Early Childhood Education (PK-4)/Special Education (PK-12), Bachelor of Science in Education (BSED) - Concentration in International Education
Students who elect to complete Early Childhood Ed (PK-4)/Special Education (PK-12) - International Education will choose from already established rock studies courses that focus on international and global perspectives. They will also complete a care break, spring break trip, or field experience in an international setting. The capstone will be the completion of an international student teaching experience.
All candidates completing this program and student teaching are eligible to receive Pennsylvania certification after achieving a passing or qualifying score on Pennsylvania Department of Education required exam(s). If you are interested in teaching in another state, please contact the Department of Education in that state.
The mission of the International concentration is to equip, inspire and empower teacher candidates by providing them opportunities to develop their personal and professional global awareness; to deepen their understanding of culturally responsive teaching and to experience international teaching in order to be prepared for teaching in the 21st century.
PROGRAM LEARNING OUTCOMES
Program Student Learning Outcome 1 – Child Development and Learning
Pre-service teachers will understand how children develop intellectually, socially, emotionally, and physically and will use this knowledge to design meaningful and developmentally appropriate instruction.
Aligned SRU Outcomes: 2 (Apply critical thinking to argument and problem solving), 5 (Develop as a whole person)
Program Student Learning Outcome 2 – Diversity, Equity, and Cultural Responsiveness
Pre-service teachers will demonstrate respect for diversity and the ability to create inclusive, culturally responsive classrooms that support learners of varied linguistic, cultural, and socioeconomic backgrounds.
Aligned SRU Outcomes: 8 (Act ethically), 9 (Develop a worldview that acknowledges diversity and global interdependence), 7 (Be civically engaged)
Program Student Learning Outcome 3 – Professional Knowledge of Special Education Foundations
Candidates will demonstrate knowledge of the historical, philosophical, and legal foundations of special education, including IDEA, Section 504, and Chapter 14, and will apply this knowledge to protect students’ rights and promote access in the least restrictive environment.
Aligned SRU Outcomes: 8 (Act ethically), 5 (Develop as a whole person)
Program Student Learning Outcome 4 – Assessment and Data-Driven Decision Making
Candidates will select, administer, interpret, and apply multiple forms of assessment to make data-informed instructional and behavioral decisions within a multi-tiered system of support.
Aligned SRU Outcomes: 2 (Apply critical thinking to argument and problem solving), 4 (Apply quantitative reasoning in appropriate contexts)
Program Student Learning Outcome 5 – Instructional Design and Evidence-Based Practice
Pre-service teachers will design, implement, and evaluate evidence-based instruction in literacy, mathematics, and content areas that meets individual learner needs and is aligned with state standards.
Aligned SRU Outcomes: 2 (Apply critical thinking), 5 (Develop as a whole person)
Program Student Learning Outcome 6 – Classroom Management and Positive Behavior Support
Candidates will establish and maintain safe, inclusive learning environments by applying positive behavior interventions and supports, data-based decision making, and social-emotional learning practices.
Aligned SRU Outcomes: 5 (Develop as a whole person), 8 (Act ethically)
Program Student Learning Outcome 7 – Collaboration and Communication
Pre-service teachers will collaborate effectively with families, educators, related service providers, and community agencies to plan and implement educational programs for all learners.
Aligned SRU Outcomes: 1 (Act as effective communicators), 7 (Be civically engaged), 9 (Develop a worldview that acknowledges diversity)
Program Student Learning Outcome 8 – Technology and Accessibility
Candidates will integrate assistive and instructional technologies to enhance engagement, accessibility, and learning outcomes for all students, including those with disabilities.
Aligned SRU Outcomes: 10 (Act as responsible digital citizens), 5 (Develop as a whole person)
Program Student Learning Outcome 9 – Transition and Lifespan Development
Candidates will plan and support transitions across educational and developmental stages, including early childhood to elementary and secondary to post-school outcomes, promoting self-determination and independence for students with disabilities.
Aligned SRU Outcomes: 5 (Develop as a whole person), 7 (Be civically engaged)
Program Student Learning Outcome 10 – Professionalism, Ethics, and Lifelong Learning
Pre-service teachers will demonstrate ethical conduct, reflective practice, and a commitment to continuous professional growth aligned with state and national standards for the teaching profession.
Aligned SRU Outcomes: 5 (Develop as a whole person), 8 (Act ethically)
Related Links
Curriculum Guide
GPA Requirement
- GPA must be 3.0 or higher for Teacher Candidacy.
