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  1. Programs
  3. Master of Arts in Education: Early Childhood Education

Master of Arts in Education: Early Childhood Education

University of Alabama at Birmingham

Master's DegreeAcademicCIP: 13.1210

Become a contributor for free to openly demonstrate student outcomes, industry alignment & eligibility criteria.

The Early Childhood Education Master of Arts in Education program requires a minimum of 30 hours. A minimum GPA of 3.25 is required.

Format

In-Person

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Program Pathways

Credentials this program stacks toward

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Program Details

Detailed information about this program

No detailed information available.

Requirements

What you need to earn this credential

No requirements listed.

Financial Aid

Eligible funding programs

No funding information available.

Scholarships

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Locations

Where this program is offered

  • Alabama

    Alabama

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Related Programs

Programs related to this one

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Skills & Competencies

Skills developed through this program

Auto-populated·from O*NET via SOC 25-9043.00

Skills

Active ListeningSpeakingMonitoringInstructingSocial PerceptivenessReading ComprehensionLearning StrategiesCoordinationService OrientationWritingCritical ThinkingActive Learning

Knowledge

English LanguagePsychologyEducation and TrainingCustomer and Personal ServiceMathematicsPublic Safety and SecuritySociology and AnthropologyAdministration and Management

Abilities

Oral ComprehensionOral ExpressionProblem SensitivitySpeech RecognitionSpeech ClarityWritten ComprehensionDeductive ReasoningWritten ExpressionFluency of IdeasNear VisionInformation OrderingInductive ReasoningOriginalityCategory Flexibility

Tasks

  • Provide assistance to students with special needs.
  • Teach socially acceptable behavior, employing techniques such as behavior modification or positive r
  • Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips
  • Tutor and assist children individually or in small groups to help them master assignments and to rei
  • Enforce administration policies and rules governing students.
  • Instruct students individually and in groups, using teaching methods such as lectures, discussions,
  • Establish and enforce rules for behavior and procedures for maintaining order among the students.
  • Guide and counsel students with adjustment or academic problems or with special academic interests.
  • Establish and enforce rules for behavior and policies and procedures to maintain order among student
  • Prepare children for later grades by encouraging them to explore learning opportunities and to perse
  • Instruct students individually and in groups, adapting teaching methods to meet students' varying ne
  • Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and socia
  • Establish and enforce rules for behavior and procedures for maintaining order.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  • Prepare course materials, such as syllabi, homework assignments, and handouts.
  • Conduct research in a particular field of knowledge and publish findings in professional journals, b
  • Compile, administer, and grade examinations, or assign this work to others.
  • Deliver presentations at professional conferences.

Technology

Computer based training softwareDesktop communications softwareElectronic mail softwareData base user interface and query softwareVideo creation and editing softwareMulti-media educational softwareSpreadsheet softwareOffice suite softwareProject management softwareCalendar and scheduling softwareWord processing softwareAnalytical or scientific software

Tools

Alternative computer keyboardsAudio tape recorders or playersBraille slatesBraille stylusesCommunication boardsCompact disk CD playersComputer laser printersData input scannersDesktop computersDigital video camerasDigital video disk DVD playersEducational board gamesEmergency first aid kitsEnteral feeding equipmentEye controlled computer mouse equipmentIntercom systemsLaminating equipmentLaptop computersLiquid crystal display LCD projectorsMicrophonesAudiotape playersCompact digital camerasHandheld calculatorsLaminating machinesOptical compound microscopesOverhead display projectorsPegboardsPencil compassesPersonal computersSand tables

Work Values

RelationshipsAchievementIndependenceWorking ConditionsSupportRecognition
Career Pathways

Occupations this program prepares you for

  • Teaching Assistants, Special Education25-9043.00
  • Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education25-9042.00
  • Elementary School Teachers, Except Special Education25-2021.00
  • Kindergarten Teachers, Except Special Education25-2012.00
  • Preschool Teachers, Except Special Education25-2011.00
  • Education Teachers, Postsecondary25-1081.00
What You'll Learn

Key competencies developed through this program

Auto-populated·from NSX Competency Framework

Mastery: advanced (Level 4)(based on Master's Degree)

  • Program-level student support strategy — lead the development and continuous improvement of support frameworks for students with special needs across an entire school or district program.
  • Paraprofessional staff mentorship — coach, model best practices for, and evaluate emerging and developing teaching assistants, fostering professional growth within the special education team.
  • Institutional behavior support systems — spearhead school-wide positive behavioral intervention and support initiatives, advising administrators on evidence-based approaches to student conduct.
  • Assistive technology leadership — evaluate emerging assistive and educational technologies at the organizational level and guide procurement, training, and implementation for special education programs.
  • Interdisciplinary team coordination — lead cross-functional collaboration among teachers, psychologists, speech-language pathologists, and administrators to align therapeutic and instructional goals for high-need student populations.
  • IEP process contribution — provide expert observational and functional data that directly informs Individualized Education Program development, modifications, and compliance across caseloads.
  • Professional learning facilitation — design and deliver training sessions for instructional staff on special education strategies, learning accommodations, and culturally responsive practices.
  • Data and reporting infrastructure — establish and oversee systematic data collection, tracking, and reporting protocols using database and project management tools to support program accountability.
  • Crisis intervention and policy leadership — advise administrators on policy revisions related to student behavioral crises, safety procedures, and inclusive practice based on documented field expertise.
  • Community and stakeholder engagement — represent the special education program in family, community, and district forums, translating complex student needs into accessible information to build broad support.

Some details on this page are auto-populated from public workforce data sources: O*NET (opens in new tab), BLS (opens in new tab), College Scorecard (opens in new tab), DOL Training Provider Results (opens in new tab), NSX (opens in new tab). Provided in partnership with LER.me Career Intelligence.

Student Outcomes

Performance metrics for this program

Completion Rate
Not reported
Placement Rate
Not reported