300

Required field experience: 5 hours This course explores school readiness for children from birth to age 5 and the potential for various interventions of improving outcomes for children and their families. Teacher candidates will research and evaluate current intervention programs and will investigate the financial and economic impact of intervention programs in varied community and educational settings. Prerequisites: ECE 250 and ECE 252

This course focuses on establishing positive physical and emotional learning environments from preschool through the early grades and dealing with difficult and disruptive behavior. Intervention plans are developed with consideration given to the family and community where the classrooms are located. Emphasis is given to strategies for managing individuals and groups. Prerequisites: All 100- and 200-level courses required for major NOTE: This course replaces EDU 317 in previous curricula.

Required field experience: 5 hours This course examines developmentally and individually appropriate strategies to foster the social, emotional, cognitive, communicative, and adaptive learning and motor development of young children with special needs in various settings, including the home, school, and community. Curriculum, instructional methods, and materials for teaching young children with special needs, from birth through kindergarten, are examined. A variety of disabilities are addressed,and topics include compliance with pertinent legislation,team collaboration and practices, IFSPs and IEPs, accommodations and modifications for educating children in the least restrictive environment, assistive technology,individual and family-centered programming, and direct educational and behavioral intervention techniques. Prerequisites: ECE 320 and SOE 302 NOTE: This course replaces EDU 391 in previous curricula.

Required field experience: 5 hours This course provides an examination of the historical, philosophical, and legal basis for family participation in education and family services. Students develop techniques for promoting positive supportive relationships with parents of young children with special needs, including strategies for working with socially, culturally, and linguistically diverse families. Family systems theory is reviewed, as well as family stressors, grief, and coping. Emphasis is placed on models for building effective teams; strategies for facilitating consultation and collaboration among professionals, para -professionals, families, and other agencies; as well as techniques for supporting family strengths, addressing family needs, priorities, and concerns, and accessing community resources. Prerequisite: SOE 290 NOTE: This course replaces EDU 394 in previous curricula.

Required field experience: 5 hours In this course, students will be provided with the knowledge and skills necessary to implement recommended, evidence-based practices with young children (under 6 years of age) with autism-spectrum disorders and/or developmental delays in an inclusive ECE setting. Etiology, diagnostic procedures, current theoretical approaches to intervention, and research on supporting young children with autism-spectrum disorders and/or developmental delays and their families, will be considered. Developmental delays will be considered in their relationship to autism-spectrum disorders and independently in the areas of cognition, Social-emotional, gross motor, and speech development. Prerequisite: SOE 290.

This course will examine the etiology of behavioral and emotional concerns in young children (under 6 years of age) and strategies for prevention and intervention of challenging behaviors. Both biological and environmental risk factors, along with protective factors, will be considered. Individual and full classroom assessment, prevention, and intervention strategies will be discussed, including functional assessment and Positive Behavioral Support (PBS), along with current psychological and medical interventions that relate to inclusive ECE environments. Prerequisite: ECE 240