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Course Criteria
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3.00 Credits
With the implementation of family-centered services and the inclusion of young children with special needs in naturalistic environments, personnel need to be able to work collaboratively as members of teams with family members, with others in their own disciplines, and with individuals from an array of other disciplines. The early childhood special educator must be knowledgeable about the philosophical base, methodological approaches, and terminology of the disciplines with which collaboration/consultation occurs. In transdisciplinary team approaches, all team members share their expertise, become sensitive to understanding perspectives of other team members, and cross boundaries of their professional disciplines to maximize what they can offer to the child and his or her family. Students will receive instruction from a parent of a child with a disability and a team of professionals who will model transdisciplinary service delivery and instruct students in a cross-disciplinary model of intervention. Offered Each Year (Spring).
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3.00 Credits
This course provides an overview of issues, the legal basis, and the functions of assessment of infants, toddlers and preschoolers with special needs. Assessment is an important and ongoing responsibility of professionals who work with young children with special needs and is necessary not only to meet federal and state mandates but also to plan appropriate intervention strategies and to monitor the effectiveness of services provided. Special emphasis will be placed on incorporating current research into the course objectives, including recognition of the high priority now placed on family-centered assessment and intervention, on assessment in the natural environment, and on the importance afforded to the role of interdisciplinary assessment strategies. After reviewing assessment issues and instruments in class, students will select one or more authentic and performance-based assessment tools; conduct an assessment of a young child in a natural environment, using both informal and formal assessment methods; review the child’s records; interview significant care givers; and then, based on the findings, develop and implement an intervention strategy and record the results. All phases of the process will be monitored and supervised by college and professional personnel. Prerequisites: SED 270 and ECSE 279 and 280, or permission of instructor. Offered Each Year (Fall).
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3.00 Credits
( 6) For students in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children with disabilities, birth through age five, with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: ECSE 221, 222, 275, and 276, 324, and 325; SED 371. Permission of the department chairperson required.
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6.00 Credits
For students in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children with disabilities, pre-school through second grade, with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: ECSE 221, 222, 275, and 276, 324, and 325; SED 371. Permission of the department c
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3.00 Credits
Incorporating the theory of Multiple Intelligences and developmentally appropriate practices, this course prepares students to develop and implement meaningful, integrated learning experiences that focus on children’s needs and interests to interact with their environment through music, art, and movement. Students will be taught to incorporate into their daily instructional planning activities and strategies which encourage young children’s physical, social, emotional, aesthetic and cognitive development across a wide variety of sensory and physical experiences, utilizing an array of materials, equipment, and environmental adaptations . Offered Each Year (Fall).
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3.00 Credits
Designed to provide a thorough understanding of psychological concepts, principles, and theories central to the teaching-learning process, including classroom problems encountered by teachers. Offered Each Semester.
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3.00 Credits
The purpose of this course is to provide elementary education majors with an introduction to and examination of the nature of art; children's developmental stages in art; the value of art education as an essential part of the curriculum (discipline-based and other approaches to educating through the arts); participation in creating art; and planning for children's art education (experience with concepts, methods, and materials utilized in teaching). Offered Each Year (Spring).
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4.00 Credits
This course focuses on the natural, integrative, developmental processes by which young, primary level children (Grades K-3) continue to acquire speech, language, and communication from the early childhood years. Emphasized are the development and utilization of a broad spectrum of pedagogical strategies designed to foster a continuing competence and confidence in reading, writing, speaking, and listening. All major methods of teaching reading and the related language arts are explored in depth. Diagnostic, prescriptive, and evaluative techniques are addressed, including major modifications which must be made to accommodate the needs of children with disabilities. The critical assessment of commercial reading and other language arts programs/materials/ strategies designed for the emergent and early reader is also a major intended course outcome. Prerequisites: EDU 203 and EDU 237 or concurrent enrollment in EDU 203 and 237. A student must earn a "C" or better in this course to continue in the certification program. Offered Each Year (Fall).
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4.00 Credits
This course extends the study completed in EDU 217 by exploring in depth alterations/ modifications/ extensions of strategies which further facilitate language development and reading acumen for intermediate level and middle school children and youths. Emphasized are the development and utilization of a broad spectrum of pedagogical methodologies designed to foster reading literacy and confidence and competence in writing, speaking, and listening. Diagnostic, prescriptive, and evaluative techniques appropriate to the intermediate child and middle school youth are addressed, including major modifications which must be made to accommodate the needs of students with disabilities. The critical assessment of commercial reading and other language arts programs/materials/strategies, designed for the fluent reader, is also a major intended course outcome. Prerequisite: EDU 217. A student must earn a "C" or better in this course to continue in the certification program. Offered Each Year (Spring).
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3.00 Credits
This course provides a comprehensive introduction to the instructional process. The primary focus is on the introduction to and examination of instructional design, with special emphasis on the utilization of behavioral objectives in planning instruction. Also addressed are the personal and professional characteristics and competencies necessary for effecting educationally meaningful teaching-learning experiences for children and youth. The relationship between theory and instructional design is covered in depth. Prerequisites: EDU 203 or concurrent enrollment in 203 or permission of instructor. A student must earn a "C" or better in this course to continue in the certification program. A student may repeat this course no more than once. Offered Each Semester.
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