Early Childhood Inclusive Education Degree

Explore the Early Childhood Inclusive Education Program

Prepare to be a teacher of the youngest ages with an Early Childhood Inclusive Education degree. At Wayne State, you’ll develop the tools and mindset you need to guide and care for children ranging from infants to the third grade. With an Early Childhood Inclusive Education degree, you’ll be able to teach elementary school or even preschool. Or you could work in a day care or other facility that cares for young children. With a longstanding, excellent reputation for its Education program, Wayne State is the perfect place to begin your career in education.

View program courses Download program fact sheet (PDF)

Endorsement information
The grade levels and subjects you want to teach are called endorsements, and depending on the type of endorsement, you are required to choose one or more in order to obtain your teaching certificate. The Early Childhood Inclusive Education program is a field endorsement, so you are not required to choose additional endorsements. However, you may add on additional endorsements if you want to do so. Learn more about endorsements.

Fast facts

Degree options: B.A. or B.S. in Early Childhood Inclusive Education Birth to Grade 3

Endorsement type: Field endorsement
Learn more about endorsements.

Delivery format: On campus (Wayne)

Program credit hours: 77

Early childhood inclusive education endorsement (46 credit hours)
Education core courses (31 credit hours)

Note: Students must also take 30 credit hours of General Studies courses. A total of 120 credit hours are needed to graduate from WSC. Additional majors or minors can be added to help meet graduation requirements.

School: Education and Behavioral Sciences

Department: Educational Foundations and Leadership

Prepare for your future

Becoming a teacher

Field experience and clinical practice

As a student pursuing a teaching career in early childhood education, you’ll complete field experiences and clinical practice. Some field experiences are embedded within the coursework of WSC’s educator preparation programs. Once you’ve completed the initial field experience requirements, you’ll then complete a semester of clinical practice (student teaching) in a school district chosen with the help of your adviser. During this semester, you’ll work closely with an experienced teacher to gain classroom experience.

Learn more about clinical practice

Northeast Nebraska Teacher Academy (NENTA)

Student teaching is a requirement for teacher certification in all 50 states and provides you with critical real-life experience before gaining a classroom of your own. Only Wayne State College adds to this experience through the Northeast Nebraska Teacher Academy (NENTA), a program that allows you to substitute teach as a junior and get paid, all while still earning your degree.

Learn more about NENTA

Student learning outcomes

Early Childhood Inclusive Education

Utilize evidence-based inclusive practices to develop meaningful learning experiences for students in early childhood settings (infants to grade 3)

Education programs
Teacher candidates who successfully complete an education preparation program at Wayne State will be able to:

Create environments that support individual and collaborative learning using knowledge of how students grow and develop, along with individual differences and diverse cultures. (InTASC Standards 1-3)
Plan for instruction by applying content knowledge, a variety of instructional strategies, and multiple methods of assessment to connect concepts for learners in real-world applications. (InTASC Standards 4-8)
Engage in ongoing professional learning and use evidence to reflect on and adapt practice to meet the needs of each learner. (InTASC Standard 9)
Seek leadership roles and opportunities to take responsibility for student learning, to collaborate with stakeholders, and to advance the profession. (InTASC Standard 10)

View InTASC Standards for Educator Preparation

Topics covered

Children’s health and safety
Human learning processes and behavior
Organization, administration, and development of early childhood education programs
Instruction of children’s literature, early reading techniques, and literacy assessment
Curriculum development for elementary school students
Media and technology usage for educational instruction
Using art, music, and creative processes to improve higher-order thinking
Teaching as a profession
Instructional design methodologies, implementation, and evaluation
Classroom management
Laws, services, categories, philosophy, characteristics, and practices for special education and exceptional learners
Role of teachers, childcare providers, and parents in teaching and caring for young children

Admission to Wayne State College does not guarantee entry into its educator preparation programs. Students planning to pursue professional education must undergo a background check along with meeting other requirements (benchmarks) and advance through three levels of preparation required to become a teacher.