- A 3.0 GPA and passing subject area assessment (PECT) or A 2.8 GPA and a qualifying passing subject area assessment (PECT) score (as determined by PDE) is required for certification.
- Students must complete 50% of credits required for the Major from a PASSHE university.
Summary*
| Code | Title | Hours |
|---|---|---|
| Rock Studies 2 Requirements | 42 | |
| Other Basic Requirements | 0-3 | |
| Major Requirements | 98 | |
* All undergraduate degree programs require a minimum of 120 credits. Some courses meet multiple requirements, but are only counted once toward the 120 credit total required to graduate.
Rock Studies 2 Requirements
| Code | Title | Hours |
|---|---|---|
| The Rock | ||
| SUBJ 139 | Foundations of Academic Discovery 1 | 3 |
| ENGL 102 | Critical Writing | 3 |
| ENGL 104 | Critical Reading | 3 |
| MATH 210 | Mathematics for Elementary Teachers I | 3 |
| Select one of the following: | 3 | |
| Civil Discourse: Theory & Practice | ||
| Ethics and Civil Discourse | ||
| Civil Discourse and Democracy | ||
| Subtotal | 15 | |
| Integrated Inquiry | ||
| Creative and Aesthetic Inquiry | ||
| Select 3 Credits | 3 | |
| Humanities Inquiry | ||
| Select 3 Credits | 3 | |
| Social Science Inquiry | ||
| Select 3 Credits | 3 | |
| Natural Sciences Inquiry | ||
| SCI 101 | Science of Life | 3 |
| Physical Sciences Inquiry | ||
| SCI 102 | Understanding the Physical World | 3 |
| Subtotal | 15 | |
| Additional Rock Studies 2 Requirements (12 credits) | ||
| MATH 310 | Mathematics for Elementary Teachers II 2 | 3 |
| PHED 243 | Educational Movement in Health & Wellness 2 | 3 |
| or DANC 223 | Creative Dance for Children | |
| SPED 121 | Overview of Special Education 2 | 3 |
| Select One of the Following: | 3 | |
| Human Diversity | ||
| Latin America and the Caribbean | ||
| Latin America to 1830 | ||
| Latin America Since 1830 | ||
| Latin American Politics and Development | ||
| Total Hours | 42 | |
- 1
Course offered in multiple subjects; cannot take course in first major subject.
- 2
Required as per PA Department of Education Certification Policy.
Basic Math Requirement
Check with your adviser or a current degree audit report to see if you have been exempted from this course. The credit earned in this course will not be counted toward the 120 credit hour minimum needed to earn a degree.
| Code | Title | Hours |
|---|---|---|
| Complete one of the following: | 0-3 | |
Meet required minimum SAT or ACT math score OR | ||
| Beginning Algebra | ||
| Total Hours | 0-3 | |
DIVERSITY, EQUITY, AND INCLUSION REQUIREMENT
Students must take and pass a course with the Diversity, Equity, and Inclusion (DEI) designation prior to graduation. Students can meet this requirement by taking any DEI - designated course in any program at any time during their undergraduate career.
