Undergrad. Catalog 07: Early Childhood and Special Education

Revised May 2007

Department of Early Childhood and Special Education

309 Recitation Hall
610-436-2579
Vicki A. McGinley, Chairperson
Catherine Prudhoe, Assistant Chairperson

PROFESSOR: Prudhoe

ASSOCIATE PROFESSORS: Drake, McGinley, Wandry

ASSISTANT PROFESSORS: Bell, Bradley, McCarthy, Murphy, Verdan

The Department of Early Childhood and Special Education stands out in the southeastern Pennsylvania and the tri-state region with its extensive early practicum opportunities for its students; its small, professionally diverse faculty; a high rate of employment opportunities; a heightened sense of collegiality and volunteerism among its students; and international (Council for Exceptional Children), national (National Council for Accreditation of Teacher Education), regional (Middle States Association of Colleges and Secondary Schools), and state (Pennsylvania Department of Education) accreditations.

The Department of Early Childhood and Special Education offers programs of study leading to a bachelor of science in early childhood education or a bachelor of science in special education. Dual certification is available in early childhood and special education, early childhood and elementary education, or in special education and elementary education. Minor concentrations are available in either area.

The B.S.Ed. in EARLY CHILDHOOD EDUCATION curriculum is designed to provide both the liberal education and special preparation required for careers in public and private school as teachers and directors, as well as supervisory work in early childhood programs in public schools and other venues. Upon satisfactory completion of the program, the student will qualify for a Pennsylvania Instructional I Teaching Certificate valid for six years of teaching in preschool, kindergarten, and grades one through three.

The B.S.Ed. in SPECIAL EDUCATION prepares teachers who can provide diverse student populations with the knowledge, skills, and values considered essential for effective participation in society. It provides relevant and comprehensive education for those who desire to support the educational, emotional, and physical needs of students with disabilities in the public schools of Pennsylvania. Upon satisfactory completion of the program, the student will qualify for a Pennsylvania Instructional I Teacher Certificate, valid for six years of teaching.

BACHELOR OF SCIENCE IN EDUCATION - EARLY CHILDHOOD EDUCATION (Curriculum NK-3)

120 semester hours

1. General ed. requirements, see pages 37-41 (48 semester hours)
Includes LIT 352, MAT 101, and SOC 240; requirements in art, humanities, social sciences, and sciences; and ECE 311* and a second math course as student electives

2. Professional education (12 semester hours)
EDF 300, EDM 300*, EDP 250+ and 351*+
* A minimum grade of C is required for these courses.
+ Courses requiring prerequisites - check catalog course descriptions below.

3. Specialized preparation (60 semester hours)
ECE 100, 225*+, 231*+, 232*, 308*+, 321*+, 404*, 405*+, 407*, 410*+, 411*+; EDA 230; EDR 309*, 325*; MAT 349*+; MUE 232
* A minimum grade of C is required for these courses.
+ Courses requiring prerequisites - check catalog course descriptions below.

NOTE: MUE 232 may count toward the general education requirements.

BACHELOR OF SCIENCE IN EDUCATION - SPECIAL EDUCATION

120 semester hours

1. General ed. requirements, see pages 37-41 (48 semester hours)
Student electives selected under advisement (suggested general education student elective MAT 102)

2. Professional education (12 semester hours)
Required: EDF 300, EDM 300, EDP 250 and 351

3. Special education* (48 semester hours)
NOTE: Special education requirements are structured in the following distinct blocks:

High incidence:
EDA 302+, 350+, 360+

Low incidence:
EDA 320+, 347+

Introductory and major courses:
EDA 104, EDA 230 or EDA/EDR 341+, EDA 307+, EDA 380+, and EDA 416+/417+

One program elective from the following:
EDA 200+, 230, 280, or 341+

+ Courses requiring prerequisites - check catalog course descriptions below.

4. Required supporting courses (12 semester hours)
EDR 311+, HEA 206, MAT 357+, and SPP 240+
+ Courses requiring prerequisites - check catalog course descriptions below.

Minor Programs

Students who desire admission to the minor in early childhood or special education must have achieved the minimum cumulative GPA required for their earned credits: 2.65 for students with 27-47 credits, and 2.80 for students with 48 or more credits. Students admitted to either of these minors must maintain the minimum cumulative GPA required of them at admission to the minor in order to continue. Students who fall below the minimum cumulative GPA required are permitted to retake, in accordance with University policy, course work in the minor that contributed to their fall below the required minimum cumulative GPA. Such students will not be permitted to take additional course work in the minor until they achieve the required minimum cumulative GPA.

