Early Childhood Education/Special Education
ED 245: Early Field Experience (2 credits)
The Early Field Experience course follows the principles course with experience in a public elementary school setting. Teacher candidates work twice a week with a mentor teacher and children, attending a seminar on campus at the beginning of each month during the semester. Teacher candidates will plan lessons, teach them, and reflect on their effectiveness. Lessons at the beginning and end of the semester will be observed by the mentor teacher and by the course instructor by appointment.
ECSE 350L: Early Childhood Development: Toddler Lab Experience (3 credits)
Students will receive knowledge and practical, hands-on experience working with toddlers both with and without special needs and their families in a campus lab setting with a home visit component. In the lab, child-focused planning will be determined by family collaboration, assessment, family identified goals and outcomes, and/or Individualized Family Service Plan (IFSP) identified goals and outcomes, and child interest. Students will develop activity plans, perform assessments, monitor progress, and document growth based on these elements. Students must apply to be accepted into this course the semester before they want to register.
ECSE 360L: Early Childhood Development: Preschool Lab Experience (3 credits)
In this course, students will receive knowledge and practical hands-on experience working with preschool-aged children both with and without special needs and their families in a campus lab setting with a home visit component. In the lab, child-focused planning will be determined by family collaboration, assessment, family identified goals and outcomes, Individualized Education Programs (IEP) identified goals and outcomes, and child interest. This course will prepare the student to have experiential use and application of core principles, including developmentally appropriate practices, preschool curriculum development and implementation, child guidance, observation and assessment, and collaboration with parents and others.
ECSE 361L Early Childhood: Teaching Preschool Children with Special Needs
In this course, students will receive knowledge and practical hands-on experience working with and developing relationships with preschool-aged children both with and without special needs and their families in a developmental preschool and on-campus lab setting with a home visit component. In the lab, child-focused planning will be developed and carried out through teacher-family collaboration, and informal assessments (of the child’s needs and interests), referencing the Individualized Education Plans (IEP). This course will provide opportunities to carry out child-focused interventions.
ED 346E: Elementary Literacy Practicum (2 credits)
The literacy practicum is a competency-based, field experience designed to assist ELED majors in applying their understanding of literacy development and instruction in public school classrooms. Teacher candidates will continue building expertise in lesson planning, classroom management, teaching strategies, and professionalism through a combination of providing literacy instruction to small and/or whole groups of children and collaborating with mentors and course instructors.
SPED 435: Senior Practicum (6 credits)
This course will expose candidates to teaching in public school classrooms for extended periods of time supported by a mentor teacher and supervisor. The experience will be two full school days a week and a seminar for two hours outside of the in-classroom experience. Candidates will be given experiences in both a general and special education classroom/experience. The seminar includes discussions of principles of learning and teaching to prepare you to enter student teaching and your profession. Candidates will plan and deliver well-prepared large-group instruction as directed by the mentor teacher, small-group and individual instruction, attend IEP/MDT meetings, and other teaching-related endeavors. All candidates will be responsible to prepare and teach a full unit of study, including a big idea, essential questions, KUDos, a curriculum map, and an analysis of pre-/post-assessment results. This course is designed to give students hands-on experience in classroom management, curriculum design, and collaboration while working in an elementary school classroom. Hours include time in public schools with a weekly seminar.
Elementary Education Program
ED 245: Early Field Experience (2 credits)
The Early Field Experience course follows the principles course with experience in a public elementary school setting. Teacher candidates work twice a week with a mentor teacher and children, attending a seminar on campus at the beginning of each month during the semester. Teacher candidates will plan lessons, teach them, and reflect on their effectiveness. Lessons at the beginning and end of the semester will be observed by the mentor teacher and by the course instructor by appointment.
ED 346E: Elementary Literacy Practicum (2 credits)
The literacy practicum is a competency-based, field experience designed to assist ELED majors in applying their understanding of literacy development and instruction in public school classrooms. Teacher candidates will continue building expertise in lesson planning, classroom management, teaching strategies, and professionalism through a combination of providing literacy instruction to small and/or whole groups of children and collaborating with mentors and course instructors.
ED 449: Elementary Senior Practicum (6 credits)
This course is designed to give students hands-on experience in classroom management, curriculum design, and collaboration while working in an elementary school classroom. Hours include time in public schools with a weekly seminar.
Special Education k-12 Program
ED 245: Early Field Experience (2 credits)
The Early Field Experience course follows the principles course with experience in a public elementary school setting. Teacher candidates work twice a week with a mentor teacher and children, attending a seminar on campus at the beginning of each month during the semester. Teacher candidates will plan lessons, teach them, and reflect on their effectiveness. Lessons at the beginning and end of the semester will be observed by the mentor teacher and by the course instructor by appointment.
ED 346E: Elementary Literacy Practicum (2 credits)
The literacy practicum is a competency-based, field experience designed to assist ELED majors in applying their understanding of literacy development and instruction in public school classrooms. Teacher candidates will continue building expertise in lesson planning, classroom management, teaching strategies, and professionalism through a combination of providing literacy instruction to small and/or whole groups of children and collaborating with mentors and course instructors.
SPED 410: Junior Practicum (4 credits)
Prospective special education teachers will explore methods, strategies, and accommodations for teaching within the context of special education. Cognitive, social and learning characteristics of students with reading difficulties will be identified. Students will have the opportunity to administer informal and formal assessments, interpret assessment data, and plan and teach curriculum based on assessment outcomes.
SPED 435: Senior Practicum (6 credits)
This course will expose candidates to teaching in public school classrooms for extended periods of time supported by a mentor teacher and supervisor. The experience will be two full school days a week and a seminar for two hours outside of the in-classroom experience. Candidates will be given experiences in both a general and special education classroom/experience. The seminar includes discussions of principles of learning and teaching to prepare you to enter student teaching and your profession.
Candidates will plan and deliver well-prepared large-group instruction as directed by the mentor teacher, small-group and individual instruction, attend IEP/MDT meetings, and other teaching-related endeavors. All candidates will be responsible to prepare and teach a full unit of study, including a big idea, essential questions, KUDos, a curriculum map, and an analysis of pre-/post-assessment results. This course is designed to give students hands-on experience in classroom management, curriculum design, and collaboration while working in an elementary school classroom. Hours include time in public schools with a weekly seminar.