childhood education (ECE) and early childhood special education (ECSE) majors at GCU can benefit from an in-depth and comprehensive curriculum that teaches important classroom skills for learners of all abilities. This bachelor’s degree, which leads to initial teacher licensure, includes 185 practicum/field experience hours. All teacher candidates must successfully complete a student teaching experience in a learning environment with children aged birth to grade three.

Skills developed in this education program include:

Early language and literacy development

Social and emotional development

Behavioral interventions

Classroom management

Learning strategies

Instructional methods and learning strategies

Assessments, evaluations and progress reporting

Child, family and community collaboration

Educational advocacy for children with and without exceptionalities

Careers

Career Options for Early Childhood and Special Education Graduates

Embrace your passion for education and your enthusiasm for working with young children by pursuing a career in special education.

This degree could equip you to work as a preschool special education teacher in any of these settings:^{(See disclaimer 3)}

Early childhood education centers

Public and private preschools/pre-K programs

Public and private elementary schools

Hospitals

Residential facilities

35,900

Estimated number of new jobs for special education teachers yearly from 2023 to 2033^{(See disclaimer 4)}

$65,910

Median annual wage for special education teachers as of May 2023^{(See disclaimer 5)}

FAQ

Frequently Asked Questions

We’ve gathered a few of your most frequently asked questions below regarding this bachelor’s degree for future teachers.

What is a dual early childhood special education degree?

This dual bachelor’s degree combines the specializations of early childhood education and special education. As a teacher candidate, you will explore the education of children with and without exceptionalities, as well as concepts of child, family and community collaboration and advocacy.

When you graduate with a bachelor’s degree in early childhood special education, you may be prepared with the knowledge and skills to pursue your initial teacher license in both general education and special education classrooms from birth to third grade. You will be provided with the tools and resources to recognize the signs of developmental delays and to work with families, schools and other stakeholders to meet the needs of these exceptional children.

Is a bachelor’s degree in early childhood special education worth it?

Why is early childhood education beneficial for students with intellectual exceptionalities?

Early intervention is critical when children have developmental exceptionalities.^{(See disclaimer 2)} Children with intellectual exceptionalities can do well in school but will likely need individualized help from special educators. Early intervention is particularly beneficial because the human brain is most receptive to development and learning within the first few years of the child’s life.^{(See disclaimer 6)} Special education services can allow children’s brains to develop appropriately, which in turn improves outcomes in areas such as school readiness, academic performance, cognitive functioning, socioemotional wellness and behavioral functions.^{(See disclaimer 6)}

What degree is needed to be a special education teacher?

To become an early childhood teacher who specializes in special education, you typically need to have at least a bachelor's degree in education or special education.^{(See disclaimer 7)} In addition, teachers who intend to work in public schools must obtain a state-issued teaching certification or license.^{(See disclaimer 7)} Requirements for certification vary by state, but generally include passing a certification exam and completing a student teaching experience.^{(See disclaimer 7)} A bachelor's degree in early childhood special education can help you prepare to work with children with a variety of disabilities and needs, including learning, physical and behavioral challenges.

Courses

Program Curriculum

Credit Summary

General Education Requirements34-40 credits

Major80 credits

Open Elective Credits0-6 credits

Degree Requirements120 credits

General Education Requirements

General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.

Competency

4 Total Credits

Course Description

Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community.

Competency

9-12 Total Credits

Competency

4 Total Credits

Competency

11-12 Total Credits

Course Description

Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.

Competency

6-8 Total Credits

Course Description

Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, cross-cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.

Required General Education Courses

HIS-144

4 Total Credits

EDU-354

4 Total Credits

Course Description

In this course, candidates identify the developmental milestones of children, prenatal to adolescence. Students examine the progression of these milestones in all areas of development, including psychological, social, emotional, linguistic, cognitive, and physical. Additional focus is placed on typical and atypical child development, and analyzing the effects of environment, trauma, and family dynamics on the development progression. Practicum/field experience hours: None. Fingerprint clearance not required.

Core Courses

ECS-125

4 Total Credits

Course Description

This course focuses on the fundamental basis of the field of early childhood education and early childhood special education. This course includes historical and philosophical foundations, current practices, ethics, advocacy, models of teaching, and application in early childhood/special education settings. Professional responsibilities for early childhood/early childhood special education educators are explored. Practicum/field experience hours: None. Fingerprint clearance not required.

SPD-208

4 Total Credits

Course Description

Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify preventative and responsive practices related to cognitive, linguistic, social, and emotional patterns of learning and development for students with mild to moderate disabilities. Emphasis is placed on identifying appropriate times to differentiate, modify, or accommodate to support student learning. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: None. Fingerprint clearance not required.

