B.S. in Early Childhood Education (Grades B-2) and Students with Disabilities (All Grades)
The 120-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 214 |
Historical, Philosophical and Sociological Foundation of Education |
3.00 |
|
PSY 111 |
Psychological Perspectives of Teaching and Learning |
3.00 |
|
EDI 216 |
Curriculum and Assessment for Preservice Teachers |
3.00 |
|
EDI 219 |
Culturally Responsive-Sustainable Education |
3.00 |
|
EDI 240A |
Multimodal Approach to Play-Based Early Childhood Curriculum and Instruction: Birth–Grade 2 |
3.00 |
|
EDI 256 |
Literacy Acquisition for English Language Learners |
3.00 |
|
EDS 60 |
Literacy Development: Birth–Grade 6 |
3.00 |
|
EDS 262 |
Literacy Assessment for the Classroom Teacher: Birth – Grade 6 |
3.00 |
|
EDI 242 |
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 |
|
EDI2 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 635 |
Behavior Management for Learners with Autism and Developmental Disorders |
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 266A |
Supervised Student Teaching |
6.00 |
Core Requirements
|
Institutional Learning Outcome (ILO) |
Courses |
|
ILO 1: Creative and Reflective Capacities (3 credits) Openness to new ideas, integrative and reflective thinking, investigation, and synthesis of existing knowledge as a way of creating, appreciating, and reflecting on original, innovative work grounded in scientific, humanistic, historical, and/or aesthetic disciplinary knowledge. |
ART 101: Introduction to Art ART 105: Introduction to Beginning Drawing ART 106: 3D Visualization and Production ART 131: Pottery and Ceramic Sculpture I CIN/FIL 109: Screenwriting II CIN 111: History of World Cinema CMA 109: Media Arts and Technology DNC 108: History of Dance ENG 167: Creativity and Nature ENG 182: Introduction to Creative Writing ENG 183: Creative Non-Fiction JOU 110: Journalism, Media and You MA 109: Media Arts and Technology MUS 101: Introduction to Musical Concepts MUS 102: Music Fundamentals MUS 110: Introduction to World Music PHI 172: Philosophy and the Mind SPE/ORC 105: Public Speaking THE 100: Introduction to Drama THE 111: The Art of Theatre THE 143: Shakespeare in Performance THE 193: Theatre Research/Performance |
|
ILO 2: Historical and Intercultural Awareness (6 credits) Recognition of oneself as a member of a global community consisting of diverse cultures with unique histories and geographies. |
History HIS 100: American Civilization to 1877 HIS 101: Perspectives on Premodern World History HIS 102: Perspectives on Modern World History HIS 108: American Civilization since 1877 Intercultural Awareness ANT #: Any Anthropology Course ART 104: Introduction to Visual Arts CIN 105: The Art of Documentary ENG 115: Global Literatures ENG 132: Shakespeare ENG 158: American Literature FRE 111: Introduction to French I FRE 112: Introduction to French II GGR 102: Geography and the Global Citizen HIS 144: Topics in Asian History HIS 157: Topics in Latin American History ITL 111: Introduction to Italian I ITL 112: Introduction to Italian II MUS 103: Music in Western Civilization MUS 146: History of Hip Hop MUS 147: History of Rock Music MUS 159: History of Country Music PHI 170: Philosophies of Love and Sex POL 150: International Relations POL 161: Introduction to Comparative Politics SPA 111: Introduction to Spanish I SPA 112: Introduction to Spanish II SOC 103: Gender and Sexual Diversity SOC 135: Global Cultures SOC 165: Culture and Society SOC 103: Gender and Sexual Diversity SOC 165: Culture and Society SPE 100: Oral Communication THE 142: Modern Theatre History |
|
ILO 3: Quantitative and Scientific Reasoning (7-8 credits) Competence in interpreting numerical and scientific data in order to draw conclusions, construct meaningful arguments, solve problems, and gain a better understanding of complex issues within a discipline or in everyday contexts. |
