BACHELOR OF SCIENCE - College of Education€¦ · The candidates in both Bachelor of Science IECE...

EKU Undergraduate Program Review Documents: IECE Page 1

BACHELOR OF SCIENCE

Special Education Interdisciplinary Early Childhood

Child and Family Studies Interdisciplinary Early Childhood

Special Education Graduate Initial Certification Program

Certification in Interdisciplinary Early Childhood Education Birth-Primary

16 KAR 1:010 Standards for certified school personnel16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel

16 KAR 2:010 Kentucky Teaching Certificates16 KAR 5:020 Standards for Admission to Teacher Education

16 KAR 5:040 Admission, Placement, and Supervision in Student Teaching16 KAR 6:010 Written examination prerequisites for teacher certification

Undergraduate Catalog: http://www.undergradstudies.eku.edu/catalog/

Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/

September 2008; Revised June 2009; January 2010; August 2010


TABLE OF CONTENTS

PROGRAM EXPERIENCES

A. Content Standards

B. KERA Initiatives

C. EPSB Themes

D. Program Faculty

E. Syllabi

F. Curriculum Contract/Guide sheet


PROGRAM EXPERIENCES

There are two initial certification degree programs in the area of Interdisciplinary EarlyChildhood Education (IECE) at Eastern Kentucky University. The Bachelor of Science degreeprograms are comprised of two different programs that operate collaboratively with one anotherbut are two, separate, independently functioning programs administered out of two separateColleges. These IECE preparation programs include (1) Special Education Early Childhood inthe College of Education, Department of Special Education and (2) Child and Family Studies outof the College of Health Sciences, Department of Family and Consumer Sciences.

The Department of Special Education also houses a graduate level initial IECEcertification program where the candidate takes a combination of undergraduate and graduatecoursework to achieve only certification in IECE. Candidates in this program enter the programwith an undergraduate degree in a related area and a desire to add the IECE teachingcertification, or candidates may enter the program possessing an undergraduate degree in a non-related area but have early childhood experience prior to entering the graduate level initial IECEprogram.

Upon completion of any of the above programs leading to certification in IECE, acandidate is eligible to be employed as a:

kindergarten teacher preschool teacher early childhood special educator (age 0-5 years) developmental interventionist infant-toddler teacher early childhood parent educator special educator for IEPs and IFSPs home-based early childhood teacher itinerant early childhood teacher

Both Bachelor of Science programs in IECE and the graduate level initial IECE certificationprogram are designed to meet the variety of needs of early childhood educators and serviceproviders to serve all young children, those with and without disabilities / developmental delays.The mission of these programs is to provide quality instruction to prospective early childhoodeducators, produce early childhood educators that will make a positive impact on the lives ofchildren and families, and substantially increase the number and retention of early childhoodeducators who deliver services to children with and without disabilities and their families. Sinceteacher education has been a major focus of EKU since the University’s founding as the StateNormal School, these program objectives are congruent with and promote the Universitymission.

The IECE programs share a philosophy that reflects the University and Unit position inteacher preparation, which values commonalties and diversities among individuals in theiraspirations, abilities, behaviors and cultures. It also supports the University’s and Unit’scommitment to provide all children with and without disabilities and their families appropriateservices in the least restrictive environment by providing competently prepared early childhood


educators. It is the responsibility of the faculty to ensure that graduates have up-to-datestrategies and skills essential to serving children and families and that they are able to supportlearning for all students and their families from diverse populations, cultures, and environmentsregardless of race, gender, ethnicity, socio-economic status, physical or learning disabilities, ornational origin. The development of candidates’ cultural competency is infused in teachereducation coursework as well as field and clinical experiences throughout the teacher educationprogram.

The mission of the Special Education IECE program is also compatible with the missionof the College of Education and aligned with the Department of Special Education Faculty andStaff Commitment that states “Our primary commitment is to ensure provision of qualityeducational and related services to individuals with disabilities. Therefore, we strive to preparepractitioners who are competent and share this commitment.”

The mission statement of the Family and Consumer Sciences IECE program aligns withthe Department mission “To provide excellent teaching, service and scholarship in theDepartment of Family and Consumer Sciences to prepare professionals and leaders who improvequality of individual, family and community life.”

Relationship to the Conceptual Framework

Both Bachelor of Science IECE programs and the graduate level initial IECE certificationprogram subscribe to the College of Education’s Conceptual Framework for TeacherPreparation. The model focuses on the integration of content knowledge, effective pedagogicalskills, dispositions, technology and diversity that foster continued professional and personaldevelopment and learning. The foundation that enables a graduate of these programs to work inthe area of IECE is based on the acquisition of “content knowledge” embedded in thecurriculum. The opportunities candidates have to participate in virtual, in-class, and fieldexperiences and to practice their “pedagogical skills” enhance this knowledge. Built into thisframework is the idea that effective educators maintain certain perceptions about themselves,students, and their teaching environment. Candidates are required throughout the program toassess their “dispositions” related to early childhood education and reflect on their abilities,interests, and performance in the teaching milieu. Candidates are knowledgeable of integrating“technology” into instruction to enhance teaching and learning and are able to support learningfor all children and families across an increasingly “diverse” population. Upon successfulcompletion of the required academic and supervised learning experiences, the graduate iscertified to practice as a professional early childhood educator. Graduates of these programs alsorecognize the need to be life-long learners, understanding that to be effective teachers that theirknowledge base must continue to be updated and their skills refined. Content and experiencesthat focus on diversity is integrated into all course syllabi and field experiences to assistcandidates in their understanding and appreciation of the wide array of differences between andamong individuals in our society.


