Inclusive Education, Early Childhood (P-3)Teachers/Teacher of Students with Disabilities Concentration (M.Ed.) - Graduate - 2013 University Catalog
INCLUSIVE EDUCATION w/ CONC:P-3 Teachers
Complete 36 semester hours including the following 4 requirement(s):
Complete 4 courses for 12 semester hours:
Complete the following 2 requirements:
Complete 5 courses for 15 semester hours:
Complete 1 course from the following:
ECSE 518 Neuromotor Development of the Young Child (3 hours lecture) 3 ECSE 580 Conceptual Foundations of Autism Spectrum Disorders: Bio-Psych-Social Perspectives (3 hours lecture) 3
Complete 1 course from the following: (Other coursework may be completed with written permission from advisor)
CULMINATING EXPERIENCE COURSE
Complete for 3 semester hours.
ECSE 523 Communication, Collaboration and Consultation in Inclusive Early Childhood and Elementary Contexts (3 hours lecture) 3
CHAD501: Introduction to Applied Child Advocacy (3 hours lecture)
This course will examine the maltreatment of children from both a historical and contemporary perspective. It will discuss the three major reform movements of the Progressive Era that shaped the field of child advocacy. Students will also explore recent trends in legislation that affect abused and neglected children. Emphasis will be on the historical and current role of the child advocate. Empirical and applied research will be reviewed. 3 sh.
CHAD502: Child Abuse and Neglect (3 hours lecture)
This course will take a comprehensive look at the social and psychological development of children caught in the child welfare system. It will compare normal and pathological models of child rearing. Special consideration will be given to the impact of family and social systems on the development and behavior of abused and neglected children. 3 sh.
CHAD521: Substance Abuse and Family Crisis (3 hours lecture)
This course will explore the impact of substance abuse on families involved with the child welfare system. Current research regarding the connection between substance abuse, domestic violence and child abuse will be reviewed. Residential and outpatient models of treatment will be evaluated. 3 sh.
Prerequisites: CHAD 501, CHAD 502, CHAD 503.
COUN559: Dynamics of Group Process
A laboratory-based course for the development of group skills and understandings. Focus is on experimental learning and personal growth. Readings in human interaction theory will be related to actual group participation. 1 - 3 sh.
Prerequisites: Matriculated in Educational Leadership (ELAD).
COUN595: Multicultural Counseling and Development (3 hours lecture)
Exploration and development of the necessary personal awareness, knowledge and skills for culturally competent counseling practice. Emphasis on historical and current issues and trends associated with race/ethnicity, gender, age, socioeconomic status, religion, sexual orientation, and ability and how they affect counseling practice. 3 sh.
Prerequisites: Matriculation in Graduate Counseling Program.
ECEL501: Perspectives on Early Childhood and Elementary Education in a Diverse Society (3 hours lecture)
This course examines the education of children during their early and elementary school years from historical, political, social, and cultural perspectives. Students critically analyze issues influencing our current public education system to determine their impact on schools, teachers, children, families, and society. They examine ways our education system reflect and respond to the changing needs, knowledge, and dispositions of our democratic society with particular emphasis on inclusive education, culturally responsive teaching, and democratic practice. Required field work component. 3 sh.
ECSE502: Sociocultural Context of Disability and Inclusive Education (3 hours lecture)
This course applies critical perspectives to the study of disability and inclusive education through an examination of the shifting social, cultural and political constructions of disability in society. The course material deconstructs traditional psychological interpretations as well as medical models of disability, which conceptualize disability as a "problem" to be fixed or limitations that are located within individuals. In contrast, students explore sociocultural models of disability, which conceptualize disability as a social construct, and people with disabilities as members of marginalized minority group. By examining issues related to disability in the context of the sociocultural paradigm, students have opportunities to take varied perspectives on the ways in which social and environmental factors come to define the experience of disability. Students explore disability and inclusive education through multiple lenses, such as autobiography, personal narrative, film, social policy, and research. 3 sh.
ECSE505: Learning and Development in Children With and Without Disabilities (3 hours lecture)
This course is designed to provide teacher candidates with a socioculturally based understanding of children's development from birth through middle childhood. By examining theories and current research in child development, they learn that outcomes for children with and without disabilities are situated in multiple contexts, and in the complex interplay between biological and environmental factors. Children's developmental pathways will be understood in relation to their implications for learning in early childhood and elementary education settings. Teacher candidates learn the etiologies, behavioral characteristics and wide range of developmental outcomes associated with various disabilities and childhood disorders. They learn to observe and interpret the physio-motor, cognitive, and social/emotional development of children and provide interventions that promote optimal learning and development among all children. 3 sh.
