B.S. in Early Childhood Education (Grades B-2) and Students with Disabilities (All Grades)
The 123-credit B.S. Early Childhood Education and Students with Disabilities (All Grades) prepares you to become a knowledgeable, caring, and inspiring teacher of general education (Grades B-2) and students with disabilities (All Grades).
In pursuing your undergraduate degree, you will examine theories of child development, motivation, and learning for youngsters ranging in age from birth until 8 years of age. You will master the skills needed to encourage students to learn new material and to take responsibility for themselves and one another. As you work toward the degree you will gain an understanding and appreciation of subjects ranging from science to music to language arts. You also will acquire techniques to assess and evaluate a child's intellectual, social, and physical development, and you will learn the basic principles of classroom management for a diverse student population. The program will culminate in a semester long student teaching experience that will allow you to practice your new skills in classroom settings. This degree qualifies you for two NYS initial teaching certifications.
This program requires a concentration in the liberal arts and sciences.
After you complete all degree requirements, successfully pass New York State licensure tests (EAS and CST), and you have completed all seminars listed below, you will be awarded two initial teaching certifications by the New York State Education Department. The seminars are: Child Abuse ID & Reporting, SAVE, DASA, Child Abduction and Preventing Alcohol, Tobacco, Substance Abuse. Please refer to the NYSED certification website for the most up-to-date changes in certification requirements.
This early childhood education special education program is a joint program between LIU Post's College of Liberal Arts & Sciences (CLAS) and College of Education, Information & Technology (CElT). The teacher education programs at LIU Post are nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP).
Program Curriculum
| Course # | Course Name | Credits |
|
EDI 14 |
Historical, Philosophical and Sociological Foundation of Education |
3.00 |
|
PSY 98 |
Psychological Perspectives of Teaching and Learning |
3.00 |
|
EDI 16A |
Curriculum and Assessment for Preservice Teachers |
3.00 |
|
EDI 19 |
Culturally Responsive-Sustainable Education |
3.00 |
|
EDI 40A |
Multimodal Approach to Play-Based Early Childhood Curriculum and Instruction: Birth–Grade 2 |
3.00 |
|
EDI 56 |
Literacy Acquisition for English Language Learners |
3.00 |
|
EDS 60 |
Literacy Development: Birth–Grade 6 |
3.00 |
|
EDS 62 |
Literacy Assessment for the Classroom Teacher: Birth – Grade 6 |
3.00 |
|
EDI 42 |
Multimodal Approach to Play-Based Early Childhood Curriculum and Instruction K-Grade 2 |
3.00 |
|
EDS 600 |
Introduction to the Study of the Exceptional Child and Adolescent |
3.00 |
|
EDI 41A |
Nurturing Young Children’s Development: A Multi-cultural Approach: Birth-Grade 2 |
3.00 |
|
EDI 625 |
Observation and Assessment in Early Childhood Education: Birth-Grade 2 |
3.00 |
|
EDS 632 |
Instruction and Classroom Management for Children with Emotional and Behavioral Problems |
3.00 |
|
EDI 630 |
Curriculum Based Assessment and Instruction of Students with Mild Disabilities at the Elementary and Secondary Levels |
3.00 |
|
EDS 633 |
Accommodating Learners w/ Special Needs-Inclusive Settings |
3.00 |
|
EDI 66A |
Supervised Student Teaching |
6.00 |
| Course # | Course Name | Credits |
| Required Core Courses
(32-33 Credits)
|
||
| POST 101 | Post Foundations | 1 |
| FY | First-Year Seminar | 3 |
| ENG 1** | Writing 1 | 3 |
| ENG 2** | Writing 2 | 3 |
| MTH 5 | Quantitative Reasoning | 3-4 |
| Choose one course from each of the five below course clusters and one additional course from one of the clusters. | ||
| Scientific Inquiry & the Natural World |
4 | |
| Creativity Media & the Arts | 3 | |
| Perspectives on World Culture | 3 | |
| Self, Society & Ethics | 3 | |
| Power, Institutions & Structures (ECO 10 Required) | 3 | |
| One additional course from one of the five above clusters. (ECO 11 Required) | 3 | |
| General Elective (3 Credits from Any Course) | ||
* Some courses may count as core and others as electives.
