New York University
Steinhardt School of Education
Department of Teaching and Learning
Undergraduate Program in Early Childhood and Early Childhood Special
Education
Spring 2014
SPCED-UE 1012 - Integrating Seminar in EC/ECSE
SPCED-UE1510 - The Role of the Professional in Early Childhood and Early Childhood
Special Education
Wednesdays: 3:45 p.m. – 7:30 p.m.
Room: Waverly 369
Professor Jody Greenbaum
239 Greene Street, 536
NY, NY 10003
(914) 316-7105
[email protected]
Professor Maris H. Krasnow
239 Greene Street, Rm. 536
NY, NY 10003
(212) 998-5207 (914) 262-0954
[email protected]
Course Description:
In this block of classes you will:
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Develop and apply research skills to inform classroom practice.
Learn about collaboration processes with families, school community members,
supportive services staff and other professionals.
Incorporate teaching strategies that respect and are sensitive to the many forms of
diversity represented in our society including race, ethnicity, gender, sexual
orientation, language, culture and those with special needs.
Maintain an awareness of current events and engage in advocacy and social
action on behalf of young children designed to promote positive change in their
classroom, schools and larger communities.
Develop knowledge of the currently employed professional standards and
practices; prepare you for the edTPA.
Continue to develop your observation skills and abilities to get to know and
understand children and their learning more deeply.
Become familiar with planning and implementing the IEP process.
Perform a Functional Behavioral Assessment.
Develop a knowledge base of RTI (Response to Intervention).
Continue to develop skills and strategies to support English Language Learners.
Continue to develop skills and strategies for children on the Autism spectrum.
Develop resumes, cover letters and portfolios to assist in your job search.
Krasnow& Greenbaum S ‘14
SPCED – UE 1510/1012
REQUIRED TEXTS
Brodey, D. (2008). The Elephant in the Playroom. NY: Plume.
Jablon, J., Marsden, D.B., Meisels, S.J., & Dichtelmiller, M.L. (1994). Omnibus
Guidelines: Preschool through Third Grade. 3rd Edition. Ann Arbor, Michigan:
Rebus Planning Associates, Inc.
CONTINUING TEXT
Kaiser, B. & Rasminsky, J. (2003). Challenging behavior in young children:
Understanding, preventing and responding effectively. Washington, D. C.: Pearson
Education.
***Additional readings and assignments will be posted on
NYU CLASSES. Please be sure to check – online newspaper and
journal articles are often time sensitive.
BOOK GROUP SELECTIONS (Do not purchase until book selections are
discussed.)
Higashida, N. (2013). The Reason I Jump. NY: Random House.
Palacio, R.J. (2012). Wonder. NY: Knopf.
Rhodes-Courter, A. (2008). Three Little Words: A Memoir. NY: Atheneum.
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WEEKLY CLASS SCHEDULE
Jan. 29
Course Introduction
Discussion of edTPA
Discussion of Omnibus Guidelines
Introduction to Projects and Assignments
Speakers
SOS
Sophia Pappas, February 27th
Personal Teaching Strengths and Challenges
Student Teaching Discussion Question: What are your goals and expectations for your
final semester of student teaching?
Assignment for 2/5:
1. Read Chapter 11 in Kaiser and Rasminsky.
2. Download and Read Article by Grossman, S. “I Just Don’t Like That Kid:
Confronting and Managing Personal Feelings about Children.” Located in Childhood
Education, (Journal of the Association of Childhood International) Spring 2008, vol.84,
no.3.
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Feb. 5
Functional Behavior Assessment
Introduction to FBA Process
Omnibus Guidelines, con’t
Student Teaching Discussion Question: Addressing Challenging Behaviors Who are the children in your class (past and present) with challenging behaviors? How
were their needs addressed? Which interventions were successful?
Assignment for 2/13
1. Download and Read article by Hemmeter, Ostrosky, & Corso: “Preventing and
Addressing Challenging Behavior: Common Questions and Practical Strategies,” in
Young Exceptional Children, June 2012, Vol. 15, No. 2.
2. Download and Read article by Coleman, Crosby, Irwin, Dennis, Simpson, and Rose:
“Preventing Challenging Behaviors in Preschool: Effective Strategies for Classroom
Teachers” in Young Exceptional Children, September 2013, Vol. 16, No. 3.
________________________________________________________________________
Feb. 12
Functional Behavior Assessment (con’t.)
Speaker: Leanne Douglas
Student Teaching Discussion Question: How do you choose appropriate interventions
for children with challenging behaviors?
You will be preparing an FBA. If it is doable, it would make sense to use your edTPA
focus student. We will discuss this possibility in class. You will need to begin/continue
taking appropriate notes on this student.
Assignment for 2/19
1. Reread/Review readings on differentiation and modifications. (Resources)
2. Observe your classroom and identify the ways in which differentiation and
modification are taking place. Create a list. What strategies appear to be successful?
________________________________________________________________________
Feb. 19
Planning and Designing Curriculum in an ICT Classroom
Speaker: Raina Krasnow
Student Teaching Discussion Question: Describe successful differentiation
and modification you have observed in your student teaching placements. Class will
compare lists.
