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Proposed graduate curricular changes in College of Education and Human Sciences

Following are proposed curricular changes in the College of Education and Human Sciences. If you have questions or concerns, contact Dr. Cathy Thorsen, chair of the college curriculum committee at or 715-836-2575 within 30 days of this notice, posted June 25, 2015.

Department of Special Education

Addition of the following new courses:

UEC 321/521   Observation and Informal Assessment of Young Children (2 credits)

Description: Survey of observational and informal assessment strategies for documenting the developmental changes in young children. Developmental screening and eligibility determination, and planning and monitoring instruction/intervention are included.

UEC 322/522   Inclusive Play and Sensory Exploration in Early Childhood Education (3 credits)

Description: This course emphasizes connections between play/sensory exploration and development in all five domains and pre-academic skills. Theory is integrated into embedding IEP/IFSP goals into the routines, planning environments, and facilitating/extending engagement and social interactions.

UEC 324/524   Language and Cultural Diversity in Inclusive Early Childhood Education (3 credits)

Description: Exploration of language/cultural diversity in ECE. Topics include literacy, social and instructional language development in young dual language learners. Strategies for involving families/caregivers in the early literacy process and supporting their language and culture.

UEC 325/525   Inclusion and Collaboration in Early Childhood (3 credits)

Description: Exploration of communication skills, collaboration, co-teaching, itinerant, coaching and consultation models of ECSE and EI services. Working with paraprofessionals, therapists, families, and caregivers to adapt/modify curriculum and participation, as a team will be emphasized.

UEC 421/621   Early Childhood Pre-Primary Methods (3 credits)

Description: Instructional and intervention methods for children three-to-six in inclusive settings. Developing/maintaining healthy, safe, and engaging standard-based learning environments as well as nutrition, program administration, parent involvement, and supervision of classroom staff will be covered.

UEC 422/622   Pre-Primary Practicum (1 credit)

Description: Candidates will develop and teach teacher-and child-directed activities and lessons in an inclusive pre-primary classroom. They will also assist the classroom teacher in monitoring groups and setting up learning areas of the classroom.

UEC 424/624   Inclusive Numeracy and Math: 0-8 (3 credits)

Description: The developmental process of early numeracy birth through third grades mathematics instruction. Emphasis on the mathematical language and early numeracy;facilitating, scaffolding, nurturing, and igniting interest in numeracy and mathematical thinking in young children.

UEC 425/625   Integrated Curriculum and Inquiry (3 credits)

Description: Integrated curriculum development and intentionally planning inquiry-based learning connected to the interests of young children. Active, standards-based science, numeracy/literacy, and social studies, promoting social relationships/oral language development, critical thinking and problem solving, in inclusive environments.

UEC 426/626   Infant and Toddler Intervention and Programming (3 credits)

Description: Infant and toddler early intervention and care with emphasis on health/safety, nutrition and designing/evaluating effective activities/environments. Cultural competence, Child Find, IFSPs, OSEP accountability, primary provider support model, child care and Parents as Teachers will be addressed. Weekly Field Placement.

UEC 493/693   International Experience in Early Childhood (3 credits) 

Candidates will assist/teach in an international early childhood classroom. Emphasis is on applying strategies for facilitating social interaction, literacy/numeracy, plan, and communication between young children in the home language and English.