University of Maine at Farmington 2014-2015 Catalog
 
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Context

Early Childhood Special Education
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  ECS 103 - Introduction to Teaching Inclusive Early Childhood Special Education

In this course students explore early intervention and early childhood special education services. Students learn guidelines for best practice in inclusive early education and roles of the various professionals working within the discipline. In addition, students gain introductory knowledge of the special needs of young children with or at-risk for disability and their families (including families from diverse linguistic and cultural backgrounds) through class discussions, guest lectures, and observations of various programs serving young children with special needs. Every year.



Credit: 4

  ECS 203 - Supporting Children in Inclusive Settings

This course provides an introduction to working with young children with exceptional strengths and needs and their families, including families from diverse linguistic and cultural backgrounds. Focusing on young children, birth through age eight, the course emphasizes environmental and teacher-supported strategies, accommodations, and the use of assistive technology to support children. Every year.



Credit: 4

  ECS 207 - Supporting Social/Emotional Development in Inclusive Settings

This course examines typical and atypical social-emotional development of young children, as well as risk factors impacting social-emotional development. Students learn techniques for supporting positive behavior [to prevent inappropriate behavior] and strategies for building children's social competence. Students are introduced to interventions for addressing challenging behaviors. Prerequisite(s): ECS 103 or ECH 150 or permission of instructor. Every year.



Credit: 4

  ECS 275 - Intermediate Practicum in Early Childhood Special Education

This practicum provides an in-depth experience in working with children with disabilities.  Students may select from settings that provide home-based, center-based, school or community-based services. This course may be taken for 2-4 credits (2 1/2 hours of classroom work per week for each credit hour). Prerequisite(s): PSY 225S or permission of instructor. Every semester.



Credit: 2-4

  ECS 277 - Topics in Early Childhood Special Education

Topics and practices related to Early Childhood Education as selected by program and/or guest faculty. Prerequisite(s): Depends on topic. Varies.



Credit: 2-4

  ECS 297 - Independent Study in Early Childhood Special Education

Independent study provides an opportunity for a student to initiate, design and carry out a research project or educational activity under supervision of appropriate staff. Varies.



Credit: 1-4

  ECS 304 - Supporting the Development of Infants, Toddlers, and Their Families in Natural Environments

This infant-toddler early intervention class and advanced practicum focuses on the provision of family-centered services in natural environments, such as homes and community settings. Students learn various relationship-based approaches for providing services that support the development of very young children and their families. They work as part of a team to plan and implement intervention for infants and toddlers with special needs and their families. Prerequisite(s): A child development course and professional standing in ECS or ECH or permission of the instructor. Every year.



Credit: 4

  ECS 307 - Addressing Developmental Differences of Young Children

This course addresses developmental differences of young children with disabilities, including children with significant health care needs. Students learn about the interaction of delays in development (cognitive, communication, social/emotional, and physical development) and the effect on play and learning.  Using a child study approach, students identify accommodations and supports, plan and implement individually appropriate activities across content/subject areas, embed IFSP/IEP outcomes/goals, and incorporate assistive technology device(s) or alternative and augmentative communication (ACC).  Students will work to develop cultural competence while learning about perspectives of families of diverse linguistic and cultural backgrounds. Prerequisite(s): ECS 103 and Professional Standing or permission of instructor. Every year.



Credit: 4

  ECS 373 - Advanced Practicum in Early Intervention

This advanced early intervention (infants, toddlers, and families) practicum and seminar focuses on the provision of family-centered services in natural environments, such as homes and community settings. Students work with a team to plan and implement services in inclusive settings that serve children (birth-to-3) and their parents/caregivers. The primary site for the practicum is the UMF PIWI-Inspired playgroups. Other arrangements can be made with instructor's approval. This course may be taken two semesters and two credits each. Prerequisite: PSY 225S and professional standing or instructor permission. Every year. 



Credit: 2-4

  ECS 374 - Linking Assessment with Program Planning, Intervention, and Monitoring Children's Progress

This course explores recognition and response (response to intervention), linking assessment information to teaching/intervention, and monitoring of children's progress. Students conduct informal and formal assessments, study evidence-based practices, learn more about individualizing planning, embedding learning opportunities, and using child-focused instructional strategies for children with disabilities. Students continue to develop more advanced cultural competences through a case study approach, as they study historic court cases regarding assessment practices and children of color and/or children who are English language learners. Prerequisite(s): ECS 103 and ECS 203 and professional standing or instructor permission. Every year.  



Credit: 4

  ECS 375 - Advanced Practicum in Early Childhood Special Education

This practicum provides an in-depth experience in working with children with disabilities. Students may select from settings that provide home-based, center-based, school, or community-based services. This practicum may be taken for 2-4 credits (2 1/2 hours of classroom work per week for each credit hour). Prerequisite(s): Professional Standing or permission of instructor. Every semester.



Credit: 2-4

  ECS 377 - Topics in Early Childhood Special Education

Topics and practices related to education as selected by program and/or guest faculty. Prerequisite(s): Depends on topic. Varies.



Credit: 2-4

  ECS 397 - Independent Study in Early Childhood Special Education

Independent study provides an opportunity for a student to initiate, design and carry out a research project or educational activity under supervision of appropriate staff. Varies.



Credit: 1-4

  ECS 476 - Assessment for Young Children At-risk for Disability

What is the teacher's role when there are questions about a child's development? This course focuses on the assessment process including screening, determining eligibility, and evaluating the education program. Through team participation, students learn about family-centered assessment and use various assessment approaches to gather information about the child. The course requires students to administer informal and formal (norm-referenced) assessments, interpret assessment information, and learn how to write an assessment report. Through team participation, students develop an IEP based on the assessment results. Class discussions and readings address considerations for assessing children from diverse linguistic and cultural backgrounds. Assessment bias and historic court cases are included. Prerequisite(s): Statistics and junior level standing or permission of instructor. Every year.  



Credit: 4

  ECS 477 - Topics in Early Childhood Special Education

Topics and practices related to education as selected by program and/or guest faculty. Prerequisite(s): Depends on topic. Varies.



Credit: 2-4

  ECS 479 - Internship/Student Teaching in Early Childhood Special Education

Student teaching/internship consists of 12.5 hours per week, for two semesters or 25 hours per week for one semester in a program which delivers early childhood special education or early intervention services. Students work under the guidance of a mentor while being supervised by a university faculty member. This unpaid experience is an opportunity for students to experience teaching, case management, assessment activities, working with families, and other responsibilities of early childhood special education professionals. In addition to the field experiences, students may enroll concurrently in ECS 374 or ECS 476. The combination of coursework and field experience provides an opportunity for students to apply new knowledge, share information, and discuss new experiences. This course may be taken over 2 semesters at 4 credits per semester or over 1 semester for 8 credits. Students may elect an additional 4 credits to complete a semester total of 12 credits. A one hour seminar accompanies this course. Prerequisite(s): ECS majors with certification option and completion of at least 80% of professional courses. Every semester.



Credit: 8-12

  ECS 497 - Independent Study in Early Childhood Special Education

Independent study provides an opportunity for a student to initiate, design and carry out a research project or educational activity under supervision of appropriate staff. Varies.



Credit: 1-4

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