The Early Childhood Special Education program is designed for any student who is interested in working with the youngest children, whether in general education, special education, or inclusive settings from birth to age 8. It emphasizes inclusive, specialized teaching practices to develop meaningful learning experiences for both typically developing children and those with disabilities.

Upon program completion, graduates earn a BSEd in Early Childhood Special Education. They are eligible for the Illinois State Board of Education Professional Educator License (PEL) in ECSE, which includes general and special education across the full range of birth to age 8. The ECSE also includes the English as Second Language (ESL) endorsement and three other Illinois early childhood credentials:

• The Illinois Early Intervention credential in Developmental Therapy
• Gateways Level 5 Infant/Toddler credential
• Gateways Level 5 Early Childhood credential

All of Loyola’s Bachelor of Science in Education (BSEd) students complete the Teaching, Learning, and Leading with Schools and Communities (TLLSC) curriculum as their foundation. For ECSE majors, this unique, research-based approach emphasizes authentic learning of practices through direct work with infants/toddlers, preschoolers, and school-aged children. TLSC modules largely take place in school and community settings and were designed with four Cornerstones in mind—partnering with schools and communities, classroom diversity, ongoing classroom experience, and participating in professional learning communities. Learn more by reading through the Early Childhood Special Education Program Viewbook.

Curriculum

The Early Childhood Special Education (ECSE) BSEd program includes Core Curriculum and School of Education courses, as well as field-based learning modules that carry a TLSC prefix. Each of these types of requirements is explained in the table below. ECSE-specific sections begin in Phase Two. Consult the SOE undergraduate advisor and the Suggested Sequence of Classes table for complete information on the requirements of this major pathway.

Course Requirements

Course List

Code	Title	Hours
University Core Courses
University Core requirements are typically met by taking 16 courses across ten central areas of knowledge and inquiry. Some Core requirements are met by taking pre-approved courses within the ECSE major (e.g., CIEP 104 (Quantitative), CIEP 206 (Tier 2 Literacy), ELPS 219 (Tier 2 Historical) and ELPS 302 (Tier 2 Philosophical). Consult the SOE undergraduate advisor and Suggested Sequence of Classes table to identify Core requirements that apply to you.
School of Education CIEP and ELPS courses
Your Education degree requirements include a number of courses offered within the School of Education and designed for all Education majors and minors. At times, these courses will also address a specific portion of the Core (see above). CIEP 315 and all CIEP M courses were designed specifically for ECSE majors. These courses are linked with specific Sequences and field experiences and must be taken when indicated in the Suggested Sequence of Classes table.
CIEP 104	Mathematics for Teachers I	3
CIEP 206	Children's Literature	3
CIEP 315	Language Development and Literacy	3
CIEP M16	K-2 Literacy Methods for EC	2
CIEP M17	Early Childhood Math Methods	2
CIEP M42	K-2 Special Education Methods for ECSE	2
CIEP M43	Special Education Methods: Infants, Toddlers and Preschoolers	3
ELPS 219	American Education	3
ELPS 302	Philosophy of Education	3
School of Education field-based TLSC modules
TLSC modules must be taken in order and in established groups (called Sequences) each semester. As students move through the TLLSC Phases, they gain extensive field experience, as well as knowledge and skills for working effectively with young children and their families. The TLLSC curriculum includes a one-year internship (TLSC 360, TLSC 370, TLSC 380) in a preschool setting under the supervision of a licensed and experienced ECSE teacher. In addition, students must enroll in Professional Learning Communities (PLCs) each fall (TLSC 300A) and spring (TLSC 300B) and collaborate with all others in the ECSE major. PLCs are led by a faculty member who specialized in early childhood education. Consult the SOE undergraduate advisor and visit the Suggested Sequence of Classes tables to learn more about the four-year ECSE curriculum.
Phase One - Exploration
TLSC 110	The Profession and Our Program (TLLSC)	1
TLSC 120	Bringing Language, Learning & Development Theory into Practice	2
TLSC 130	Sequence One: 130 Community Immersion	1
TLSC 140	Teaching, Learning and Leading for Social Justice	1
TLSC 150	Constructive Learning Environments For Diverse Students	1
TLSC 160	Analyzing Culturally-Responsive Classroom Instruction	1
TLSC 210	Educational Policy For Diverse Students	2
TLSC 221	Individualized Instruction and Assessment for Diverse Learners	2
TLSC 222	Authentic Assessment and Instruction for Bilingual Learners	2
TLSC 300A	Professional Learning Communities (ECSE majors must enroll each fall in the TLSC 300B section that corresponds with their major. Fall/Spring PLC credit is issued in the spring. Students must enroll in PLCs every semester for all four years.)	0
TLSC 300B	Professional Learning Communities (ECSE majors must enroll each spring in the TLSC 300B section that corresponds with their major. Students must enroll in PLCs every semester for all four years.)	1
Phase Two - Concentration
TLSC 250	Developmentally Appropriate Practice with Infants/Toddlers & Their Families	3
TLSC 251	Family-Centered Assessment and Intervention in Early Intervention	3
TLSC 252	Foundations, Settings, and Studies of Effective Early Childhood Education	1
TLSC 253	Developmentally Approp Practice Assmt&Intervention Young Children Spcl Nds	2
Phase Three - Specialization
TLSC 310	Language and Literacy for Diverse Students	2
TLSC 320	Using Classroom Data in a Collaborative Env to Advance Student Achievement	2
TLSC 330	Discipline-Specific Literacy for Diverse Students	2
TLSC 340	Teaching and Learning in an Area of Specialization	2
TLSC 350	Teaching and Learning with a Global Framework	4
TLSC 360	Developing Rigorous and Relevant Instruction & Assessment	3
TLSC 370	Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep	3
TLSC 380	Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching	12
Total Hours		77

