James Madison University
PROGRAMMING & PRACTICES IN INCLUSIVE EARLY CHILDHOOD EDUC
IECE 300/301 Course Syllabus - Fall 2011
Wednesdays, 12:20 – 3:05
Thursdays, 12:30 – 3:15
Memorial Hall 3150
CATALOG DESCRIPTION
This course is designed to introduce students to the issues and trends in the education of infants, toddlers,
and young children. It will provide the historical, philosophical, social, and legal background for current
practices in the field and will engage students in synthesizing and analyzing this information along with
research as it pertains to professional practice.
Prerequisite: Admission to teacher education pre-professional licensure program.
Students are responsible for registering for classes and for verifying their class schedules on e-campus. The deadline for adding a Fall
Semester class without instructor and academic unit head signatures is Tuesday, September 6, 2011. The deadline for adding a class with
instructor and academic unit head signatures for Fall Semester 2011 is Thursday, September 15, 2011. No exceptions will be made to these
deadlines.
COURSE INSTRUCTORS
Dr. Susan Barnes
Memorial 3130A
540.568.8114
barnessk@jmu.edu
Office Hours:
Wed 3:05-5:35
Thu 3:15-5:45
Dani Allen Bronaugh
Memorial 3125B
540.568.4952
bronauda@jmu.edu
Office Hours:
Wed 10:00-12:00; 7:00-8:00
Thu 10:30-12:00
** We will use JMU email ONLY to communicate with you – if you have your email forwarded and
email us from another account, we will not respond because we cannot verify who you are when you
use a different email. **
COURSE OBJECTIVES
Candidates will:
• Explain the influence of historical, philosophical, social, and legal foundations on inclusive early
childhood education professional practice
• Identify, research, summarize and discuss current recommended practice related to the education of
infants, toddlers, and young children (DAP, programming/delivery models, collaboration)
• Review the national, professional, and state standards that impact inclusive early childhood
professional practice
ASSIGNMENTS & GRADING SCALES
IECE 300 - 3 credits (face-to-face course)
Critical Factors in Programming
40 points
Project
Standards Presentation
60 points
Issues in School Readiness Project
40 points
Class Preparation & Participation
40 points
Observation (IECE Program
20 points
requirement)
Total course points – 200 (200 points = 100%)
IECE 301 - 1 credit (practicum)
Performance in Practicum
40 points
Journal of Growth in Interaction
Skills
40 points
Transition Activity & Reflection
20 points
Total course points – 100 (100 points=100%)
Grading Scales and Policies
A
AB+
93%-100%
90%-92%
87%-89%
B
83%-86%
B-
80%-82%
C+
77%-79%
C
CD+
D
73%-76%
70%-72%
67%-69%
60%-66%
58% &
below
F
Failure to notify your practicum
teacher & supervisor in advance
of an absence
Unexcused absence (for reason
other than documented personal
illness or emergency)
Excused absence not made up
One letter grade drop for each
occurrence
One letter grade drop for each
occurrence
One letter grade drop for each
occurrence
Two absences without proper notification to the teacher and
supervisor will result in removal from practicum.
IECE 300/301 COURSE EXPECTATIONS
1.
Students are expected to demonstrate personal and professional behaviors as identified in the
IECE Program Handbook. Students should use person-first language in class discussions and
written assignments. Please refer to the “Guidelines for Reporting and Writing About People with
Disabilities” (posted on Blackboard). Commitment to professional growth is expected throughout
this course and the IECE Program.
2.
As a student in a professional education program, it is expected that you will be present and
punctual for all classes. There will be a three-point deduction from the final grade for each
class period missed during the semester. The only absences that avoid this penalty are those
identified as excused by the University. The instructor must receive official notification of these
excused absences and appropriate make-up work is expected. One incident of tardiness to class is
allowed. Additional late arrivals will result in a one-point deduction from the final grade for
each occurrence. You are responsible for recording your attendance in the notebook as you enter.
Do not initial for anyone but yourself.
3.