Major Requirements
- 49 major credits must be taken at SRU or PASSHE
- 49 major credits must be taken at the 300 level or above
| Code | Title | Hours |
|---|---|---|
| Early Childhood Education Courses | ||
| ELEC 100 | Early Childhood Education Theory & Practice 1,2 | 3 |
| ELEC 200 | Child Development Typical 1,2 | 3 |
| or CDEV 248 | Human Development and Education | |
| PHED 243 | Educational Movement in Health & Wellness 1 | 3 |
| or DANC 223 | Creative Dance for Children | |
| SPED 121 | Overview of Special Education 1,2 | 3 |
| SPED 222 | Introduction to Special Education Law | 3 |
| SPED 230 | Early Intervention Practices for Students with Disabilities 1,2 | 3 |
| SPED 245 | Technology in Special Education | 3 |
| Subtotal | 21 | |
| Diversity Block | ||
| ELEC 230 | Field-Based Child Development Typical 1,2 | 3 |
| ELEC 237 | ELL Strategies and Practice for Early Childhood Education 1,2 | 3 |
| or CIEL 326 | Teaching Multi Language Learners | |
| ELEC 281 | Family and Community Diversity and Partnerships 1,2 | 3 |
| Subtotal | 9 | |
| Early Literacy Block | ||
| ELEC 238 | Literacy Practices for the Emergent Learner, PK-1 1,2 | 3 |
| ELEC 285 | Integrating Creative Expression through the Arts 1,2 | 3 |
| Subtotal | 6 | |
| Early Childhood Major Courses | ||
| Must be admitted to College of Education and complete both Diversity and Literacy Blocks. | ||
| Block 1 | ||
| ELEC 311 | Mathematics & Literacy Teaching Lab Pre K - 4 1,2 | 1 |
| ELEC 316 | Developmental Formal and Informal Assessments 1,2 | 3 |
| or CIEL 316 | Diagnostic, Formative, and Summative Assessment Strategies | |
| ELEC 330 | Literacy Practices for the Developing Learner, Grades 2 - 4 1,2 | 3 |
| ELEC 340 | Mathematics Methods and Strategies for PRE K - 4 Teachers 1,2 | 3 |
| SPED 350 | Universal Intervention | 3 |
| Subtotal | 13 | |
| Block 2 | ||
| Must complete Block 1 first | ||
| ELEC 420 | Early Childhood Field Experience 1,2 | 3 |
| ELEC 460 | Instructional Strategies for Science and Technology 1,2 | 3 |
| ELEC 470 | Social Studies & Citizenship 1,2 | 3 |
| ELEC 480 | Assessment for Differentiation of Literacy Instruction 1,2 | 3 |
| SPED 360 | Targeted Instructional and Behavioral Interventions for Neuro-Diverse Learners | 3 |
| Subtotal | 15 | |
| Block 3 | ||
| Must complete Blocks 1 and 2 first | ||
| SPED 431 | Intense Behavioral and Emotional Interventions for Neuro-Diverse Learners 1,2 | 3 |
| SPED 432 | Intensive ELA Interventions for Neuro-Diverse Learners 1,2 | 3 |
| SPED 433 | Assessment Strategies in Special Education 1,2 | 3 |
| SPED 434 | Professional Collaboration and Ethical Practices 1,2 | 3 |
| SPED 435 | Processes and Procedures in Special Education | 3 |
| SPED 436 | Intensive Mathematics Interventions for Neuro-Diverse Learners | 3 |
| Subtotal | 18 | |
| Student Teaching | ||
| All previously listed coursework must be completed prior to Student Teaching | ||
| ELEC 405 | Overview of and Immersion in Global Education | 3 |
| ELEC 455 | Student Teaching: Early Childhood 1,2,3 | 6 |
| or CIEL 455 | Student Teaching: Elementary or Secondary School | |
| SPED 440 | Seminar in Special Education | 1 |
| SPED 455 | Student Teaching - Special Education 1,2 | 6 |
| Other: Must complete one study abroad program or other global experience approved by internati onal program coordinators. | ||
| Subtotal | 16 | |
| Total Hours | 98 | |
- 1
Course counts for 50% of Major requirements but not for Major GPA
- 2
Grade of “C” or better must be earned in this course to qualify for Student Teaching and/or graduation.
- 3
Students not in the International Concentration may still student teach abroad.
- *
Some courses may require pre-requisites. Please see course descriptions to determine if there are any pre-requisites for that specific course.
Co-curricular and Experiential Learning
Students are encouraged to explore additional curricular and co-curricular opportunities. There is a strong correlation between long-term student success and participation in the following types of programs and activities:
- International study programs
- High-Impact Practice (HIP) designated classes
- Student-Faculty research and Student Leadership development
- Career Education and Development
- Internships/Field Experiences
- Student teaching (required)
Important Information
Prerequisites for Admission to Teacher Candidacy
- Minimum grade of "C" required.
