ECED 498 Special Education Residency (6 to 18 credits)
Prerequisite Concurrently enrolled in ECED 485 .
Course Description
Experience working in an early childhood special education setting, with children birth through grade three who are culturally, linguistically, and ability diverse and their families under the supervision of a certificated teacher. Students will be concurrently enrolled in a reflective seminar.
Student Outcomes
1. Apply the concepts of how individuals grow, develop, and learn to provide learning opportunities that support the cognitive, social, emotional, linguistic, creative, and physical development of all children from birth through grade three.
2. Create positive, equitable learning environments and experiences that reflect and respect culturally, linguistically, and ability diverse children and support home language preservation.
3. Develop nurturing relationships with children to support their development and learning.
4. Uphold the professional code of ethical conduct and applicable laws, including Family Educational Rights and Privacy Act (FERPA), Health Insurance Portability and Accountability Act (HIPAA), Individuals with Disabilities Education Act (IDEA), and mandated reporting during residency.
5. Establish and maintain positive, collaborative relationships with colleagues, other professionals, and families, and work effectively as a member of a professional team.
6. Select and implement behavioral support and management strategies that are research-based, individualized to the child’s and/or group’s needs, and least intrusive.
7. Collaborate with other educational professionals to accomplish school, district, and state educational goals.
8. Design, implement, and adapt developmentally appropriate learning experiences that integrate within and across disciplines, and use effective instructional strategies.
9. Implement appropriate instructional strategies as found in district adopted curriculum and make modifications as needed.
10. Plan, implement, adapt lessons using research-based strategies and the essential concepts of content areas including English language arts, health and fitness, mathematics, science, social studies, and the arts.
11. Utilize reliable assessment methods and developmentally appropriate responses of infants and young children to document progress and determine services and supports.
12. Collaboratively with the student/family support team to assess children’s progress, design and implement interventions, and report results.
13. Utilize advocacy strategies to address issues of equity, diversity, and inclusion.
14. Demonstrate professionalism in a school setting.
15. Participate on teams to screen, evaluate and determine eligibility of children referred for special education services.
16. Use response to intervention (RTI) or multi-tiered systems of support (MTSS) with children assigned to the mini-professional learning community .
17. Determine appropriateness of various instruments and procedures for assessing infants and young children who are culturally, linguistically, and ability diverse and make recommendations for implementation.
18. Develop, implement, and monitor Individual Family Service Plans (IFSPs), Individualized Education Programs (IEPs), 504 plans, and lesson plans which align with general curriculum including state learning standards and early childhood learning guidelines.
19. Analyze student data to inform practice.
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