University of Maine at Farmington 2014-2015 Catalog
 
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Catalog Program Academic Policies
Early Childhood Special Education
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Degree Earned
Bachelor of Science: Early Childhood Special Education

The University of Maine at Farmington prepares caring teachers, competent educators and confident professionals, grounded in the arts and sciences, who will become the educational leaders of the 21st century.

The Early Childhood Special (ECS) Education program prepares students to work with young children and their families in a variety of settings. The program focuses on child development with an emphasis on infants, toddlers, and preschoolers with special needs. This nationally accredited (NCATE) program features four years of intense, hands-on experiences. UMF faculty, working closely with nearby schools and agencies, provide real-world opportunities for students. Students, faculty, and supervising mentors work together, applying theory to practice. Students draw on specialized campus resources such as UMF's Children's Programs and the Kalikow Curriculum Materials Center, which includes assistive technology resources, children's literature, and early childhood curricula. ECS graduates work with young children, birth through age eight, with and without special needs and their families in a variety of settings.
 

Students in the ECS major can select from one of three options:

  • Option I (Birth to 5 certification): Coursework and field experiences leading to Maine Teacher Certification, Endorsement 282: Teacher of Children with Disabilities (Birth to School-age Five).
  • Option II (Birth to 5 and K-3 certification): Coursework and field experiences leading to Endorsement 282: Teacher of Children with Disabilities (Birth to School-age Five) and Endorsement 029: Early Elementary (Kindergarten through grade 3).
  • Option III: Coursework and field experiences leading to a degree in Early Childhood Special Education without teacher certification.

 

Learning Goals:

 
Philosophy, Purposes and Goals:
 
Our candidates will become the educational leaders of the 21st century who are caring teachers, competent educators and confident professionals (C3TEP). These guiding principles and beliefs reflect the ideals we hold for ourselves, our candidates, and the students and communities with whom they will work.
 
Caring Teachers:
  • Build respectful relationships
  • Create communities of learners
  • Support and encourage successful learning for all students
  • Honor and respond to differences
  • Utilize knowledge of human development
Competent Educators:
  • Design, plan, implement and evaluate instruction
  • Use best practices for instruction and assessment
  • Know content and strategies for integration
  • Communicate clearly and effectively
  • Solve problems creatively and constructively
  • Use the tools of a changing world
 
Confident Professionals:
  • Collaborate effectively with families, communities, and colleagues
  • Practice reflective, self-directed, life-long learning
  • Demonstrate a commitment to ethical and legal responsibilities
  • Contribute to and lead in diverse societies
 
Maine Standards for Initial Teacher Certification
Our essential goals and purposes are embodied in the  Maine’s Common Core Teaching Standards :

Learner Development

Standard 1.) Learner Development:

The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2.) Learning Differences:

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his or her full potential.

Standard 3.) Learning Environments:

The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.

Content

Standard 4.) Content Knowledge:

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.

Standard 5.) Innovative Applications of Content:

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard 6.) Assessment:

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.

Standard 7.) Planning for Instruction: The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

Standard 8.) Instructional Strategies:

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.

Professional Responsibility

Standard 9.) Reflection and Continuous Growth:

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.

Standard 10.) Collaboration:

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

      Technology

Standard 11.) Technology Standards for Teachers – (NETS-T):

Effective teachers model and apply the National Educational Technology Standards for Students (NETS-S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community.

 
Assessment Criteria
Within the context of each program, candidates are evaluated based on important knowledge, skills and dispositions in the areas of:
  • Content Knowledge
  • Effective Planning
  • P-12 Learning
  • Diversity
  • Dispositions
  • Technology
  • Curriculum Planning, Instruction, and Assessment as demonstrated in Student Teaching or Internship
  • Achievement of Standards

 

BIRTH TO SCHOOL-AGE 5 CERTIFICATION

MAJOR REQUIREMENTS (64 credits)

Students must receive at least a grade of B- or higher in practica and at least a grade of C- or better in other professional courses.

Entry Level Professional Courses (12 credits)

ECS 103 Introduction to Teaching Inclusive Early Childhood Special Education
ECH 150 Introduction and Observation in Early Childhood Education
ECS 207 Supporting Social/Emotional Development in Inclusive Settings
 
Mid-Level Professional Courses (18 credits)
ECS 203 Supporting Children in Inclusive Settings
ECH 201 Language Development, Early Literacy, and Children's Literature  
 