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Assignment for 2/26
1. Download and Read Banerjee and Guiberson, “Evaluating Young Children from
Culturally and Linguistically Diverse Backgrounds for Special Education in Young
Exceptional Children, Vol. 15, No. 1, March 2012.
2. Download and Read Lindeman, “Response to Intervention and Early Childhood Best
Practices: Working Hand in Hand So All Children Can Learn,” in Young Children, Vol.
68, No. 2, May 2013.
3.Download and Read Stockall, Dennis,and Rueter, “Developing a Progress Monitoring
Portfolio for Children in Early Childhood Special Education Programs” in Teaching
Exceptional Children, January/February 2014 Vol. 46 No. 5.
4. Ask your CT about the role and implementation of RTI in your classroom and school.
Feb. 19 Response to Intervention (RTI)
What is RTI? What is your role as a teacher in implementing RTI?
Student Teaching Discussion Question: How is RTI being implemented in your
school/classroom?
Assignment for 3/5
1. Download and Read article by Stanton-Chapman & Hadden, “Encouraging Peer
Interactions in Preschool Classrooms: The Role of the Teacher,” in Young Exceptional
Children, March 11, Vol. 14, No. 3.
2. Download and Read article by Joseph and Strain: “Teaching Young Children
Interpersonal Problem-Solving Skills,” in Young Exceptional Children, June 2010, vol.
13, No.3.
_______________________________________________________________________
Mar. 5
Developing Social Skills
How do children in your class relate to one another? In what ways can you help them
develop positive relationships?
Student Teaching Discussion Question: Who is your FBA child? How was s/he selected?
What is the behavior you hope to improve?
Assignment for 3/12
1. Download and Read: Coleman, Hagues & Wallinga. “Ensuring Our Voices are
Heard: A Primer for Communicating with Legislators,” in Childhood Education,
March/April 2012, vol. 88, no.2.
2. Ask your cooperating teacher about advocacy going on in your school or community.
3. What Happens When The Poor Receive A Stipend? New York Times, 1/18/14
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http://opinionator.blogs.nytimes.com/2014/01/18/what-happens-when-the-poor-receivea-stipend/?src=xps
4. Download and Read: Tough, Paul. “The Poverty Clinic”, in The New Yorker, March
21, 2011
_______________________________________________________________________
Mar. 12
The Responsibility of Advocacy in Early Childhood
Case Study – Understanding the issue of Poverty
Introducing the CPSE Process: Roles and Responsibilities
What is advocacy? What is the role of early childhood educators in advocacy?
How does poverty affect education and young children?
Adverse Childhood Experiences Study (ACES Study)
Student Teaching Discussion Question – How should a school or community advocate for
children? In your school and community experiences, what advocacy issues do you
believe need to be addressed? What is happening in your school regarding advocacy?
Assignment for 3/26:
1. FBA Part I due
2. Prepare for your role in the CPSE meeting.
3. Download and Read Diliberto and Brewer, “Six Tips for Successful IEP
Meeting,” in Teaching Exceptional Children, Mar/Apr 2012, Vol. 44 No. 4.
4. Download and Read Yell, Katsiyannis, Ennis, & Losinski, “Avoiding Procedural
Errors in Individualized Education Program Development”, in Teaching
Exceptional Children, September/October 2013, Vol. 46, No.1.
Mar. 26
Identifying Children’s Needs: The CPSE Process
Participate in CPSE meeting.
Student Teaching Discussion Question: Have you participated in/or observed an IEP
meeting? If so, who was part of that meeting and what was the role of each individual?
In what ways/capacity did you participate?
DUE: FBA, Part 1
Assignment for 4/2
1. Download and Read the article by Dicker, “The Loneliest Babies: Foster Care
in the Hospital, Zero to Three, May 2012, Vol. 32, No.5.
2. Download and Read the article by Lakatos, “Helping Parents Cope with Trauma: A
Journey Towards Healing.” Zero to Three, Vol. 32, No. 6 July 2012.
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3. Download and Read the article by Hope Bell, Dodie Limberg, and Edward “Mike”
Robinson III, “Recognizing Trauma in the Classroom: A Practical Guide for
Educators:, in Childhood Education, , May/June3013, Volume 89, No 3.
_______________________________________________________________________
April 2:
Working with Trauma in Early Childhood Settings
Student Teaching Discussion Question: Incidents in today’s world and just daily living
creates trauma for many. From 9/11 to Newtown to unexpected illness – children and
their families are confronted with untenable situations. How do we help them cope?
Tentative Speakers
Assignment for 4/9
TBA
________________________________________________________________________
April 9
Interacting With Parents
Student Teaching Discussion Question: What concerns do you have regarding working
with parents? In what ways can you support ALL parents?
Speaker: Jennifer Schultz
Assignment for 4/16
1. Download and Read article by Cheatham and Ostrosky, Listening for Details of
Talk: Early Childhood Parent-Teacher Conference Communication Facilitators.