Relationship to Continuous Assessment

Both departments with IECE programs utilize all possible assessment / data collectiontechniques available and instituted at both Unit and the University levels through Banner, DegreeAudit, Task Stream and TracDat. The IECE programs, as part of Professional Education, houseassessments in Task Stream and regularly update, according to the continuous assessmentschedule, tools, data and data analysis information in TracDat.

Through the continuous assessment process, candidates are evaluated according to 6Program Key Assessments (State Licensure Test, Content Assessments, Assessment ofCandidates Ability to Plan Instruction, Assessment of Clinical Practice, Candidate Impact onStudent Learning, and Candidate Self Assessment). These Program Key Assessments aredispersed across the candidates’ course of study. Instituted transition points provide programfaculty with points at which a candidate’s assessment data is reviewed and it is then determinedif a candidate can progress into the next phase of their determined program. These transitionpoints, along with Key Assessments, occur as a candidate enters the Professional EducationProgram, prior to the candidate beginning their student teaching experience, at completion of thecandidate’s student teaching experience, and upon exiting the program.

Below are the Program Key Assessments for the Bachelor of Science in Special Education Early

Childhood and the Special Education Graduate Initial Certification Program

SED IECE Bachelor of Science and Initial Certification Program Key Assessments

Assessment Type Where does it

occur in the

program?

CEC

Standards

Addressed

1. Praxis II:#0023

Standardized test—

State Licensure

Exam

Between Gates 3

and 4

1, 2, 3, 4, 5, 6,

7, 8, 9, 10

2. Early ChildhoodAssessment Project

Case Study Between Gates 2

and 3

2, 8, 9, 10

3. IEP and IFSP Projectwith InterventionProgramming

Case Studies Between Gates 2

and 3

1, 2, 3, 9, 10

4. Student TeachingAssessment-KTIP andPortfolio

Observation

Instrument and

Portfolio

Between Gates 3

and 4

1, 2, 3, 4, 5, 6,

7, 8, 9, 10

5. KTIP Unit Unit of study Between Gates 3

and 4

3, 4, 5, 6, 7, 8


6. Child and Family StudyProject

Project Between 2 and 3 9, 10

Below are the Program Key Assessments for the Bachelor of Science in Child and FamilyStudies Interdisciplinary Early Childhood Program.

CDF IECE Initial Certification Program Key Assessments

Assessment Type Where does it

occur in the

program?

CEC

Standards

Addressed

1. Praxis II:#0023

Standardized test—

State Licensure

Exam

Between Gates 3

and 4

1, 2, 3, 4, 5, 6,

7, 8, 9, 10

2. Early ChildhoodAssessment Project

Case Study Between Gates 2

and 3

2, 8, 9, 10

3. IEP and IFSP Projectwith InterventionProgramming

Case Studies Between Gates 2

and 3

1, 2, 3, 9, 10

4. Student TeachingAssessment-KTIP andPortfolio

Observation

Instrument and

Portfolio

Between Gates 3

and 4

1, 2, 3, 4, 5, 6,

7, 8, 9, 10

5. Child and Family StudyProject

Project Between 2 and 3 9, 10

Description of Courses and Experiences

The mission of both Bachelor of Science IECE programs and the graduate level initialIECE certification program is to provide quality instruction and practical experiences toprospective early childhood educators, produce early childhood educators that will make apositive impact on the lives of children with and without disabilities and their families,substantially increase the number of early childhood educators ready to serve children andfamilies, and prepare early childhood educators who provide leadership in problem solving andprogram development in the schools, community, and professional organizations. The IECEprogram curriculum is designed to enhance candidate learning and the application of learning inthe field. The majority of the courses in the IECE program have a blended delivery formatincluding face-to-face, online, web-enhanced, and through Interactive Television System to theEKU satellite campuses in Corbin, Danville, Lancaster, and Manchester. All courses have accessto the online instructional support system, Blackboard, to enhance delivery of course


information. Pedagogical techniques used in the delivery of instruction are aimed at stimulatingthe candidate’s interest and developing their overall knowledge of teaching strategies shown tobe effective with children with and without disabilities. In addition, curriculum planning isdesigned to ensure that candidates are exposed to and begin to meet the IECE Teacher Standardsdesigned by the Kentucky Education Professional Standards Board. The programs in SpecialEducation are aligned with the Council for Exceptional Children New Teacher Standards. Theprogram housed in the Department of Family and Consumer Sciences is aligned to standardsissued by the National Association for the Education of Young Children.

