CALL FOR PAPERS

23rd ANNUAL CONFERENCE

COUNCIL FOR EXCEPTIONAL CHILDREN -- TEACHER EDUCATION DIVISION

Educating Inclusive Early Childhood Educators In the New Millennium

2. Content Area: Teacher / Personnel Preparation

3. Abstract

This session presents a collaborative instructional model to prepare Early Childhood Educators to teach young children in inclusionary classrooms, as required by NAEYC and DEC/CEC. Also mandated are early childhood programs that apply theories of child development and learning, family systems, knowledge of curriculum content and pedagogy during field experiences.

_X__ Single Presentation ___ Multiple Presentation ___Panel

_____ Overhead _X__Screen ___Flip Chart ___VCR/TV ___ Slide Projector

In Ohio, the early childhood license is valid for teaching children who are typically developing, at-risk, gifted, and who have mild/moderate educational needs. The Early Childhood Licenses is issued for ages three through eight and pre-kindergarten through grade three. This session will present a collaborative comprehensive model of instruction in Early Childhood Education (ECE) at Wright State University. The program in designed to facilitate the modeling of integration of subject matter between classes, collaboration, team teaching by professors and clinical faculty in the planning, delivery, application and evaluation of required courses.

Each quarter, fifteen to eighteen hours of coursework are taught in a block format. This block includes three or four professional preparation courses and at least one field experience in which students are assigned to ECE sites serving young children (typically and atypically developing) birth - 8 yrs. old.

NAEYC and DEC/CEC mandates that early childhood programs require candidates to integrate theories of child development, family systems, theories of learning, content knowledge, and early childhood curriculum and pedagogy with application during field experiences. Six field experiences are required; one quarter is spent observing and interacting with infants and toddlers, one quarter is in an early intervention program (3-5 yr. old with special needs) or fully inclusionary program, and four are in a kindergarten through third grade placement.

Professors teaching accompanying classes will provide guidance in observation and participation in the field placement and will require the completion of specific assignments and projects to assist in the preparation of the pre-service teacher as a problem solver and developing professional. Presenter will encourage participation of audience in sharing common goals and solutions in providing coursework for developing early childhood professionals and especially opportunities to apply learned skills into classroom curriculum

Colleen Finegan, Ph.D.,

Associate Professor

College of Education and Human Services

Early Childhood Special Education

376 Millett Hall

Wright State University, Dayton, OH 45435

O 937-775-4582 FAX 937-775-4855

colleen.finegan@wright.edu

Colleen Finegan, Ph.D.,

7630 ROZELLE COURT

WEST CHESTER, OH 45069

H 513- 779-9994