These requirements are from an excerpt from the University Academic Catalog, which outlines the requirements for a student to earn the distinction of being a Castleton University graduate. The complete catalog is available online.
CU is collaborating with the Vermont Agency of Education to have this program reviewed in Fall 2020 through the Results Oriented Program Approval (ROPA) process in order for the University to be able to recommend graduates for an Early Childhood Educator License and an endorsement in Early Childhood Special Education.
Students graduating with a BA in Early Childhood and Special Education from Castleton University will be prepared to facilitate high-quality learning experiences for all children from infancy to grade 3. Pending approval from the Agency of Education, graduates will be dually licensed as Early Childhood Educators (Birth to grade 3) and as Early Childhood Special Educators (Birth to age 6:11).
Students studying Early Childhood and Special Education will learn to address the needs of the whole child based on best practices in early childhood education as informed by the National Association for the Education of Young Children (NEAC); Special Education as informed by the Division for Early Childhood of the Council for Exceptional Children (DEC of the CEC); and the State of Vermont's Early Learning Standards for PreK to grade 3. Graduates will also be familiar with global perspectives on early learning. Our goal is for teacher candidates to apply in the field what they are learning in our courses, where we will focus on (1) developmentally appropriate best practices for early childhood and special education; (2) current research on the fine and gross motor, cognitive, social/emotional and language development of all infant, toddler, and young children; and (3) families and communities in local, regional, national, and global settings.
Our Early Childhood and Special Education program is built upon residency-based, face-to-face coursework and linked field experiences. A BA in Early Childhood and Special Education combines the best of what we can offer our students and community: high-quality coursework tied to clinical practice with experienced early childhood and special educators, as well as partner caregivers in infant and toddler settings, as well as teachers in regional PreK-3 classrooms.
To be recommended for licensure the student must complete all university and department requirements.
Note: A student may be advised to discontinue one of the four practicum experiences at any time, if, in the professional judgment of the university supervisor, the Education Department Chair, the cooperating teacher, and the Education/Liberal Arts faculty, the student does not possess the attitudes and competencies noted the Education Department.
Code | Course | Credits |
---|---|---|
EDU 1410 |
Approaches to LearningThis course is an introduction to multiple models of early childhood education, practical methods of implementation, and research into best practices. Emphasis is on children's individual play, intellectual curiosity, and problem solving and how to scaffold these in various settings and models of early childhood education. Fall |
3 |
EDU 1420 |
Teaching the Exceptional LearnerThis course overviews the history, laws, and current best practices in educating infants and young children with disabilities. A specific emphasis will be placed on the access, support, and participation of exceptional children and their families. This course provides strategies to inform educators of the needs of families as it relates to family configuration, geographic location, ability, race, ethnicity, culture, language, religion, education or other variation of unique characteristics of children and their families. Prerequisite: EDU 1410 Spring |
3 |
EDU 2021 |
Child Development for EducatorsThis course focuses on child development and introduces major debates in developmental theory and research. Students will learn to apply their knowledge of child development in their work with children, families, and communities. Fall |
3 |
EDU 2022 |
Play, Learning, and DevelopmentThis course will examine current theory, research, best practices, and controversies regarding play in early childhood and special education. Students will examine the role of play across the science, technology, engineering, art, and math (STEAM) curricula. Multiple approaches to play will be learned to enhance children's cognitive, social, emotional, and physical development. Fall |
|
SWK 2050 |
Intervention with Families and ChildrenAn introduction to basic strategies and interventions used to help families and children cope with psychosocial/environmental needs, difficulties and problems. Problem areas include child abandonment, sexual and physical abuse, learning difficulties, marital discord, dysfunctional communication, and gang membership. Emphasis is placed upon research and practice outcomes in child welfare settings. Prerequisite: SWK 1010, or SOC 1010, or PSY 1012, or consent of instructor. Fall |
3 |
EDU 2410 |
Creative Arts and ExpressionThis course provides strategies for promoting motor coordination and healthy habits in infants to young children emphasizing the ways in which children can creatively express themselves through art, music, and dance. Prerequisite: EDU 1410 and EDU 1420 Spring |
3 |
EDU 2420 |
Learning about the World: Math, Science, & Social StudiesThis course has a threefold curricular focus. In mathematics, the emphasis is developing a sense of numeracy, quantity, and counting as well as number relationships and operations in young children. Children are taught to explore the world using measurement and geometric reasoning skills. Science topics include physical sciences, life sciences, earth and space science, and engineering design. A third focus is developing children's skills through inquiry in social studies, geography, history, and economics. Prerequisite: EDU 1410 and EDU 1420 Spring |
3 |
EDU 2380 |
Collaboration and Special Education LawThis course provides an overview of state and federal laws that govern special education and of the consultation and collaboration skills needed in today's diverse schools. This course will emphasize the major components of laws and regulations that guide the education of students with disabilities ages birth to 21. The Individuals with Disabilities Education Act (2004), VT State Regulations, the Family Education Rights and Privacy Act (FERPA), and Section 504 of the Rehabilitation Act (1973), among others, will be explored. Additionally, students will learn to enhance student academic growth through collaborative and consultation strategies that promote success in early intervention, early childhood education, and in inclusive settings. Prerequisite: EDU 1420, EDU 2012, or EDU 2032 Spring |
