The major in Early Education leads to a undergraduate or graduate degree from The University of Alabama with DUAL teacher certification in early childhood special education (birth to age eight) and general early childhood education (P-3) at the Alabama Class B and A level.
Students learn about the intellectual, physical, social, and emotional development of young children with special needs and their families. Experimental learning activities, assessment, and practicums are provided for students on and off campus through the Office of Clinical Experiences. These programs provide opportunities for students to work with infants, toddlers, preschoolers, and early elementary children who have a broad range of special needs. In addition, all students who major inECSE/EC will complete supervised practicum and internship experiences in diverse public school settings.
Bachelor of Science in Education
Alternative Master of Arts
- Alternative MA Program of Study
- Program Sequencing Checklist: Alternative Class A Early Childhood & Early Childhood Special Education
Master of Arts
- MA Program of Study
- Program Sequencing Checklist: Class A Early Childhood Special Education (B-8 yrs)
The Ed.S. in special education program leads to Class AA certification with an endorsement in gifted and talented, early childhood special education, collaborative teacher (K-6), or collaborative teacher (6-12). To be eligible, students must hold appropriate Class A certification and must complete the appropriate number of semester hours of work in an approved program beyond the master’s degree.
In addition to meeting the Graduate School’s admission requirements, a student interested in the Ed.S. program must have earned an M.A. or equivalent degree in special education (with the exception of students applying for study in gifted and talented).
The sequence of advanced study followed by the graduate student in special education is contingent on the skills and background brought to the program and on the student’s career plans. While there are core course requirements at each degree level, each program is individually designed based on the student’s needs and goals; flexibility may be provided through elective courses.
Special education faculty are involved in a number of demonstration and research projects designed to develop and evaluate innovative procedures for training professionals, paraprofessionals, and parents to work with various types of exceptional children. These projects are also concerned with the development and evaluation of instructional programs and techniques for exceptional individuals. Students have access to an array of practicum and research opportunities from a variety of resources.
The doctor of education (Ed.D.) degree program is offered to provide competencies in teacher education, administration, and research. In preparing for any of these three professional activities, Ed.D. students usually specialize in one of the fields within special education; they are also expected, however, to acquire broad-based information across the spectrum of exceptional children and youth. The doctor of philosophy (Ph.D.) program is designed to prepare major researchers for roles as university professors or administrators.
Ed.D. and Ph.D. program admission. Prerequisites for admission to doctoral work in special education are an earned M.A. degree in special education (or a related area) and three years of appropriate experience, defined as three years of work in agencies serving children and youth, one year of which must have been spent in direct interaction with exceptional children on a full-time basis. Graduate faculty members individually evaluate and collectively discuss admission applications. When feasible, applicants are encouraged to visit the campus for an interview as part of the evaluation process.
Doctor of Philosophy
The doctor of philosophy (Ph.D.) program is designed to prepare major researchers for roles as university professors or administrators.
Doctor of Education
The doctor of education (Ed.D.) degree program is offered to provide competencies in teacher education, administration, and research. In preparing for any of these three professional activities, Ed.D. students usually specialize in one of the fields within special education; they are also expected, however, to acquire broad-based information across the spectrum of exceptional children and youth.