** In addition to ENG 1 and 2, students take at least 3 more writing intensive (WAC) courses as part of their major, core, or elective courses. ENG 303 and 304 can satisfy the ENG 1 and 2 requirement for students in the Honors College.
| Credit Requirements | |
| Total Major Requirement Credits | 54 |
| Elective Major Credits | 6 |
| Total Elective Liberal Arts & Sciences Credits | 27-28 |
| Total Core Requirement Credits | 32 |
| Total Degree Credits | 120 |
Courses
EDI 14 Historical, Philosophical and Sociological Foundations of Education
The analyses of major movements, educational legislation, institutions, men, women and thoughts in education are considered in regard to current trend. Emphasis is on the implications of the analyses for modern educational principles and practices.
Credits: 3
Every Fall and Spring
EDI 16A Curriculum and Assessment for Pre- service Teachers
This course provides teacher education majors with a knowledge base in the development of the K- 12 curriculum and with modes of authentic assessment (portfolio and performance) that help students evaluate their academic progress. Emphasis is placed on the conceptual foundations and development of curriculum, efforts to reform and re-conceptualize the curriculum, external influences on the process of curriculum change, and the role of the teacher in curriculum development and student assessment.
Credits: 3
Every Fall and Spring
EDI 19 Culturally Responsive-Sustaining (CR-S) Education
In alignment with the New York State CR-S Education Framework, this course offers a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability)are recognized and regarded as assets for teaching and learning.
Through an equity and inclusion lens that elevates historically marginalized voices, students will examine a complex system of biases and structural inequities; explore the relationship between historical and contemporary conditions of inequality and ideas that shape access, participation, and outcomes for learners and communities; and developing socio-politically conscious and socio-culturally responsive approaches to all facets of education.
Every Fall and Spring
A pre requisite of EDI 14 is required. Credits: 3
EDI 40A Multimodal Approach to Early Childhood Play-based Curriculum and Instruction (Birth to Preschool)
The course provides pre-service teachers a broad overview of the complexities and approaches to multimodal learning in a play-based preschool classroom setting with emphasis on the practical applications of implementing a multimodal approach to education to promote physical, intellectual, social, creative, emotional, and sensory needs of young children. Candidates learn how to encourage continuous growth and development through the use of appropriate methods, materials, and activities in a play-based environment.
Candidates consider culturally sensitive ways of caring and teaching as they examine the basis for developing suitable programs and formulating criteria to enhance the learning experiences of young children.
Pre requisites: EDI 14 and PSY 98 or EDI 15A. Credits: 3
Every FallEDI 41A Nurturing Young Children's Development: A Multicultural Approach (Birth to 2nd Grade)
Taking a broad ecological approach, the course integrates the use of observation, documentation, and assessment in understanding young children’s developmental, familial, cultural, educational, historical, sociological, and political contexts.
Scientific findings on the physical, cognitive, emotional and social development of children in prenatal, infancy, preschool and middle childhood are examined. The integration of perception, cognition and growth in nurturing young children’s multicultural identity is stressed, and their significance for teaching and guidance processes is emphasized. Ten hours of fieldwork will be required.
Pre requisites: EDI 14 and PSY 98 or EDI 15A or be active in the Speech Lang Path and Audio plan. Credits: 3
Every Fall
EDI 42 Multimodal Approach to Early Childhood Play Based Curriculum and Instruction (K-2)
Using an integrated approach to the design of curriculum and instruction, the course gives the pre-service teacher a broad overview of creative ways to nurture young children’s multimodal literacies in a play-driven learning environment. The course provides opportunities to explore interconnections among subject areas of early childhood learning through the planning and implementation of integrated science, technology, research, engineering, art, and mathematical learning and in developing curricula. Emphasis will be on the practical applications of designing learning spaces that foster play and investigation. Teacher candidates will be exposed to theories of play, the importance of using play and young children’s creative modalities as basis for early childhood learning. Fieldwork is required. Prerequisite of EDI 14, 40A ,41A, and PSY 98 or EDI 15A are required.
