Inclusive Early Childhood Education (IECE)

This course is designed to introduce students to the issues and trends in the inclusive education of infants, toddlers and young children. This course will discuss the historical, philosophical, social and legal background for current practices in the field, evidence-based and recommended practices in early childhood inclusive education, and how to use this information in your professional practice as an early childhood educator.

This practicum supports IECE 300. Students will further their understanding of the issues and trends impacting young children and their families in our community and evaluate their own perspectives and skills as they pertain to working with young children and families from diverse backgrounds, with diverse abilities, and in diverse settings.

This course provides students with an understanding of the development of infants, toddlers and young children with and without exceptionalities. Skills for observing, recording and interpreting the behavior of the young child as a basis for adult intervention and guidance are developed.

This first course of the intial field experience provides candidates opportunities to use their knowledge of child development to observe and assess children and then plan meaningful learning environments and experiences for those children in a preschool setting. Students in the IECE concentration in the Bachelors of Individualized Study will complete this practicum setting within their current work environment.

This course explores, analyzes and evaluates curriculum and methodology related to the design and management of a nurturing, supportive and challenging inclusive learning environment for children ages birth - 8 years. Emphasis is on the physical environment, design and selection of curricular components, the role of play in the curriculum, skills for professional intervention and interaction, and use of technology to facilitate young children's learning.

This course provides students with an understanding of how to use different assessment techniques and strategies to drive educational decision-making for young children with and without disabilities. Students will be introduced to the different purposes of assessment (e.g., instructional planning, delivery, progress monitoring, eligibility) and apply informal and formal assessment techniques that align with the purposes. Students will learn to link assessment to instructional and individualized education plan goals, choose and design valid and reliable assessments, and use assessment results to make educational decisions and provide formative and summative feedback to students.

This second initial field experience is designed to support all courses by giving students experience in an early elementary classroom. Students will observe young children, collect data, assist classroom teachers and interact appropriately with the individuals within the learning environment. Students will analyze the school environments for access for all young children.

This is the first course in a two-course sequence designed to provide pre-service inclusive early childhood teachers with the foundation of literacy development. This course explores both the science and art of teaching emergent and early literacy, providing a strong foundation in literacy development for children from birth to age 5. Grounded in theory and research, the course examines how young children acquire early literacy skills and the dynamic, reciprocal nature of literacy learning between parents, educators and students. Students will investigate key concepts in early literacy acquisition, including the importance of oral language development, phonological awareness, print concepts and early writing. The course emphasizes evidence-based instructional strategies and developmental perspectives, equipping educators to support and enhance the emergence and continued growth of literacy in diverse learners. Through practical applications and reflective practice, participants will learn to create responsive, engaging and developmentally appropriate literacy environments that foster lifelong learning.

This first intermediate field experience is designed to support methods courses by giving students experience in an early elementary classrooms. Students will observe young children, collect data, assist classroom teachers and interact appropriately with the individuals within the learning environment. Students will analyze the school environments for access by all young children. Students are required to receive satisfactory experience in this field placement to continue in the program.

This second intermediate field experience provides candidates opportunities to use their knowledge of child development and assessment to create learning environments and experiences for children. Candidates will learn more about the adult's role in supporting children and managing behavior.

This course is designed to give early childhood special educators exposure to working with children (birth through eight) who have disabilities that include significant medical issues. The role and function of early childhood special educators as team members are addressed both in IEPs and IFSPs (early intervention). The role of related technology, assistive technology and Augmentative and Alternate Communcation (AAC) will receive extensive attention, as will issues of etiology and remediation. This course is taken while students are student teaching; therefore, there will be direct application of skills being learned.

This second intermediate field experience is designed to support methods courses by giving students experience in an early elementary classroom. Students will observe young children, collect data, assist classroom teachers and interact appropriately with the individuals within the learning environment. Students will analyze the school environments for access for all young children.

This course will examine how students' own cultural values shape their interactions with children and families as well as provide concrete, practical strategies for effective and culturally competent interactions with children and families.

