New York University
Steinhardt School of Education
Department of Teaching and Learning
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]
Undergraduate Program in
Early Childhood and Early Childhood Special
Education
Early Childhood/Special Education Wednesday Block
Spring 2015
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:
COURSE DESCRIPTION
This course is designed to facilitate the student’s move into the professional realm of the
field of early childhood and special education. Topics include working collaboratively
with families and all related professionals, advocacy for and with children and families,
multicultural curriculum and social justice issues, and the role of observation and
research in the classroom. Additionally, this course focuses on the final semester of
fieldwork and emphasizes curriculum integration, the role of the environment in
supporting curriculum, methods of observation and assessment, and pedagogical practice.
This course encourages informed experimentation with various pedagogical practices to
develop in students the capacity to create curricula responsive to the diverse learning
needs and experiences of young children and their families.
Learner Objectives:
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.
Krasnow& Greenbaum S ‘15
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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.
REQUIRED TEXTS
Brodey, D. (2008). The Elephant in the Playroom. NY: Plume.
Texts from preceding semesters are valuable resources
***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.)
Estreich, G. (2011). The Shape of the Eye. Texas: Southern Methodist University
Press.
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.
Robison, J. E. (2007). Look Me In The Eye. NY: Random House.
COURSE REQUIREMENTS AND 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.
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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. 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.
8. 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.
9. 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.
10. 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
Advocacy Response
TOTAL
10 points
10 points
10 points
15 points
20 points
10 points
20 points
5 points
100 points
Any student attending NYU who needs an accommodation due to a chronic,
psychological, visual, mobility and /or learning disability, or is Deaf or Hard of
3 Krasnow&
S ‘15the Moses Center for Students with Disabilities at
Hearing
shouldGreenbaum
register with
SPCED
–
UE
1510/1012
212 998-4980, 240 Greene Street, www.nyu.edu/csd.
**As noted by the Dean’s Office: Any student attending NYU who needs an
accommodation due to a chronic, psychological, visual, mobility
Academic Integrity:
Please note: All work turned in for this course must be ORIGINAL. When in
doubt, cite a reference. Adherence to the Academic Code of Integrity for All
Students is expected. See
http://steinhardt.nyu.edu/dcc/undergraduate/Statement_On_Academic_Integrity.p
hp. Penalties for lack of adherence to the code will be enforced. Formal
proceedings will be filed.
Family Educational Rights and Privacy Act (FERPA):
http://steinhardt.nyu.edu/policies/ferpa
Anti-Harassment Policy: http://steinhardt.nyu.edu/policies/ahp
WEEKLY CLASS SCHEDULE
Jan. 28
Course Introduction
Syllabus
Introduction to Projects and Assignments
Speakers
SOS
Discussion of edTPA
Explore Personal Teaching Strengths and Challenges
Student Teaching Discussion Question: What are your goals and expectations for your
final semester of student teaching?
Introduction to the FBA Process, Speaker, Liane Douglas
Assignment for 2/4:
Download and read the WONDER OF LEARNING Website. Get directions to the
exhibit for next week, where class will take place. Review Reggio notes.
________________________________________________________________________
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Feb. 4.
Class visit to WONDER OF LEARNING Exhibit: Williamsburg Northside Schools, 299
N 7th St. B’klyn
Assignment for 2/11:
1. 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.
2. 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.
3. 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.
4. 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.
_______________________________________________________________________
Feb. 11 Functional Behavior Assessment (con’t.)
(A) How do we use the FBA to : A) develop appropriate interventions for children
with challenging behaviors? (B) develop social skills and positive relationships?
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? Who is your FBA
child? How was s/he selected? What is the behavior you hope to improve?
Assignment for 2/18
Prepare for edTPA workshop. Bring your materials to class. You will work with a
buddy to review your work thus far. Be prepared with questions you might have. Make
sure to bring the appropriate edTPA Guidelines as well as Making Good Choices.
