Degrees for Education

The Elementary Education plus ESE Specialization Program combines theoretical components of K–6 grades with basic knowledge and skills needed to teach students with disabilities. This specialization would afford the student an opportunity to become certified in ESE K-12 grade as well as Elementary Education and to gain knowledge and understanding about students with disabilities. Students will also have the opportunity to take three graduate courses during their senior year and then transfer those three courses into a master’s degree in ESE at Lynn University (if the students wish to pursue a master’s degree).

Students majoring in Elementary Education with an ESE specialization must fulfill the following core and certification requirements:
Major Requirements 43 Credits
ZEDU 001 General Knowledge Preparation 0
EDU 105 Early Childhood Education Curriculum 3
EDU 210 Differentiated Instruction and Effective Teaching Strategies 3
EDU 214 Art, Music and Movement 2
EDU 275 Inclusive Education 3
EDU 257 Health and Safety in Schools 1
EDU 215 Children’s Literature 3
EDU 315 Reading in the Primary Grades 3
EDU 316 Reading in the Intermediate Grades 3
EDU 319 Teaching Social Studies 3
EDU 415 Managing the Classroom 3
EDU 420 Assessment for Instruction 4
EDU 480 Practicum 3
EDU 481 Student Teaching 9
Specialization Requirements 9 Credits
EDU 460 Children at Risk 3
EDU 310 Literacy for Students with Disabilities 3
ESE 410 Instructional Methods in Content Areas 3
ESOL Requirements Credits

ESOL Infusion Model implemented as of September 2008 for all new majors

Career Options

Here are just a few of the jobs you might pursue after completing this degree.

Degree requirements (or equivalent courses)
Prerequisites

• CDS 105 Speech and Language Developement
• CDS 211 Nature of Language
• CDS 220 Phonetics
• CDS 201 Anatomy and Physiology of the Speech and Hearing Mechanism
• CDS 410 Audiology
A typical schedule includes the following courses from communication disorders, special education and early childhood:
Summer 1

• Intervention with Children Who Are Deaf or Hard-of-Hearing
• Pediatric Audiology and Habilitation
• Advanced Clinical Practicum
• Elective
Fall

• Counseling Issues in Communication Disorders
• Child and Family Theory
• Assessment in Early Childhood Special Education
• Introduction to Research Methods
• Auditory Technology and Cochlear Implants
• Advanced Clinical Practicum
• Elective
Spring

• Communication Development for Children Who Are Deaf or Hard-of-Hearing
• Family-Centered Intervention
• Administration in Early Childhood Education
• Advanced Clinical Practicum
• Elective
Summer II

• Language and Literacy for Children at Risk
• Curriculum Development in Early Childhood Deaf Education
• Advanced Clinical Practicum
• Elective

Practicum experiences are designed to develop knowledge and skills in a variety of settings, including home visits, toddler groups, early childhoood classrooms and inclusive early childhood programs.

The Interdisciplinary Education Minor consists of six courses, at least two, but not more than three, in education. Courses in this minor must contribute to a theme grounded in education courses; courses outside education must be conceptually related to the education courses. At least four of the six courses must be at the 300 level or above. Only one independent study may be counted toward the minor. At least three courses must be unique to the minor.

For example, Kate Young ‘01 was a mathematics major in the secondary teacher certification program; she was interested in how adolescents learn. Her Interdisciplinary Education Minor includes the following configuration of courses:
Educ. 401 - Analysis of Teaching in Secondary School
Educ. 402/403 - Secondary School Student Teaching
Psych. 231- Cognition
Psych. 205 - Adolescent Psychology
Math 320 - Seminar for Mathematics Teachers

The Disciplinary Education Minor
The Disciplinary Education Minor consists of any five education courses with at least two courses at the 200 level, and at least two at the 300-400 level. Only one independent study may count toward the minor. SOC 261 Sociology of Education may substitute for one of the 200-level education courses; WRRH 322 Adolescent Literature, and AEP 335 Arts and Human Development may substitute for 300 or above education courses. At least three courses must be unique to the minor. Students majoring in arts and education may not minor in education.

Arisleidy Fuchu ‘02, was an English major interested young children at risk. She created a Disciplinary Education Minor with the following courses:
Educ. 200 Human Growth and Development
Educ. 203 Children With Disabilities
Educ. 320 Children’s Literature
Educ. 337 Education and Racial Diversity in the U.S.
Educ. 338 Inclusive Schooling: Children With Special Needs in Public Schools

Masters in Special Education - Specialization in Early Intervention

Given the innovative features inherent in current models and practices of IP (ie transdisciplinary, family focused, inclusive, etc..), Which require specific training, we believe that the master program will fill this gap, as you may receive trainees from various disciplines (teachers, technicians, social workers, psychologists, nurses, therapists, etc..) which need a specialist to work in this field.