The minors do not lead to Instructional I teacher certification by the Pennsylvania Department of Education.

Minor in Early Childhood Education (18 semester hours)

Required courses
ECE 100, ECE 231, ECE 232, and ECE 404, and one of the following: ECE 405 or 407

Minor in Special Education (18 semester hours)

Current trends, enforced by recent litigation, have increased the need for a general understanding of the individuals with disabilities in our culture.

The program is designed to introduce students to individuals with mild disabilities through course work and field practicums.

Required special education courses are EDA 104, EDA 307, and EDA 302/350/360 (as a block).

Admission to Early Childhood Education and Special Education Degree Programs

For formal admission to early childhood education and special education degree programs, see page 153 in the "Teaching Certification Programs" section of this catalog.

REQUIREMENTS FOR TRANSFER TO THE MAJORS IN EARLY CHILDHOOD AND SPECIAL EDUCATION. Students may apply for "external transfer" (see below) when transferring from another post-secondary institution. Students already admitted to West Chester University as premajors or in another major may apply for "internal transfer."

Students seeking external or internal transfer must have earned a minimum of 12 college-level credits. Students with 12-47 credits must also have a minimum cumulative GPA of 2.65. The required minimum cumulative GPA for students with 48-59 earned credits is 2.80. Students with 60 or more earned credits must have a minimum cumulative GPA of 2.80; have achieved the following passing scores as established by the Pennsylvania Department of Education on the Praxis I PPST examinations in Reading (172), Writing (173), and Mathematics (173); and completed college-level studies in English composition (three credits), literature taught in English (three credits), and mathematics (six credits).

External or internal transfer to the majors in early childhood and special education does not represent nor confer formal admission to teacher education. (See "Formal Admission to Teacher Education" on page 153, "Teaching Certification Programs".)

INTERNAL TRANSFER STUDENTS. There is an announced time for internal admission at the beginning of each semester.

EXTERNAL TRANSFER STUDENTS. Transfer credit will be granted for 100- and 200-level courses if the course descriptions are equivalent and in accordance with University policy. All other required courses in the professional education and specialized preparation areas will be evaluated and approved on an individual basis.

In addition to the general requirements for formal admission to teacher education, B.S.Ed. candidates who are admitted to the major in early childhood/special education in fall 2006 and thereafter must have also: (1) Completed 20 hours of preapproved, unpaid community service for agencies/organizations serving children and/or youth and/or adults with special needs and/or families. At least 10 of these hours must be provided in one setting. (2) Completed a written reflection that has been assessed as satisfactory on how this service has influenced their development as teachers. The nature of the service must provide a direct, concrete benefit to the population(s) an agency/organization serves. The hours that candidates devote to this community service requirements may not also be used to fulfill any requirement for a credit-bearing course.

Application and Approval for Student Teaching

Students must apply through the department for approval for student teaching in early childhood education or special education. To apply, the student must have completed 90 semester hours. (See "Formal Admission to Teacher Education" in the "Teaching Certification Programs" section of this catalog.) As part of the 90 credits, the student must complete all professional education courses and all specialized preparation courses with the minimum required GPA. Students must have completed and provided an ETS score report indicating that they took the Praxis II tests in the subject area where they are enrolled to achieve certification. (See also student teaching, pages 153-154.)

An application for student teaching must be filed in November prior to the academic year in which student teaching is to be scheduled. Application meetings will be announced at the beginning of the fall semester each year. Students register for student teaching as they would for any other University courses.

Field Placement in Schools

All field placements, including student teaching, are arranged by the department. Students are not to solicit placements. While student needs are considered in assigning placements, no particular placement can be guaranteed. Transportation to and from field placements is the responsibility of the individual student.

West Chester University does not place students at religiously affiliated schools when public school placements are available if that placement results in the students' receiving academic credit (e.g., student teaching). In addition, the University will make every attempt to first place students into public (vs. private) schools for student teaching and related activities. Further, students will not be assigned student teaching or other related duties at nonsectarian private schools or agencies unless they specifically request such placement. Each request will be considered individually to ensure that the private entity does not receive special benefit from the arrangement that outweighs the benefit to the University and its students.

