ED130 FOUNDATIONS OF EDUCATION (4) Introduces teacher education candidates to the professional community of educators and the role schools play in society. It initiates candidates into the culture of schools and to the conceptual framework of “Reflective Practitioners for Peaceful Schools.” Candidates begin to assess their interest in the teaching profession. Included is the first field practicum required of all Wilmington College Education majors which includes observations, field trips, speakers, and reflections. Fee: $65.00 for lab.
ED230 HUMAN DEVELOPMENT AND LEARNING THEORY (4) This course covers the introduction to major theories of cognitive, social, emotional, physical, and linguistic development. The relationship between these theories and the teaching/learning process for all leaners at various stages of development is emphasized. Research from the newly developed area known as the Learning Sciences is taught. [Skill: T] Prerequisite: EN100 or placement in EN101.
ED233 INTEGRATED FINE ARTS FOR YOUNG CHILDREN (2) A study of the early development of creative expression. The benefits of teaching and assessing through music and art, especially for young children who are active learners and demonstrate their understandings, their feelings and sensitivities, and impressions with their whole selves. Includes selection, organization and presentation of lessons that use the arts to integrate other subject content. Students apply different media, techniques, technology and materials in order to plan for and instruct a diverse population of early childhood students. Prerequisite: ED230 recommended.
ED235 BASIC MOVEMENT AND MOTOR FOR YOUNG CHILDREN (2) A study of movement concepts and principles; child development as it relates to motor skills; and assessment and evaluation for instruction within physical education. Students learn to understand and respect differences in physical abilities and learn to adapt physical education for young children by selecting developmentally and instructionally appropriate activities. The class emphasizes a variety of fundamental locomotive, manipulative and stability movement skills. Students learn how to use physical/motor development to enhance play and infuse skills across the curriculum for younger children, and learn that control, movement, needs and interests are different from those of older children. Includes field experience. Prerequisite: ED230 recommended.
ED240 READING CORE I: PHONEMICS, PHONICS, AND LANGUAGE ACQUISITION (4) This course introduces candidates to the knowledge and skills necessary to teach and assess P-9 students about reading and writing spoken language. Candidates will learn to analyze words using both units of sound and meaning. They will also learn how language acquisition, developmental stages, and cultural and dialectical differences affect the process of becoming literate. Candidates will learn and practice: Beginning formal and informal assessment skills in reading, lesson planning for word analysis, and teaching strategies for helping students decode and comprehend text with an emphasis on individual words in sentences. Candidates will also be introduced to educational research in literacy, including phonics, and be expected to apply that research to making effective instructional decisions in their instructional planning. Prerequisite: ED230.
ED243 EARLY CHILDHOOD PHILOSOPHY AND PRACTICES (4) This course explores the historical, philosophical, psychological and social foundations of early childhood education as they relate to present day practice. Developmentally appropriate practice in program design and implementation, authentic assessment, family involvement, and the professional role of the child advocate defines the template applied to the exploration of a variety of early childhood programs. Coursework includes attention to technology as a tool for instruction, assessment and communication. The course examines social issues, changing views of early childhood, new findings on brain development, the critical importance of learning in the early years, and factors that impact early learning. Students use local, state and national curricular guidelines to design developmentally appropriate instruction and learning experiences in safe and healthy learning environments (e.g. childhood illnesses, communicable diseases). Physical and psychological health and safety issues such as establishing and communicating realistic expectations of young children, conflict resolution, behavior support and management, prosocial behavior, and adult/child relationships, and developing independent self-regulation are examined. The importance of family involvement including sensitivity to family structures and assistance to families in need, and professional roles (including advocacy for the needs of the young children and collaboration with appropriate agencies), are stressed. In addition, procedures concerning the administration, organization, and operation of early childhood programs are addressed. Prerequisite: ED130.
ED285 FIELD PRACTICUM II (1) Applied theory and practice in P-12 classrooms with guidance of field/clinical and college faculty. In this course teacher candidates will be expected to plan, teach, and evaluate a lesson in their licensure area. They will also practice positive discipline and collaborate with colleagues. Prerequisites: ED130 and ED230.