The candidates in both Bachelor of Science IECE programs and the graduate initialcertification IECE programs, upon completion of their degree / certification program, are eligiblefor employment in kindergarten classrooms, preschool classrooms, First Steps (the IDEA Part CEarly Intervention System for Kentucky), child care, parent education, etc.

Special Education / Teaching Interdisciplinary Early Childhood Education – Special EducationEarly Childhood

Curriculum requirements include the following: (1) Major 27 hours (SED104, 360, 341, 352,375, 436, 504, 518, 577); (2) Supporting Courses 12 hours (ELE519, NSC500, OTS515,SWK456); (3) Professional Education 16 hours (EDF103, 203, SED499); (4) Minor in Child andFamily Studies 18 hours (CDF235, 246, 327, 344, 346, 437); and (5) General Education 48 hoursand University Requirements 1 hour; for a total of 128 hours.

Child and Family Studies Area Major – IECE Option

Curriculum requirements include the following: (1) Major 33-51 hours (CDF132, 235, 236, 246,327, 343, 344, 346, 437, FCS400, NFA317, SWK456); (2) Minor in Special Education 18 hours(SED341, 352, 360, 436, 504, 518); (3) Supporting Courses 6-15 hours (CSC104 or CIS212,OTS515, NSC500); (4) Professional Education 19 hours (EDF103, 203, ELE519, CDF499); and(5) General Education 45 hours and University Requirements 1 hour; for a total of 128-132hours.

Special Education Graduate Level Initial IECE Certification

Curriculum requirements include the following: (1) Major 24 hours (SED775, 704, 352, 436,718, 722, 777, 790); (2) Supporting Courses in Child and Family Studies 9 hours (CDF741, 744,746 / 747); (3) Supporting Courses 12 hours (SWK456, ELE719, NSC700, OTS715); (4)Professional Education 8-10 hours (EDF103, 203, SED897); for a total of 53-55 hours.

Monitoring of Candidate Progress

All candidates progress through transition points in their program. For the Bachelor ofScience degree candidate there are four transition points: Entry to Program, Prior to StudentTeaching, Completion of Student Teaching and at Program Completion. These transition pointsensure that candidates have acquired necessary professional and pedagogical content knowledge,skills, and dispositions to become effective educators and progress through the program.Candidates are guided through the process of each transition point during orientations, advising,mentoring, and educational advising. The planned program document (CARES report) iselectronically updated as the candidate progresses throughout the program.


Each IECE program candidate’s progress is monitored by Key Assessments during eachof these transition points. These key assessments are reviewed in each candidate’s TaskStreame-portfolio.

Upon admission to Eastern Kentucky University, candidates may choose to major inIECE in either Special Education or in Family and Consumer Sciences. Once candidates havechosen to major in IECE, they are assigned to program faculty who act as their academicadvisors. Candidates, however, are not officially admitted to the program until they havecompleted 60 hours and have met all Teacher Education Admission Requirements. During thetransition between admission to the University and admission to Teacher Education, candidatesare introduced to the professional teaching roles, responsibilities and ethical issues in EDF 103Introduction to Education. Through field observations of primary, intermediate, middle, andsecondary classrooms candidates are also introduced to the Kentucky Teacher Standards andbegin to identify those standards in practice. At this time candidates are also developing contentknowledge and technology skills as they complete their General Education requirements andbegin coursework in their emphasis area. In EDF 203 Schooling and Society, candidates studythe foundations and philosophies of American Education. They are also introduced to theKentucky Program of Studies and Professional Ethics for Teachers. Candidates participate in amentoring project during this course and their professional dispositions are assessed by theirinstructor and field supervisor. Only those candidates who meet the minimum ACT scorerequirements (or equivalent) may enroll in EDF 203.

Each semester, prior to registration, candidates must meet with their assigned academicadvisor to ensure course requirements are being met in an appropriate and efficient manner.Course sequencing is recommended by the advisor and the program’s recommended advisingform; sequencing of courses is predominantly dependent on achieving the course prerequisites(such as completing SED104 prior to additional SED courses). Additionally, as demonstratedthrough the Program Key Assessments and transition points, there are gateways through whichcandidates must pass in order to complete program requirements.

In both Bachelor of Science IECE programs, candidates are actively involved in fieldexperiences / student teaching. Prior to entry into student teaching, a candidate in the IECEprogram in the Department of Special Education must successfully complete an undergraduatepracticum. This provides the candidate with experiences off of the college campus, in anapproved professional environment or classroom. A candidate in the IECE program housed inthe Department of Family and Consumer Sciences has multiple opportunities within the majorarea courses to have experiences in child care, with families, and in preschool environments priorto entry into student teaching.