All assignments must be completed in accordance with the James Madison University Honor
Code. Written work must be created by the student and all resources must be properly
documented. In assignments requiring the use of specific technology skills, you are expected to
learn to use the equipment in order to complete the assignment yourself.
4.
Professional writing and proper APA style use are assumed skills for this course. Credit is not
given for these skills in individual assignment rubrics, but points will be deducted if student work
is unacceptable. The instructor will refuse to grade assignments with multiple errors (refer to the
writing policy on page 4). Students needing assistance with writing may contact the University
Writing Center on the 4th floor of Wilson Hall (568-6967).
5.
All work must be typed (except Class Preparation Notes) and use APA manuscript style for
references and citations. Sources must ALWAYS be cited when you use ideas other than
your own. A current APA style manual is available in the ETMC (Memorial 7260) and links to
helpful resources are included on Blackboard (refer to the writing policy on page 4 as well as from
http://www.apastyle.org/ and http://owl.english.purdue.edu/owl/resource/560/01/).
6.
Approval must be obtained from the instructor before submitting assignments that have been
prepared to meet requirements in other courses.
7.
Assignments must be turned in during class. Those not received by the due date will be penalized
unless prior arrangements have been made.
8.
Unless otherwise specified, printed copies of all assignments are required. Each must include a
blank rubric (available on Blackboard) as the cover page with the required information
completed in proper manuscript printing. Failure to submit the rubric will result in a one-point
deduction on the assignment. Failure to use proper manuscript print will result in a .5 point
deduction.
9.
Pages should be stapled or bound securely.
10.
Code names MUST be used in all data collected in practicum and all references made to
children or teachers in your written assignments. Refer to your teacher as Mrs. X.
11.
Children’s names should not be visible on art or work samples included in assignments.
12.
Save all assignments electronically and back them up in a secure location.
13.
Cell phones must be turned off during class and practicum.
14.
Computers must be turned off and put away during class. You will be told in advance if there is
any reason to bring a computer to class.
15.
All class members are expected to share responsibility for keeping the classroom neat and
orderly. Spills must be cleaned up immediately and thoroughly. No trash should be left in the
room and chairs should be pushed under the tables or stacked neatly before you leave.
16.
Important announcements, course documents, assignment resources, and grades will be posted on
Blackboard. You are expected to check the site regularly and be familiar with the information that
is there.
17.
DO NOT MAKE PLANS TO LEAVE DURING EXAM WEEK. YOU WILL BE
REQUIRED TO ARRANGE A TIME TO GO TO YOUR PRACTICUM THAT WEEK.
VIRGINIA DEPARTMENT OF EDUCATION
COMPETENCIES
IECE 300 – Programming and Practices in IECE
Professional ECSE Endorsement Competencies
2
Curriculum and instructional procedures:
Skills in this area shall contribute to an understanding of the principles of learning; the
application of skills in discipline-specific methodology; communication processes; selection
and use of materials, including media and computers; evaluation of pupil performance; and the
relationship[s] among assessment, instruction, and monitoring student progress to include
student performance measures in grading practices, the ability to construct and interpret valid
assessments using a variety of formats in order to measure student attainment of essential
skills in a standards-based environment, and the ability to analyze assessment data to make
decisions about how to improve instruction and student performance.
Teaching methods appropriate for exceptional students, including gifted and talented and those
with disabling conditions, and appropriate for the level of endorsement sought shall be
included.
4
Foundations of education:
Skills in this area shall be designed to develop an understanding of the historical,
philosophical, and sociological foundations underlying the role, development and organization
of public education in the United States.
Attention must be given to the legal status of teachers and students, including federal and state
laws and regulations, school as an organization/culture, and contemporary issues in education.
The historical, philosophical, and sociological foundations of the instructional design based on
assessment data (the relationship[s] among assessment, instruction, and monitoring student
progress to include student performance measures in grading practices, the ability to construct
and interpret valid assessments using a variety of formats in order to measure student
attainment of essential skills in a standards-based environment, and the ability to analyze
assessment data to make decisions about how to improve instruction and student performance)
must be addressed.
