Course Descriptions (EISE)

CI 571 (3 credits)
Play Curriculum in Early Childhood Education

Study of stages of play, theory, and research on play, cultural differences in play, adult role in facilitation of play, and role of play within the preschool and primary classroom.

Presents different approaches to early childhood education with a focus on inclusion and consultation in typical early childhood settings. 

Field experiences working with infants and young children in school, agency, or home settings under the supervision of licensed professionals. Includes weekly seminar.

Knowledge and skills for developing early literacy skills for young children birth-primary grades.

An overview of characteristics of the disability categories and special education services.

SPED 520 (3 credits)
Collaboration I: Families & Community

Family issues, rights, and responsibilities in early childhood special education; Individual Family Service Plans, Individual Education Plans, collaboration and family support, laws, interagency collaboration and community resources.

Field experience providing services to infants, toddlers, and/or preschool children and their families.

Required seminar for all students enrolled in student teaching.

Introduction to EI/ECSE services, collaboration with diverse families, assessment, program planning, transition, adaptations, and inclusion. Covers historical, legal, and social foundations of EI/ECSE.

SPED 581 (3 credits)
Family Guided Early Intervention

Develops knowledge and skills necessary for providing early intervention services to infants and toddlers with developmental delays/disabilities and their families.

Information on medical and physical needs commonly found with infants, toddlers and young children with severe disabilities, including children with physical and sensory impairments and children with health care needs.

Typical and atypical communication and language development birth through early childhood and strategies for intervention with young children.

Develops knowledge and skills needed for formative and summative assessment including skills to select assessment tools, use tools appropriately, analyze results and develop IFSP/IEP goals and objectives.

Design of intervention, implementation, data collection and analysis for implementation of goals and objectives, including curriculum modifications, embedded learning opportunities, child-focused strategies and other intervention methods.