ED341 READING CORE II: PRINCIPLES AND PRACTICES FOR LITERACY INSTRUCTORS (4) This course introduces candidates to the knowledge and skills necessary to teach and assess PK-12 students in reading comprehension strategies. In addition to educational research, emphasis will be placed on collecting and using data from the classroom to inform teaching They will also use those formats as prewriting for composing lesson plans to meet state requirements. Candidates will learn and practice: Lesson planning to support student reading comprehension, using content standards, educational research in literacy and teaching strategies; and employing word analysis instruction to support their understanding where it is appropriate. This course should be taken with a field practicum. [Skill: W] Prerequisites: ED230 or ED240 and admission to the Teacher Education Program.
ED343 READING CORE III: DIAGNOSTIC TEACHING IN THE ASSESSMENT-BASED CLASSROOM (4) This course expands candidate knowledge and skills necessary to assess PK-9 students in reading and writing using educational research and using data from the classroom to inform teaching. Candidates will continue practice with lesson planning formats to present instruction on word analysis, reading comprehension strategies, and how to use those formats as prewriting for composing lesson plans to meet state requirements. Candidates will review and expand upon their knowledge of lesson planning to teach word analysis, the components of literacy, and the developmental nature of literacy learning. Candidates will learn and practice: Collection and use of data from formal and informal assessments to drive literacy instruction and long term planning for individual needs and using effective strategies for diagnosing and instructing struggling learners. This course should be taken with a field practicum. Prerequisites: ED341 and admission to Teacher Education Program.
ED345 MATH, SCIENCE, AND SOCIAL STUDIES METHODS IN EARLY CHILDHOOD (4) Concept development in math, science, and social studies. Students learn to use effective multi-sensory activities and theme and play-based discovery instruction to meet the individual and collective needs of young children. There is a balance of curricular and instructional approaches that include concepts, skill level and problem solving, and the appropriate use of technology software to support learning skills. The individuality of every learner and the importance of planning instruction and assessment that show respect for all cultures and diversities, encourage critical thinking and encourage habits of life-long learning are emphasized. Content specific assessment strategies are discussed and implemented, and data are analyzed in order to plan remediation and future instruction. A summative final assignment is to create a detailed cross-cultural unit plan for an integrated unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments and future planning. This course should be taken with a field practicum. [Skill: I] Prerequisite: Admission to Teacher Education Program.
ED360 SURVEY OF INCLUSION PHILOSOPHY AND STRATEGIES (4) This course introduces the broad spectrum of exceptionalities that comprise the special education population. It includes the history and the current legislation pertaining to inclusion, parents as partners in the education process, diagnostic and prescriptive teaching, individualized classroom techniques, and an understanding all kinds of diversity of learners within today's classroom. The course is correllated with a field practicum. [Skill: I] Prerequisite: Admission to the Teacher Education Program.
ED385 FIELD PRACTICUM III (1) Applied theory and practice in P-12 classrooms with guidance of field/clinical and college faculty. In this course teacher candidates will be expected to plan, teach, and evaluate a lesson in their licensure area, including an assessment of student learning. They will also begin to practice positive discipline and to collaborate with colleagues. They will continue to develop and reflect on their teaching skills and their effectiveness as teachers. Successful completion with a "C" or better is a prerequisite for the Practicum IV. Prerequisites: ED285 and Admission to the Teacher Education Program.
ED485 FIELD PRACTICUM IV (1) Applied theory and practice in P-12 classrooms with guidance of field/clinical and college faculty. In this course expections are increased for teacher candidates to plan, teach, and evaluate a lesson in their licensure area, including an assessment of student learning. Candidates will continue to practice positive discipline, collaboration with colleagues, and effectiveness as teachers as evidenced by a capstone project, in which their impact on student learning is described, recorded and analyzed. Successul completion with a "C" or better is a prerequisite for student teaching. Prerequisites: ED385 and Admission to the Teacher Education Program.
ED495 STUDENT TEACHING (16). Students demonstrate the ability to work with parents and children, interdisciplinary teams of professionals and children with varying abilities and culturally diverse family systems. Students produce a capstone project, the Teacher Performance Assessment (TPA), in which planning, teaching, and assessment are described and analyzed. Take Ohio professional test(s). Fee: $65.00. [Skill: W] Prerequisite: Permission of the Education department.