2. Read Brodey, The Elephant in the Playroom.
Apr. 16
The Complex Perspectives of Parents
Parents as former students
Parents of special needs children
Parents of typical children
Parents of “Modern Families”
Student Teaching Discussion Question: What concerns do you have regarding working
with parents? In what ways can you support ALL parents? (con’t)
Assignment for 4/23
Book Groups
FBA Part 2, Evaluating the Plan
_____________________________________________________________________
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Apr. 23
BOOK GROUP PRESENTATIONS
Student Teaching Discussion Question: How did preparing your FBA help you learn
about that student and support planning for his/her growth and development?
Assignment for April 30
1.
Download and Read: Appl, “First Year EC Sped Ed T and Their Assistants:
Teaching Along With Her,” Teaching Exceptional Children, July/August 2006,
Vol. 38, No. 6.
2. Prepare questions for new teacher panel.
_____________________________________________________________________
April 30
Panel of New Teachers
The learning never ends as you begin to teach!
Panel of New Teachers
Student Teaching Discussion Question: What ideas will you be taking with you from
your student teaching experiences? What steps will you be taking to set up your own
classrooms?
How will you find your place in your new setting?
May 7
LOOSE ENDS and CELEBRATION!
__________________________________________________________________
ASSIGNMENTS AND PROJECTS
1. Please be prepared with all weekly assignments and readings. Bring readings to
be discussed to class with notes and questions.
2. You will be preparing a Functional Assessment on a selected student in your
placement. DUE 3/26, 4/23
3. You will be asked to create a resume and cover letter and design a portfolio.
Instructions will be described in class. We will be happy to look at them and
review them as soon as possible.
4. Book Group discussion will take place on April 23. Prepare a group presentation
that reflects the theme of the book.
5. Designated class sessions will be led by a team of students who will be
responsible for conducting the discussion of the weekly readings. A Sign-up
sheet will be distributed. It might be helpful to communicate with Maris and/or
Jody to plan activities for that day.
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6. You will participate as a team member at a mock CPSE meeting. 3/26
7. You will be preparing for your edTPA in class. You will be expected to bring all
relevant materials you will be working on each week. You will be assigned an
appropriate buddy to assist you. There will be class time devoted to critical
questions each week.
CLASS EXPECTATIONS
1. The rules of civility will be practiced at all times in class, on campus, on the internet
and on any other communication tool. Students and faculty will act with respect,
thoughtfulness, courtesy, and understanding at all times. A breach in this behavior will
result in disciplinary action.
2. Arrive to class on time. Keep a record of your absences and promptness. PLEASE
NOTE THE FOLLOWING RULE: 2 LATENESSES = 1 ABSENCE; 2ABSENCES
= -HALF GRADE. Example: AN ‘A’ WILL BECOME AN “A- ”.
Please call/text/email Maris, Jody or a classmate if you know you will be absent.
3. Please do not plan doctor or other appointments that conflict with class time. Travel
or vacation plans should not conflict with class time.
4. Cell phones must be turned off and put away during class time. Using your cell
phone during class will result in a reduction of your grade.
5. Laptops/Ipads may only be used during designated class times. Using your
laptop/ipad at an improper time will result in a reduction of your grade.
6. Check NYU CLASSES and EMAIL regularly for assignments and
announcements.
7. Work with and support your class buddy. If your buddy is absent, you are responsible
to provide her with all handouts and assignments and all other information distributed
and discussed in class.
8. Be part of the class discussion. Be prepared with readings and assignments. Bring
readings to be discussed to class. Bring questions you might have about the readings.
9. Assignments should be typed, grammar and spell-checked. If you need help with
your writing, please make appointments with your professor and use the Expository
Writing Center at 269 Mercer Street, 998-8866.
10. TYPE YOUR NAME ON EACH PAGE, NUMBER EACH PAGE AND STAPLE
YOUR PAGES TOGETHER. Please hand in hard copies. Work handed in by email
must be by permission.
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11. Always remember your student teaching protocols. (A) If you are going to be absent,
inform your cooperating teacher, your supervisor and call the school promptly. Get the
name of the person who took the message. (B) Dress Appropriately (C) Respect
Confidentiality (D) Facebook Issues (E) Working With Parents
Grades will be determined by your overall performance in the following areas:
Attendance and punctuality
Class participation
Leading Class Discussion
Book group
FBA Part 1
FBA Part 2
CPSE Meeting
edTPA Participation
TOTAL
10 points
10 points
10 points
15 points
15 points
10 points
20 points
10 points
100 points
Any
student
attending
NYU who
needs
anstudent
accommodation
to who
a chronic,
**As
noted
by the Dean’s
Office:
Any
attendingdue
NYU
needs an
psychological,
visual,
mobility
and
/or
learning
disability,
or
is
Deaf
or
Hard of
accommodation due to a chronic, psychological, visual, mobility
Hearing should register with the Moses Center for Students with Disabilities at
212 998-4980, 240 Greene Street, www.nyu.edu/csd.
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