Birth through Grade Three Inclusive Settings Endorsement

This course examines both the typical and atypical growth and development ofchildren ages birth through grade three in the areas of cognition, languagedevelopment, physical motor, social-emotional, mental health and adaptivebehavior. Candidates will learn how these areas impact development andlearning 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 stateprofessional standards for designing content and informing and improvingpractices for children and their families. (3 credits; alternate years,consult department) Note: This course requires 25 hours of field experience.

This course examines the principles of administration and operation ofprograms for children ages birth through grade three and their families,including program development, supervision, staff evaluation, and continuingimprovement of programs and services. Candidates will understand thesignificance of lifelong learning by participating in professionalactivities relevant to early childhood education, special education andearly intervention. Candidates are required to complete pre-student teachingexperiences in at least three settings that offer early childhood education.(3 credits; alternate years, consult department) Note: This course requires25 hours of field experience.

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)

This course will examine the nature of child growth and development forchildren ages birth through grade three in the areas of languagedevelopment, social-emotional, aesthetics, cognition and adaptive behaviorand how these impact development in the first years of life. Candidates willdemonstrate a range of appropriate assessment and evaluation strategies tosupport the strengths, interests and needs of students with a range ofabilities and disabilities. Candidates are required to complete apre-student teaching experience working in at least three settings thatoffer early childhood education and with students that reflect diversefamily systems and other differentiating factors, like urban/rural,socioeconomic status, and cultural/linguistic diversity. Prerequisites: EDU102 and 206. (3 credits; alternate years, consult department) Note: Thiscourse requires 25 hours of field experience.

This course examines the central concepts, structures and tools used todevelop meaningful learning progressions for individuals withexceptionalities ages birth through grade three. Candidates will develop,implement and evaluate individualized plans (IFSPs and IEPs) and utilize arange of appropriate assessment and evaluation strategies to supportindividual strengths, interests and needs. By the end of the course,candidates will be able to design curricula, assessments and interventionstrategies that align with learner and program goals. Candidates will alsounderstand the role of families in the assessment process and assist them inidentifying resources, priorities and concerns in relation to the child'sdevelopment. (3 credits; alternate years, consult department) Note: Thiscourse requires 25 hours of field experience.

This course examines the theories and knowledge of dynamic roles andrelationships within and between families, schools and communities and howthey can influence and support learning. Candidates will engage inintentional practices that value diversity and demonstrate understanding inhow language, culture and family background can impact development. Inaddition, candidates will also learn to recognize how children are bestunderstood in the context of family and how linguistic diversity, biologicaland environmental factors, and family strengths can influence developmentand learning at all stages of life. Prerequisite: EDU 206. (2 credits;alternate years, consult department)

This course examines how successful early childhood education depends uponreciprocal and respectful partnerships with families, communities andagencies. Candidates will understand the dynamic roles within and betweenfamilies, schools and communities and how to create a community of supportfor children and families through interagency collaboration. Candidates willlearn how to collaborate with supervisors, mentors and colleagues to enhanceprofessional growth within and across disciplines to inform practice and toadvocate for developmentally and individually appropriate practice.Utilizing collaborative partnerships, candidates will learn how to createsafe, inclusive, culturally responsive learning environments that engagelearners in meaningful activities and interactions. Prerequisite: EDU 206.(2 credits; alternate years, consult department)

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)

This course examines basic health, nutrition and safety managementprocedures to promote development and learning. Candidates will learn torecognize signs of emotional distress, physical and mental abuse, andneglect in young children. Candidates will create learning environments andclassroom procedures that promote positive social interaction, mutualrespect, conflict resolution and self-regulation, and will utilize groupguidance and problem-solving to develop supportive relationships amongchildren. Prerequisite: EDU 206.(3 credits; alternate years, consult department)

This experience will include the observation, engagement and instruction ofa multi-categorical elementary resource program for children from birth tograde three while under the supervision of a licensed, qualified teacher.During this practicum, candidates are required to complete supervisedstudent teaching experiences in two different settings, which can includeregistered child development homes, home visiting programs, state-accreditedchild care centers, or classrooms that include both children with andwithout disabilities in two of three age levels: infant and toddler,preprimary and primary. Using the knowledge, skills and dispositions inplanning, instruction, assessment and professionalism learned and assessedthroughout the education program, candidates will be able to schedule,evaluate, collaborate, write IEPs and IFSPs, and develop strategies toaddress special needs of children. Candidates are expected to model "Teacheras Servant" throughout the experience by serving God and society in diverseclassroom settings. Prerequisites: KIN 104 or current First Aid and infant child CPRcertification. (4-8 credits) Note: Graded on a pass/no pass basis.

(1 credit) An intensive course in first aid, including lectures,demonstrations and practice in accident prevention and treatment ofinjuries. American Heart Association Heartsaver First Aid andAdult/Child/Infant CPR/AED certification will be secured upon successfulcompletion of this course.Note: Graded on a pass/no pass basis.

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)

(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.