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Practicum II Preschool 2 credits Instructor: Office Phone: Office Hours:

Email: Office #: Office hours

Course Description The focus of practicum II is on the observation of young children (3 to 5 years) who are typical developing, at risk, or developmentally delayed. Supervised participation in an assigned natural environment for infant/toddlers and on-campus seminars are required. In this course, students will apply knowledge and skills about theories of infant/toddler development and authentic assessment methods to their field work experiences. Students spend a minimum of 200 hours in the field. Required Text: Brown-Grisham, J., Pretti-Frontczak, K., & Hubbell, S. (2011). Recommended practices in identifying children for special services. In J. Grisham-Brown and K. Pretti-Frontczak (Eds.). Assessing young children for inclusive settings: The blended practices approach. Baltimore, MD: Paul H. Brookes. Due Week 9 Online Resources: • National Association for the Education of Young Children. Teaching Young Children (NAEYC). Developmentally Appropriate Practice and Play Video o www.naeyc.org/tyc/next/video/dap •

Division for Exceptional Children (DEC). Recommended Practices Video o http://www.decrecpractices.org/



Division for Exceptional Children and National Association for the Education of Young Children: Joint Position Statement (2009): o http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedK S.pdf



Teaching Research Institute: Preparing Early Childhood Professionals for Inclusion, Inclusion Curriculum Models for the Environment: http://teachingresearchinstitute.org/projects/pepi/enhancements Creative Curriculum o http://teachingstrategies.com/curriculum/

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Highscope o http://highscope.org/Content.asp?ContentId=1



NAEYC Position statements on Curriculum, Assessment, and Program Evaluation o https://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf

Updated 1-13-15



Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation o http://www.decsped.org/uploads/docs/about_dec/position_concept_papers/Prmtg_Pos_Outco mes_Companion_Paper.pdf



Early childhood inclusion: A joint position statement http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

Course Format: This class will include readings, hands-on active learning, small and large group discussion, individual reflective journaling, individual writing and presentations. Course Outcomes by National and State Standards: CEC = Council for Exceptional Children DEC = Division for Early Childhood INTASC = Interstate New Teacher Assessment Consortium NAEYC = National Association for the Education of Young Children ODE= Oregon Department Education Course Objectives Reflecting Expected Student Learning Outcomes

Oregon Early Childhood Inclusion Collaborative Inclusion Competencies

Updated 1-13-15

Upon completion of the course the student will: 1. Understand the major theories of early childhood development/learning and the implications for practice with young children and families from birth through 4th grade in inclusive settings(INTASC Std. 1, 2, 3; NAEYC Std. 1; CEC/DEC Std. 2). 2. Effectively plan, and individualize curriculum and evidenced-based practices. The student will develop lesson plans for 3 young children of diverse abilities (INTASC Std. 4,7; NAEYC Std.6; CEC/DEC Std. 1). 3. Effectively plan and individualize curriculum and teaching practices. The student will be able to use child evaluation results to identify needs, learning styles and to plan for appropriate child instruction and interactions with families (INTSDC Std. 6; NAEYC Std. 3,4; CEC/DEC Std. 3). 1. Define inclusive practices and explain the rationale for inclusion to parents and professionals including evidence-based practices and principles. (CEC) 2. Plan and participate in collaborative conferences with young children and their families. (CEC, DEC, NAEYC) 3. Articulate a personal philosophy of early childhood inclusion including the continuum of services in the local community. (DEC, NAEYC) 4. Describe the role of families in inclusion. (CEC, DEC, NAEYC, ODE) 5. Synthesize trends and issues regarding inclusion in Early Childhood Education, Early Childhood Special Education, and Early Intervention. (DEC, ODE) 6. Develop and coordinate learning experiences and strategies to accommodate individual characteristics and needs within inclusive settings. (CEC, DEC, NAEYC, ODE) 7. Implement and support others in the implementation of embedded learning

opportunities to address Individual Family Service Plan (IFSP) goals across daily routines. (DEC, ODE) 8. Utilize non-stigmatizing evidenced-based practices, sensitive to cultural and linguistic issues in collaboration with families (DEC, ODE). 9. Use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development and learning. (DEC, NAEYC, ODE) 10. Reflect on one's practice and practices of team members within the inclusive setting to improve instruction and guide professional growth. (CEC-ICC9S9, CEC-ICC9S11, ODE)

Grading Criteria

Total Points

Practicum Hours

200

Seminar Hours

100

Journal/Reflective Writing

100

Lesson Plans

150

Screening and Assessment including anecdotal records

150

Parent Partnerships including meetings, activities, etc.

100 800

Communication with the Instructor: If you have questions, concerns, or need to talk about assignments, etc. please contact the instructor through email, phone call, or visit during office hours. Students Needing Course Accommodations: If you feel you may need an accommodation for any type of disability, please contact Disability Services (ODS) (Insert Phone Number). Instructors do not determine accommodations. Assignments: All assignments are due on the date specified by the instructor. Unless prior permission from the instructor has been obtained, no late assignments will be accepted. Academic Dishonesty: Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of academic dishonesty may receive a failing grade for the course. When you borrow from other’s work, you must give them credit in the form of a citation or reference. Email: Please check your email account regularly in order to receive any class announcements or clarifications.

Updated 1-13-15

Topics Week 1

Review of syllabus & course expectations

Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11

Seminar Field Work Field Work Seminar Field Work Field Work Field Work Seminar Field Work Seminar

Readings Due

Assignments Due

X Lesson Plan 1 X Lesson Plan 2 Lesson Plan 3 X X

Readings Assignments: 1. Develop a lesson plan for a young child in the practicum setting. Use this plan under the supervision of your practicum teacher with one child, collect data and make decisions based on the plan. Write a one page reflection on the outcome of the plan implementation. Due Weeks 4, 6, and 8

Code of Student Responsibility Members of this class are expected to read and adhere to The Code of Student Responsibility. The code describes academic dishonesty as well as examples of classroom disruption, and explains how the code may be applied.

Updated 1-13-15