As well, to culminate their degree / certification program, all candidates mustsuccessfully complete 16 weeks of student teaching. Collaboratively through the College FieldExperiences Office and the candidate’s University Supervisor, two eight-week student teachingplacements are identified for each candidate. Each of these placements provides the candidatewith professional field experiences in their degree / certification areas. For example, a candidatewill have one 8 week experience in a state funded preschool classroom where children with andwithout disabilities are enrolled and a second 8 week experience with a First Steps


Developmental Interventionist providing services to infants / toddlers with disabilities ordevelopmental delays and their families.

Since the graduate level program is initial certification, candidates must adhere to theexpectations of Professional Education and meet the basic gate and transition points within thatprogram. For example, graduate initial certification candidates must successfully pass gate #1 byachieving the appropriate admissions requirements into Professional Education. Additionally,gate #2 must be achieved through maintaining the appropriate GPA and completion of the courseassessment in courses such as SED518/718. Lastly, candidates in the graduate level initialcertification must also successfully complete graduate practicum which has equivalentrequirements as the undergraduate student teaching, as described above.

Field Experience Chart for SED IECE Initial Certification Programs

CourseNumber

Number ofFieldExperienceHours

Field Experience and Placement

EDF 103 8 Observation in elementary, middle, and secondary classrooms atModel Laboratory School and area public schools

EDF 203 12 Observations and interviews in elementary and/or middle gradeclassrooms at Model Laboratory School and area public schools

ELE 519 15 Observations, interviews and assessment activities inkindergarten classrooms at Model Laboratory School and areapublic schools

SED 104 4 Observations and classroom work and lessons with students inelementary classrooms at Model Laboratory School and areapublic schools that serve students with disailities

SED518/718

3 Observation, teacher interview, and caregiver/parent interview ofa young child with disabilities

SED 352 3 Observation and assessment of a young child with disabilitiesSED 375 90 Observation and classroom lessons in an approved early

childhood setting.SED 499 16 weeks One 8 week experience in a state funded preschool classroom

where children with and without disabilities are enrolled and asecond 8 week experience with a First Steps DevelopmentalInterventionist providing services to infants / toddlers withdisabilities or developmental delays and their families.


Field Experience Chart for CDF IECE Initial Certification Program

CourseNumber

Number ofFieldExperienceHours

Field Experience and Placement

EDF 103 8 Observation in elementary, middle, and secondary classrooms atModel Laboratory School and area public schools

EDF 203 12 Observations and interviews in elementary and/or middle gradeclassrooms at Model Laboratory School and area public schools

ELE 519 15 Observations, interviews and assessment activities inkindergarten classrooms at Model Laboratory School and areapublic schools

SED518/718

3 Observation, teacher interview, and caregiver/parent interviewof a young child with disabilities

SED 352 3 Observation and assessment of a young child with disabilitiesCDFCourses

90 Observation and classroom lessons in the Child DevelopmentCenter housed within the Department of Child and FamilyStudies. Observation and classroom worked are tied to each ofthe CDF courses that focus on child development andprogramming.

CDF 499 16 weeks Experience in a preschool classroom where children with andwithout disabilities are enrolled.

Code of Ethics

From the first education foundations course (EDF 103), candidates in both Bachelor ofScience IECE programs and in the graduate level initial certification program receive an in-depthintroduction to the Kentucky Education Professional Standards Board Code of Ethics.Throughout all of their observations from EDF 103 through their student teaching experiences,candidates are expected to demonstrate professionalism by upholding the Code of Ethics. This isassessed by course instructors and field experience supervisors and/or mentors at key transitionpoints throughout the program.

Special Education IECE Programs:

*UNDERLINED COURSE NUMBERS INDICATE COURSEWORK FOR GRADUATEIECE INITIAL CERTIFICATION PROGRAM.


K- Knowledge-Candidate describes or explains fundamental concepts and facts. These concepts,facts, and principles become increasingly more complex as the candidate moves throughcoursework.

A-Application- Candidate is asked to apply understanding of concepts and knowledge within the


course.

PA- Portfolio Artifact-Candidate produces a Portfolio Artifact in this course.

KA 1, 2, 3, 4, 5, 6 (7, 8 )- Key Assessments- This Program Key Assessment measures the contentand/or skills specifically targeted in this class