COURSE DESCRIPTIONS
EARLY CHILDHOOD EDUCATION

Symbol: ECE

100 Orientation to Early Childhood (3) An introduction to the history and philosophy of early childhood education. Field observations in a variety of settings provide the student with an opportunity for career decision making.
Open to early childhood majors and/or minors only

225 Infant Learning Environment and Field Experience (6) The study of infant/toddler development and appropriate programming. The relationship of the developmental level to the structuring of learning environment is fostered as students interact with infants in child care settings for four hours per week.
Open to early childhood majors and/or minors only

231 Child Development (2-5 years) (3) Physical, social, emotional, intellectual, and moral development of the child, 2-5 years of age. Parallels are drawn from this phase of child development to students' self-development.
Open to early childhood majors and/or minors only

232 Preschool Learning Environment (3-6) Methods and materials for structuring the classroom environment for the child 2-5 years of age. Readiness skills and concepts in all curricular areas are addressed. Open to early childhood majors and/or minors only. PREREQ: ECE 225; PRE- or COREQ: ECE 231.
Open to early childhood majors and/or minors only

308 Social Studies and Sciences in Primary Grades (3) A consideration of methods of instruction for social studies and science in K-3 grade classrooms. PREREQ: Formal admission to teacher education.
Open to early childhood majors and/or minors only

311 Families and Early Childhood Education (3) This course will address the role of parents of young children within the context of school, home, and society, as well as culture, traditions, and current issues. Students will investigate strategies for fostering home-school partnerships that enhance child development and educational success.
Open to early childhood majors and/or minors only

321 Middle Childhood and Adolescent Development (5-8 years) (3) Physical, social, emotional, intellectual, and moral development of the child 5-8 years of age. Parallels are drawn from this phase of child development to students' self-development.
Open to early childhood majors and/or minors only

325 Teaching Reading and Field Experience (Primary Grades) (6) The teaching of reading and its mastery is the focus of this course. Students apply knowledge of theories and practices in supervised field placements in schools with children 5-8 years of age. Tutoring of individual children and small groups is integrated with planning and evaluation of lessons and activities as well as remediation. Crosslisted as EDR 325. PREREQ: EDR 309 and formal admission to teacher education.
Open to early childhood and/or elementary education majors only
Crosslisted course. Students may not take both courses for credit.

404 Integrated Learning in Kindergarten (3-6) The focus of this course is on curricular content and developmentally appropriate experiences in various kindergarten programs. PREREQ: Formal admission to teacher education.
Open to early childhood majors and/or minors only

405 Administration and Supervision of Early Childhood Programs (3) Principles of administration and supervision of programs for young children. Includes parent education and community relations. PREREQ: ECE 232 and formal admission to teacher education.
Open to early childhood and/or elementary education majors only

407 Diversity Perspectives in Early Childhood Education (3) This seminar will address the rewards and challenges of teaching in America's diverse classrooms. PREREQ: Formal admission to teacher education.
Open to early childhood majors and/or minors only
Diverse communities course

410 Student Teaching (6) (First half of semester) PREREQ: Formal admission to teacher education.
Open to early childhood majors and/or minors only

411 Student Teaching (6) (Second half of semester) Two separate student teaching experiences are required: one in nursery or kindergarten and one in grades 1-3. Weekly practicum sessions are required. PREREQ: Formal admission to teacher education. See "Application and Approval for Student Teaching" earlier in this section. Students must have completed and provided an ETS score report that they took the Praxis II test(s) in the subject area where the candidates are enrolled to achieve certification.
Open to early childhood majors and/or minors only

Symbol: EDR

309 Introduction to the Language Arts (3) The areas of listening, speaking, and writing are studied in depth. Knowledge, teaching, and evaluative techniques are addressed. Introduction to the reading process and the relationship of language to reading also will be studied.
Open to early childhood and/or elementary education majors only

SPECIAL EDUCATION
Symbol: EDA

104 Introduction to Special Education (6) This course is designed to acquaint the prospective special education teacher with the historical and legal evolution of the field, as well as the characteristics of individuals with high- and low-incidence disabilities with a focus on mental retardation, emotional disturbance, learning disabilities, and physical and other health impairments. In addition, this course is designed to have the prospective teacher observe and reflect upon the characteristics of these students with disabilities within the context of school and clinical settings. The content will focus on issues relative to special education in a diverse society and will rely heavily on reflective teaching and learning. PREREQ: Sophomore status - minimum of 27 credits earned.

