COLLEGE PARK, MD (November, 2015) Nationally, growing numbers of children with and without disabilities are educated in inclusive classrooms. Changing demographic patterns for instance, the increase of ethnic minorities and households with non-English speakers are giving rise to efforts to give teachers a deeper understanding of the cultural and social factors influencing the children and families that they work with in schools and community settings. In response, the Department of Counseling, Higher Education and Special Education and the Department of Human Development and Quantitative Methodology have created a new, intensive dual-certification teacher preparation program: the Bachelor of Science in Early Childhood / Early Childhood Special Education (EC/ECSE).
This programs mission is to prepare knowledgeable and skilled teachers who utilize theory, research, and pedagogy to teach and positively affect the lives of children with and without disabilities. The program emphasizes preparing teachers to work with young children who are culturally, linguistically, and socioeconomically diverse and at environmental risk due to poverty, immigrant status, and other factors that exacerbate achievement gaps.
Drs. Paula Beckman, Brenda Jones Harden, Elisa Klein, Joan Lieber and Christy Tirrell-Corbin developed the program through a grant from the Maryland State Department of Educations Division of Special Education / Early Intervention Services. The program, directed by Dr. Tirrell-Corbin, was developed around six core themes: Child Development (typically developing and atypically developing); Learning and Intervention; Children in the Context of Families and Communities; Assessment (developmental and classroom-based); Integrated Content Courses (focused on the Common Core State Standards); Culturally Responsive and Differentiated Pedagogy; and Inquiry and Reflection.
The program draws on the College of Educations history of collaboration with local school districts to provide candidates with rich field experiences. During the first two years, students complete a series of courses to build a foundation in early childhood education and early childhood special education. Upon completing these courses, students apply for admission to the professional program, during which they continue to take courses while undergoing field experiences. These experiences culminate in a year-long internship in both an inclusive early childhood classroom and an early childhood special education setting.
“The need for the teachers of our youngest students to be able to differentiate and to understand the impact of developmental delays is critical,” former Maryland Assistant State Superintendent Jean Satterfield said of the program. “A blended program in EC/ECSE responds to the ongoing request of local schools for dually certified early childhood teachers.”
Click here to learn more about the blended EC/ECSE program.
Dr. Paula Beckman is a specialist in infancy and early childhood special education. A professor in the Department of Counseling, Higher Education and Special Education, she works with children who are at risk for learning problems due to poverty and lack of educational opportunity. She has been working with schools in developing countries, particularly in Central America, for more than twelve years, providing training for teachers, administrators, and community leaders to improve the quality of education for children in economically impoverished communities.
Dr. Brenda Jones Harden is an associate professor in the Early Childhood Education and Developmental Science programs in the Department of Human Development and Quantitative Methodology. Her research focuses on the development of young children exposed to toxic stress (e.g., maltreatment, foster care, trauma), as well as prevention science and program evaluation.
Dr. Elisa Klein is an associate professor in the Developmental Science program in the Department of Human Development and Quantitative Methodology. She conducts research on child care and early education policy, teacher education and beliefs about development, and young children’s understanding of their early school experiences.
Dr. Joan Lieber is a professor in the Special Education program in the Department of Counseling, Higher Education and Special Education. Her expertise is in the area of early childhood special education. Most recently, she has been involved in a number of projects, funded by the National Institutes of Health (NIH) and the Institute of Education Sciences (IES), related to developing a curriculum to improve academic and developmental outcomes for preschool children at risk for school failure.
Dr. Christy Tirrell-Corbin is a clinical associate professor in the Department of Human Development and Quantitative Methodology. She has directed the Early Childhood Education program for the past twelve years. Her research focuses on teacher candidates’ beliefs about race and culture, as well as family and community engagement. She is a program reviewer and national team leader for the Council for the Accreditation of Educator Preparation and a consulting editor for the National Association for the Education of Young Children.
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