Master of Science in Early Childhood Unified (Birth-Grade 3) Online

The focus of this course is to provide candidates with the background knowledge, current research, and instructional design that make up a literacy program. The course content will cover the critical elements of language and literacy; identifies and uses evidence-based interventions to meet the instructional needs specific to reading, writing, math and other content areas; and includes the principles of universal design for learning and the use of technology to support literacy and to make databased decisions.

This is an introductory graduate-level course in research methodology designed to allow the student to function as a knowledgeable and critical consumer of scholarly research in his/her field. The course will also emphasize the use of action research for program improvement.

This course will focus on creativity and artistic creativity of children birth to age eight. This elective would be for Early Childhood & Master Teacher graduate credit. Psychology, Rehabilitation/Counseling and Art Therapy graduate students might be interested. This would also work well for recertification credits.

The purpose of this course is to provide an overview of early childhood special education, including historical perspectives; rationale; normal and exceptional development (including learning disabilities; attention deficit-hyperactivity disorder; emotional and behavior disorders; intellectual and developmental disabilities; speech and language disorders; deafness and hearing loss; visual impairments; autism spectrum disorders; physical and health disabilities; severe and multiple disabilities; gifted and talented); etiology; identification and assessment; characteristics; service delivery approaches; educational considerations/accommodations/modifications; program models; teaming; working with families, including culturally diverse populations; research; and current issues in ECSE and ECU. Working with infants and toddlers with special needs and their families (Part C of the Individuals with Disabilities Education Act - IDEA); Individualized Family Service Plans (IFSP), as well as Individual Education Plans (IEP), and on preschoolers age 3-5 with special needs (Part B, Section 619 of the IDEA), the course also includes information on children age 6-8 with disabilities (Part B for children and youth 6- 21). This is due to the fact that early childhood encompasses a huge developmental spread--from birth to age eight, yet part B of IDEA covers age 3 – 21.

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 and K-3 classrooms. Data collection using a variety of methods will be emphasized. A practicum experience provides opportunities to administer assessments and analyze data within a classroom setting.

This course emphasizes methods and materials for working with young children (birth to 3rd grade) with special needs and their families. Topics include IEP, instructional strategies, current service delivery approaches, program models, curriculum development, and transition. A practicum experience provides opportunities to plan and teach lesson to young learners within classroom settings.

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.

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. A course fee of $300 will be charged to support mentor teachers. Pre-req: CD 843

This course focuses on skills that foster communication, cooperation, and collaboration between families, schools, 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. Topics include communication skills; diversity, equity, and inclusion; teaming; problem solving; co-teaching approaches; working with paraeducators; models for collaboration with regular educators; engaging and empowering families and community in the education of the learner; and the use of technology for collaborative communication.

This course provides an extended practicum experience in an early childhood inclusive setting for children between three years and third grade. Activities will include administering assessments, using assessment information to guide instruction, teaching lessons, participating in collaboration activities with families and colleagues, and reflecting on these experiences. A capstone project will be developed to synthesize this clinical experience and ECU program content and other field-based experiences. A course fee of $300 will be charged to support mentor teachers. This course should be completed toward the end of the program. Pre-req: CD 838