________________________________________________________________________
Feb. 18
5
edTPA Class Workshop
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Assignment for 2/25
1. Ask your cooperating teacher about advocacy going on in your school or
community.
2. 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.
3. What Happens When The Poor Receive A Stipend? New York Times, 1/18/14
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
_______________________________________________________________________
Feb.25
The Responsibility of Advocacy in Early Childhood
Case Study – Understanding the issues of Poverty and its Effects
on Young Children and their Education
Speaker: Cora Greenberg, Executive Director Westchester Children’s
Association
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 per child, per class, per program, per school, per
community? How might you make even the tiniest change? What is happening in your
school regarding advocacy?
Assignment for 3/4
1. Ask your CT about the role and implementation of RTI in your classroom and school.
2. 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.
3. 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. (Con’t – next page)
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4. 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.
Mar. 4 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 3/11
1. FBA PART 1
2. Reread/Review readings on differentiation and modifications. (Resources)
3. Create a list of modifications and accommodations that you are familiar with.
________________________________________________________________________
Mar.11
Planning and Designing Curriculum in an ICT Classroom
Speaker: Raina Krasnow, ICT Special Education Teacher, PS 69X
Student Teaching Discussion Question: Describe successful differentiation
and modification you have observed in your student teaching placements.
Assignment for 3/25:
1. Lightfoot, S.L., The Essential Conversations
2. Read Brodey, The Elephant in the Playroom
________________________________________________________________________
Mar. 25
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?
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Assignment for 4/1:
1. Diliberto and Brewer, “Six Tips for Successful IEP
Meeting,” in Teaching Exceptional Children, Mar/Apr 2012, Vol. 44 No. 4.
2.“Teaching Along With Her,” Teaching Exceptional Children, July/August 2006, Vol.
38, No. 6.
3. Prepare questions for new teacher panel.
4. Book Group 1 Presents
________________________________________________________________________
April 1:
Introducing the CPSE Process: Roles and Responsibilities
Book Group 1
Panel of New Teachers
The learning never ends as you begin to teach!
Student Teaching Discussion Question: What ideas will you be taking away 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?
Assignment for 4/8
1. Prepare for role in CPSE Meeting
2. Book Group 2 presents
________________________________________________________________________
April 8
IDENTIFYING CHILDREN’S NEEDS: THE CPSE PROCESS
Participate in CPSE meeting.
Book Group 2 Presents
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?
Assignment for 4/15
Book Groups 3, 4, 5, Present
Readings TBA
April 15
Job Search & Interviewing Strategies
Book Groups 3, 4, 5
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Assignment for 4/22
Readings TBA
________________________________________________________________________
Apr. 22
VISITING THE NICU, Bellevue
Assignment for 4/29
FBA Part 2, Evaluating the Plan
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. (RESOURCES)
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. (RESOURCES)
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 29
WORKING WITH TRAUMA IN EARLY CHILDHOOD SETTINGS
Student Teaching Discussion Question: How did preparing your FBA help you learn
about that student and support planning for his/her growth and development?
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?
________________________________________________________________________
May 6 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. All projects will be fully
discussed in class for clarity.
2. You will be preparing a Functional Assessment on a selected student in your
placement. PART 1 DUE 3/11, Part 2 Due 4/29
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.
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4. Book Group presentations and discussions will take place throughout the
semester. Prepare a group presentation that reflects the theme of the book and
why its theme relates to teaching in an ECSE classroom.
5. Designated class sessions will be led by students who will be responsible for
conducting the discussion of the weekly readings. A sign-up sheet will be
distributed.
6. You will participate as a team member at a mock CPSE meeting. 4/8
7. There will be one formal edTPA workshop in class, 2/18. You will work with a
buddy to read and review each other’s work. There will be a question and answer
period.
8. We will visit the NICU (neonatal intensive care unit) at Bellevue to explore early
life/family trauma, child development, and special education.
9. Advocacy Response: “The smallest step…” Sometimes a big change in
classroom dynamics or in the overall life of a child or family can be in the form of
the smallest step a teacher takes to advocate for change……
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