ECS-210

4 Total Credits

Course Description

This course examines practices of effective instructional planning specific to early childhood and early childhood special education. Students are introduced to instructional planning that is differentiated to meet various needs and ages of students. Students are introduced to instructional tools and strategies specifically focusing on Universal Design for Learning to enhance strategies in individualizing, differentiating, and designing lessons to support accommodations and modifications to assist young learners with and without exceptionalities. Practicum/field experience hours: None. Fingerprint clearance not required.

ECS-425

4 Total Credits

Course Description

This course explores the foundations of early language acquisition and literacy development for children Birth to Age 8/Grade 3. Teacher candidates focus on the essential components of literacy and communication methods in early childhood special education, including oral language and emergent literacy. In addition, assistive technology to enhance communication and learning is explored. Practicum/field experience hours: None. Fingerprint clearance not required.

ECS-320

4 Total Credits

Course Description

This writing intensive course uses theories of child guidance and development for young children with and without exceptionalities as a basis for creating a safe and supportive classroom environment. Candidates create a classroom management plan and use student data to create a Behavioral Intervention Plan (BIP). The practicum/field experiences for this course are in an inclusive K-3 setting. Practicum/field experience hours: 20. Fingerprint clearance required.

GOV-260

1 Total Credits

ECS-220

4 Total Credits

Course Description

This course examines current special education laws and professional practices. Emphasis is placed on Individuals with Disabilities Education Act (IDEA), assessment, identification, and implementation of services. Candidates also incorporate data-based decision making and utilization of assistive technology in instruction. Practicum/field experience hours: None. Fingerprint clearance not required.

ESL-436N

3 Total Credits

Course Description

In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs for English language learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement. Through Universal Design for Learning they plan, deliver, and evaluate standards-based instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.

ECS-430

4 Total Credits

Course Description

This course explores components of typical and atypical literacy development for children Birth to Age 8/Grade 3. Coursework emphasizes the Science of Reading and components of literacy development, including phonics, phonemic awareness, vocabulary, fluency, and comprehension. Teacher candidates focus on assessing developmental and other literacy concerns, through differentiation strategies to support literacy learning in young children, including dyslexia. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ECS-425, ECE-120, or ELM-211.

ECS-435

4 Total Credits

Course Description

In this course, teacher candidates examine assessment, evaluation, and early identification for young children to develop IFSP’s and IEP's, Birth to Age 8. The processes of using data in assessing, monitoring, and reporting the progress of young children’s performances are investigated, in addition to early identification of children with special needs. The practicum/field experiences for this course are in an inclusive K-3 setting. Practicum/field experience hours: 20. Fingerprint clearance required.

ECS-235

4 Total Credits

Course Description

This course examines child growth and development, including milestones regarding physical, cognitive, and social-emotional development in order to align program and instructional planning with state guidelines and regulations in health, safety, and nutrition for young children with and without exceptionalities. Family education and communication are also emphasized. Practicum/field experience hours: None. Fingerprint clearance not required.

EDU-330

4 Total Credits

Course Description

In this writing-intensive course, teacher candidates will explore multicultural education by engaging in research, communication, and ethical decision-making, focusing on developing educators' skills in creating equitable and inclusive learning environments. Through analysis of evidence and virtuous practice, the course will examine the critical role of educators as advocates for all students, empowering participants to address disparities and promote equitable opportunities for academic success. With a specific focus on the principles of multicultural education, teacher candidates will be encouraged to reflect on the influence of their own worldviews and perceptions. Emphasizing the concept of imago Dei, which sees every individual as made in the image of God, this course aims to foster culturally responsive classrooms that welcome diversity in all forms. Teacher candidates will explore strategies to effectively bridge the gaps between various diversities and academic achievement, to foster human flourishing within the educational sphere. The course blends content with practical application, highlighting the educator's role as an advocate for all students and promoting equitable academic opportunities.

ECS-450

4 Total Credits

Course Description

This course examines instructional methodologies for teaching children with and without exceptionalities, emphasizing instruction in language arts, social studies, and the arts. Candidates consider the developmental continuum of literacy instruction based on student data and individual needs. The practicum/field experiences for this course are in an inclusive preschool-Grade 3 setting. Practicum/field experience hours: 20. Fingerprint clearance required.

ECS-462

4 Total Credits

Course Description

Teacher candidates spend time in an inclusive Birth-Preschool setting observing, interviewing teachers, and working with small groups of children with and without exceptionalities. Emphasis will be placed on the management and guidance of young children and child-initiated learning. Special attention is given to the effect of children’s characteristics, abilities, and social-emotional needs on development and learning. Practicum/field experience hours: 40. Fingerprint clearance required. Prerequisites: ECS-210 and ECS-320.