Select a total of 8 credits from:
ECH 192 Introductory Practicum and Seminar in Early Childhood Education
ECH 293 Intermediate Practicum and Seminar in Early Childhood Education        
ECS 275 Intermediate Practicum in Early Childhood Special Education
  (1 semester for 4 credits or 2 semesters for 2 credits each)
ECS 373 Advanced Practicum in Early Intervention
  (1 semester for 4 credits or 2 semesters for 2 credits each)
ECS 375 Advanced Practicum in Early Childhood Special Education
  (1 semester for 4 credits or 2 semesters for 2 credits each)
EDU 202 Practicum and Seminar in K-8 Education (K-3)

Advanced Level Professional Courses (34 credits)

ECS 304 Supporting the Development of Infants, Toddlers, and their Families in Natural Environments
ECS 307 Addressing Developmental Differences of Young Children
ECS 374 Linking Assessment with Program Planning, Intervention, and Monitoring Children's Progress
SED 404 Collaboration Among Diverse Families, Learners, and Professionals
ECS 476 Assessment for Young Children At-risk for Disability
ECS 479 Internship/Student Teaching in Early Childhood Special Education (8-12 cr)

Electives chosen from  HEA, REH, SED, ECH, ECS,or EDU courses (2-6 cr)

Other Requirements (8 credits)
PSY 225S  Child and Adolescent Development
MAT 103M  Mathematical Content for Elementary School Teachers I              
 
General Electives (24 credits)
Students must take 24 credits of general electives (includes MAT 120M) which may include a minor of their choosing selected from the UMF catalog.

GENERAL EDUCATION REQUIREMENTS
For specific information about general education requirements and expectations, see the General Education Requirements in the Academic Programs section of this catalog.

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128

GRADUATION
Students must complete all required professional education courses with a grade of C- or higher and B- or higher in practica and internship/student teaching. Students must attain a cumulative GPA of 2.5 or higher.

PROFESSIONAL STANDING
To earn professional standing, students must:

  • pass ENG 100 with a grade of C or higher;
  • complete 1 or more practica with a grade of B- or higher;
  • pass all required professional education courses with a grade of C- or higher;
  • earn a cumulative GPA of 2.5 or higher;
  • earn 32 credits, including at least one early childhood special education course;
  • pass the Praxis Core Academic Skills for Educators Test at or above the level established by the State of Maine;
  • demonstrate progress on electronic professional portfolio.
FINGERPRINTING
Students entering ALL UMF Teacher Education programs ( ECH, ECS, ELE, SEC/Middle, SED, and School Health)  must be fingerprinted and have a Criminal History Record Check prior to their first practicum.

PRAXIS CORE ACADEMIC SKILLS FOR EDUCATORS TEST: REQUIRED FOR TEACHER CERTIFICATION

The Praxis Core Academic Skills for Educators Tests are standardized tests of basic skills required by the state of Maine for teacher certification. The Praxis Core Academic Skills for Educators Tests include reading, writing, and mathematics. These computerized tests may be taken at UMF or commercial testing centers at any time by appointment. Students must pass all three parts of the test at the level established by the State of Maine in order to enroll in professional education courses at the 300-level or above. The qualifying scores are as follows:

Reading 156
Writing 162
Mathematics 150

As an alternative, students may achieve a composite score of 468 on the three tests, with no single score on any section being more than three points lower than the required score listed above.

 

INTERNSHIP/STUDENT TEACHING
Before enrolling in ECS 479 internship/student teaching, students must meet these additional criteria:

  • receive a passing score (at or above the score established by the State of Maine) on Praxis II 0690 Early Childhood Special Education;
  • complete at least 80% of professional courses;
  • complete all professional education courses with a grade of C- or higher and B- or higher for practica;
  • achieve a cumulative GPA of 2.5 or above.

K-3 CERTIFICATION

In addition to the standard certification program, students may elect to take courses leading to an additional teaching endorsement. If students elect the K-3 Option, they take specific professional courses that prepare them to teach in (inclusive) regular education classrooms, kindergarten through third grade. The K-3 Option allows ECS graduates to earn both the Endorsement 282: Teacher of Children with Disabilities (Birth to School-age Five) and Endorsement 029: Early Elementary (Kindergarten through grade 3).

MAJOR REQUIREMENTS (84 credits)
Students must receive at least a grade of B- or higher in practica and a grade of C- or higher in other professional courses.

