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COURSES
Early Childhood/Early Childhood Special Education Course Overview
Pre-Professional Courses (freshman/sophomore)
EDSP211: Introduction to Special Education (3cr.) Restricted to EC/ECSE pre-professional students. Co-requisite with EDHD210. This course provides an introduction to the field of special education. Students examine the field’s historical foundations, including legislation; review components necessary for effective service delivery; and develop an understanding of the role of collaboration and consultation with parents, school personnel and other professionals. In addition, students are introduced to the nature and characteristics of various disabilities and review current issues in the field including overrepresentation of minority students in special education, inclusion, and federal and state assessment mandates. Current topics are addressed including evidence-based practices, universal design for learning, and individualization and differentiation of instruction.
EDHD210: Foundations of Early Childhood Education (3cr.) Restricted to EC/ECSE pre- professional students. Co-requisite with EDSP211. Students explore historical and current research in early childhood education, primary models of curriculum and pedagogy in the field, and the relationship between critical aspects of young children’s development and the creation of inclusive learning opportunities for all children, including children at risk. The concept of developmentally appropriate practice and its application across different developmental levels and early childhood classrooms will be introduced and connected with discussion in EDHD220 and EDSP211. Students examine issues in developing and implementing high quality early childhood education experiences for young children with and without disabilities, including the influence of family, culture, and community, the needs of children at risk (e.g., poverty, immigrant status, English Language Learners), and the role of assessment in early learning. Students are introduced to the fundamentals of lesson planning in joint assignments with EDSP211.
EDHD220: Exploring Early Childhood General and Special Education (3cr.) Restricted to EC/ECSE pre-professional students. The purpose of this course is to provide students who are considering a career in education with information about the teaching profession. Students reflect on their personal strengths, identify areas of growth, and examine their predisposition to work with young children with and without disabilities. They will discuss the nature of teaching, the moral and philosophic underpinnings that influenced their decision to enter into the teaching profession, as well as the roles and responsibilities of teachers and the characteristics and qualities for effective teachers (teaching styles and teacher’s primary role in the classroom). Through field experiences and classroom discussion, students will observe, then discuss the “why” behind classroom schedules, classroom arrangements, and positive and consistent classroom management. In addition, students will observe and analyze the interactions and communication among children and teachers; the questioning (scaffolding) style of their mentor teachers; and become familiar with NAEYC and CEC professional standards. Field experiences: ½ day placement each week, 6 weeks in a special education setting and 6 weeks in a general education setting.
Notes:EDHD210 & EDSP211 will be co-requisites in order to allow for integrated course sessions.
Professional Courses by Semester
Note: Students will apply for either the Infancy to 5 years Track (I) or Pre-K through 3rd Grade Track (II) in the fall of their junior year. Enrollment in Track I will be limited to a maximum of 15 students due the limited availability of Infants/Toddler placements for children with special needs. If more than 15 students apply for Track I, student applications will be reviewed by the EC/ECSE faculty who will choose 15 students based upon the quality of the application materials (e.g., GPA, past experiences with Infants/Toddlers and the student’s goal statement).
Semester I - Fall Junior Year
EDSP420: Child Development, Birth to Three Years (3cr.) Restricted to EC/ECSE students.
Co-requisite with EDHD425, EDHD314. This course is designed to provide students with an understanding of child development theory and research, as well as knowledge about typical and atypical development of children from birth to three years of age. The course emphasizes learning for children with and without disabilities, and for children who are at risk due to poverty and other environmental factors. The course will introduce how children develop and the challenges they face within the domains of physical, cognitive, language, social, and emotional development, with particular attention paid to the impact of risk factors on development. Students will become familiar with delays and differences in development that may occur as the result of disability. Finally, students will learn the effects of cultural and linguistic differences on growth and development. Information about theory and research in child development for children with and without disabilities will be enhanced through a series of observational experiences, which will build upon concepts addressed during class. Field experiences: 2-1/2 day placements per week in an Infant/Toddler setting. 6 weeks in a special education setting and 6 weeks in a general education setting OR 12 weeks in an inclusive classroom
EDHD425: Language Development and Reading Acquisition (3cr.) Co-requisite with EDHD419/EDSP420, EDHD314. This course focuses on young children's language development and the relationship between language and reading acquisition. Students learn about concepts central to language development; language achievements at different ages; concepts of emergent literacy; models of reading acquisition and skilled reading. Includes field experiences.