Prerequisites: FCST 214 or FCST 512 or departmental approval.
ECSE506: Observation and Assessment of Young Children with Disabilities: Birth to Age 8 (3 hours lecture)
This course focuses on observation, screening and assessment of young children with disabilities from birth to age eight. Students explore commonly used techniques and assessment instruments, examine administration procedures, and learn to interpret findings related to children's development. An emphasis is placed on family partnerships, using observation as a tool in natural settings, and creating appropriate assessment plans for young children. 3 sh.
ECSE508: Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture)
This course is designed to enhance students' understanding of the importance of meaningful family-professional partnerships. Students gain knowledge, skills, and dispositions to work collaboratively with diverse families to support the education of children with disabilities. The influence of historical, social, cultural, and community influences are deeply embedded in course content. Various approaches including family-focused practice and family systems theory are explored. Students draw from course readings, presentations by guest speakers, and personal and professional experiences to participate in class discussions, complete assignments and expand their understanding of issues vital to families of children with disabilities. 3 sh.
ECSE509: Principles and Practices in Inclusive Early Childhood Education (3 hours lecture)
Students engage in an in-depth investigation to learn how to provide services and supports in inclusive early childhood environments by critically examining guiding principles, current research and exemplary practices. Topics explored include the historical, political, philosophical and legal foundations that shape early childhood practices and how to provide culturally responsive and individualized early education for diverse learners and their families 3 sh.
Prerequisites: ECSE 506.
ECSE510: Supervised Practicum and Seminar in Inclusive Early Childhood
This course is a supervised field experience for students who are working within diverse early childhood settings young children with and without disabilities aged birth to eight years. Students spend a minimum of 75 hours in an educational setting where they observe and practice instructional planning and measurement, classroom management, and collaboration with families and professional colleagues. Students also meet regularly in a course seminar designed to create a supportive forum for discussion, problem-solving and examination of issues and topics that grow out of and contribute to each student's professional teaching practice. As a field-based practicum, students are expected to demonstrate a high level of initiative and professionalism as they contribute to the life of their classroom setting, carry out a self-defined investigation project and engage collaboratively in the seminar sessions. 3 sh.
Prerequisites: Departmental approval.
ECSE511: Advanced Teaching Practices in Inclusive Early Childhood Education (3 hours lecture)
Young children are naturally inquisitive about their world. They wonder, discover, explore and interact with their environment and the people in it. In this course, experienced practitioners receive advanced preparation for designing and implementing individualized and culturally responsive learning opportunities and curriculum for young children with and without disabilities in inclusive early childhood environments (i.e., child care centers, preschool, Head Start, early elementary school). Through an emergent and child-centered approach, students deepen their understanding of and ways of responding to young learners with a wide range of abilities and diverse backgrounds. Students learn through direct experience and evidenced-based strategies how to create, implement and evaluate high quality educational practices and innovative curricula for diverse young learners birth to age eight. 3 sh.
Prerequisites: ECSE 502 or equivalent and ECSE 509.
ECSE518: Neuromotor Development of the Young Child (3 hours lecture)
The study of typical and atypical patterns of neuromotor organization and development, including general principles of stability, mobility, and the equilibrium as they influence postural stability is presented. Implications for the educator of young children with disabilities will be stressed. 3 sh.
ECSE520: Research in Inclusive Early Childhood Education (3 hours lecture)
Methods for writing a research paper are studied. Significant problems affecting children with and without disabilities are investigated and discussed. Published research projects are evaluated. Candidates examine some of the epistemological, political, and methodological issues associated with the idea of teacher research. They study research design, data analysis and method for writing a literature review around a specific action research topic. The focus in this course is on teacher research in education with an emphasis on research conducted by P-5 teachers. 3 sh.
Prerequisites: Three years of early childhood and/or elementary teaching experience.
ECSE523: Communication, Collaboration and Consultation in Inclusive Early Childhood and Elementary Contexts (3 hours lecture)
Provides students with a theoretical framework to guide the interactions of early childhood professionals with educational systems, communities, and with each other to insure appropriate educational practices for young children with special needs. Effective strategies to support communication, collaboration, conflict resolution, consultation, mentoring, and collaborative research skills will be addressed. Students will explore various methods for developing professional partnerships that facilitate interagency collaboration in early intervention, transdisciplinary team practices, and team teaching in inclusive early care and education. Students will reflect upon the various ways in which communication, collaboration, and consultation support curriculum, programs, and professional development. 3 sh.