Courses CF1 CF2 CF3 CF4 CF5SED 104 K,KA1 K K,A K K,A

SED 341 K,A

KA1K, A K K, A K,A

SED 352 K, A, PA

KA1, 2

K, A, PA

KA 1, 2K, A K

K, A, PA

KA1, 2CDS 360 K, A

KA1K K

K, A

KA1

SED 375 A

KA1

A

KA1

A

KA1

A

KA1

A

KA1SED 436 K, A, PA

KA1, 3

K,A,PA

KA1, 3K K

K, A, PA

KA1, 3SED 499 A

KA 1, 4, 5

A

KA 1, 4, 5

A

KA 1, 4, 5

A

KA 4, 5

A

KA 1, 4, 5

SED504/704

K, A

KA1

K

KA1-

K, A

KA1K

SED518/718

K,A

KA1, 6

K, A

KA 1, 6

K, A, PA

KA1, 6K

K, A, PA

KA 1,6SED577/777

K

KA1

K, A

KA1-

K, A

KA1K, A

SED 775 K, A

KA1

K K,A K K,A

SED 722 K, A

KA1

K, A

KA 1K K K, A


SED 790 K,A

KA1K, A K K, A K,A

SED 897 K, A

KA1, 4, 5

K, A

KA1, 4, 5

K, A

KA1, 4, 5

K, A

KA1, 4, 5

K, A

KA 1, 4, 5

Relationship to Kentucky Interdisciplinary Early Childhood Education Teacher Standards

K- Knowledge-Candidate describes or explains fundamental concepts and facts. These concepts, facts,and principles become increasingly more complex as the candidate moves through coursework.

A-Application- Candidate is asked to apply understanding of concepts and knowledge within thecourse.


KA 1, 2, 3, 4, 5, 6 (7, 8 )- Key Assessments- This Program Key Assessment measures the contentand/or skills specifically targeted in this classCourses TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10SED104CDS360

K

KA1

K

KA1

K

KA1- - - - -

n/afor

IECESED341

K, A

KA1

K, A

KA1-

K, A

KA1K, A K, A - -

K, A

KA1

n/afor

IECESED375

A

KA1

A

KA1

A

KA1

A

KA1A

A

KA1A -

A

KA1

n/afor

IECESED352 K K K

K,A,PA

KA1, 4K,A,PA

K,A,PA

- K -n/afor

IECESED436

K, A,PA

KA1,3

KK, A,PA

K -K,A,PA

-

K,A,PA

KA1,3

-n/afor

IECE

SED499

A,PA

KA1, 4,

A,PA

KA1, 4,

A, PA

KA 1, 4,5

A, PA

KA 1, 4,5

A, PA

KA 1, 4,5

A, KA,1,4,5

A, KA1, 4, 5

A, KA4,5

A, KA1, 4, 5

n/afor

IECE


5 5,SED518/718

K

KA1,6

- - - -K, A

KA 6-

K,A

KA 6-

n/afor

IECE

SED504/704 K K K - - - - K, A

K, A

KA1

n/afor

IECESED577/777 K, A K K - - K, A - K, A K

n/afor

IECESED775 K K K K K K K K -

n/afor

IECESED722

K, A

KA1

K, A

KA1K

K, A

KA1-

K, A

KA1- - K

n/afor

IECESED790 K,A K K,A

K,A

KA1K, A - - K K

n/afor

IECESED897 K,

A,PA

KA1,4, 5

K, A

KA1,4, 5,

K, A

KA1,4,5

K,A,PA

KA1,4,5

K, A

KA1,4,5

K,A,PA

KA1,4,5

K,A,PA

KA1,4,5

K, A K, A

KA4,5

n/afor

IECE

Relationship to EKU Goals

The EKU Goals are written for the University as a whole. Three of the institutional goalsdirectly impact candidates within their coursework—EKU Goals 3, 4, and 5.

Courses EKU-G1 EKU–G2 EKU-G3 EKU-G4 EKU-G5SED 104 - - X X -SED 341 - - X X -

SED 352 - - X X XCDS 360 - - X - -SED 375 - - X X -SED 436 - - X X XSED 499 - - X X -

SED 504/704 - - X X -SED 518/718 - - X X XSED 577/777 - - X X -SED 775 - - X X -SED 722 - - X X -SED 790 - - X X -


SED 897 - - X X X

A. Content/SPA StandardsStudent learning outcomes outlined in the syllabi of the following classes align to thesedesignated SPA standards.

COUNCIL OFEXCEPTIONAL

CHILDRENCourse P/N Description

Standard: 1, 2, 3 SED104 SED 104 Special Education Introduction. (3) I, II, A.

Complete overview of major categories of exceptionalities

and special education. Observations of special education

services. Open to non-majors.

Standard: 1, 2, 3, 4,5, 7, 8, 9

SED341 SED 341 Behavior Management. (3)I, II. Techniques of

behavioral management of exceptional settings. Applied

behavior analysis data collection, intervention, and reporting.

Practical procedures for teaching new behaviors. Open to

non-majors.

Standard: 3, 7, 8, 9,10

SED352 SED 352 Special Education Early Childhood Assessment (3)

II. Prerequisite: SED 104. Formal and informal procedures

for screening and assessing young children (0-5) with

disabilities or at-risk conditions in physical, communication,

cognitive, psychosocial and self-help areas.

Standard: 1, 3, 6, 7 CDS 360 Normal Speech and Language Development. (3) II. Normal

speech and language acquisition from birth through the

developmental years; basic linguistic concepts and theories;

language differences.

