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.

This course is designed to provide students with field experiences to bridge professional preparation and professional practice. During the practicum experiences, students will have opportunities to practice, demonstrate, and reflect upon methods and leadership content taught in the IECE lecture courses. Graduate students working towards IECE initial certification must apply for the Teacher Education Program. May be repeated to a maximum of nine credit hours.

This course is designed to provide students with field experiences to bridge professional preparation and professional practice. During the practicum experiences, students will have opportunities to practice, demonstrate, and reflect upon methods and leadership content taught in the IECE lecture courses. Graduate students working towards IECE initial certification must apply for the Teacher Education Program. May be repeated to a maximum of nine credit hours.

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.

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.