Inclusive Education, Early Childhood (P-3)Teachers/Teacher of Students with Disabilities Concentration (M.Ed.) - Graduate - 2015 University Catalog


INCLUSIVE EDUCATION w/ CONC:P-3 Teachers

Complete 42 semester hours including the following 2 requirement(s):

  1. PRE-REQUISITES

    Complete 2 courses (or their equivalents as approved in writing by graduate advisor):

    FCST 512 Child Development I: Theories of Child Development (3 hours lecture) 3
    READ 500 Literacy Foundations (3 hours lecture) 3
  2. PROGRAM REQUIREMENTS

    Complete 36 semester hours including the following 3 requirements:

    1. CORE COURSES

      Complete 4 courses for 12 semester hours:

      ECSE 502 Sociocultural Context of Disability and Inclusive Education (3 hours lecture) 3
      ECSE 505 Learning and Development in Children With and Without Disabilities (3 hours lecture) 3
      ECSE 508 Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture) 3
      ECSE 523 Communication, Collaboration and Consultation in Inclusive Early Childhood and Elementary Contexts (3 hours lecture) 3
    2. CONCENTRATION COURSES

      Complete 7 courses for 21 semester hours:

      ECSE 506 Observation and Assessment of Young Children with Disabilities: Birth to Age 8 (3 hours lecture) 3
      ECSE 509 Principles and Practices in Inclusive Early Childhood Education (3 hours lecture) 3
      ECSE 510 Supervised Practicum and Seminar in Inclusive Early Childhood 3
      ECSE 511 Advanced Teaching Practices in Inclusive Early Childhood Education (3 hours lecture) 3
      ECSE 519 Language and Early Literacy Development (3 hours lecture) 3
      ECSE 542 Inclusive Pedagogies for Students with Complex Learning and Behavioral Needs (3 hours lecture) 3
      ECSE 580 Conceptual Foundations of Autism Spectrum Disorders: Bio-Psych-Social Perspectives (3 hours lecture) 3
    3. CULMINATING EXPERIENCE COURSE

      Complete for 3 semester hours.

      ECSE 520 Research in Inclusive Early Childhood Education (3 hours lecture) 3

Course Descriptions:

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.

ECSE519: Language and Early Literacy Development (3 hours lecture)

Explores the development of language, communication and early literacy in children birth to age five, focusing on both typical and atypical development pathways. Considers how children acquire language in social context and the relationships between communicative skills and literacy. Within a theory to practice framework, the course covers topics that include the family's role in early language development, language socialization across cultures, bilingualism and second language acquisition, speech and language impairments, and the emergence of literacy in both home and preschool settings. The role of early childhood teachers in fostering language and literacy development in children with diverse needs and backgrounds is highlighted. 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.

ECSE542: Inclusive Pedagogies for Students with Complex Learning and Behavioral Needs (3 hours lecture)

Candidates explore advanced pedagogical approaches that enable teachers to facilitate access to academic curricula in inclusive schools for all students, including those with complex learning and behavioral needs. Candidates investigate commonly perceived "barriers" to full and meaningful participation in schools for students experiencing a wide range of disabilities commonly regarded as "severe" or "significant." The course critically examines the pedagogical challenges posed by intersections between the complex needs of these learners (including nonconventional communication, behavior, emotional regulation, attention, sensory perception and integration, movement, and motor development) and the standardized and standards-based behavioral and academic expectations of schools. 3 sh.

Prerequisites: ECSE 509 or ECSE 539.

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.

FCST512: Child Development I: Theories of Child Development (3 hours lecture)

In this course students examine and critique the standard theories of so-called "normative" child development along with newer contextual models that consider the role of oppressive structures in the lives of children. 3 sh.

READ500: Literacy Foundations (3 hours lecture)

Students examine the theoretical and pedagogical foundations of literacy and literacy teaching. This involves learning about reading development, early years and elementary literacy instruction, assessment processes and policies, and practical strategies for ensuring literacy success for all school students. 3 sh.