3 |
SLP 3030 |
Speech & Language DevelopmentThis course explores the nature and sequence of language development from birth through adolescence. Both typical and atypical language development will be discussed. Conditions that place infants and children at risk for speech and language disorders are explored. Periodically |
3 |
EDU 3031 |
Infant and Toddler Development, Care, and EducationRooted in theories of child development, this course focuses on the skills needed to provide high quality care and education for infants and toddlers. Family-education-community partnerships in the first years of life will be emphasized, and students will analyze current challenges in the field. Fall |
3 |
EDU 3041 |
Ethics and Diversity in Early Childhood EducationThis course introduces theory and research from critical early childhood education studies to analyze diversity, equity, and inclusion. Issues regarding race, class, gender and sexuality, disability, citizenship status, and dual language learning will be examined. Topics including Indigenous cultural and language revitalization and the United Nations Convention on the Rights of the Child will be addressed. Spring |
3 |
EDU 3435 |
Assessment/Special EducationRecognizing the collaborative nature of assessment in Early Childhood, this course guides educators in conducting multimodal assessment within an ecological framework. Of particular importance will be assessment tools and progress monitoring that is individually appropriate considering the child's abilities, culture, preferences and visual, auditory, and physical needs. To guide curriculum development and create a holistic portrayal of the child, both informal and formal criterion-referenced measures; behavior and verbal behavior assessment, and individually norm-referenced assessments will be discussed. Prerequisite: EDU 2410 and EDU 2420 Spring |
3 |
EDU 3455 |
Language Development & the Exceptional ChildA frequent area of need in children with developmental delays is language development. These may be delays in receptive and/or expressive speech or language and may be in the phonological, morphological, syntactic, semantic, or pragmatic areas of language. The course emphasizes collaborative assessment and intervention for children with these delays, causal factors, and multiple points of intervention. Prerequisite: EDU 2410 and EDU 2420 Fall |
3 |
EDU 3465 |
Trauma-Informed Communication in Early Childhood and Special Education CommunitiesThis course provides in-depth theoretical and experiential learning in trauma-informed communication. Students will engage in analysis, role plays, and debates utilizing case study examples. This approach emphasizes advanced listening and speaking skills, unconditional positive regard, racial literacy, and cultural understanding. Students will study the multiple viewpoints embedded in complex, trauma-laden situations. Spring |
3 |
EDU 3470 |
Cognitive Assessment PracticumThis is a sixty-hour Special Education course in which students apply their knowledge of specific disabilities, including etiology, characteristics, and classification of common disabilities in infants and young children, and specific implications for development and learning in the first years of life. With supervision, students administer assessment with and application of assessment results to intervention for infants and toddlers from birth through age 2 years, 11 months. Spring |
4 |
EDU 4410 |
Literacy DevelopmentThis course is grounded in foundational reading and writing skills by understanding how by engaging young children with print, reading and writing supports their early literacy development. Course participants will learn how to work with both literature and informational texts to develop children's understandings about how print works, how stories work, and how writing works to express ideas and to exchange information. Participants will also learn about how to work with English Language learners. Prerequisite: EDU 3435, EDU 3455, EDU 3470, and EDU 3480 Fall |
3 |
EDU 4420 |
Case Management and InterventionStudents learn best practices in case management using their knowledge of general and specialized curricula to develop individualized learning plans (IEP) for youngsters with exceptionalities. Students plan, implement, and evaluate developmentally appropriate curricula, instruction, and adaptations based on knowledge of individual children, the family, and the community Based on assessment and observational data, students learn to collaboratively plan, implement, and manage interventions for children from ages three through six. Prerequisite: EDU 3435, EDU 3455, EDU 3470, and EDU 3480 Spring |
3 |
EDU 4470 |
Intervention PracticumThe final practicum is in Early Childhood Special Education for children from three years to six years, 11 months of age. Students plan, implement, and evaluate developmentally appropriate curricula, instruction, and adaptations based on knowledge of individual children and his/her family. They select, adapt, and use a repertoire of evidence-based instructional strategies (including intervention used in academic and specialized curricula) to advance the learning of individuals with exceptionalities. Prerequisite: EDU 3435, EDU 3455, EDU 3470, and EDU 3480 Spring |
4 |
EDU 4720 |
Student Teaching SeminarThe seminar prepares the student for the student teaching experience, supports the student during this experience and introduces and/or reviews competencies associated with the role of the professional educator. Taken concurrently with EDU 4871 and EDU 4872. This curse fulfills the Digital and Computing Literacy general education requirement. Prerequisite: Required Education courses and Senior standing. Fee Fee $50 |
3 |
EDU 4871 |
Directed Student Teaching IThis course is an opportunity for the student to teach under the guidance of a qualified cooperating teacher and university supervisor. Taken concurrently with EDU 4720 and EDU 4872. Prerequisite: Required Education courses, departmental recommendation, professional and intellectual competencies as stated in exit requirements. |
6 |
EDU 4872 |
Directed Student Teaching IIExtension of student teaching. Under the guidance of a qualified cooperating teacher, the student gradually assumes responsibilities involved in classroom teaching. School and community relations are emphasized. Must be taken concurrently with EDU 4720 and EDU 4871. Fee Lab fee $10. |
6 |