Suggested Sequence of Courses

This sequence of courses is meant to be used as a suggested path for completing coursework. ECSE majors must consult their SOE advisor for assistance with course selection and to ensure that all Education degree requirements are met. Note that TLSC modules must be taken in a prescribed order. Students must complete each sequence before moving on to the next. Major-specific CIEP courses are linked to a sequence and must be taken within that semester.

Plan of Study Grid

Sequence 1		Hours
TLSC 300A	Professional Learning Communities (ECSE)	0
TLSC 110	The Profession and Our Program (TLLSC)	1
TLSC 120	Bringing Language, Learning & Development Theory into Practice	2
TLSC 130	Sequence One: 130 Community Immersion	1
UCWR 110	Writing Responsibly	3
CORE	Scientific Literacy Tier I	3
CORE	Literary Knowledge & Experience Tier I	3
UNIV 101	First Year Seminar	1
Must submit required documentation and background check prior to program entry
	Hours	14
Sequence 2
TLSC 300B	Professional Learning Communities (ECSE)	1
TLSC 140	Teaching, Learning and Leading for Social Justice	1
TLSC 150	Constructive Learning Environments For Diverse Students	1
TLSC 160	Analyzing Culturally-Responsive Classroom Instruction	1
CIEP 104	Mathematics for Teachers I	3
CIEP 206	Children's Literature (Tier II Literary)	3
CORE	Historical Knowledge Tier I	3
CORE	Philosophical Knowledge Tier I	3
	Hours	16
Sequence 3
TLSC 300A	Professional Learning Communities (ECSE)	0
TLSC 210	Educational Policy For Diverse Students	2
TLSC 221	Individualized Instruction and Assessment for Diverse Learners	2
TLSC 222	Authentic Assessment and Instruction for Bilingual Learners	2
ELPS 219	American Education (Tier II Historical)	3
CORE	Theological & Religious Studies Tier I	3
CORE	Societal & Cultural Knowledge Tier I	3
	Hours	15
Sequence 4
TLSC 300B	Professional Learning Communities (ECSE)	1
TLSC 250	Developmentally Appropriate Practice with Infants/Toddlers & Their Families	3
TLSC 251	Family-Centered Assessment and Intervention in Early Intervention	3
TLSC 252	Foundations, Settings, and Studies of Effective Early Childhood Education	1
TLSC 253	Developmentally Approp Practice Assmt&Intervention Young Children Spcl Nds	2
CIEP 315	Language Development and Literacy	3
General Elective		3
	Hours	16
Sequence 5
TLSC 300A	Professional Learning Communities (ECSE)	0
TLSC 310	Language and Literacy for Diverse Students	2
TLSC 320	Using Classroom Data in a Collaborative Env to Advance Student Achievement	2
TLSC 330	Discipline-Specific Literacy for Diverse Students	2
CIEP M43	Special Education Methods: Infants, Toddlers and Preschoolers	3
CORE	Artistic Knowledge	3
CORE	Ethics	3
Apply for Sequence 7-8 One-Year Internship by October 1
	Hours	15
Sequence 6
TLSC 300B	Professional Learning Communities (ECSE)	1
TLSC 340	Teaching and Learning in an Area of Specialization	2
TLSC 350	Teaching and Learning with a Global Framework	4
PHYS 101	Liberal Arts Physics (Tier II Scientific)	3
