Requirements for certification for preschools, kindergarten and special education through grade 3. (Also requires the completion of the elementary education major.)
EDU 229 -
Introduction to Early Childhood
This course examines both the typical and atypical growth and development of
children ages birth through grade three in the areas of cognition, language
development, physical motor, social-emotional, mental health and adaptive
behavior. Candidates will learn how these areas impact development and
learning in the first years of life and will use this knowledge to plan,
develop, implement and evaluate integrated learning experiences for home,
center and school environments based on knowledge of the child, the family,
and the community. Candidates will also use relevant national and state
professional standards for designing content and informing and improving
practices for children and their families. (3 credits; alternate years,
consult department) Note: This course requires 25 hours of field experience.
EDU 230 -
Organization and Administration of Early Childhood Programs
This course examines the principles of administration and operation of
programs for children ages birth through grade three and their families,
including program development, supervision, staff evaluation, and continuing
improvement of programs and services. Candidates will understand the
significance of lifelong learning by participating in professional
activities relevant to early childhood education, special education and
early intervention. Candidates are required to complete pre-student teaching
experiences in at least three settings that offer early childhood education.
(3 credits; alternate years, consult department) Note: This course requires
25 hours of field experience.
EDU 235 -
Characteristics of Learners with Mild and Moderate Disabilities
An overview of mild/moderate disabilities including historical and theoretical perspectives. Designed for students seeking reading, unified early childhood and special education endorsements. Prerequisite: EDU206. (3 credits)
EDU 300 -
Characteristics of Young Children with Diverse Needs
This course will examine the nature of child growth and development for
children ages birth through grade three in the areas of language
development, social-emotional, aesthetics, cognition and adaptive behavior
and how these impact development in the first years of life. Candidates will
demonstrate a range of appropriate assessment and evaluation strategies to
support the strengths, interests and needs of students with a range of
abilities and disabilities. Candidates are required to complete a
pre-student teaching experience working in at least three settings that
offer early childhood education and with students that reflect diverse
family systems and other differentiating factors, like urban/rural,
socioeconomic status, and cultural/linguistic diversity. Prerequisites: EDU
102 and 206. (3 credits; alternate years, consult department) Note: This
course requires 25 hours of field experience.
EDU 301 -
Methods for Working with Young Children with Diverse Needs
This course examines the central concepts, structures and tools used to
develop meaningful learning progressions for individuals with
exceptionalities ages birth through grade three. Candidates will develop,
implement and evaluate individualized plans (IFSPs and IEPs) and utilize a
range of appropriate assessment and evaluation strategies to support
individual strengths, interests and needs. By the end of the course,
candidates will be able to design curricula, assessments and intervention
strategies that align with learner and program goals. Candidates will also
understand the role of families in the assessment process and assist them in
identifying resources, priorities and concerns in relation to the child's
development. (3 credits; alternate years, consult department) Note: This
course requires 25 hours of field experience.
EDU 314 -
Working with Parents
This course examines the theories and knowledge of dynamic roles and
relationships within and between families, schools and communities and how
they can influence and support learning. Candidates will engage in
intentional practices that value diversity and demonstrate understanding in
how language, culture and family background can impact development. In
addition, candidates will also learn to recognize how children are best
understood in the context of family and how linguistic diversity, biological
and environmental factors, and family strengths can influence development
and learning at all stages of life. Prerequisite: EDU 206. (2 credits;
alternate years, consult department)
EDU 319 -
Communication and Collaborative Partnerships for Special Educators
This course examines how successful early childhood education depends upon
reciprocal and respectful partnerships with families, communities and
agencies. Candidates will understand the dynamic roles within and between
families, schools and communities and how to create a community of support
for children and families through interagency collaboration. Candidates will
learn how to collaborate with supervisors, mentors and colleagues to enhance
professional growth within and across disciplines to inform practice and to
advocate for developmentally and individually appropriate practice.
Utilizing collaborative partnerships, candidates will learn how to create
safe, inclusive, culturally responsive learning environments that engage
learners in meaningful activities and interactions. Prerequisite: EDU 206.
(2 credits; alternate years, consult department)
EDU 345 -
Language Learning and Reading Disabilities
This course focuses on learning oral language and the implications that has for learning written language. A major part of the course is devoted to designing effective remedial education programs for Title I and special education. Special attention is paid to early intervention programs. This is an upper level course, designed for students completing reading and special education endorsements.Prerequisites: EDU326 and 343.(3 credits)
EDU 350 -
Health, Safety and Nutrition
This course examines basic health, nutrition and safety management
procedures to promote development and learning. Candidates will learn to
recognize signs of emotional distress, physical and mental abuse, and
neglect in young children. Candidates will create learning environments and
classroom procedures that promote positive social interaction, mutual
respect, conflict resolution and self-regulation, and will utilize group
guidance and problem-solving to develop supportive relationships among
children. Prerequisite: EDU 206.
(3 credits; alternate years, consult department)
EDU 429 -
Birth through Grade Three Inclusive Settings Student Teaching
This experience will include the observation, engagement and instruction of
a multi-categorical elementary resource program for children from birth to
grade three while under the supervision of a licensed, qualified teacher.
During this practicum, candidates are required to complete supervised
student teaching experiences in two different settings, which can include
registered child development homes, home visiting programs, state-accredited
child care centers, or classrooms that include both children with and
without disabilities in two of three age levels: infant and toddler,
preprimary and primary. Using the knowledge, skills and dispositions in
planning, instruction, assessment and professionalism learned and assessed
throughout the education program, candidates will be able to schedule,
evaluate, collaborate, write IEPs and IFSPs, and develop strategies to
address special needs of children. Candidates are expected to model "Teacher
as Servant" throughout the experience by serving God and society in diverse
classroom settings. Prerequisites: KIN 104 or current First Aid and infant child CPR
certification. (4-8 credits) Note: Graded on a pass/no pass basis.
KIN 104 -
(1 credit) An intensive course in first aid, including lectures,
demonstrations and practice in accident prevention and treatment of
injuries. American Heart Association Heartsaver First Aid and
Adult/Child/Infant CPR/AED certification will be secured upon successful
completion of this course.
Note: Graded on a pass/no pass basis.
KIN 338 -
Adapted Physical Education
Developing increased knowledge and understanding of the uniqueness of individuals with special needs, acquiring the ability to select and modify tasks and experiences for selected populations, and to adjust learning opportunities to meet varied needs. Prerequisite: sophomore class standing. (3 credits; alternate years, consult department)
PSY 221SS -
Developmental Psychology: Childhood
(4 credits)(IGE option under Self and Society) This course explores
the development of the child from the prenatal period into adolescence.
Children's physical, cognitive, emotional, personality, social, moral and
faith development is examined. Psychological research methods for
studying children are covered.
Total credits required: 36-40
The online program outlined above meets requirements for the state of Iowa. Students who are teaching elsewhere should check with their state's department of education to determine if NWC's unified endorsement is comparable to and can be substituted for an endorsement in their state. The endorsement enhances your teaching license but does not lead to licensure for un-licensed educators; it is for teachers who have or are working toward a degree in elementary education.
The unified endorsement authorizes you to teach in integrated settings for children from birth to age 8. It varies from the early childhood special education endorsement, which authorizes the holder to teach in contained special education settings from birth to age 8.
Requires certification in Infant CPR and First Aid.