It is the primary objective of the course of Masters in Special Education that students acquire knowledge at graduate with academic rigor and relevance to the skills in practice. It is, therefore, that the trainees not only develop skills in the area of Early Intervention, but also be able to intervene in the practices relating to care for children at risk and their families.

Within the Every Child Matters context, it is recognised that every child deserves the best early years care and education possible. Early years professionals gaining Early Years Professional Status (EYPS) will act as ‘change agents’ improving practice in the early years. Professional status is critical to raising the quality of early years provision.

It is the government’s aim to have early years professional in all children’s centres offering earlyyears provision by 2010 and in every full daycare setting by 2015. The Children’s Workforce Development Council believe that over time only those with EYPS should lead the delivery of thenew Early Years Foundation Stage (EYFS).

The early years professional will model the skills and behaviours that safeguard and promote good outcomes for children. They will have the leadership skills and personal qualities to: Change practice; support and mentor others; raise expectations; and encourage and support learning and professional development.

EYPS is a graduate level status. Graduates with a wide range of experience and qualifications working in a range of settings and roles, as well as new recruits, are potential candidates for EYPS. The graduate’s skills and expertise in early years determines the EYPS pathway that they will enrol in.

The four pathways to gain EYPS comprise of:
Validation pathway (4 months, assessment only)
Short Extended Professional Development (Short EPD) pathway (6 months)
Long Extended Professional Development (Long EPD) pathway (15 months)
Full-Training pathway (12 months)

In both pathways 3 and 4, students are able to gain a Bachelor Honours degree.
Content

Depending on the EYPS pathway enrolled
in, students study a selection of the following courses as part of a BA (Hons)
Leading and Managing in Early Years
Child Development and Learning: Birth to5 years
Mentor Development: The Practice-based
Teacher
Recognising Children at Risk
Curriculum and Assessment in the Early Years: Workplace Project

Within the Every Child Matters context, it is recognised that every child deserves the best early years care and education possible. Early years professionals gaining Early Years Professional Status (EYPS) will act as ‘change agents’ improving practice in the early years. Professional status is critical to raising the quality of early years provision.

It is the government’s aim to have early years professional in all children’s centres offering earlyyears provision by 2010 and in every full daycare setting by 2015. The Children’s Workforce Development Council believe that over time only those with EYPS should lead the delivery of thenew Early Years Foundation Stage (EYFS).

The early years professional will model the skills and behaviours that safeguard and promote good outcomes for children. They will have the leadership skills and personal qualities to: Change practice; support and mentor others; raise expectations; and encourage and support learning and professional development.

EYPS is a graduate level status. Graduates with a wide range of experience and qualifications working in a range of settings and roles, as well as new recruits, are potential candidates for EYPS. The graduate’s skills and expertise in early years determines the EYPS pathway that they will enrol in.

The four pathways to gain EYPS comprise of:
Validation pathway (4 months, assessment only)
Short Extended Professional Development (Short EPD) pathway (6 months)
Long Extended Professional Development (Long EPD) pathway (15 months)
Full-Training pathway (12 months)

In both pathways 3 and 4, students are able to gain a Bachelor Honours degree.
Content

Depending on the EYPS pathway enrolled
in, students study a selection of the following courses as part of a BA (Hons)
Leading and Managing in Early Years
Child Development and Learning: Birth to5 years
Mentor Development: The Practice-based
Teacher
Recognising Children at Risk
Curriculum and Assessment in the Early Years: Workplace Project

Introduction

The existence of families creixent Adoptive acollidores i així com Assessorament demandes d’Atenció posteriorment or the legal consumació de l’acolliment each family or adoption is facilitated vegada necessária més aquest l’especialització in professional field. Adoptive families acollidores them or be able to travel professionals who, tot i l’assumint evident similarity between the filiació Biològica i l’i coneguin adoptive environments sàpiguen com les de l’especificitats adoptive. També they know to guide them in difficult family acollidores procés de l’acolliment, which sovint ROLS of experience of a confusion between filiació, or tutoring l’Education d’un nen / a.