Entry Level Professional Courses (8 credits)
ECS 103 Introduction to Teaching Inclusive Early Childhood Special Education           
ECH 150 Introduction and Observation in Early Childhood Education


Mid-Level Professional Courses (34 credits)

ECS 203 Supporting Children in Inclusive Settings
ECH 201 Language Development, Early Literacy, and Children's Literature (6 cr)       
EDU 202 Elementary Practicum and Seminar (K-3)
ECH 232 Social Science for the Young Child
ECH 336 Development of Mathematical Concepts in Young Children
ECH 384 Science for Young Children

Select a total of 4 credits from:

ECS 275 Intermediate Practicum in Early Childhood Special Education
  (1 semester for 4 credits or 2 semesters for 2 credits each)
ECS 373 Advanced Practicum in Early Intervention
  (1 semester for 4 credits or 2 semesters for 2 credits each)
ECS 375 Advanced Practicum in Early Childhood Special Education
  (1 semester for 4 credits or 2 semesters for 2 credits each)
 
Select a total of 4 credits from:
ECS 207 Supporting Social/Emotional Development in Inclusive Settings
ECS 307 Addressing Developmental Differences of Young Children


Advanced Level Professional Courses (42 credits)

ECS 304 Supporting the Development of Infants, Toddlers, and their Families in Natural Environments    
ECS 374 Linking Assessment with Program Planning, Intervention, and Monitoring Children's Progress
SED 360 Teaching Children with Learning and Behavior Problems in the Regular Classroom
SED 404 Collaboration among Diverse Families, Learners with Special Needs, and Professionals
ECS 476 Assessment for Young Children At-risk for Disability
ECH 460 Student Teaching and Seminar in Early Childhood K-3 (16 cr)
EDU 333 Reading, Language Arts, and Children's Literature in Grades K-3


Other Requirements (4 credits)

PSY 225S Child and Adolescent Psychology      


GENERAL EDUCATION REQUIREMENTS
For specific information about general education requirements and expectations, see the General Education Requirements in the Academic Programs section of this catalog.

Guidelines in Selecting General Education courses that also meet State of Maine certification requirements for K-3:

1) to fulfill both general education and state certification requirements in social studies, select a total of two courses in 2 different disciplines from the following list: anthropology, geography, history, economics or political science. (Psychology, sociology and women's studies courses do NOT fulfill the state certification requirement.) The state requires a minimum of 6 credits.

2) to fulfill both general education and state certification requirements in English, students must complete ENG 100 and an English literature course - English courses with an 'H' designation. The state requires a minimum of 6 credits.

3) to fulfill general education, program, and state certification requirements in mathematics, students must complete both MAT 103M Mathematical Content for Elementary School Teachers and MAT 120 Introductory Statistics. Both of these are required courses in the ECS program. The state requires a minimum of 6 credits.

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128

GRADUATION
Students must complete all required professional education courses with a grade of C- or higher and a grade of B- or higher in practica. Students must attain a cumulative GPA of 2.5 or higher.

PROFESSIONAL STANDING
Note: Some professional courses, such as EDU 202, require qualifying Praxis Core Academic Skills for Educators Test scores. Students should discuss Praxis requirements with their advisors prior to selecting courses.
 
To enroll in professional courses at the 300 or 400 levels, the following professional
standing requirements must be met:
  • pass ENG 100 with a grade of C or higher;
  • complete 1 or more practica with a grade of B- or higher;
  • Pass all required professional education courses with a grade of C- or higher;
  • earn 32 credits, including at least one early childhood special education course;
  • earn a cumulative GPA of 2.5 or higher;
  • pass the Praxis Core Academic Skills for Educators Test at or above the level established by the State of Maine;
  • demonstrate progress on electronic professional portfolio.

Praxis Core Academic Skills for Educators Test: Required for Teacher Certification

The Praxis Core Academic Skills for Educators Tests are standardized tests of basic skills required by the state of Maine for teacher certification. The Praxis Core Academic Skills for Educators Tests include reading, writing, and mathematics. These computerized tests may be taken at UMF or commercial testing centers at any time by appointment. Students must pass all three parts of the test at the level established by the State of Maine in order to enroll in professional education courses at the 300-level or above. The qualifying scores are as follows:

Reading 156
Writing 162
Mathematics 150

As an alternative, students may achieve a composite score of 468 on the three tests, with no single score on any section being more than three points lower than the required score listed above.

 
FINGERPRINTING
Students entering ALL UMF Teacher Education programs ( ECH, ECS, ELE, SEC/Middle, SED, and School Health) must be fingerprinted and have a Criminal History Record Check prior to their first practicum.

STUDENT TEACHING
Before enrolling in ECH 460 Student Teaching and Seminar in Early Childhood K-3, students must meet these additional criteria:

  • receive a passing score (at or above the score established by the State of Maine) on Praxis II 0690 Early Childhood Special Education and Praxis II 0021 Education of Young Children;
  • complete all required professional education courses with a grade of C- or higher and B- or higher for practica;
  • achieve an accumulative GPA of 2.5 or above.