Standard: 4, 5, 6, 7,8, 9, 10

SED375 SED 375 Practicum in Special Education. (3-6) I, II.

Prerequisite: LBD majors - admission to teacher education.

Corequisite: SED 434, 435, or 436. A supervised practicum.

Educational/developmental assessment, applied behavior

analysis, IEP/IFSP. May be retaken to a maximum of nine

hours credit for non-teaching majors.

Standard: 1, 2, 3, 4,7, 9, 10

SED436 SED 436 Early Childhood Intervention Programming. (3) I.

Developmental, family-focused intervention methods,

materials and programs for young children (0-5) at-risk for or


with disabilities. Curriculum design across physical,

communication, cognitive, psychosocial and self-help areas.

Planning, implementing, monitoring and evaluating

IEP’s/IFSP’s.

Standard: 4, 5, 6, 7,8, 9, 10

SED499 SED 499 Supervised Student Teaching in Special Education.

(6-12) I, II. Prerequisite: advisor approval. Observation,

participation, and teaching or clinical work in the special

educational situation in the selected area of exceptionality.

Standard: 1, 2, 3, 4,5, 7, 8, 9, 10

SED504/704 SED 504/704 Assistive/Adaptive Technology. (3) I, A.

Classroom use and modification of computer technology and

assistive/adaptive devices. Integration of assistive technology

into assessments, IEPs, lesson plans, education activities, and

daily routines. 1.5 Lab.

Standard: 1, 2, 3, 6,7, 10

SED518/718 SED 518/718 Special Education in Early Childhood. (3) I, II.

Prerequisites: SED 104 or 575 and 260; or instructor

approval. Overview of history, philosophy, legislation and

services for young children (0-5) at-risk for or with

disabilities, including impact and intervention across

developmental domains.

Standard: 1, 2, 3, 4,5, 6, 7, 8, 9, 10

SED577/777 SED 577/777 Dual Sensory Impairments and

Communication. (3) A. Prerequisite: SED 260. Assessment,

planning, and instruction for students with dual sensory

impairments and severe cognitive disabilities. Augmentative

and alternative communication methods, materials, and

devices. Milieu language strategies, symbolic and

nonsymbolic communication in natural environments and

daily activities.

Standard: 1, 2, 3, 4,5, 6, 7, 8, 9, 10

SED775 SED 775 Nature and Needs of Exceptional Students. (3) A.

Overview of special education including characteristics,

definitions, programming, and supporting research. Open to

non-majors.

Standard: 1, 2, 3, 4,5, 6, 8, 10

SED722 SED 722 Language Disorders of Students with Disabilities.(3) A. Overview of language development and related speechand language disorders including introduction to interventionmethodology.

Standard: 1, 2, 3, 4,5, 7, 8, 9

SED790 SED 790 Applied Behavior Analysis. (3) A. Prerequisite:

SED 775 or instructor approval. Behavior analysis applied to


classroom and instructional management. Data collection,

intervention procedures, and evaluation of behavior change.

Standard: 1, 2, 3, 4,5, 6, 7, 8, 9, 10

SED897 SED 897 Practicum in Special Education.(3-6) A. Practicumfor graduate students who seek certification in an area inspecial education.

Summary of Council for Exceptional Children Standards:

Standard 1: Foundations

Standard 2: Development and Characteristics of Learners

Standard 3: Individual Learning Differences

Standard 4: Instructional Strategies

Standard 5: Learning Environments and Social Interactions

Standard 6: Language

Standard 7: Instructional Planning

Standard 8: Assessment

Standard 9: Professional and Ethical Practice

Standard 10: Collaboration

B. KERA Initiatives

COURSESLearner

Goals/AcademicExpectations

Program ofStudies:

Understandings

Program ofStudies: Skills &

ConceptsCore Content

ELE 519/719 K, A - - -SED 104 - - - -

SED 341 - - - -

SED 352 - - - -

CDS 360 - - - -

SED 375 - - - -

SED 436 - - - -

SED 499 - - - -

SED 504/704 - - - -

SED 518/718 - - - -

SED 577/777 - - - -


SED 775 - - - -SED 722 - - - -SED 790 - - - -SED 897 - - - -

C. EPSB Themes:




KA 1, 2, 3, 4, 5, 6 (7, 8 )- Key Assessments- This Program Key Assessment measures the contentand/or skills specifically targeted in this class

COURSES Diversity Assessment Literacy/ReadingClosing

AchievementGap

SED 104 K,A

KA1K - -

SED 341 K, A

KA 1

K, A

KA1- K, A

SED 352 K, A

KA1, 2

K,A,PA

KA 1,2- K

CDS 360 K,A

KA1

K, A

KA1K -

SED 375 A

KA 1

A

KA 1

A

KA1

A

KA1SED 436 K,A, PA

KA1, 3K, A

K.A.PA

KA1, 3SED 499 A

KA 1, 4, 5

A

KA 1, 4,5

A

KA 1, 4, 5

A

KA 1, 4, 5


SED 504/704 K

KA1

K - -

SED 518/718K,A, PA (IECE)

