Early Childhood and Special Needs Education

About the Department

The Early Childhood and Special Needs Education Department (ECSNED) is one of the new departments of the MMSU-College of Teacher Education. It was established in 2018 along with the implementation of the 2017 Teacher Education Curriculum. The department utilizes the MMSU-Laboratory Elementary School as an observation and practicum site for students taking Bachelor of Early Childhood Education (BECED) and Bachelor of Special Needs Education (BSNED).

Program Offerings

The ECSNED offers two bachelor’s degree programs: the Bachelor of Early Childhood Education (BECED) and the Bachelor of Special Needs Education (BSNED).

Bachelor of Early Childhood Education

The BECED is a four-year program which provides the students with the fundamental understanding and application of the principles of early childhood care and education as well as experience in the application of these principles. More so, it is designed to prepare students for teaching and supporting young children’s development. Also, this program aims to educate individuals to be competent early childhood practitioners working with children from 0-8 years old in various early childhood settings (home, school, community, and workplace). A broad range of opportunities are available by fulfilling the degree requirements. Completion of the appropriate program will qualify graduates for employment in government or private institutions. (CMO No. 76 s. 2017)

Bachelor of Special Needs Education

The BSNED is an undergraduate degree program which specializes in special needs education. It also prepares teachers who will instruct and manage students with additional needs in inclusive and segregated educational settings. Its graduates will be equipped to teach the basic education curriculum and alternate curricula depending on the needs of the students. Those who will teach in the elementary level will be trained across different subject areas. Those who will teach in the secondary level will provide educational support to students with additional needs in inclusive classrooms or provide educational services to students who may be enrolled in special education centers.

In addition, graduates of BSNED may be employed in special education centers/clinics as special education teachers, therapists, or clinicians. They can also work in regular schools that practice inclusion as learning support staff and as special education teachers. (CMO No. 77 s. 2017)

The ECSNED Department aims to contribute to and harness knowledge on human development and learning specifically to young learners, both regular and those with special needs. As such, the department takes the lead in the improvement of the quality of early childhood education and special needs education in the region and in the country.

  1. To provide a theoretical knowledge and practical training for competent teaching in the fields of early childhood and special needs education;
  2. To develop value-laden pre-service teachers and future professionals in the fields of early childhood and special needs education;
  3. To provide instructional, research, and extension services through up-to-date instruction, innovative research agenda and methodology, and quality extension services;
  4. To establish linkages with other universities, government agencies, non-government organizations, communities, etc. in order to keep the department abreast with the issues involving the two disciplines; and
  5. To actively disseminate research findings, developments on theory and experiences in extension work to a broad but differentiated target audience.

To clarify the fundamental principles that will be guiding future departmental decisions and actions, the following values are also identified as being significant to one’s identity as a member of the department.

          Excellence, creativeness, and optimism

          Commitment to personal and professional excellence

          Service orientation beyond the self to serve others

          Nobility of new ideas and intellectual curiosity

          Effectiveness and efficiency in instruction, research, extension, and production

          Dynamism and innovativeness along the trends and current developments

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