This concentration prepares students for careers related to leadership and advocacy in the field, research and scholarship, and higher education and teacher preparation programs. Core courses emphasize theory and foundations in general and special early childhood education and research methods and training. Seminars and advanced practica focus on special topics in the field.
Opportunities for involvement in faculty-sponsored research and professional development activities are an integral part of the program concentration.
Course requirements for M. Students complete an integrative portfolio over the course of the program reflecting their growth as an early childhood teacher. Beyond the required courses identified above , all other courses will be comprised of electives; that is, in consultation with and approval by the advisor. Students will undertake courses that help them develop an area of expertise. This degree requires a thesis. Combining rigorous methodological, conceptual, and practical interdis-ciplinary experiences, the program is designed for those interested in shaping the policy agenda for young children and their families.
Skip to content Skip to primary navigation Skip to search box Skip to admissions quick links Skip to secondary navigation Skip to breadcrumb. Academic Catalog TC Catalog Academics Departments. Program Description Degrees Faculty Courses. Students must complete at least 32 points in order to obtain the Master of Arts degree.
Group by Degree Type. Degree Requirements. Degree Requirements Course requirements for M. Elective 2 Culminating Project: Students complete an integrative portfolio over the course of the program reflecting their growth as an early childhood teacher. Special education teachers in these areas may work with children in their regular classrooms, work with them intermittently through a pull-out programs, or offer support services in a special day class or resource class.
Districts may look for candidates with advanced educations or specialty credentials to work with these unique populations. Many individual states roughly follow these organization categories and special education teacher licenses may be specific to the populations or ages that the CEC recognizes.
Other states may organize instruction by these designations, but issue general licenses that allow a special education teacher to work in any of these classifications.
While all teachers need to be organized and have a desire to mentor, those who seek to enhance the lives of special needs children need to have additional skills to excel in their professions.
Communication skills need to be diverse, as communicating with a child with learning or development challenges is only one part of the equation. Creativity is essential to a good special education teacher. While general instruction principles are founded in research, applying those theories to children who may have unique sets of needs requires adaptation and flexibility. An educator who can adapt, accommodate and engage in new ways to reach a child with severe learning impairments gives that child opportunity that he or she might not otherwise have had.
Acceptance and tolerance are also key to successful special education instruction. Unusual behavior and atypical appearance are common with children with special needs, and their teachers need to be fully accepting of those differences and celebrate each child as a unique individual with potential.
The variety of needs, environments, disabilities and educational demands that special needs children have almost defy listing. Each child is a unique combination of all their skills and all their challenges, and what works for one child may need to be adapted for another.
Professional educators who can offer these children what they need are in demand. While challenging, the work is some of the most rewarding a teacher could ever do. Our staff and physical facilities are unsurpassed by any comparable educational program. All full-time members of the Education Department faculty are credentialed at the doctoral level or have exceptional expertise. In addition, we offer courses that are tied to undergraduate majors that lead to certifications in various content areas.
These include:. The Educational Studies major is designed for those students who have chosen to pursue a degree that allows them to work in areas affiliated with education that do not require teacher certification. Effective August 1, , ACT of the Pennsylvania Law requires that an assessment of basic skills to be completed by preparation candidates prior to entry into a Pennsylvania baccalaureate teacher preparation program.
Formal application to the education program will be made by the end of the sophomore year after having completed credits. In order to be accepted into the education program, students should demonstrate a positive attitude toward teaching, have an overall G.
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