Level One - Preparing for Teacher Candidacy
In this level, students apply for educator preparation and complete some of the preliminary coursework of the program. Students will need to pass an initial background check as well. View all Level One benchmarks.

Level Two - Preparing for Clinical Practice
In Level Two, students will prepare for student teaching by passing the required courses, meeting evidence to show their readiness, and pass a complete background check. View all Level Two benchmarks.

Level Three - Clinical Practice
Level Three is the final level and includes the successful completion of clinical practice and meeting the degree requirements for graduation from Wayne State. Students will also register to take the Praxis Exam. Passing the Praxis Exam is not a graduation requirement; however, it is required to earn a teaching license for the state in which you want to teach. View all Level Three benchmarks.

Benchmarks and Levels of Educator Preparation

Teacher certification

After successfully completing a teacher education program at Wayne State, you’ll submit your application to become a licensed teacher in Nebraska.

Initial Teacher Certification

State licensure disclosure

Wayne State's Early Childhood Inclusive Education program is designed to prepare students for teacher licensure or certification in Nebraska. It has not been determined if these programs meet requirements for all other states.

If you are planning to pursue professional licensure or certification in a state other than Nebraska, it is strongly recommended that you contact the appropriate licensing entity in that state to seek information and guidance regarding licensure or certification requirements before beginning an academic program.

Early Childhood Inclusive Education Licensure Disclosure for All States About State Authorization and Licensure

Graduates with a degree in Early Childhood Inclusive Education teach in schools using the skills they learned while at Wayne State College.

Jobs of recent graduates:

1st Grade Teacher – Pender Public Schools (Pender, Neb.)
3rd Grade Teacher – O’Neill Public Schools (O’Neill, Neb.)
3rd Grade Teacher – Hillsborough County Public Schools (Tampa, Fla.)
Dual Language 2nd Grade Teacher – Schuyler Community Schools (Schuyler, Neb.)
Head Teacher – O’Neill Sixpence Program (O’Neill Public Schools) (O’Neill, Neb.)
Kindergarten Teacher – Columbus Public Schools (Columbus, Neb.)
Lead Preschool Teacher – Thurman Kindercare (Wichita, Kan.)
Paraprofessional – Norfolk Public Schools (Norfolk, Neb.)
Preschool Teacher – East Butler Public Schools (Brainard, Neb.)
Teacher Assistant – Educare (Winnebago, Neb.)

job or grad school placement rate
within six months of graduation
Data based on most recent
employment outcomes survey

Cost of attendance

Most Affordable College in Nebraska

- College Affordability Guide, 2024

Wayne State is considered the most affordable four-year college or university in Nebraska. With same rates for in- and out-of-state students, our tuition guarantee, and our generous scholarship packages, it is clear to see how WSC earned the title. In fact, the average remaining annual cost of attendance for 2024-25 is $2,268 for undergraduate students after financial aid and scholarships.

Early childhood inclusive endorsement courses (46 credit hours)

