Integrated Early Childhood Education/Special Education (ECSE)

ECSE 315 INFANT AND TODDLER DEVELOPMENT AND PROGRAMMING (3)

Overview of the developmental, behavioral, and learning characteristics of young children with and without disabilities, including typical and atypical development in the areas of cognition, motor, social, emotional, and language, with a focus on adaptive skills. Emphasizes legal foundations for early childhood services, family systems and supports, and models theories and philosophies of early intervention and educational practice. Introduces the Individual Family Services Plan. Corequisite: ECSE 316. Prerequisite: Open only to ECSE majors.

ECSE 316 INFANT AND TODDLER INTERNSHIP (2)

Supervised clinical field experience with children from birth through 36 months. Interns will spend six hours a week in the internship setting and meet with the university supervisor on a regular schedule. Prerequisites: 6 hours of ECED or SPED, or consent of the instructor.

ECSE 341 PRE PRIMARY CURRICULUM & INSTRUCTION IN THE INCLUSIVE CLASSROOM I (3)

Emphasizes the historical development and contemporary practices in curriculum content and methods of teaching all children in the pre primary inclusive classroom. Prerequisite: Acceptance into the ECSE Program.

ECSE 342 FIELD PLACEMENT IN THE PRE-PRIMARY INCLUSIVE CLASSROOM I (2)

Internship in the Pre-Primary classroom is a beginning practicum experience in a pre-K or kindergarten inclusive classroom in a public school setting. Prerequisite: Acceptance into the ECSE Program.

ECSE 351 PRIMARY CURRICULUM AND INSTRUCTION IN THE INCLUSIVE CLASSROOM II (3)

Emphasizes developmentally appropriate objectives, materials, activities, and methods used to teach in inclusive primary grades using an integrated curriculum. Prerequisite: Acceptance into the ECSE Program.

ECSE 352 FIELD PLACEMENT IN THE PRIMARY INCLUSIVE CLASSROOM II (2)

Internship in the Primary classroom is a beginning practicum experience in a first, second, or third grade inclusive classroom in a public school setting. Prerequisite: Acceptance into the ECSE Program.

ECSE 413 INSTRUCTIONAL TECHNOLOGY FOR YOUNG CHILDREN (3)

Designing instruction for young children with and without disabilities using instructional and assistive technology. Prerequisites: SPED 301 and ISTC 201 or equivalent.

ECSE 425 ASSESSMENT FOR INFANT / PRIMARY (3)

Assessment techniques; philosophical rationale; data analysis and interpretation; program planning for the infant/primary population. Prerequisites: PSYC 101 and SPED 301.

ECSE 428 FAMILIES AS PARTNERS IN EARLY CHILDHOOD/ SPECIAL EDUCATION (3)

Communication skills, family relations, parent-professional collaboration. Prerequisites: SPEC 301 or SPED 637 and consent of the department.

ECSE 429 SOCIAL COMPETENCE IN EARLY EDUCATION (3)

Examination of factors associated with the development of social competence and emotional health in young children; strategies for promoting such development in early childhood settings. Prerequisites: 6 hours of ECSE or ECED, or consent of th einstructor.

ECSE 451 INTERNSHIP IN EARLY CHILDHOOD / SPECIAL EDUCATION (12)

The capstone experience; a full time supervised internship in an inclusive classroom for children from birth through grade three. Graded S/U. Prerequisite: Acceptance into the ECSE Program.

ECSE 452 INTERNSHIP IN EARLY CHILDHOOD / SPECIAL EDUCATION SEMINAR (3)

Seminar held in conjunction with Capstone Internship. Topics include: theoretical and practical aspects of teaching; critical issues and topics; making the transition from pre-service intern to professional teacher / practitioner. Prerequisite: Acceptance into the ECSE Program.