The Master’s of Education degree program in Inclusive Early Childhood Education prepares early childhood professionals to work in inclusive early childhood settings including, general education contexts pre-kindergarten through third grade, early intervention, early childhood special education, and community contexts. This Master’s degree program offers differentiated pathways and coursework for students seeking initial licensure and professionals currently working in early childhood education contexts seeking to extend their knowledge and professional practices working in inclusive early childhood education settings (birth- age 8). For students seeking initial licensure, the concentration areas in this Master’s degree fulfill Virginia licensure requirements for students seeking licensure in Early/Primary PreK-3 or Special Education Early Childhood (birth through age 5).
Admissions
Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions and Graduate Application Deadlines and Requirements.
Policies
For policies governing all graduate degrees, see AP.6 Graduate Policies.
Degree Requirements
Total credits: 30-33
Core Coursework
| Code | Title | Credits |
|---|---|---|
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| or ECED 623 | Creating Disciplinary Project-Based Learning Environments | |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| or ECED 624 | Building Strengths-Based Reciprocal Partnerships with Families of Young Children | |
| ECED 601 | Frameworks for Early Childhood Education | 3 |
| or ECED 781 | Seminar in Early Childhood Education | |
| ECED 685 | Applied and Teacher Research in Early Childhood Education | 3 |
| or ECED 789 | Internship in Early Childhood Special Education Birth - Five | |
| Total Credits | 12 | |
MEd without Concentration (Non-licensure)
| Code | Title | Credits |
|---|---|---|
| Select 18 credits from the following: | 18 | |
| Developmental Pathways of Diverse Learners, Birth-Adolescence | ||
| Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | ||
| Introduction to Early Childhood Special Education | ||
| Medical and Developmental Aspects of Disabilities of Diverse Young Learners | ||
| Assessment of Diverse Young Learners | ||
| Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | ||
| Integrating Social Studies Across the Content Areas for Diverse Young Learners | ||
| Mathematics for Diverse Young Learners | ||
| Science for Diverse Young Learners | ||
| Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | ||
| Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | ||
| Teacher Well-Being in Early Childhood Education | ||
| Policy Perspectives in Early Childhood Education | ||
| Total Credits | 18 | |
Concentration in Early Childhood Special Education (Licensure) (ECLC)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| Total Credits | 21 | |
Concentration in Early/Primary Education PK3 (Licensure) (EPEL)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| Total Credits | 21 | |
- Bachelor's Degree (any)/Inclusive Early Childhood Education, Accelerated MEd
- Bachelor's Degree (any)/Inclusive Early Childhood Education, Accelerated MEd (Early Childhood Special Education (Licensure) Concentration)
- Bachelor's Degree (any)/Inclusive Early Childhood Education, Accelerated MEd (Early/Primary Education PK3 (Licensure) Concentration)
Bachelor's Degree (any)/Inclusive Early Childhood Education, Accelerated MEd
Overview
BAM Pathway Admission Requirements
Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria (see Application Requirements and Deadlines).
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following (to be determined by the student and their advisor):
Advanced Standing Courses (up to 12 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED approved elective | ||
Reserve Graduate Credit Courses (up to 6 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Inclusive Early Childhood Education, Accelerated MEd (Early Childhood Special Education (Licensure) Concentration)
Overview
Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Inclusive Early Childhood Education (Early Childhood Special Education (Licensure) concentration) in an accelerated time-frame after satisfactory completion of a minimum of 144 credits.
See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.
Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.
BAM Pathway Admission Requirements
Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria (see Application Requirements and Deadlines).
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following (to be determined by the student and their advisor):
Advanced Standing Courses (up to 12 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED approved elective | ||
Reserve Graduate Credit Courses (up to 6 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Inclusive Early Childhood Education, Accelerated MEd (Early/Primary Education PK3 (Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria (see Application Requirements and Deadlines).
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following (to be determined by the student and their advisor):
Advanced Standing Courses (up to 12 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| ECED approved elective | ||
Reserve Graduate Credit Courses (up to 6 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| ECED approved elective | ||