Scientific Reasoning AST 109/109A: Introductory Astronomy I AST 110/110A: Introductory Astronomy II BIO 120/120L: General Biology I BIO 124/124L: Foundations of Biology I BIO 125/125L: The Science of Sustainability BIO 126/126L: DNA and Human Life BIO 137/137L: Human Anatomy and Physiology I CHM 101/101L: Chemistry for Health Science I CHM 103/103L: Principles of Chemistry I ERS 101/101L: Weather and Climate ERS 102/102L: Planet Earth ERS 103/103L: Oceanography ERS 125/125L: Environmental Sustainability Science FSC 100/100L: Introduction to Forensic Chemistry PHY 103: University Physics I PHY 104: University Physics II PHY 120/120L: The Physical Universe PHY 127/127L: Physics for Pharmacy PHY 131/131L: General Physics I PHY 131/131L: College Physics I PHY 132/132L: General Physic II PHY 132/132L: College Physics II Quantitative Reasoning MTH #: Any Mathematics Course |
|
ILO 4: Oral and Written Communication (6 credits) Knowledge and skill in exchanging informed and well-reasoned ideas in effective and meaningful ways through a range of media to promote full understanding for various purposes, among different audiences and in a variety of contexts and disciplines. |
Written Communication ENG 110: Writing I – Composition and Analysis ENG 111: Writing II – Research and Argumentation |
|
ILO 5: Information and Technological Literacies (3 credits) Ability to use information and communication technologies to find, evaluate, create, and effectively and responsibly use and share that information, requiring both cognitive and technical skills. |
AI 105: AI Fundamentals CGPH 126: Web Design for Everyone DA 108: Applied AI: Strategy and Innovation EDI 100: Contemporary Issues in Education ENG 148: Ideas and Themes n Literature ENG 173: Writing in the Community ENG 175: Writing in the Professions ENG 178: Writing in the Sciences HIS 107: Engaging the Past HIS 190: Research Problems in History POL 100: Research Problems in Political Science SOC 102: Social Problems SOC 148: Medical Sociology SOC 148: Sociology of Health and Illness |
|
ILO 6: Critical Inquiry and Analysis (3 credits) Reflective assessment and critique of evidence, applying theory, and practicing discernment in the analysis of existing ideas and in the production of new knowledge across a broad array of fields or disciplines. |
ENG 103: Grammar and the Structure of English ENG 112: World Literatures I ENG 113: World Literatures II ENG 140: Introduction to Literature ENG 180: Literary Genres FRE 100: French Cinema GGR 101: The Geography of Sustainable Development HIS 104: Topics in American History HIS 120: Topics in Medieval History HIS 164: History of Gender and Sexuality HIS 167: History of Science and Technology PHI 100: Beginning Philosophy PHI 163: Philosophy of Art PHI 179: Social and Political Philosophy POL 147: Political Psychology POL 156: Diplomacy and Negotiation PSY 103: General Psychology PSY 111: Psychological Perspectives on Teaching and Learning SOC 100: Introduction to Sociology SOC 112: Gender, Race and Ethnicity SOC 126: Sociology of Gender SOC 161: Sociology of Sport |
|
ILO 7: Ethical Reasoning and Civic Engagement (3 credits) Evaluation of ethical issues in conduct and thinking, development of ethical self-awareness, consideration of various perspectives, and responsible and humane engagement in local and global communities. |
AI 110: AI Ethics and Society ART 177: High Impact Art CIN/FIL 103: Major Forces in the Cinema ECO 101: Microeconomics ECO 102: Macroeconomics ENG 150: Empathy and Literature HIS 116: History of Race and Society HIS 158: History of Politics and Power PHI 105: Bioethics PHI 113: Philosophy and Film PHY 178: Ethics and Society POL 101: Introduction to Political Science POL 102: Introduction to American Politics POL 123: Political Parties and Public Opinion SOC 108: Sociology of Youth SOC 109: Social Movements and Change SOC 110: Human Rights and Social Justice SOC 119: Sociology of the Family SOC 122: American Social Problems/Global Context SPA 105: The Hispanic World |
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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