Prerequisites: ECSE 509 and ECSE 502.
ECSE580: Conceptual Foundations of Autism Spectrum Disorders: Bio-Psych-Social Perspectives (3 hours lecture)
This course introduces students to the core features and core developmental profile of children diagnosed with Autism Spectrum Disorder (ASD). Students examine the nature of human attachment and the interpersonal nature of human development and neurobiology. They review historical and contemporary perspectives on the origins and interventions for ASD, including a comparative analysis of the models of human development underlying major educational and therapeutic approaches. Students explore the central role of affect in organizing development along multiple lines and the affective and relational precursors of communication. Using a bio-psycho-social perspective, they examine the field of sensory processing disorders (SPD), regulatory disorders and language development, so they are informed about the critical importance of developing a child's unique profile. Students also examine the socio-cultural context of autism, and understand the role of educators as change agents. 3 sh.
EDFD554: Critical Thinking and Democracy (3 hours lecture)
Critical thinking is a reform movement in education that addresses central concerns in education for democracy as well as other sociological, political and philosophical issues. This course will help teachers deepen their understanding of the meaning of "democracy," as well as the relationship between democratic practice and schooling. In this course, teachers will explore the history of American education, studying the basic commitment to democracy inherent within it, as well as the on-going tension between democratic ideals and other educational objectives, such as rewarding excellence and furthering capitalistic meritocracy. 3 sh.
EDFD578: Testing and Evaluation (3 hours lecture)
Principles and practices of educational and psychological testing and evaluation relevant to professionals in human services, communication sciences and disorders, education, and related fields. Historical/philosophical orientation; place of testing in instructional and remedial programs; statistical concepts underlying measurement; validity, reliability, response set; construction of tests and measurement instruments; evaluation and interpretation of testing data; use and misuse of testing data; reporting data to students, parents and colleagues; critical analyses of selected standardized intelligence, ability and personality tests; experimental tests and measurement instruments. Course project geared to individual student needs. Previous course ELRS 578 effective through Spring 2013. 3 sh.
EDFD582: Learning Theories (3 hours lecture)
Study of the learning process and its measurement as it applies in the classroom and non-school settings. Previous course ELRS 580 effective through Spring 2013. 3 sh.
HLTH520: Foundations and Methods in Health Education (3 hours lecture)
Study of the scientific historical foundations and the instructional methodologies in health education and health promotion with opportunity for practical application of various methodologies for the achievement of specific objectives. 3 sh.
Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.
READ519: Language and Early Literacy Development (3 hours lecture)
This course examines the nature of language, communication, and literacy development in children of diverse backgrounds and abilities during the foundational early childhood period from birth through age five. Students explore how children acquire language in social context and the impact of biological, psycholinguistic, and sociocultural factors on language development in both typically and atypically developing children. Students examine the relationships between language skills and emergent literacy, and the role of parents, teachers and other caregivers in helping prepare children to successfully acquire school-based Literacies. Students explore state and national policies that seek to improve preschool supports for language and early literacy development and the impact of increasing linguistic and cultural diversity on early childhood language arts/literacy education. 3 sh.
READ524: Teaching Multiethnic Literature in P-8 Classrooms (3 hours lecture)
Students examine multiethnic children's literature as aesthetic forms and pedagogical tools. Students analyze the social, political, and education implications of this literature and its use in P-8 classrooms. Students are encouraged to introduce powerful, well-written and illustrated, and engaging literature into their classroom teaching across a range of subject areas as they explore important topics, such as race, ethnicity, and democracy; processes such as critical thinking and critical media analysis; and issues of power and privilege. Students learn to use this literature effectively and confidently within a range of curriculum and assessment structures. 3 sh.
READ600: Workshop in Contemporary Issues in Reading
Students have the opportunity to learn about current literacy-related issues, developments, pedagogies, policies, and so on within this course. Each workshop is topic-specific and designed by faculty on a course-by-course basis. Students within the program are encouraged to request that this course be offered to target a specific topic they themselves find timely or pressing. 1 - 3 sh.
SPED567: Instructional Planning for Students with Disabilities in Inclusive Settings I (3 hours lecture)
This course is designed to provide educators with the skills necessary to meet the needs of students with disabilities in K-5 inclusive classrooms. Educators will learn how to use developmentally appropriate practice and universal design curriculum to enhance the learning of students who display competencies across a wide range. The major focus will be on practical techniques and strategies that can be used to provide quality instruction in inclusive settings. 3 sh.
Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).