(** Foundations of Education: 3 semester hours)
ECSE Endorsement Competencies
1. Understanding of the nature and characteristics of major disabling and at-risk
conditions, including:
a. Trends for service delivery to the birth-through-age-five population;
b. An overview of early childhood special education;
c. Historical perspective of special education; and
d. Social development issues.
(**Foundations and Legal Aspects: 3 semester hours)
2. Understanding of the foundation of the legal aspects associated with students with
disabilities, including:
a. Legislative and judicial mandates related to education and special education;
b. The Individuals with Disabilities Education Act (IDEA), § 504 of the Rehabilitation Act of
1973, and the Americans with Disabilities Act;
c. Legal decisions related to persons with disabilities;
d. Current regulations and procedures governing special education to include individualized
education program (IEP) development and/or individualized family service plan (IFSP);
and
e. Disciplinary practices, policies and procedures and alternative Placements/programs in
schools.
(**Foundations and Legal Aspects: 3 semester hours)
4. Understanding of the methods for providing instructional programs for early intervention,
including:
a.
Service delivery options;
b.
Development of individualized education programs (IEPs) and individualized family
service plans (IFSPs);
c.
Curriculum development and implementation to ensure developmentally appropriate
intervention techniques in the areas of self-help, motor, cognitive, social/emotional,
and language.
(**Instructional Programming: 3 semester hours)
8.
Skills in consultation, case management, and collaboration, including techniques in
working with children, families, educators, related service providers, and other human service
professionals that include:
f. Service coordination;
g. Interagency coordination;
h. Integration with nondisabled peers;
i. Transition facilitation; and
j. Training, managing, and monitoring paraprofessionals.
(**Consultation: 3 semester hours)
10.
Understanding of the theories and techniques of family-centered intervention, including:
a.
Multicultural issues and influence
b.
Family issues
(**Family-Centered intervention: 3 semester hours)
11.
Understanding of the standards of professionalism
REQUIREMENTS AND POLICIES
Textbook:
There is no textbook for these courses, but required readings are assigned weekly. Links readings
are available in the Resources section Blackboard. Please check folders weekly in case new
readings have been added.
Contacting the Instructors:
Contact the instructors in advance by email or phone to schedule a meeting during office hours.
Attendance:
It is expected that you will be present and punctual for all classes. There will be a three-point
deduction from the final grade for each class period missed during the semester. The only
absences that avoid this penalty are those identified as excused by the University. One incident of
tardiness to class is allowed. Additional late arrivals will result in a one-point deduction from
the final grade for each occurrence.
Absences:
It is the responsibility of the student to discuss an absence with the instructor prior to the
occurrence to determine whether the absence is excused and make up work is permissible. ALL
make up work must be completed no later than one week from the missed class.
Accommodations:
If you are a student with a documented disability who will be requesting accommodations in this
course, please make sure you are registered with the Office of Disability Services (Wilson Hall,
Room 107, 568-6705) and provide the course instructor with an Access Plan letter outlining
needed accommodations. We will be glad to meet with you privately during office hours to
discuss your needed accommodations.
Student Responsibility for Registration:
Students are responsible for registering for classes and for verifying their class schedules on ecampus according to the deadlines listed on the JMU Registrar’s webpage
(http://www.jmu.edu/registrar/). No exceptions will be made to these deadlines.
Academic Honesty:
All course activities must be completed in accordance with the University Honor Code. All
written work must be created by the student alone.
Plagiarism. There is typically only one authentic owner of an idea, thought, or opinion. When
using an existing idea, thought, or opinion in one’s work, the author MUST include an acceptable
form of reference to the ownership or copyright of the work. Using existing ideas and thoughts
are often necessary if for no other reason than to indicate the validity or alignment of your own
work to scholarly practice and theory. The omission of a proper reference is plagiarism and will
not be condoned. However, the integration of properly referenced material in your own work is
acceptable and encouraged. The inclusion of existing information, ideas, or beliefs in lesson
plans, research papers, or other assignments must include necessary citations. It is best to ask me
if you are in doubt about the use of a citation. Honest mistakes can always be corrected or
averted.