EDHD314: Reading in the Early Childhood Classroom (3cr) Restricted to EC/ECSE students. Co-requisite with EDHD419/EDSP420, EDHD425 This course introduces early childhood students to current research and methods on teaching language arts. The focus is on the development of linguistic and cognitive processes in emergent literacy and beginning reading and writing as well as application in models for the instruction and assessment of reading and writing in young preschool aged children. It also includes material on classroom-based interventions for young children at risk of reading failure because of learning difficulties. Includes field experiences.
Semester II - Spring Junior Year
EDHD431: Child Development and Learning, Three to Eight Years (3cr.) Restricted to EC/ECSE students. Prerequisite: EDHD314, EDSP420 or EDHD419, EDHD425. Co-requisite with EDSP423, EDSP315; and (Track 1): EDSP430, EDSP433 or (Track 2): EDHD415, EDHD424. This course is designed to provide the student with a basic understanding of child development theory and research, as well as specific knowledge about the development of children during the early and middle childhood “stages”, specifically from ages 3 years to 8 years. A major emphasis will be the application of theory and research from the field of educational psychology to an understanding of how young children learn and achieve academically. Because the course will address the developmental and academic functioning of children with and without disabilities, a particular focus will be on individualization (i.e., the individual developmental and learning needs of each student). Students are expected to acquire knowledge regarding a wide spectrum of behavior with an emphasis on cognition and learning. The instructor will present overview material and additional material will be read and discussed by the class. The course will introduce the accomplishments and challenges, which children, who are typically and atypically developing, face within the domains of Physical, Cognitive, Language, Social, and Emotional Development. Knowledge of theory and research in child development and educational psychology will be enhanced through a series of observational experiences in inclusive settings, which will build upon concepts addressed during class periods. Students will complete assignments in a school-based placement, thereby bridging theory and practice. Field experiences: 2-1/2 day placements per week, plus 1 immersion week in PreK. 6 weeks in a special education setting and 6 weeks in a general education setting, OR 12 weeks in an inclusive classroom.
EDSP423: Special Education Assessment and Instruction (3cr.) Restricted to EC/ECSE students. Co-requisite with EDHD431, EDSP315; and (Track 1): EDSP430, EDSP433 or (Track 2): EDHD415, EDHD424. Prerequisite: EDHD314, EDSP420 or EDHD419, EDHD425. This course focuses on assessment procedures to identify infants, toddlers and preschool children with disabilities. The course includes information about screening, determining eligibility to receive special education services, and progress monitoring; as well as specialized assessment instruments for particular developmental domains including language, motor and social emotional development. The course is intended to familiarize students with a wide range of assessment approaches and to provide information about the role of assessment in evaluating children’s progress in IFSP and IEP goals as well as in instruction. An additional focus of this course is on specific instructional procedures for young children with disabilities including: writing behavioral objectives, task analysis, instructional prompts and error correction procedures, chaining, and time delay. Includes field experiences.
EDSP315: Inclusive Instruction: Reading Methods (3cr.) Restricted to EC/ECSE students. Co-requisite with EDHD431, EDSP423; and (Track 1): EDHD430, EDSP433 or (Track 2): EDHD415, EDHD424. Prerequisite: EDHD314, EDSP420 or EDHD419, EDHD425. The focus of this course is on current research and methods of teaching reading in the primary grades. This course will examine how to develop a balanced literacy program for children of all reading levels in inclusive early childhood classrooms. Students will learn to select and use a variety of evidence-based reading strategies and assessment tools for reading and writing instruction. Includes field experiences.