 

NON-CERTIFICATION

MAJOR REQUIREMENTS (58 credits)

Students who do not wish to obtain teacher certification may elect to follow a non-certification option. This option is designed for students interested in careers serving young children with special needs and their families that do not require Maine teaching certification. Students will work closely with their advisors as they select various course options to individualize their programs based on their interests and career goals. Examples of the types of jobs for which graduates could apply include case coordination in a social service agency, YMCA/YWCA director of children's programs, child and family specialist, Early Head Start home visitor, or Head Start family advocate. Other students pursuing this program option may plan to attend graduate school for professions involving young children and their families that require advanced degrees.

Students must recieve at least a grade of B- or higher in practica and a grade of C- or higher in other professional courses.

Entry Level Professional Courses (16 credits)
ECS 103 Introduction to Teaching Inclusive Early Childhood Special Education
ECH 150 Introduction and Observation in Early Childhood Education
ECS 207 Supporting Social/Emotional Development in Inclusive Settings
Select 1-2 courses in ECH, ECS, HEA, REH, or SED at the 100 level or 200 level to total four credits
 
Mid-Level Professional Courses (12 credits)
ECS 203 Supporting Children in Inclusive Settings
Select one course from the following:
ECH 192 Introductory Practicum
or  
ECH 293 Intermediate Practicum
or  
ECS 275 Intermediate Practicum in Early Childhood Special Education    
(1 semester for 4 credits or 2 semesters for 2 credits each)
 
Select two or more courses to total eight credits chosen from the following:
ECH 201 Language Development, Early Literacy, and Children's Literature
ECH 232 Social Science for the Young Child
ECH 250 Infants and Toddlers: Development and Care
ECH 256 Creative Arts and Technology for the Young Child
ECH 277 Special Topics in Early Childhood Education (2-4 credits)
ECS 277 Special Topics in Early Childhood Special Education
HEA 212 Stress Management
HEA 231 Child and Adolescent Health
HEA 244 Nutrition Care for Children
REH 240 Expressive Arts Therapy (4 credits)
REH 242 Animal Assisted Therapy (4 credits)
 
Advanced Level Professional Courses (26 credits):
ECS 304 Supporting the Development of Infants, Toddlers, and Their Families in Natural Environments
ECS 307 Addressing Developmental Differences of Young Children
ECS 374 Linking Assessment with Program Planning, Intervention,and Monitoring Children's Progress
SED 404 Collaboration Among Diverse Families, Learners with Special Needs, and Professionals
ECS 373 Advanced Practicum in Early Intervention
or (1 semester for 4 credits or 2 semesters for 2 credits each)
ECS 375 Advanced Practicum in Early Childhood Special Education
  (1 semester for 4 credits or 2 semesters for 2 credits each)

Select two or more courses to total six credits from the following:
ECH 336 Development of Mathematical Concepts in Young Children
ECH 367 Administration of Early Childhood Programs
ECH 377 Special Topics in Early Childhood (1-4 credits)
ECH 384 Science Education for Young Children
ECH 402 Diverse Programming in Early Childhood Environments
ECH 420 Planning Environments for Young Children
ECH 430 Theories of Learning and Curriculum Development
ECH 440 Children, Families, and Communities
ECH 450 Senior Seminar: Research in Early Childhood Education
ECH 477 Special Topics in Early Childhood Education
ECS 373 Advanced Practicum in Early Intervention (2-4 credits)                         
ECS 375 Advanced Practicum in Early Childhood Special Education (2-4 credits)
ECS 377 Special Topics in Early Childhood Special Education
HEA 377 Topics in Health (2-4 credits)
HEA 477 Topics in Health (2-4 credits)
REH 381 Grantwriting
 
Other Requirements (4 credits)
PSY 225S Child and Adolescent Development

General Electives (30 credits)
Students must take 30 credits of general electives, which may include a minor of their choosing selected from the UMF catalog.

GENERAL EDUCATION REQUIREMENTS
For specific information about general education requirements and expectations, see the General Education Requirements in the Academic Programs section of this catalog.

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128

PROFESSIONAL STANDING
To enroll in professional courses at the 300 or 400 levels, students must:

  • pass ENG 100 with a grade of C or higher;
  • complete one practicum with grade of B- or higher;
  • pass all required professional education courses with grade of C- or higher;
  • earn 32 credits, including at least one early childhood special education course;
  • earn an accumulative GPA or 2.5 or higher;
  • demonstrate progress on electronic professional portfolio.
FINGERPRINTING
Students entering ALL UMF Teacher Education programs ( ECH, ECS, ELE, SEC/Middle, SED, and School Health) must be fingerprinted and have a Criminal History Record Check prior to their first practicum.

GRADUATION
Students must complete all required professional education courses with a grade of C- or higher and B- or higher in practica and internship/student teaching. Students must attain a cumulative GPA of 2.5 or higher.

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