Credits: 3
Description: A study of children’s literature to include historical development, contemporary topics and trends, genre, author/illustrator study, and integration into the elementary curriculum.
Credits: 2
Description: The conflict between assumptions and realities in regard to the modern American family and its effect on the learning of children is the focus of this course. Students will begin to understand the developmental stages of careers, families and individuals and the study of systems theory. Students will examine techniques and programs to involve families in assessing and planning for individual children including children with disabilities and developmental delays and gifted children. The study of parenting relationships within families and communities and identifying and working with at-risk children, children of diverse cultures, and children of dysfunctional families prepare students to link the school with the community.
Credits: 3
Description: This activity-based course will use the integration of art, music, theatre, and movement with the major curricular themes in early childhood education to extend and enrich learning. Through interdisciplinary themes and connections the students will be guided in the development and sharing of thematic units, hands-on activities, and instructional strategies with respect to curricular integration.
Credits: 3
Description: A methods course focusing on effective strategies for working with young children (birth through age 8). Emphasis is placed on inquiry and critical thinking in social studies, science, health and safety as well as classroom management.
Prerequisite: FCS 120 Introduction to Early Childhood Education, FCS 220 Infants and Toddlers, and FCS 335 The Pre-School Age Child. Completion of any level not required.
Credits: 2
Description: To prepare emergent professionals for the task of assisting PK-12 students in building an understanding of the role of media in society as well as developing the essential skills of inquiry and self-expression necessary for citizens of a democracy to access, analyze, evaluate, and create messages in multiple forms including, but not limited to, print, video, Internet, and other current technologies. (lecture/lab)
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)
Credits: 3
Description: To prepare emergent professionals to become confident in their ability to develop and implement quality instruction in the language arts, with an emphasis on writing, listening, and speaking.
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion of or concurrent enrollment in either EDU 340 Early Reading or EDU 341 Intermediate Reading
Credits: 3
Description: Current methods, materials, and research findings related to the teaching of reading in a balanced program up through the primary level. Comprehension, fluency, phonemic awareness, and phonics instruction will be addressed.
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and EDU 216 Children’s Literature
Credits: 3
Description: The assessment, analysis, and instruction of children’s literacy development to include a field experience.
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion of EDU 340 Early Reading or EDU 341 Intermediate Reading or graduate standing
Credits: 3
Description: To prepare emergent professionals to become confident in their ability to implement mathematics and to create an environment in which students become confident learners and participants of mathematics.
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and completion of all coursework except the professional semester and clinical practice.
Credits: 2
Description: A study of types of early childhood programs. Objectives and philosophies of various early childhood programs and curricula from both historical perspectives and current practices. Legislation and public policies, partnerships with family and community, and working with children with a range of abilities will be addressed. Infant/toddler and pre-school observation hours are required.
Credits: 3
Description: A study of human growth and behavior from conception through 2 years of age. Curriculum and assessment, language development, appropriate literature, play and discovery, children with a range of abilities, family and community partnerships will be addressed. Early childhood center observation is required.
Prerequisite: FCS 120 Introduction to Early Childhood Education or permission of instructor
Credits: 3
Description: A course designed to assist early childhood and elementary educators by providing them with knowledge and skills to address the health, safety, and physical needs of young children (0-8 years). The promotion of good nutrition and a healthy lifestyle will also be emphasized.
Credits: 3
Description: A study of human growth and behavior from 3 years of age through 5 years of age. Curriculum and assessment, emergent literacy, appropriate literature, play and discovery, children with a range of abilities, and family and community partnerships will be addressed. Early childhood center and preschool observations are required.
Prerequisite: FCS 120 Introduction to Early Childhood Education or permission of instructor
Credits: 3
Description: A study of program development and management, safe and nurturing environments, and principles for successful operation of early childhood education programs and centers. Personnel management, public and private funding, legislation and public policy trends, environmental safety, children with a range of abilities, and family and community partnerships will be addressed.
Prerequisite: FCS 120 Introduction to Early Childhood Education, FCS 220 Infants and Toddlers, and FCS 335 The Pre-School Age Child
Credits: 1
Description: Definitions, characteristics, legal and educational provisions for infants and young children with exceptionalities.
Credits: 3
Description: The course will explore applications of methods and strategies within elementary and secondary settings to provide equitable learning opportunities within least restrictive learning environments for all students. An emphasis is placed on communication and collaboration among professionals and families to ensure the needs of all students are met.
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)
Credits: 3
Description: Effective techniques of working with parents, educators, paraprofessionals, related service providers, agencies, and other professional personnel. Available to all students majoring in Education.
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)

Educator preparation core (32 credit hours)

Credits: 3

Description: Students are introduced to teaching as a profession through the historical, cultural, and philosophical foundations of educational systems. Students will explore various aspects of education, as well as their beliefs and values about teaching and learning through the exploration of professional knowledge, practice, and values. This course may include a field experience.
Credits: 0
Description: This course is designed for students in Level 1 of WSC’s educator preparation programs who are progressing into Level 2. Students will receive valuable information including, but not limited to, admission, program progression, degree and certification requirements, the use of portfolio software, professional dispositions for success, etc.

