University of Maine at Farmington 2020-2021 Catalog

 
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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. Students learn guidelines for best practice in inclusive early education. 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), with field observations as a required part of the course. Every year.



Credit: 4

  ECS 205 - Addressing Developmental Differences in Young Children

This course addresses developmental differences of young children with disabilities. Students learn about the interaction of delays in development (cognitive, communication, social/emotional, physical, and adaptive development) and the effect on play and learning.  Students learn about accommodations and supports, individually appropriate activities across content/subject areas, IFSP/IEP outcomes/goals, children with significant health care needs, and assistive technology device(s) or alternative and augmentative communication (AAC). Prerequisite(s): ECS 103 or ECH 150 or permission of instructor. 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. Risk factors impacting social-emotional development, including trauma, are addressed. Students learn positive behavior supports and intervention, together with 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

Entry-level practicum that provides an experience in working with children with disabilities or developmental delays. Students may be placed in home-based, center-based, school, or community-based settings. The practicum focuses on observing and implementing individualized instruction for young children with developmental differences. Students will attend a weekly on-campus seminar in addition to 10 hours per week in field. Prerequisite(s): ECS 103 and PSY225S or permission of instructor. Every year.



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 372 - Instructional Strategies in ECSE Settings 1

This course provides information regarding embedded and differentiated strategies for working with young children with disabilities, their families, and IFSP/IEP team members. The course emphasizes environmental and teacher-supported strategies, accommodations, and the use of assistive technology to support children. Prerequisite(s): Candidacy or permission of instructor. Every year.



Credit: 4

  ECS 373 - Advanced Practicum in Early Intervention

This advanced early intervention 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 settings that serve children (birth-to-3) and their parents/caregivers. Prerequisite: Candidacy or instructor permission. Every year.



Credit: 4

  ECS 374 - Instructional Strategies in ECSE Settings 2

This course explores informal and formal assessments, evidence-based practices, individualizing planning, embedding learning opportunities, and instructional strategies for children with disabilities. Students continue to develop more advanced cultural competencies and strategies for supporting all children and families. Prerequisite(s): Candidacy and ECS 372, 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 be placed in home-based, center-based, school, or community-based services. The practicum focuses on implementing individualized instruction for young children with developmental differences. Students will attend a weekly on-campus seminar in addition to 10 hours per week in field. Prerequisite(s): Candidacy or permission of instructor. Every year.  

                                    



Credit: 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 380 - Collaboration and Teaming within the ECSE Field

This course is designed to provide students with the information needed for effective collaboration with families, teachers, paraprofessionals, related service providers, and other team members. Participants will learn effective models of collaboration and consultation, team member roles and responsibilities, collaborative practices for participating on teams, family-systems perspectives, and strategies for securing appropriate resources for students with disabilities. Prerequisite(s): Candidacy or instructor permission. Every year.



Credit: 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 404 - Supporting the Development of Infants, Toddlers, and Their Families in Natural Environments

This infant-toddler early intervention class focuses on the provision of family-centered services as discussed in Part C of IDEA. Students learn various relationship-based approaches for providing services that support the development of very young children with disabilities and their families. Prerequisite(s): Candidacy or permission of the instructor. Every year.



Credit: 4

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

This course focuses on the assessment and evaluation process including screening, formal assessment, eligibility determination, IFSP/IEP documentation, progress monitoring, and transition. The course requires students to administer informal and formal assessments, interpret data, and learn how to write an assessment report. Prerequisite(s): Candidacy 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

Internship/student teaching consists of placement 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 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. Students will attend a weekly on-campus seminar in addition to 20 hours (8 credits), 25 hours (10 credits), or 30 hours (12 credits) per week in field. Prerequisite(s): Candidacy and student must meet internship eligibility requirements as described in the program requirements. Every year.



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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