Track I (Birth - 5 yrs.)-- EDSP430: Intervention for Infants and Toddlers with Disabilities (3cr.) Restricted to EC/ECSE students. Co-requisite with EDHD431, EDSP423, EDSP315; EDSP433. Prerequisite: EDHD314, EDSP420 or EDHD419, EDHD425. In this course, students learn about family systems theory and the role of the family in early intervention including family interactions as the primary context for early intervention services. Students also learn to select, adapt and use instructional strategies and materials that are appropriate for infants and toddlers in early intervention and which approaches respect family, cultural, and linguistic diversity. Students develop and evaluate Individualized Family Service Plans and Individualized Education Plans. In additional students learn about team building, problem solving and conflict resolution in the context of early intervention services. Includes field experiences.
Track I (Birth -5 yrs.)--EDSP433: Families and Culture in Early Intervention (Birth-5) (3cr.) Restricted to EC/ECSE students. Co-requisite with EDHD431, EDSP423, EDSP315; EDSP430. Prerequisite: EDHD314, EDSP420 or EDHD419, EDHD425. The purpose of this course is to provide students with the skills and information they need to work effectively with families of young children (birth to age 5) who have or are at risk for disabilities in early childhood or early intervention programs. Students will review current local, state and federal policies establishing the rights of families of infants and young children with disabilities to participate in decision making for their child. We will discuss relevant theoretical and research literature as well as the cultural and contextual issues involved in working with families of very young children. Students will become aware of the issues facing families as their children are being evaluated and diagnosed as well as what happens as they begin to navigate the service system. The course will focus on practical strategies they can use to support families, provide "family-centered" early intervention services, and effectively manage potential conflicts. They will also learn to interview families so they can gather the information they need to identify family priorities and concerns, provide service coordination, develop IFSPs and participate in IEP and IFSP meetings. Includes field experiences.
Track II (PreK -3rd Grade)--EDHD415: Promoting the Social-Emotional Competence of Young Children in Inclusive Classrooms (3cr.) Restricted to EC/ECSE students. Co-requisite with EDHD431, EDSP423, EDSP315; EDHD424. Prerequisite: EDHD314, EDSP420 or EDHD419, EDHD425. Beyond delivering instructional material, teachers must have knowledge and skill regarding how to appropriately manage the classroom so that all children, including those with and without disabilities, will be able to learn from their school experiences. Classroom management extends beyond responding to student misbehavior to include a comprehensive approach to addressing the social/emotional competence of typically and atypically developing children. This is particularly important for early childhood teachers, who in many ways establish the children’s school trajectories. Thus, the overarching goal of this course is to prepare early childhood teachers who are able to sensitively, responsively, and effectively manage a classroom of young students who are typically developing and those who have disabilities. Includes field experience.
Track II (PreK -3rd Grade)--EDHD424: Culture, School and Community: Contexts for Learning (PreK-3rd Grade) (3cr.) Restricted to EC/ECSE students. Co-requisite with EDHD431, EDSP423, ED315; EDHD415. Prerequisite: EDHD314, EDSP420 or EDHD419, EDHD425. This course explores the development of the young child (with and without disabilities, as well as those at environmental risk) in the context of the family and community, with particular emphasis on the impact of state, federal and school system policy on the child’s world. Based on the foundation of the ecological theory of development and current research, the course will consider issues within the family, and the wider socio-cultural ecology that relate to the child’s ability to develop and learn. In addition, students will develop strategies for respectful and culturally responses approaches to actively engage families in their children’s development and learning.
