Oct 23, 2021
EDSP 6920 - Graduate Practicum II: Early Childhood Education and Early Childhood Special Education
Practicum II in Early Childhood Education and Early Childhood Special Education is a practical, field-based learning experience involving classroom observations, lesson planning, and teaching of young children with and without disabilities. Students focus on the following three components of early childhood instruction: (a) play-based curricula, (b) transition supports and services, and (c) evaluation of classroom quality to improve outcomes for all young children. Students complete 60 hours of fieldwork throughout the semester in an approved early childhood education or early childhood special education placement.
Credit Hours: 3
Repeat/Retake Information: May not be retaken.
Lecture/Lab Hours: 4.0 practicum, 1.0 seminar
Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I
- Students will analyze and evaluate the quality of the physical, instructional, and emotional learning environment and children’s progress to improve programs, supports, and services for all children in the home, school, and community environments.
- Students will utilize instructional strategies and technology appropriate to children’s needs.
- Students will plan and use adult-child interactions to gain a greater understanding of cultural, social, language, and economic diversity to meet the diverse needs of all children.
- Students will create transition plans that utilize recommended practices and are appropriate to student and family needs with consideration for community-based programs and services.
- Students will develop instructional plans that are developmentally and individually appropriate for all learners, including the consideration for medical and mental health concerns.
- Students will provide proactive and systematic positive support strategies to protect and support the physical and psychological safety of all children.
- Students will utilize positive communication strategies that support healthy cognitive and social development in both verbal and nonverbal interactions with adults and peers.
- Students will apply theories, evidence-based practices, instructional and assistive technologies, and relevant policies to advocate for programs, supports, and services for children with and without disabilities.
- Students will facilitate collaborative professional practices, supports, and services at the classroom, school, and system levels using research methods to improve one’s teaching effectiveness and align with school, district, and family priorities.
- Students will engage in professional and ethical practices with children with diverse needs, and of varying ages across multiple settings.
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