This is the second course in a two-course sequence designed to provide pre-service inclusive early childhood teachers with the foundation of literacy development. This course provides a comprehensive exploration of the science of literacy, focusing on how children acquire and develop literacy skills across a variety of learners in PK-3 classrooms. Grounded in evidence-based research, the course examines the cognitive and neurological processes involved in literacy development and acquisition, including an in-depth look at the reading brain and how it adapts to written language. Students will engage with foundational frameworks such as the Simple View of Reading, which emphasizes the dual importance of decoding and language comprehension, and will analyze the five pillars of literacy - phonemic awareness, phonics, fluency, vocabulary and comprehension. Additionally, the course will explore Scarborough's Reading Rope, illustrating the complex, interwoven strands that contribute to skilled reading. The course also emphasizes the role of assessment in guiding instructional decision making and monitoring progress, equipping educators with tools to evaluate literacy skills effectively. By the end of the course, students will be prepared to apply scientifically grounded literacy practices to support all learners in achieving reading proficiency in the primary literacy classroom (PK-3).

This course helps prospective early childhood teachers develop the knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for young children, birth to age eight, with and without exceptionalities. Emphasis is on appropriate mathematical content, teaching strategies and manipulative materials from a developmental perspective with special emphasis on adaptations designed to meet the needs of all children.

The advanced field experience provides candidates opportunities to use their knowledge of child development to plan meaningful learning experiences with kindergartners and first graders. Candidates will learn the teacher's role in supporting children to construct understandings about the natural and social sciences, social studies, literacy and to use mathematical thinking. Candidates will begin implementing instructional strategies learned in all methods courses. This course precedes student teaching in the fall.

This course is designed to prepare highly qualified inclusive early childhood teachers who will engage all students in scientific content and processes through the effective use of evidence-based practices.

This course provides students with the knowledge, skills and understanding to design and implement effective social science programs for all young children, birth to age eight. Focus is on appropriate social science content, teaching strategies and materials from a developmental perspective with a special emphasis on adaptations designed to meet the needs of children with disabilities. Students will use technology to support access to the learning environment and curriculum.

This course examines research and professional literature on effective strategies for guiding young children's behavior and managing groups. This course uses experiences in IECE 331 as a foundation for reflection, dialogue and development of a personal philosophy of classroom management.

This course is designed to provide application and evaluation of group management techniques and individual interventions that teach and maintain emotional, behavioral and social skills. Students will study various systematic behavioral interventions to support the behavior and learning of individuals with disabilities accessing the general education curriculum including positive behavioral supports, functional assessments of behavior and teaching social skills. A variety of data collection procedures to inform their professional practice will be examined. Students will be applying evidence-based practices related to positive behavior supports, assessment of challenging behaviors and data collection to inform instructional practice and document student response to interventions that improve behavior such that academic learning can occur.

The advanced field experience provides candidates opportunities to use their knowledge of child development to plan meaningful learning experiences with second and third graders. Candidates will learn the teacher's role in supporting children to construct understandings about the natural and social sciences, social studies, literacy and to use mathematical thinking. Candidates will begin implementing instructional strategies learned in all methods courses. This course precedes student teaching in the spring.

This student teaching experience provides students with opportunities to apply, in learning environments for young children, the knowledge, skills and dispositions acquired throughout their teacher licensure program. Under the guidance of university supervisors and professionally licensed cooperating teachers, the student teacher gradually assumes full responsibility as the responsible inclusive early childhood educator. Students majoring in inclusive early childhood education must complete this course twice.

This seminar accompanies IECE 480 (Student Teaching) and provides students with the opportunity to reflect on, evaluate and improve their experiences as pre-professional educators of young children. Students will evaluate and build their own resiliency, identify ethical dilemmas, and engage in joint problem-solving and ethical decision-making related to their student teaching experience. Students will enhance their abilities to collaborate with families and other service providers.

This course provides an in-depth examination of selected topics which are of current importance in the field of education. May be repeated for credit when course content changes.