The purpose of this course is to provide students with information related to working with young children with and without disabilities and their families. This course will focus both on presenting new information and providing opportunities for students to practice skills necessary for working with families.

A course designed for students preparing to become administrators and supervisors in Early Childhood Education Programs. Consideration is given to program evaluation, personnel training and supervision, appropriate curriculum materials, parent involvement and education, program management and funding.

A course designed for students preparing to become administrators and supervisors in Early Childhood Education Programs. Consideration is given to program evaluation, personnel training and supervision, appropriate curriculum materials, parent involvement and education, program management and funding.

A course designed for students preparing to become administrators and supervisors in Early Childhood Education Programs. Consideration is given to program evaluation, personnel training and supervision, appropriate curriculum materials, parent involvement and education, program management and funding.

A course designed for students preparing to become administrators and supervisors in Early Childhood Education Programs. Consideration is given to program evaluation, personnel training and supervision, appropriate curriculum materials, parent involvement and education, program management and funding.

Advanced survey of theoretically and professionally important topics in child development. Particular attention to current theory and research in social, affective, cognitive and language domains; familial/ cultural influences; the interdisciplinary nature of the knowledge base; and issues concerning the application of child development knowledge to professional work with children.

Advanced survey of theoretically and professionally important topics in child development. Particular attention to current theory and research in social, affective, cognitive and language domains; familial/ cultural influences; the interdisciplinary nature of the knowledge base; and issues concerning the application of child development knowledge to professional work with children.

Study of issues and topics affecting the preparation of Rehabilitation Counseling, Special Education, and Early Childhood personnel and of research issues involving persons with disabilities and educational and rehabilitation programs. May be repeated to a maximum of six credits. Lecture, two hours per week.

Professional preparation of Rehabilitation Counselors or Special Education Teachers, including practice in delivering lectures, conducting class discussions, leading seminars, directing independent studies, guiding student research projects, demonstrating instructional methods and materials, supervising rehabilitation counselors or special education student teachers, and advising. Laboratory, three-nine hours. May be repeated to a maximum of nine credits.

Professional preparation of Rehabilitation Counselors or Special Education Teachers, including practice in delivering lectures, conducting class discussions, leading seminars, directing independent studies, guiding student research projects, demonstrating instructional methods and materials, supervising rehabilitation counselors or special education student teachers, and advising. Laboratory, three-nine hours. May be repeated to a maximum of nine credits.