PLSC 101	American Politics (Tier II Societal)	3
CIEP M16	K-2 Literacy Methods for EC	2
Take ECSE Content Exam from IL Licensure Testing Service after Sequence 6
	Hours	15
Sequence 7
TLSC 300A	Professional Learning Communities (ECSE)	0
TLSC 360	Developing Rigorous and Relevant Instruction & Assessment	3
TLSC 370	Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep	3
ELPS 302	Philosophy of Education (Philosophical Tier II)	3
CIEP M17	Early Childhood Math Methods	2
CORE	Theological and Religious Studies Tier II	3
CIEP M42	K-2 Special Education Methods for ECSE	2
Apply for May Graduation in LOCUS by October 1
	Hours	16
Sequence 8
TLSC 300B	Professional Learning Communities (ECSE)	1
TLSC 380	Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching (Engaged Learning)	12
Must have passed IL ECSE Content Exam prior to Sequence 8
	Hours	13
	Total Hours	120

School of Education Graduation Requirements

Undergraduate students in the School of Education must complete all degree requirements with a grade of C or better.  Grades of C- or below do not count toward degree requirements. Students must enroll in and pass PLCs each semester. In order to enroll in TLSC modules, all students must complete required documentation procedures, including background checks, at designated points in their pathway and as required by field sites. For ECSE majors, these processes occur prior to the start of Sequences 1, 4, and 7. TLSC modules address the University requirement for Engaged Learning.

Licensure Requirements

In order to be entitled for the Illinois State Professional Educator License (PEL), students must pass the Illinois Early Childhood Special Education licensure exam prior to their final internship semester. In order to receive the Illinois Gateways and Early Intervention credentials, graduates must apply to the institutions that grant them. While the ECSE BSEd program is approved by those institutions, these credentials were developed and are offered outside the system to educator licensure. They are not entitled through the SOE licensure office and may require application fees.

Additional Undergraduate Graduation Requirements

All Undergraduate students are required to complete the University Core, at least one Engaged Learning course, and UNIV 101.  SCPS students are not required to take UNIV 101.  Nursing students in the Accelerated BSN program are not required to take core or UNIV 101.  You can find more information in the University Requirements area.

Learning Outcomes

• You'll have accrued the equivalent of one year of full-time teaching experience through all the hands-on, experiential learning opportunities in Chicago's classrooms and community organizations, so you will be ready to be at the head of your own classroom. With the foundational knowledge from your Loyola education, you will utilize theories, data, and research practices when making decisions in your classroom and for your students and when assessing the effectiveness of teaching on learning.