Notes: Graded S/NC
Credits: 3
Description: Students construct a conceptual basis for understanding the growth and development of learners. Theories of physical, cognitive, and socio-emotional development are explored in order to better understand the importance of the nurturing role of the teacher in human development and learning. Students begin to understand the human learning process and individual differences in how learners think and behave based on their unique characteristics. Students study theoretical models and the integration of models for planning and facilitating effective and differentiated experiences for diversified learners. This course will include field experience.
Prerequisite: EDU 150 Introduction to Professional Education
Corequisite: EDU 245 Preparing for Level 2: Teacher Candidacy
Credits: 3
Description: Students will practice instructional design methodologies or analysis, design, development, implementation, and evaluation. To explore and learn to recognize their biases, including but not limited to sexism, racism, prejudice, and discrimination, students will develop an awareness of the impact such biases have on their interpersonal relations. Students will be challenged to reflect on how they can relate more effectively to other individuals and groups in a pluralistic society in order to promote equitable approaches to instructional design. This course fulfills the human relations component established by the Nebraska Department of Education. This course may include a field experience.
Prerequisites: EDU 150 Introduction to Professional Education and EDU 250 Human Development and Cognition must be taken concurrently or prior to this course.
Credits: 1
Description: Students will incorporate knowledge, skills, and dispositions developed in all previous and current professional education and elementary/early childhood field endorsement coursework. This course includes 40 hours of supervised field experience.
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion of EDU 335 (for elementary education) or FCS 412 (for early childhood education)
Credits: 0
Description: This course is designed for graduate students in Level 2 of WSC’s educator preparation program who are progressing into Level 3 and those completing clinical practice to change endorsement levels. Two virtual sessions will be held at the beginning of each academic session for graduate teacher candidates planning to student teach in the following semester. Graduate teacher candidates will attend one of the two virtual sessions to receive valuable information including, but not limited to, how to apply for Clinical Practice, an overview of Clinical Practice requirements, rules regarding placement choices and department approval requirements.

Dual-listed: EDU 545
Notes: Graded S/NC
Credits: 6-12
Description: A semester course of full-day learning experiences in an early childhood setting under the supervision of a cooperating pre-K to grade 3 classroom teacher and a supervisor from the School of Education and Behavioral Sciences. On-campus seminars will be offered periodically throughout the semester. This is the culminating experience of the early childhood inclusive education pre-service educator preparation program. Students in the Growing Together residency program will enroll for 3 credit hours in their first semester and 12 credit hours in their second semester (this course may be repeated by residency students only). All other students will enroll for 12 credit hours in one semester. Graded S/NC.
Prerequisite: Acceptance to Clinical Practice (successful completion of Level 2 Benchmarks)
Credits: 3
Description: The role of teachers, childcare providers, and parents in providing an environment that is safe and developmentally appropriate for the development of the child’s potential. The pre-school lab provides opportunity for observing and working with 3-, 4-, and 5-year-olds. Lecture and lab combined.
Prerequisite: FCS 335 The Pre-School Age Child and junior standing or permission of instructor
Credits: 3
Description: The process of special education including an introduction to the laws, services and categories will be presented in this course. Philosophy, characteristics of exceptional learners and an overview of educational practices will be discussed. Available to all students majoring in Education.
Credits: 3
Description: Understanding social and emotional development of all learners while considering Multi-Tiered Systems of Support (MTSS). Emphasis on implications for the inclusive learning environment; promotion of social competence; awareness of prosocial skills; and effective utilization of responsive relationships. Completing the Functional Behavior Assessment (FBA) process and developing the Behavior Intervention Plan (BIP) product to meet the needs of elementary learners.
Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)

Popular pairings

Many students at Wayne State will add an extra endorsement to make themselves more marketable and expand their teaching abilities. Students who recently majored in Early Childhood Inclusive Education at Wayne State also paired this program with one or more of the following endorsements