|EARLY CHILDHOOD UNIFIED OVERVIEW|
|LICENSURE PROGRAMS (B-K, B-8)|
|PROGRAM OF STUDY|
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Elementary Education / Early Childhood / Special Education
Early Childhood Unified Program
This course provides an overview of early childhood special education including historical perspectives, rationale, normal and exceptional development, identification, service delivery approaches, program models, teaming, working with families handling culturally diverse populations, and issues in early childhood special education.
(Prerequisite, CD 830) This course is designed to provide students with opportunities to acquire the knowledge and skills necessary to implement developmentally appropriate screening and assessment for young children in home- and center-based programs. In addition, effective team membership, home visiting, and data collection using a variety of methods will be emphasized.
This course is one of the core courses required for licensure in inclusive early childhood programs. The critical thinker, creative planner and effective practitioner is emphasized through gaining skills that foster communication, cooperation, and collaboration among families, communities, service agencies and inclusive early childhood programs. Recognizing the family as a system, and supporting families with sensitivity to family culture/diversity will be emphasized.
(Prerequisite, CD 836 and CD 781.) This course emphasizes methods and materials for working with young children (birth to five) with special needs and their families. Topics include IEPS/IFSPS, instructional strategies, current service delivery approaches, program models, curriculum development and transition.
CD 839 allows two programs to achieve two separate tasks: 1) B-K Candidates who do not have an initial teaching license will be required to take this course to meet the Teacher Work Sample requirement needed to be eligible for licensure; and, 2) B-8 Candidates will continue to be required to take this course to meet the validation portfolio requirements for teaching children K-8. This course will have a dual purpose. The instructor of this course will monitor, provide guidance, and scoring of both the B–8 Validation of Elementary Teaching Experience Portfolio and the B–K Teacher Work Sample. While the actual experience may be with only one grade level, the knowledge and application must span the age range. The Candidate’s portfolio must provide evidence of knowledge and performance of teaching children with and without special needs. It is completed in consultation with the course instructor. All narratives must use person-first language and citations where appropriate.
(Prerequisite, CD 838) This course provides students with 150 hours experience in an early childhood special education preschool setting. Assessment and program planning are included.
(Prerequisite, CD 830, CD 832, CD 838, and CD 841) This course is designed to address recruiting and involving families, developing effective communication skills for working with families and others in the community and promoting family input in planning. Students will become familiar with commercially prepared parenting program materials and with the skills required to facilitate family and parent groups.
(Prerequisites: CD730, CD832, CD837, CD838, CD841, CD842 and EL751) This course will discuss how to implement effective family-centered services for infants and toddlers with special needs and their families. Major emphasis will be on the IFSP process, case management, planning activities for infants and toddlers, implementing home-based programs and family-focused intervention.
(Prerequisite, CD 840 and consent of instructor.) This course provides the opportunity for the student to work with families who have young children (birth to three) with disabilities or are at risk for disabilities. This field experience provides the opportunity to demonstrate competency in IFSP/IEP writing, selection and utilization of curriculum materials, instructional techniques, working with families and the ability to serve as a member of a multi-disciplinary team.
An introductory graduate level course in research methodology designed to allow the student to function as a knowledgeable consumer of research in his/her field of endeavor.