230 Inclusive Classrooms (3) The purpose of this course is to prepare preservice early childhood, elementary, and special education students to teach students with disabilities effectively in general education settings. The course will be co-taught by special education and early childhood education faculty. PREREQ: EDE 200.
Crosslisted course. Students may not take both courses for credit.
Diverse communities course

250 Inclusive Practices in Music Education (1) Designed to acquaint music educators with the philosophy of inclusive education and provide them with skills to accommodate students with disabilities in music classes (for music educators only).

280 Integrating the Arts (3) Fine art, music, puppetry, and dance are combined as creative processes to be adapted for use with children with disabilities. This course can be used to fulfill general education requirements.

302 Field Experience and Seminar: High-Incidence Disabilities (3) A weekly one-and-a-half-hour seminar and three-hour field placement with individuals with high-incidence disabilities. This course will be taken the same semester as EDA 350, EDA 360, and EDP 351. The goal is to experience inclusive classrooms, with culturally diverse populations, implementing best practices for teaching all children integrating theory and practice. The reading and discussions will focus on special education in a diverse society and will include reflective teaching and the reflective teaching model. COREQ: EDA 350 and 360; EDP 351; and formal admission to teacher education. PREREQ: EDA 104.

307 Families and Special Education (3) This course helps preservice teachers foster family-professional relationships that are meaningful, cooperative, and productive. Roles that parents have played in the education of children with disabilities will be emphasized. Involvement of families of individuals with disabilities is essential for the person's education and well-being, and is necessary from a legal perspective. A study of the family allows the prospective teacher to know best how to work with diverse families of children with disabilities, and within family systems. PREREQ: EDA 104 and formal admission to teacher education.

320 Behavior Management (3) This course is an exploration of current practices in behavior management with emphasis on teacher-delivered systems. PREREQ: EDA 104 and formal admission to teacher education. COREQ: EDA 347.

341 Inclusion and Reading in the Content Area (3) This course is co-taught by special education and literacy faculty. It will help prepare secondary education and special education majors to teach all students effectively, including those with disabilities in general-education, content-specific settings. Practical guidelines, content literacy strategies, and adaptations will be emphasized to prepare pre-educators to meet the academic social, and affective needs of all students in the inclusive secondary classroom. PREREQ: EDF 300 or HON 312, and EDP 250.
Diverse communities course

347 Low-Incidence Methods and Field (6) This course is designed to prepare students to teach children with low-incidence (severe) disabilities. It provides an understanding of assessment, curriculum, and instructional strategies unique for students with severe disabilities. It includes a three-hour field placement in a school program for students with severe disabilities. Time is devoted in the on-campus classroom for a seminar enabling students to discuss and process their field experiences. PREREQ: EDA 104. COREQ: EDA 320.

350 Methods for High-Incidence Disabilities (3) This course is designed to prepare students to assist children with high-incidence disabilities (mild disabilities) achieve skills and appropriate behaviors through their life span age of five through 21. Emphasis is placed on understanding and analysis of learning problems, and the design and implementation of instructional interventions in primary and secondary academics - reading, language arts, mathematics, other content areas, and social skills. COREQ: EDA 302 and 360; EDP 351; and formal admission to teacher education. PREREQ: EDA 104.

360 Assessment in Special Education (3) This course is designed to introduce students to instructional assessment in special education and the development of relevant education plans to meet federal regulations. PREREQ: EDA 200, 320; COREQ: EDP 351.

380 Life Transitions With Individuals With Disabilities (3) This course is a study of life-span issues for individuals with disabilities. It stresses curriculum content and instructional strategies that are sensitive to human diversity and promote career development and transition. PREREQ: EDA 320 and 347 or EDA 302/350/360, and formal admission to teacher education.

410 Independent Study (1-3) Special topics or projects initiated by the student that will enable her or him to do extensive and intensive study in an area of special education. PREREQ: Permission of chairperson.
This course may be taken again for credit.

416 Student Teaching (6) Participation in teaching and all other activities in the student teaching role related to the teacher's work. PREREQ: Formal admission to teacher education and Pennsylvania-mandated GPA, 90 semester hours including all professional education courses, and all specialized preparation courses with standards as shown above (*). Students must have completed and provided an ETS score report that they took the Praxis II test(s) in the subject area where the candidates are enrolled to achieve certification.

417 Student Teaching (6) See EDA 416 for description and requirements.