| Code | Title | Hours |
|---|---|---|
| Basic Courses | ||
| Select one of the following: | 3 | |
| Civil Discourse: Theory & Practice | ||
| Ethics and Civil Discourse | ||
| Civil Discourse and Democracy | ||
| ELEC 100 | Early Childhood Education Theory & Practice | 3 |
| ELEC 200 | Child Development Typical | 3 |
| or CDEV 248 | Human Development and Education | |
| ELEC 230 | Field-Based Child Development Typical | 3 |
| ENGL 102 | Critical Writing | 3 |
| ENGL 104 | Critical Reading | 3 |
| Math Requirement for BS in Education | ||
| Prior to Admission to Teacher Candidacy | ||
| Minimum grade of "D" required. | ||
| MATH 210 | Mathematics for Elementary Teachers I | 3 |
| MATH 310 | Mathematics for Elementary Teachers II | 3 |
| Total Hours | 24 | |
BSED Early Childhood (PK-4)/Special Education (PK-12) Grade Requirements
- Grades in each of the following courses must be “C” or better to qualify for Student Teaching and/or Graduation
| Code | Title | Hours |
|---|---|---|
| ELEC 100 | Early Childhood Education Theory & Practice | 3 |
| ELEC 200 | Child Development Typical | 3 |
| or CDEV 248 | Human Development and Education | |
| ELEC 230 | Field-Based Child Development Typical | 3 |
| ELEC 237 | ELL Strategies and Practice for Early Childhood Education | 3 |
| or CIEL 326 | Teaching Multi Language Learners | |
| ELEC 238 | Literacy Practices for the Emergent Learner, PK-1 | 3 |
| ELEC 281 | Family and Community Diversity and Partnerships | 3 |
| ELEC 285 | Integrating Creative Expression through the Arts | 3 |
| ELEC 311 | Mathematics & Literacy Teaching Lab Pre K - 4 | 1 |
| ELEC 316 | Developmental Formal and Informal Assessments | 3 |
| or CIEL 316 | Diagnostic, Formative, and Summative Assessment Strategies | |
| ELEC 330 | Literacy Practices for the Developing Learner, Grades 2 - 4 | 3 |
| ELEC 340 | Mathematics Methods and Strategies for PRE K - 4 Teachers | 3 |
| ELEC 405 | Overview of and Immersion in Global Education | 3 |
| ELEC 420 | Early Childhood Field Experience | 3 |
| ELEC 455 | Student Teaching: Early Childhood | 12 |
| or CIEL 455 | Student Teaching: Elementary or Secondary School | |
| ELEC 460 | Instructional Strategies for Science and Technology | 3 |
| ELEC 470 | Social Studies & Citizenship | 3 |
| ELEC 480 | Assessment for Differentiation of Literacy Instruction | 3 |
| PHED 243 | Educational Movement in Health & Wellness | 3 |
| or DANC 223 | Creative Dance for Children | |
| SPED 121 | Overview of Special Education | 3 |
| SPED 222 | Introduction to Special Education Law | 3 |
| SPED 230 | Early Intervention Practices for Students with Disabilities | 3 |
| SPED 245 | Technology in Special Education | 3 |
| SPED 350 | Universal Intervention | 3 |
| SPED 360 | Targeted Instructional and Behavioral Interventions for Neuro-Diverse Learners | 3 |
| SPED 431 | Intense Behavioral and Emotional Interventions for Neuro-Diverse Learners | 3 |
| SPED 432 | Intensive ELA Interventions for Neuro-Diverse Learners | 3 |
| SPED 433 | Assessment Strategies in Special Education | 3 |
| SPED 434 | Professional Collaboration and Ethical Practices | 3 |
| SPED 435 | Processes and Procedures in Special Education | 3 |
| SPED 436 | Intensive Mathematics Interventions for Neuro-Diverse Learners | 3 |
| SPED 440 | Seminar in Special Education | 1 |
| SPED 455 | Student Teaching - Special Education | 3-12 |
Important Curriculum Guide Notes
This Curriculum Guide is provided to help SRU students and prospective students better understand their intended major curriculum. Enrolled SRU students should note that the My Rock Audit may place already-earned and/or in progress courses in different, yet valid, curriculum categories. Enrolled SRU students should use the My Rock Audit Report and materials and information provided by their faculty advisers to ensure accurate progress towards degree completion. The information on this guide is current as of the date listed. Students are responsible for curriculum requirements at the time of enrollment at the University.