Semester III-Fall Senior Year
EDSP321: The Young Child as Scientist (3cr.) Restricted to EC/ECSE students. Co- requisite with EDHD322, EDHD323, EDSP417, EDHD441, EDHD442, EDHD443, EDHD444. Prerequisites: EDHD431, EDSP423, EDSP315, Track I Prerequisites: EDSP430, EDSP433. Track II Prerequisites: EDHD415, EDHD424. This course provides a theoretical and pedagogical framework for science instruction in inclusive early childhood/ classrooms. Students examine the principles of inquiry based science learning and develop strategies for helping children acquire fundamental problem-solving skills that may be applied to understanding a wide array of science content. Particular attention will be paid to opportunities for integrating science content with other classroom content. Assessment strategies for evaluating the achievement of science objectives, and the use of data driven instruction to support the achievement for all children will be addressed. Child-initiated and directed science experiences, use of community resources for exploring science, understanding diverse opportunities for science related activities, and the contributions and use of technology in scientific understanding will be emphasized. Field experience: Phase I of yearlong internship (2 full days per week plus 2 immersion weeks): Track I: PreK/K with general educator; Track II: PreK/K or Grade 1,2,3 placement with general or special educator
EDHD322: The Young Child as Mathematician (3cr.) Restricted to EC/ECSE students. Co- requisite with EDSP321, EDHD323, EDSP417, EDHD441, EDHD442, EDHD443, EDHD444. Prerequisites: EDHD431, EDSP423, EDSP315, Track I Prerequisites: EDSP430, EDSP433, Track II Prerequisites: EDHD415, EDHD424. This course provides a theoretical and instructional framework for mathematics instruction in early childhood classrooms. The fundamental goals of this course are to develop an understanding of early childhood mathematics that emphasizes how young children learn mathematics and how to create an environment that helps young children develop rigorous mathematical reasoning and understanding. The course will reflect current thinking about both content and instructional strategies for the mathematics curriculum, and will include identification and review of extant standards and expectations for learning outcomes for all children. The relationship of mathematics to other content areas will be explored, and strategies for integrating content to create a rich, meaningful curriculum will be emphasized. Assessment strategies for evaluating the achievement of mathematics objectives, and the use of data driven instruction to support the achievement for all children will be addressed. Students will observe children’s understanding of mathematics within their field placements and will have opportunities to explore these understandings through a variety of practical applications of course objectives. Includes Phase 1 field experience.
EDHD323: Children Study their World (3cr.) Restricted to EC/ECSE students. Co- requisite with EDSP321, EDHD322, EDSP417, EDHD441, EDHD442, EDHD443, EDHD444. Prerequisites: EDHD431, EDSP423, EDSP315, Track I Prerequisites: EDSP430, EDSP433, Track II Prerequisites: EDHD415, EDHD424. This course provides a theoretical and instructional framework for social studies instruction in inclusive early childhood classrooms. The course will reflect current thinking about both content and instructional strategies for the social studies curriculum, and will include identification and review of extant standards and expectations for learning outcomes for all children. The relationship of social studies to other content areas will be explored, and strategies for integrating content to create a rich, meaningful curriculum will be emphasized. Assessment strategies for evaluating the achievement of social studies objectives, and the use of data driven instruction to support the achievement for all children will be addressed. The importance of social, economic, and cultural contexts for development and education will be a primary focus of this course. Students will observe children’s understanding of their social world within their field placements and will have opportunities to explore these understandings through interviews with children and the implementation of social studies activities. Includes Phase 1 field experience.
EDSP417: Reading Diagnosis and Assessment (3cr.) Restricted to EC/ECSE students. Co- requisite with EDSP321, EDHD322, EDHD323, EDHD441, EDHD442, EDHD443, EDHD444. Prerequisites: EDHD431, EDSP423, EDSP315, Track I Prerequisites: EDSP430, EDSP433, Track II Prerequisites: EDHD415, EDHD424. Reading Diagnosis and Assessment prepares teacher candidates to assess children in general and special early childhood educations settings in the areas of reading and writing in order to plan for instruction. The course will focus on diagnostic, screening, progress monitoring, and outcome assessments in early and beginning literacy. The course is designed to provide participants with the knowledge and skills necessary to collect and use a wide range of assessment data in general education and special education settings. Includes Phase 1 field experience.
EDHD441: Data Driven Decision Making in EC/ECSE (1 cr.) Restricted to EC/ECSE students. Co-requisite with EDSP321, EDHD322, EDSP323, EDSP417, EDHD442, EDHD443, EDHD444. Prerequisites: EDHD431, EDSP423, EDSP315, Track I Prerequisites: EDSP430, EDSP433, Track II Prerequisites: EDHD415, EDHD424. This purpose of this course is to expose student to formative (e.g., classroom based, ongoing) and summative (e.g., standardized testing) assessments. Students will collect and analyze formative assessment data from their internship classrooms as the basis of planning and delivering instruction to meet the diverse needs of all learners. They will also analyze standardized assessment data to gain an understanding of measures used to determine cross-school and cross-teacher effectiveness. Includes Phase I field experience.
