Early Intervention

Credit Hours: 3

Special Education Law for individuals working in early childhood settings. It will focus on Part C of IDEA, ADA for daycares, 103 and transition to Part B. Students will learn and understand the parts of an IFSP and how it differs from an IEP. They will learn to develop specific, measurable goals using best practices for IFSPs and 3-5 IEPs. Case studies and legal issues will focus on early childhood issues and daycare providers’ compliance with IDEA 2004 and ADA. This change will allow students going through the DT program to be equipped with the necessary knowledge of the legal requirements of their job in the field, and it will continue to support our B-K MAT students who will be working in daycare settings.

Credit Hours: 3

Candidates collaborate with families and professionals to use an evidencebased, developmentally appropriate, and culturally responsive early childhood curriculum addressing developmental and content domains. Candidates use curriculum frameworks to create and support 105 universally designed, high-quality learning experiences in natural and inclusive environments that provide each child and family with equitable access and opportunities for learning and growth.

Credit Hours: 3

This course serves as an introductory course for the field of Early Childhood Special Education. Key topics discussed include; types of developmental disabilities, the role of the interventionist/special education teacher, the role of the interventionist working with families within an inclusive and natural environment, and terminology and evidence-based skills to enable parents to be actively involved in and contribute to their child's education. Special attention is given to local resources for families and the role of the parent including components of individual education plans (IEP’s) and individual service plans (IFSP’s).

Credit Hours: 3

Candidates will know and understand the purposes of assessment with ethical and legal considerations. Candidates will choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program. Using evidence-based practices, candidates develop or select as well as administer informal measures, and select and administer formal measures in partnership with families and other professionals. They analyze, interpret, document, and share assessment information using a strengths-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting.

Credit Hours: 3

The purpose of this course is to equip educators/interventionists with the knowledge and skills required to develop and strengthen partnerships with families of students and young learners with disabilities and their communities with an understanding of how language, culture, and family background influence the learning of individuals with exceptionalities.

We will review theory and elements of effective relationship building, communication, and collaboration within the process goal of creating optimal conditions of trust so that professionals, communities, and families can work together effectively to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

This course will focus on models of family engagement, including the requirements of educational law related to research findings regarding effective communication, and understanding and working with families. We will cover the leadership role of the interventionist/teacher in all settings taking into consideration the dynamics of the family system, and cultural competencies as well as guidance and direction to paraeducators, tutors, and volunteers and ways to serve as a collaborative resource to colleagues. As a final project, course candidates will create their own plans for family community and stakeholder-professional partnerships.

Credit Hours: 3

This course is an examination of the psychological, physiological, social, and educational characteristics of individuals who have been identified as having Autism Spectrum Disorder (ASD). By the end of this course, candidates will demonstrate knowledge and skills related to the definition, characteristics, causes, and prevalence of learners with autism spectrum disorder. Additionally, candidates will learn assessments, interventions, and educational practices for this unique population.

Credit Hours: 3

This course focuses on the knowledge, skills, and dispositions needed to deliver specialized services to children and their families. A major focus of the course is the candidates’ ability to select and deliver research-based interventions that match the strengths and needs of children while respecting the capacities, cultural values, and beliefs of their families. The course will explore various collaborative and interdisciplinary models of service delivery. Candidates will demonstrate that they are capable of delivering family-centered and culturally competent approaches to assessment and intervention.

Credit Hours: 3

The online course aims to ensure candidates have the skills and experiences necessary to meet the needs of young learners with severe to profound disabilities. The course examines the psychological, physiological, social-emotional, and educational characteristics of young learners with severe to profound disabilities. Additionally, candidates will evaluate the needs of young learners with more severe developmental disabilities, develop intervention plans, collect data, and summarize the intervention findings.

Credit Hours: 3

This course provides the candidate with the skills and legal framework essential to the development of positive behavior supports and self-management outcomes for early childhood young learners with special needs. The candidate will examine the biological, neurological and psychological foundations of behaviors for appropriate communication and management strategies, which are aligned with instructional practice.

The foundations of functional analysis of behavior leading to positive behavior intervention plans will be examined. Models of collaborative practices that lead to critical partnerships with students, families, educators and agencies will be investigated through skill development and self-analysis. SocialEmotional Development in early childhood will be a major focus throughout the course. The implications of bullying in early childhood will also be an area of study within this course.

Credit Hours: 3

Credit Hours: 3

Candidates will know and understand the purposes of assessment with ethical and legal considerations. Candidates will choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program.

Using evidence-based practices, candidates develop or select as well as administer informal measures, and select and administer formal measures in partnership with families and other professionals. They analyze, interpret, document, and share assessment information using a strengths-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting.

Credit Hours: 3

Candidates collaborate with families and professionals to use an evidencebased, developmentally appropriate, and culturally responsive early childhood curriculum addressing developmental and content domains. Candidates use curriculum frameworks to create and support 105 universally designed, high-quality learning experiences in natural and inclusive environments that provide each child and family with equitable access and opportunities for learning and growth.

Credit Hours: 3

This course provides an intensive practicum experience in which the graduate candidate is responsible for all aspects of instruction in the learning environments for the full range of ages, types and levels of abilities, and collaborative opportunities for young learners from birth to age 5.

Credit Hours: 3

This course focuses on the knowledge, skills, and dispositions needed to deliver specialized services to children and their families. A major focus of the course is the candidates’ ability to select and deliver research-based interventions that match the strengths and needs of children while respecting the capacities, cultural values, and beliefs of their families. The course will explore various collaborative and interdisciplinary models of service delivery. Candidates will demonstrate that they are capable of delivering family-centered and culturally competent approaches to assessment and intervention.

Credit Hours: 3

Special Education Law for individuals working in early childhood settings. It will focus on Part C of IDEA, ADA for daycares, 103 and transition to Part B. Students will learn and understand the parts of an IFSP and how it differs from an IEP. They will learn to develop specific, measurable goals using best practices for IFSPs and 3-5 IEPs.

Case studies and legal issues will focus on early childhood issues and daycare providers’ compliance with IDEA 2004 and ADA. This change will allow students going through the DT program to be equipped with the necessary knowledge of the legal requirements of their job in the field, and it will continue to support our B-K MAT students who will be working in daycare settings.