In this course, students research and evaluate family, community, and professional partnerships which support the growth and development of children with disabilities. The specific roles and responsibilities of each contributing partner will be explored and analyzed. Students, using knowledge acquired in areas of collaboration, consultation, and teaming, construct service delivery models to support young children with diverse needs and their families. Fifty to sixty supervised clinical hours are required.

This clinical course focuses on the components and processes involved in the legal aspects and development of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs). Under the supervision of a district mentor, students review school records; observe IFSP/IEP team meetings; consult with district evaluators, students, and parents; analyze previously written IFSPs/IEPs and progress reports; and develop the skills necessary to prepare IFSPs/IEPs inclusive of transition plans and/or services. The culminating activities of the course include the development of an IFSP an IEP, and a research paper which addresses the legal/ethical considerations and implications in the development of IFSPs and IEPs. Fifty to sixty supervised clinical hours are required.

In this clinical course, students examine basic principles and components of life skills that children need as foundation for the development of positive social skills, e.g., attachment, affiliation, self-regulation, initiative, problem solving, and respect. The student develops and implements a variety of activities and lesson plans to teach young children these critical life skills. Students develop strategies to be used with young children receiving early intervention services and/or to motivate young children in their preschool programs/classrooms by facilitating the development of positive peer relationships, addressing emotional needs, and minimizing disruptions resulting in increased learning. The student documents the use of individual activities and/or classroom strategies in a professional portfolio. Fifty to sixty supervised clinical hours are required.

In this clinical course, students focus on STEM content, effective practice, instructional strategies, materials and curriculum integration, based on standards, inquiry, and connections to the real world. STEM concepts of curiosity, creativity, collaboration, and critical thinking are researched and explored. Students will learn about the Scientific Method, as well as the roles of observation, classification, description, experimentation, application, and imagination. Students will learn how to use technology and interactive media in the early childhood classroom to support learning. The role of engineering in the curriculum will be investigated, including design of methods and ideas for product development. Students will understand and apply math process standards of problem-solving, reasoning and proof, communication, connection, and representation. The course emphasizes application of principles in order to investigate and create experiences which employ STEM concepts and teaching strategies.