PASSHE - Pennsylvania State System of Higher Education Institutions
Early Childhood Education PK-4 - BSED (1192)
Concentration in International (INTE)
This program is effective as of Summer 2023
Revised 02.17.2026
UCC 01.17.2026
Recommended Four-Year Plan
| First Year | ||
|---|---|---|
| Fall | Hours | |
| SPED 121 | Overview of Special Education | 3 |
| ELEC 100 | Early Childhood Education Theory & Practice | 3 |
| ENGL 102 | Critical Writing | 3 |
| ESAP 101 | FYRST Seminar * | 1 |
| SCI 101 | Science of Life | 3 |
| SUBJ 139 | Foundations of Academic Discovery | 3 |
| Hours | 16 | |
| Spring | ||
| SPED 222 | Introduction to Special Education Law | 3 |
| ELEC 200 | Child Development Typical | 3 |
| ENGL 104 | Critical Reading | 3 |
| MATH 210 | Mathematics for Elementary Teachers I | 3 |
| Select one of the following: | 3 | |
| Civil Discourse: Theory & Practice | ||
| Ethics and Civil Discourse | ||
| Civil Discourse and Democracy | ||
| Creative & Aesthetic Inquiry | 3 | |
| Hours | 18 | |
| Second Year | ||
| Fall | ||
| Diversity Block | ||
| SPED 230 | Early Intervention Practices for Students with Disabilities | 3 |
| ELEC 230 | Field-Based Child Development Typical 2 | 3 |
| ELEC 237 | ELL Strategies and Practice for Early Childhood Education 2 | 3 |
| ELEC 281 | Family and Community Diversity and Partnerships 2 | 3 |
| MATH 310 | Mathematics for Elementary Teachers II | 3 |
| Humanities Inquiry | 3 | |
| Hours | 18 | |
| Spring | ||
| Early Literacy Block | ||
| SPED 245 | Technology in Special Education | 3 |
| ELEC 238 | Literacy Practices for the Emergent Learner, PK-1 2 | 3 |
| ELEC 285 | Integrating Creative Expression through the Arts 2 | 3 |
| SCI 102 | Understanding the Physical World | 3 |
| SOWK 105 | Human Diversity | 3 |
| Social Science Inquiry | 3 | |
| Hours | 18 | |
| Third Year | ||
| Fall | ||
| Block I | ||
| SPED 350 | Universal Intervention | 3 |
| ELEC 311 | Mathematics & Literacy Teaching Lab Pre K - 4 | 1 |
| ELEC 316 | Developmental Formal and Informal Assessments | 3 |
| ELEC 330 | Literacy Practices for the Developing Learner, Grades 2 - 4 | 3 |
| ELEC 340 | Mathematics Methods and Strategies for PRE K - 4 Teachers | 3 |
| PHED 243 or DANC 223 |
Educational Movement in Health & Wellness or Creative Dance for Children |
3 |
| Hours | 16 | |
| Spring | ||
| Block II | ||
| SPED 360 | Targeted Instructional and Behavioral Interventions for Neuro-Diverse Learners | 3 |
| ELEC 348 | Leadership, Advocacy & Program Development | 3 |
| ELEC 420 | Early Childhood Field Experience | 3 |
| ELEC 460 | Instructional Strategies for Science and Technology | 3 |
| ELEC 470 | Social Studies & Citizenship | 3 |
| ELEC 480 | Assessment for Differentiation of Literacy Instruction 2,5 | 3 |
| Hours | 18 | |
| Fourth Year | ||
| Fall | ||
| SPED ProSem | ||
| SPED 431 | Intense Behavioral and Emotional Interventions for Neuro-Diverse Learners | 3 |
| SPED 432 | Intensive ELA Interventions for Neuro-Diverse Learners | 3 |
| SPED 433 | Assessment Strategies in Special Education | 3 |
| SPED 434 | Professional Collaboration and Ethical Practices | 3 |
| SPED 435 | Processes and Procedures in Special Education | 3 |
| SPED 436 | Intensive Mathematics Interventions for Neuro-Diverse Learners | 3 |
| Hours | 18 | |
| Spring | ||
| Student Teaching | ||
| SPED 440 | Seminar in Special Education | 1 |
| SPED 455 or ELEC 475 |
Student Teaching - Special Education (Ireland/Mexico) or International Student Teaching: Early Childhood |
6 |
| ELEC 455 | Student Teaching: Early Childhood | 6 |
| Hours | 13 | |
| Total Hours** | 135 | |
- 2
Early Literacy and Diversity Block can be done either semester. Blocks I and II must be completed in sequence.
- *
Students are encouraged to take ESAP 101 as a Free Elective.
- **
Must complete 1 spring break, care break**, or early field experience in an international setting.
**This document serves as a guide. Earning a degree requires at least 120 credits, though some majors require more. Before registering for courses, consult your academic adviser and review your curriculum guide. Be sure to review and confirm your plan with your adviser at least once each academic year.
Major Code: 1192
Concentration: INTE
Revised date: 09.23.2025