ECS-325

4 Total Credits

Course Description

This course explores historical foundations, theories, and models of building relationships within families and schools, including family characteristics, diversity, advocacy, and community relationships. The course emphasizes community organizations that support and assist children with and without exceptionalities and their families, and advocacy for families with young children. Practicum/field experience hours: None. Fingerprint clearance not required.

REA-350

4 Total Credits

Course Description

Teacher candidates study the early stages of reading disabilities, including dyslexia. Emphasis is on assessment procedures in early childhood settings and methods of early intervention and remediation. Candidates will explore the collaboration with stakeholders in the use of formal and informal assessment data to support the diagnosis and remediation process in literacy. Candidates will examine research-based strategies to support literacy development. Prerequisite: ECS-430 or ELM-316.

ECS-455

4 Total Credits

Course Description

This course examines instructional methodologies for teaching children with and without exceptionalities with an emphasis on STEM (science, technology, engineering, and math) content instruction. Candidates develop a unit plan that incorporates all STEM components and use data to identify areas to differentiate instruction to meet the needs of individual students. The practicum/field experiences for this course are in an inclusive preschool-Grade 3 setting. Practicum/field experience hours: 20. Fingerprint clearance required.

ECS-465

4 Total Credits

Course Description

Teacher candidates spend time in an inclusive Kindergarten to Grade 3 setting observing, working with small groups, and teaching. Emphasis will be placed on individual education planning, implementing, and evaluating developmentally appropriate curricula, instruction, and adaptations based on knowledge of children with exceptionalities, the family, and the community. Special attention is placed on exceptionalities and medical conditions that influence care, resources, and priorities. The practicum/field experiences for this course are in an inclusive Kindergarten to Grade 3 setting. Practicum/field experience hours: 40. Fingerprint clearance required. Prerequisite: ECS-462.

ECS-481A

6 Total Credits

Course Description

Session A is one of two 8-week sessions of the student teaching experience. Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to develop a Student Teaching Evaluation of Performance (STEP). The teacher candidate will have a GCU course instructor, a GCU faculty supervisor, and be placed in an approved school with a certified cooperating teacher/mentor. Fingerprint clearance required.

ECS-481B

6 Total Credits

Course Description

Session B is one of two 8-week sessions of the student teaching experience. Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to develop an Individualized Education Program (IEP) Performance Template. The teacher candidate will have a GCU course instructor, a GCU faculty supervisor, and be placed in an approved school with a certified cooperating teacher/mentor. Fingerprint clearance required.

GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
Please refer to the Academic Catalog for more information. Programs or courses subject to change

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Make an Impact in Early Education

Prepare to inspire and engage with diverse young learners with exceptionalities.

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If you are seeking licensure/certification, please refer to the "Accreditation and Compliance/State Disclosures” link for the specific program of interest’s website for your location and/or employment state’s licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

Excluding observational and practice-based experiences, and student teaching.
Centers for Disease Control and Prevention. (n.d.). Why Act Early if You’re Concerned About Development? CDC. Retrieved Oct. 24, 2024.
U.S. Bureau of Labor Statistics. (2024, Aug. 29). Special Education Teachers: Work Environment. Occupational Outlook Handbook. Retrieved Oct. 24, 2024.
COVID-19 has adversely affected the global economy and data from 2020 to 2023 may be atypical compared to prior years. Accordingly, data shown is based on September 2024, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Special Education Teachers, retrieved Oct, 24, 2024.
The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS), Special Education Teachers as of May 2023, retrieved on Oct. 24, 2024. Due to COVID-19, data from 2020 to 2023 may be atypical compared to prior years. BLS calculates the median using salaries of workers nationwide with varying levels of education and experience. It does not reflect the earnings of GCU graduates as special education teachers, nor does it reflect the earnings of workers in one city or region of the country or a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. Grand Canyon University can make no guarantees on individual graduates’ salaries. Your employability will be determined by numerous factors over which GCU has no control, such as the employer the graduate chooses to apply to, the graduate’s experience level, individual characteristics, skills, etc. against a pool of candidates.
Children’s Hospital of New Orleans. (2023, March). Importance of Early Intervention as It Relates to Developmental Delay or Disabilities. Children’s Hospital of New Orleans. Retrieved Oct. 24, 2024.
U.S. Bureau of Labor Statistics. (2024, Aug. 29). How To Become a Special Education Teacher. Occupational Outlook Handbook. Retrieved Oct. 24, 2024.

BS in Early Childhood and Early Childhood Special Education Degree

Support Growth in Children With Unique Learning Needs

Prepare To Empower Young Special Education Learners

Develop Skills for Building a Welcoming Educational Classroom

Career Options for Early Childhood and Special Education Graduates

Earn Your ECE and ECSE Degree From an Accredited University

Frequently Asked Questions

Program Curriculum

General Education Requirements

Required General Education Courses

Core Courses