Credits: 3 Every SpringEDI 56 Literacy Acquisition for English Language Learners
This course provides a theoretical and practical background into the issues related to the development of reading and writing for ENL and bilingual children. With focus on: the transfer of reading skills from a native to a second language; the social, cultural and socioeconomic dimensions of literacy; research on children's first and second language literacy acquisition in the settings of home, community and in schools; bilingualism and biliteracy; teaching literacy to ENL learners of diverse ages and linguistic, ethnic, cultural and socioeconomic backgrounds; and developing advanced literacy through academic content areas. The course will also study the teaching of poetry because poetry, with its musical nature, has been shown to be one of the best tools for teaching literacy to linguistically diverse children.
Credits: 3
Every Fall and Spring
EDI 66A Supervised Student Teaching and Seminar in Early Childhood Education/Special Education
Continuous observation and student teaching under supervision at selected sites with children from birth to grade 2. A minimum of 360 hours of observation, student teaching, and participation in appropriate staff and school activities is required, minimum 40 days in early childhood and minimum 20 days in special education. A weekly seminar integrates theory and practice and provides orientation to the teaching profession.
Credits: 6
Every Fall and Spring
EDI 625 Observation and Assessment in Early Childhood
Developmental perspective on measurement and evaluation in early childhood years. Considers standardized tests, observations, checklists, rating scales, portfolios and teacher-designed tests and rubrics; their advantages and disadvantages for use with young children; and professional ethical issues pertaining to evaluating young children.
Prerequisite of EDI 600, 601 and 604 are required.
Credits: 3 Every Spring
EDS 60 Literacy Development: Birth-Grade 6 Course will be concerned with strategies and resources for childhood language acquisition and current principles and practices in teaching literacy. Relevant approaches and research findings that can be used in the classroom setting will be explored. Students have the opportunity to observe and ex- plore various ways literacy is used in the classroom. Credits: 3
Every Fall and Spring
EDS 62 Literacy Assessment for the Classroom Teacher: Birth-Grade 6
This course will focus on acquainting students with current assessments used to identify reading problems, reading levels, and specific reading strengths and weaknesses of elementary school students in the classroom setting. Further emphasis will be placed on the use of current principles, practices, strategies, techniques, and the effective integration of technology in evaluating and treating the elementary school classroom student. Case studies will be developed and discussed.
Credits: 3
Every Fall and Spring
EDS 600 Introduction to the Study of the Exceptional Child and Adolescent
A basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality. Specific reference will be given to an overview of disability and impairment and to a system of classification and criteria of classification. Credits: 3
Every Fall and Spring
EDS 630 Curr-based Assess and Instr of Students with Mild Disabilities at the Elementary and Secondary Level
The course will examine the complexity of the issues inherent in the teaching learning process with particular reference to students with mild disabilities in inclusive settings. The instructional dimensions that create the conditions of failure for students with learning problems will be characterized. A framework and practical strategies for the use of assessment procedures that focus on effective instructional planning and can reverse the cycle of failure for students with mild disabilities will be emphasized. An assessment model that generates information for the design of an instructional program and provides for the continuous monitoring of student progress in academic areas (such as reading, writing and math) and in content areas (such as social studies and science), will be outlined. Effective instructional strategies and elements of teaching practice that support the learning and growth of students with mild disabilities will also be addressed. The course also includes 15 hours of field observation.
Class may be offered in summer on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
EDS 632 Instr & Classroom Manage for Children and Adolescents with Emotional and Behavior Problems
Focus in this course will be on program development which will include prescriptive remediation based on diagnostic assessment. A consideration of instructional techniques and resources will be of central focus. Fundamental skills in classroom management and in dealing with maladaptive behavior in both inclusive and non- inclusive educational settings will also be surveyed. The course also includes 10 hours of field observation.
Class may be offered in summer occasionally. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
EDS 633 Accommodating Learners with Special Needs in Inclusive Settings (Includes Technology and Inclusion)
Inclusion represents one of the most significant challenges facing education in recent years. It requires critical changes in attitudes and practice for both general and special educators. This course will explore the concept of inclusion, discuss it from both a theoretical and practical perspective, and present strategies necessary for it to be successful. Included will be discussions of historical and current perspectives, collaboration among professionals, practical classroom administration, instructional adaptations, etc. One specific mechanism to facilitate inclusion will be the use of assistive and instructional technologies with an emphasis on those that can assist in the integration of students with disabilities. The course also included 10 hours of filed observation.
Summer class may be offered on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
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