KA1, 6- -

K, A, PA(IECE)

KA1, 6SED 577/777 K

KA1

K - -

SED 775 K, A

KA1K, A - -

SED 722 K, A,

KA1

K

KA1-

K

KA1SED 790 K, A

KA1

K, A

KA1- -

SED 897 K, A

KA1, 4, 5

K, A

KA 1, 4, 5- -

Family and Consumer Sciences IECE program:





KA 1, 2, 3, 4, 5, 6 (7, 8 )- Key Assessments- This Program Key Assessment measures thecontent and/or skills specifically targeted in this classProfessional CF1 CF2 CF3 CF4 CF5

CDF 132 - - K - KCDF 235 K

KA1K K - K


CDF 236 K

KA1K K - K

CDF 246 K

KA1K K - K

CDF 327 K

KA1K K - K

CDF 343 K

KA1K K - K

CDF 344 K

KA1K K - K

CDF 437 - K K - KCDF 499 K, A

KA1, 2, 4

A

KA2, 4

A

KA2, 4

A

KA2, 4

A

KA2, 4

Relationship to Kentucky Interdisciplinary Early Childhood Education Teacher Standards– Initial

K- Knowledge-Candidate describes or explains fundamental concepts and facts. Theseconcepts, facts, and principles become increasingly more complex as the candidate movesthrough coursework.

A-Application- Candidate is asked to apply understanding of concepts and knowledge withinthe course.


KA 1, 2, 3, 4, 5, 6 (7, 8 )- Key Assessments- This Program Key Assessment measures thecontent and/or skills specifically targeted in this classCORE TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10CDF132

- - - - - K - K - n/a

CDF235

- - - K - K - - - n/a

CDF236

- K - - - K - K - n/a

CDF246

K

KA1K K - - - - - - n/a

CDF327

KK - - K K - K - n/a


KA1CDF343

K

KA1K - - K - - - - n/a

CDF344

K

KA1K K K - K - K - n/a

CDF437

- - - - - K - K - n/a

CDF499

A

KA1,2 4

A

KA2,4

A

KA2,4

A

KA2,4

A

KA2,4

A

KA2,4

A

KA2,4

A

KA2,4

A

KA2,4

n/a

Relationship to EKU Goals

Professional EKU-G1 EKU–G2 EKU-G3 EKU-G4 EKU-G5CDF 132 - X X -CDF 235 - X X -CDF 236 - X X -CDF 246 - X X -CDF 327 - X X -CDF 343 - X X -CDF 344 - X X -CDF 437 - X X -CDF 499 - X X -

A. Content/SPA StandardsStudent learning outcomes outlined in the syllabi of the following classes align to thesedesignated SPA standards.

National Association for theEducation of Young

Children

CourseP/N

Description

Standard: 2 CDF 132 CDF 132 Introduction to the Family. (3) I, II. Crosslisted as WGS 132. Ecological and systems approachapplied to public and private family concepts;historical changes and current status; relationshipsamong individuals, families, consumers, andcommunities; status of women, men, children and theelderly; public policy related to changes in the family.Credit will not be awarded to students who have creditfor WGS 132.

Standard: 1, 3 CDF 235 CDF 235 Child Development: Conception-Six Years.(3) I, II. Developmental characteristics and theorypertinent to children conception to age six. Special


emphasis on observational assessment skills andconstruction of individual case studies.

Standard: 1, 4a, 4b CDF 236 CDF 236 Interaction and Guidance. (3) I, II. Overviewof guidance strategies in fostering children’s socialcompetency within group or individually. Adults’ rolein various interactions (e.g. parent-child, teacher-child) and resources for working with families/parents(e.g. parent education workshop) will be explored.

Standard: 1, 4b, 4c, 4d, 5 CDF 246 CDF 246 Creative Activities and Materials for YoungChildren. (3) I, II. Prerequisite: CDF 244 or CDF 235or department approval. Survey of learningexperiences in various curriculum areas. Planningactivities, including techniques and materials, toprovide environment appropriate to the age andbackground of young children for the individual childbased on age, ability, culture and ethnicity.

Standard: 1, 2, 3, 4a, 5 CDF 327 CDF 327 Family Involvement with Young Children.(3) I, II. Prerequisites: CDF 235 or CDF 241 and 244,236, and 246 or CDF 345 or department approval.Study of effective relationships with families.Methods and materials useful in fostering family lifeeducation, including adult learning principles.Experiences include implementing family serviceplans, planning discussion groups, conducting homevisits, and parent-teacher conferences.

Standard: 1, 3, 4a, 4b, 4c, 4d CDF 343 CDF 343 Program Planning for Preschool Children.(3) I, II. Prerequisites: CDF 235 or 241 and 244, 236and 246 or CDF 345 or department approval.Planning, implementation, and evaluation ofdevelopmentally and culturally appropriateenvironment for preschool children. Emphasis oninquiry learning, documentation, project work,collaborative work with families /colleagues/community, and various programs (e.g. Montessori,Head Start, HighScope).