Tot i l’acolliment that i són l’adoption vegada each month presents in Western Society, that i els mitjans of frequent comunicació és l’abordatge d’aquests temes, is less frequent that the support poden andalusia real families go through them Adoptive per acollidores or that we can address them dificultats the quotidiana acompanyar i desenvolupament dels seus fills Optim. És per aquest motiu it necessária fa l’especialització, teòricament i ben fonamentada interdisciplinary professionals who dels treball amb acollidores i Adoptive families. Aquest CONEIX professionals have the legislation on protection of minors in Spain, the desenvolupament dels processos d’adoption acolliment i, així com know i speak in diagnosing them dificultats that is presented during the sovint i acolliment in the post-adoption. The Postgraduate proposem claim that Assolo objectius aquests, i fer-ho des d’fonamentada i teòricament an interdisciplinary perspective.

Schedule

MODULE 1: INTRODUCTION (c. 1) (compulsory module for all registered)
CHILDREN AT RISK (v. 0.5)
Opening Lecture: Children at risk. Prof. Jorge Barudy
Family violence in children. Prof. Dr. Noemí Pereda

LEGISLATION ON THE PROTECTION OF THE CHILD (v. 0.5)
- Declaration of Rights of the Child
- Helplessness
- Automatic Protection
- Saves
- Fostering
- Adoption
- Participants and procedure in domestic and intercountry adoptions
- Legal effects of international adoption
- Termination and revocation of international adoptions

Prof. Dr. Elena Lauroba

MODULE 2: Foster Care (3 c.)
Foster Care (2 c.)
- Definition and typology
Fostering Family of Others
Fostering in extended family
- Foster Family of Others
- Types of care
- Assessing the value of foster care in each case
- The design of the host:
Participation of the family of origin
Visiting arrangements
Educational collaboration between the two families
Time required
- Awareness of the social environment
- The recruitment drives
- The selection and training of foster families
- The analysis and preparation of the family of origin and host
- Preparing the child for placement and upon his return
- The wording of the agreement
- Monitoring
- The End
- Placement in extended family
- Basic Features
- The relationship of the child with his family (parents and extended family)
- The educational partnership between the two families
- The development of children and families
- Monitoring and support resources
- The End

Prof. Ms. Dolors Prats
Prof. Ms. Victoria Fernandez
Prof. Xavier Garcia

Workshops, round tables, seminars and conferences (in the week of teaching) (c. 1)

MODULE 3: ADOPTION (3 c.)
BACKGROUND AND PSYCHOLOGICAL ASPECTS OF THE CHILD (v. 0.5)
Prof. Marta Roca
Prof. Lourdes Garcia

ASSESSMENT PROCESS prospective adoptive parents (v. 0.5)

Indicators of appropriateness
Motivation
Negative pathology
Physical and mental health
Accepting infertility and / or sterility (if any)

Professionals ICIF Gallifa Teresa

CONSTRUCTION OF THE PARENTS (1 c.)

- The process of integrating the adopted child to his new family
- The creation of the link
- Revelation
- Construction of the fraternal bond
Segundas adoptions
Adoptive families with children living
- Profile of the child
The adoption of children older
Adopting children with special
- Type family
Heterosexual adoptive family
Single-parent adoptive family
Gay adoptive family
- The extended family in taking
- Monitoring requirements

Prof. Dr. Meritxell Pacheco

Workshops, round tables, seminars and conferences (in the week of teaching) (c. 1)
MODULE 4: POST-ADOPTION (c. 6)
ASPECTS OF HEALTH (v. 0.5)
Prof. Dra.Victoria Fumadó

DEVELOPMENT, EMOTIONAL AND BEHAVIOR (1 c.)
Prof. Dr. Maria Forns

THE EDUCATION OF THE CHILD / ADOPTED A (v. 0.5)
Prof. Dr. Sheriff Montserrat
Prof. Mrs. Berta Boadas
Prof. Ms. Cristina Sallés

LIFE CYCLE OF APPROVED: SEARCH FOR THE ORIGINS AND CONSTRUCTION OF IDENTITY (1 c.)

-Children and adolescents. Prof. Ms. Vinyet Mirabent
- Maturity. Marriage and parenthood of subjects taken. Prof. Ms. Cristina Negre

Attention to the adoptive family (1 c.)
- Application
- Identification of problems
- Intervention in the educational, psychological and social.
- Principles of action:
Voluntariness
Confidentiality
Commitment for action from both sides
Mutual respect

Prof. Ms. Lina Parrondo

Workshops, round tables, seminars and conferences (in the week of teaching) (2 c.)