Graduate Study services and personnel sensitive to cultural diversity. The program involves a two-year, part-time program of study during which coursework and field experiences are closely interwoven. A foundation is laid in the introductory course focusing on the historical and philosophical developments in the care and education of typical and atypical children from birth through age eight. Subsequent courses are designed to focus on the two areas of specialization that comprise the program: early intervention (birth to age three) and early childhood special education (age three through five). Integrated field work will involve students in experiences with typically developing infants and young children, and children with special needs in a variety of settings. Illinois State Board of Education licensure in Early Childhood Education, which enables individuals to teach public school pre-kindergarten, early childhood special education, 3-5 year-olds and K-grade 3, may be obtained by taking three additional courses and an additional student teaching experience. These courses include ECE 301, ECE 308, EED 314 and an eight-week student teaching experience in a K-2 classroom. These courses are not included in the master’s program, but can be taken concurrently with the graduate program.
• Deliver early intervention services to young children with special needs and their families within an environment that facilitates the children’s development to the maximum extent possible; • Provide an early childhood special education classroom environment, a developmentally and individually appropriate curriculum and a teaching methodology that is based on the knowledge of individual children, the family and the community; and • Use effective communication and interpersonal skills, cooperate and collaborate with families, professionals, public schools and other agencies and groups in order to provide appropriate educational programs and services for each child. The program is designed for teachers and aides who are currently working in the public schools in primary or early childhood classrooms (preK-3), at-risk classrooms, transitional kindergarten programs, early childhood special education programs and special education programs (K-12). Personnel currently working in early intervention settings (birth3), as well as personnel in private early childhood special education settings, Head Start and proprietary or nonproprietary early childhood settings can benefit from the program. Other possible candidates for the program will come from the areas of speech language, social services and occupational and physical therapies.
Learning Goals Upon completion of the program, students will be able to: • Apply knowledge, skills and attitudes that reflect best practices in early intervention and early childhood special education settings; • Acquire and use new information through review and synthesis of current research, methodology, technology and materials;
Course Offerings One unit of credit equals four semester hours. All courses are .75 credit (three semester hours) unless otherwise noted. MEC 500 History and Theory of Early Childhood Education, Early Intervention and Early Childhood Special Education The focus is on the historical and philosoph-
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