Standard: 1, 3, 4a, 4b, 4c, 4d CDF 344 CDF 344 Program Planning for Infants and Toddlers.(3) I, II. Prerequisite: CDF 235 or 241. Planning,implementation, and evaluation of developmentallyand culturally appropriate environments for infantsand toddlers. Emphasis is placed on the caregiver-infant relationship, developmental assessment,laboratory and field experiences, and environmentaladaptations for special needs.

Standard: 2, 4a CDF 437 CDF 437 Family Stress and Resilience. (3) I, II.Prerequisite: CDF 132 or department approval. Studyof stressors which may affect the quality of family life


and resiliency factors which families and individualsemploy to cope effectively with these stressors.Current research and models of family stress andresilience are studied

Standard: 1, 2, 3, 4a, 4b, 4c,4d, 5

CDF 499 CDF 499 Supervised Teaching IECE. (12) I, II.Prerequisites: completion of all major courses,supporting courses, special education minor, andprofessional courses. Practice teaching in programs forchildren ages birth through five years focusing onorganizing environments for learning, planning andimplementing developmentally appropriate curricula,selecting and implementing guidance strategies,assessing individual strengths and concerns ofchildren and their families and colleagues for thebenefit of children.

Summary of the National Association for the Education of Young Children Standards:

NAEYC 1 - Promoting Child Development and Learning

NAEYC 2 – Building Family and Community Relationships

NAEYC 3 – Observing, Documenting, and Assessing to Support Young Children and Families

NAEYC 4a – Teaching and Learning (Connecting with Children and Families)

NAEYC 4b – Teaching and Learning (Using Developmentally Effective Approaches)

NAEYC 4c – Teaching and Learning (Understanding Content Knowledge in Early Education)

NAEYC 4d – Teaching and Learning (Building Meaningful Curriculum)

NAEYC 5 – Becoming a Professional

B. KERA Initiatives

COURSESLearner

Goals/AcademicExpectations

Program ofStudies:

Understandings

Program ofStudies: Skills &

ConceptsCore Content

CDF 132 - - - -CDF 235 - - - -CDF 236 - - - -CDF 246 - - - -CDF 327 - - - -CDF 343 - - - -


CDF 344 - - - -CDF 437 - - - -CDF 499 - - - -

C. EPSB Themes:




KA 1, 2, 3, 4, 5, 6 (7, 8 )- Key Assessments- This Program Key Assessment measures thecontent and/or skills specifically targeted in this classAssessments

COURSES Diversity Assessment Literacy/ReadingClosing

AchievementGap

CDF 132 K - - -CDF 235 K K - -CDF 236 K - - -CDF 246 K - K -CDF 327 K - K -CDF 343 K - - -CDF 344 K K - -CDF 437 K - - -CDF 499 A

KA1

A

KA2a&c, 4- -


D. Program Faculty information may be accessed at:

http://coeaccreditation.eku.edu/data-dashboard/index/table-11-index

E. Syllabi may be accessed at:

http://coeaccreditation.eku.edu/data-dashboard/index/Syllabi-index

F. Curriculum Contract/Guidesheet:

DegreeWorks matches candidates’ academic and course history against the degree requirements as

defined in the Undergraduate or Graduate Catalog. It is a Web-based tool for students to monitor their

academic progress toward degree completion. DegreeWorks also allows candidates and their advisors to

plan future academic coursework. A DegreeWorks audit is a review of past, current and "planned"

coursework that provides information on completed and outstanding requirements necessary to

complete a degree/major/minor/concentration. The information in DegreeWorks is refreshed each

night. Admission and Exit criteria are maintained in University Catalogs. Portfolio requirements are

distributed during initial education classes and are reinforced throughout the program.

In addition to semester advisor meetings, undergraduate candidates review their program requirements

with the Tracking Specialist at the time of admission to the teacher education program.

The sample at this link is a snap-shot of the DegreeWorks electronic web-based tool provided for re-

accreditation purposes only. The University does not endorse or maintain a hard copy degree planned

program.

http://coeaccreditation.eku.edu/data-dashboard/index/Planned-Programs-index

ADDITIONAL REFERENCES

Admission to Teacher Educationhttp://www.education.eku.edu/TeachersAdmissionCert/admiss

ions.php

Student Teachinghttp://www.education.eku.edu/FieldExperiences/FieldExpi/stu

dent_teaching.php

Professional Education Continuous

Assessment Plan

http://coeaccreditation.eku.edu/ncate/standard2/exhibits

See PECAP under Assessment System

Conceptual Framework http://coeaccreditation.eku.edu/ncate/conceptual-framework

Key Assessmentshttp://coeaccreditation.eku.edu/data-dashboard/index/Key-

Assessments-Index

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