Inclement weather. JMU’s class cancellation policy can be found at
http://www.jmu.edu/JMUpolicy/1309.shtml Please check your email on the day of scheduled
classes in the even that there has been a cancellation due to reasons other than inclement weather.
WRITING POLICY
Teachers must model professional writing in all communication with students, colleagues, families, and
administrators. For this reason, professional writing and the proper citation of resources using APA
style are expectations of candidates in the Inclusive Early Childhood Education Program. The following
procedures are followed by faculty members in order to support the development of professional writing
skills for all students.
Errors in Spelling, Grammar, Word Usage, and Mechanics of Writing
When an instructor encounters the fifth writing error in a student assignment, he or she stops
reading the assignment, returns it to the student as soon as possible, and records a grade of zero.
The student is allowed a maximum of seven days to resubmit a fully corrected assignment. If the
resubmission has 1-4 errors, deductions are made at the instructor’s discretion. If the
resubmission has five or more errors, it is eligible for 80% credit. If resubmission is required for
more than one assignment during the semester, subsequent ones are eligible for 80% credit.
Assignments that are due during the last three weeks of the semester may or may not have an
option for resubmission. This will be specified by the instructor, but a penalty will be assessed for
errors.
Errors in APA Style
Application of APA standards is assumed in all assignments. When an instructor encounters the
fifth APA error (in the reference list or in-text citations), he or she stops evaluating the
assignment, records a grade of zero, and returns it to the student. If the assignment is resubmitted
in correct format on or before the date established by the instructor, it is eligible for 90% credit.
Assignments that are due during the last three weeks of the semester may or may not have an
option for resubmission. This will be specified by the instructor, but a penalty will be assessed for
errors.
Plagiarism
Plagiarism is “copying, writing or presenting as one's own the information, ideas or phrasing of
another person without proper acknowledgment of the true source” (JMU Honor Council, August
2009, ¶15). If student work is submitted without citation of sources, it is considered an honor code
violation and established reporting procedures will be followed. It is expected that students
understand the JMU Honor Code and the information on avoiding plagiarism from the following
sites.
www.jmu.edu/honor/code.shtml#TheHonorCode
Reference
James Madison University Honor Council. (August 2009). James Madison University honor code.
Retrieved January 9, 2010, from http://www.jmu.edu/honor/code.shtml#TheHonorCode
IECE 301 PRACTICUM EXPECTATIONS
1.
As a student in IECE 301, you assume the role of student staff member at your practicum location.
This responsibility begins during the second week of class and continues through exam week.
2.
You are responsible for all information included in the Staff Handbook at your Practicum location if
there is one. In addition, read the handbook for student staff for the Young Children’s Program and
use it as a guide for expectations at your Practicum placement. Read it thoroughly at the beginning of
the semester. You are responsible to be ready to participate (hands washed) at your assigned time.
Please follow all policies at your Practicum location (i.e. sign in and out, wearing a badge).
3.
Consider yourself a part of a teaching team at your Practicum this semester. Student staff and
the teacher will work together to provide the best possible learning environment for the children. Be
alert to ways you can be helpful to your teacher, as well as support other members of the staff.
Throughout your assigned practicum day, you should be actively involved as part of the teaching
team.
4.
Use the Guides to Adult Speech and Action (Read, Gardner, & Mahler, 1993) and Teaching to
Enhance Development and Learning (NAEYC, 1997) as guidelines for your interaction with the
children. Posted on Blackboard.
5.
Use correct manuscript printing in all writing your Practicum. Be sure to spell children’s names
correctly and write them consistently with the first letter capitalized and remaining letters
lower-case.
6.
Your Practicum location may or may not have video/photo release forms for all children in the
program. You may need to secure permission for use of photography for IECE course assignments
from the teacher, director and parents. Make sure you do not identify the children or teacher by
name. Any photographs or video taken at your practicum may not be used for any other purpose.