SE330 BUILDING BLOCKS OF EXCEPTIONALITY (4) Offers instruction on the cognitive, communicative, physical, and social/emotional characteristics of learners with exceptionalities. Includes the learning theory models as a foundation for early childhood intervention and promotes understanding of the development of infants and young children along with the ability to identify specific disabilities; describes implications for development, learning, and use of best practice based on knowledge of the child, family, and community to enable candidate to select and use specialized instructional strategies for students with exceptional learning needs that are age and ability appropriate. Other issues to be addressed include legal issues involved in providing services to young children, specifically as it relates to Individual Family Service Plans and Individualized Educational Plans, health and first aid issues, and collaboration with community, state, and federal agencies. Prerequisite: Admission to the ECIS program.
SE332 THE LAW AND DIFFERENTIATED INSTRUCTION FOR THE EXCEPTION, EARLY CHILDHOOD ENVIRONMENT (4) In the highly litigated area of Special Education, it is imperative that professionals in the field understand the legal requirements of providing a free appropriate public education to students with disabilities. Historical, philosophical and legal foundations of special education in relation to contemporary trends and issues at federal, state and local school district levels for young children are addressed. Topics include technology in education, school law and teacher liability, identification of at risk needs awareness, IFSP and IEP procedures and issues. Prerequisite: Admission to the ECIS program
SE357 SOCIAL SKILLS DEVELOPMENT AND BEHAVIOR MANAGEMENT IN THE EARLY CHILDHOOD, EXCEPTIONAL ENVIRONMENT (4) An introduction to management, discipline and instructional planning in early childhood learning environments with a focus on an understanding of young children. Class emphases is on introducing teacher candidates to a variety of research based approaches to enhancing social skills development and environmental management while facing the challenge of creating positive, inclusive, classroom communities. Foundations of understanding classroom management include investigating the historical and cultural frameworks of various approaches to social skills and behavior management, a deep understanding of each approach, and a tool belt of relevant methods from which to choose to meet the needs of various situations. Further, early childhood theory will be married with practical application to provide developmental understanding and ensure the support of young children’s social and behavioral outcomes in exceptional environments. Prerequisites: Admission to the ECIS program and ED341, ED360, SP330, SP332, and a field practicum in a special education setting.
SE358 ASSESSMENT OF STUDENTS WITH EXCEPTIONAL LEARNING NEEDS (4) Class curriculum provides the student a focus on early childhood/special education intervention assessment, evaluation techniques and report writing. The course includes information on how to select, adapt, and administer formal and informal performance-based assessment for specific sensory/motor/cognitive and sensory disabilities, data collection summarization, information integration and team collaboration in various settings (home, public/private centers, schools, classrooms, and community agencies), staff and program assessment and evaluation, consolation service practice. Students will design assessment adaptations and modifications and research supported instructional strategies related to learners with a variety of exceptionalities across the curriculum. Prerequisites: Admission to the ECIS program, ED341, ED360, SP330, SP332, and a field practicum in a special education setting.
SE361 COMMUNICATION AND COLLABORATION IN THE EARLY CHILDHOOD, EXCEPTIONAL ENVIRONMENT (4) Issues and practices concerning family systems and the role of the family; models and strategies for consultation and collaboration and effective communication with families and school personnel; professional ethics. Candidates focus on the relationship between local and state support delivery services for individuals with exceptional physical, mental, and medical disabilities P-3; networks, organizations resources, strategies and techniques used to integrate students requiring services into diverse educational social and community settings including assistive technology devices, residential treatment, and health/medical setting. Candidates survey strategies that promote successful transitions for individuals with exceptional learning needs, identify supports needs for families and for the integration into various program placements and structures, and examine strategies to support the activities of para-educators, volunteers, and tutors. Candidates examine how to act ethically in advocating for appropriate services. Prerequisites: Admission to the ECIS program and ED341, ED360, SP 330, and SP332.
SE371 SPEECH, LANGUAGE, AND LITERACY IN THE EXCEPTIONAL EARLY CHILDHOOD ENVIRONMENT (4) The course is designed to introduce the participants to a comprehensive overview of communication, speech, language and hearing. The primary objective is to provide users with essential information about typical development and an overview of communication disorders of exceptional early childhood students. The course will provide an overview of the nature, identification, and a cursory presentation of the treatment of communication disorders. This includes information pertaining to anatomy of the speech mechanism, development of communication skills, various disorder types in children, evaluation procedures, and cultural influences. The course will provide the learner with a vision of collaborative efforts to provide appropriate remediation strategies and problem solving solutions for children with communication disorders. It will link all speech and language disorder to literacy issues in the early childhood environment. Prerequisites: Admission to the ECIS program and ED341, ED360, SP330 ,SP332, and a field practicum in a special education setting.