EDHD442: Interventions for Children with Behavioral Challenges (1 cr.). Restricted to EC/ECSE students. Co-requisite with EDSP321, EDHD322, EDHD323, EDSP417, EDHD441. EDHD443, EDHD444. Prerequisites: EDHD431, EDSP423, EDSP315, Track I Prerequisites: EDSP430, EDSP433, Track II Prerequisites: EDHD415, EDHD424. This course is intended to expand students’ knowledge of and develop skills to address challenging behaviors in inclusive early childhood classrooms. Students examine the causes underlying challenging behaviors during the early childhood years, and identify appropriate resources and support services for working with families to develop a unified approach when responding to behavioral challenges. Includes Phase 1 field experience.
EDHD443: Interventions for Children with Social Communication Challenges (1 cr.) Restricted to EC/ECSE students. Co-requisite with EDSP321, EDHD322, EDHD323, EDSP417, EDHD441, EDHD442, EDHD444. Prerequisites: EDHD431, EDSP423, EDSP315. Track I Prerequisites: EDSP430, EDSP433, Track II Prerequisites: EDHD415, EDHD424. The overarching goal of this course is to equip students with the knowledge and skills to meet the needs of this group of children in the early childhood classroom. Specifically, students will learn about the characteristics of children with autism spectrum disorder, pervasive developmental disorder, social communication disorder, and other related challenges. The utilization of Universal Design for Learning (UDL), Response to Intervention (RTI) and other early childhood special education approaches, as they apply to this specific group of children, will be addressed. Interventions designed to improve the functioning of children with autism spectrum disorders and related disorders will be reviewed, such as Applied Behavioral Analysis, relationship approaches, language therapies, and social skills interventions. Includes Phase 1 field experience.
EDHD444: Action Research in EC/ECSE (1 cr.) Restricted to EC/ECSE students. Co- requisite with EDSP321, EDHD322, EDHD323, EDSP417, EDHD441. EDHD442, EDHD443. Prerequisites: EDHD431, EDSP423, EDSP315, Track I Prerequisites: EDSP430, EDSP433, Track II Prerequisites: EDHD415, EDHD424. The purpose of this course is to familiarize students with the EC/ECSE research process and literature, as well as how teachers use action research to improve pedagogy and the overall experiences of children in classroom or home-based contexts. Students will utilize this knowledge, as well as either a goal in an Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP) or School Improvement Plan (SIP), to develop an action research study commenced during the following semester. Includes Phase 1 field experience.
Semester IV -Spring Senior Year
EDHD437: EC/ECSE Teachers as Researchers and Reflective Practitioners (3 cr.). Restricted to EC/ECSE students. Co-requisite with EDHD432. Prerequisites: EDSP321, EDHD322, EDHD323, EDSP417, EDHD441, EDHD442, EDHD443, EDHD444. The purpose of this course is for students to use action research to improve instructional delivery or familial interactions in an effort to enhance the overall educational experiences/outcomes of children in classrooms or home-based contexts. Students will design and implement an action research project in an effort to meet a goal articulated in an applicable Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP) or School Improvement Plan (SIP) as the basis of their project. In addition, students will engage in reflective discourse around and analysis of their interactions with children, families and staff members, as well as their own planning, delivery and assessment of their own instruction in EC/ECSE settings.
EDHD432: Internship in EC/ECSE (12 cr.) Restricted to EC/ECSE students. Co-requisite with EDHD437. Prerequisites: EDSP321, EDHD322, EDHD323, EDSP417, EDHD441, EDHD442, EDHD443, EDHD444. Interns spend five days per week in the classroom/home-based setting (under the mentorship of a certified teacher) where they gradually assume full responsibility for the planning, delivery and assessment of instruction or an intervention. Track I students will have an Infant/Toddler placement with special educator, Track II students will be in a Pre-K/K or Grade 1,2,3 classroom with general or special educator (must be opposite grade level and mentor from Phase I/fall of the senior year).