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Broadens students’ awareness of the theoretical and legal foundations for programs serving young children (infancy through age 8) with a range of special educational needs. Students examine the causes, symptoms, social consequences, and behavior characteristics of children with exceptionalities. Students learn how to develop curriculum modification/accommodation strategies in all domains of development in an inclusive classroom setting or other natural environment including the use of appropriate assistive technologies and  how to create a supportive environment for children learning to use these technologies. Emphasis is on collaboratively working with a child’s classroom teacher, interventionist, and the child’s family to understand the benefit of working together on behalf of the child. Students develop an understanding of child and family needs and develop a resource file of state, local, and national supports.

Students work in NHTI-approved early childhood education settings for children in infant/toddler care, preschool, or kindergarten under the supervision of early childhood mentor teachers. Students conduct an in-depth child study that includes documenting, interpreting, and assessing child observations. Students create, manage, and use portfolio documentation to generate invitations that support a child’s individuals goals (set by the student, mentor teacher, and family of the child). Students summarize, in narrative form, a child’s growth in developmental domains. All of this is used to plan and carry out two parent conferences. NHTI ECE faculty schedule site visits to review and evaluate student progress. If on-site visits are not applicable, videos of practicum students in action are required. The student will complete a total of 105 hours of field experience.

Students work in NHTI-approved early childhood education settings for children in infant/toddler care, preschool, or kindergarten under the supervision of early childhood mentors. NHTI faculty support students as they explore the characteristics of a responsive child-centered emergent curriculum projects. Students document and reflect on their experiences with children, families, and professional partners as they develop their skills in connecting theory to practice. Students have opportunities to help children develop an age-appropriate social competency through a class meeting and including the teaching team in follow-up, supportive guidance. Students assume lead teaching responsibilities and require flexibility in scheduling to allow for two full days at the site. NHTI ECE faculty schedule site visits to review and evaluate student progress. If on-site visits are not applicable, videos of practicum students are required. Service learning is a component of this course. The student will complete a total of 105 hours of field experience. Students must earn a C or higher in this practicum to graduate from the degree program.

Students work in NHTI-approved community-based settings with preschool children with special needs under the supervision of mentors. Students conduct in-depth observations of preschoolers with special needs using a variety of tools and observe, document, and create portfolios of a child’s development as it compares to IEP goals. They participate in IEP meetings and suggest and implement appropriate activity-based interventions that are part of a child’s IEP. NHTI program faculty schedule site visits to review and evaluate student progress. The student will complete a total of 105 hours of field experience. Students must earn a C or higher in this practicum to graduate from the degree program.

Provides students with a supervised opportunity to develop skills and demonstrate competencies necessary in early intervention/home visiting in natural settings (child care, homes, public schools). Supervisors provide guidance and support needed to enhance students’ development as early intervention paraeducators or home visiting specialists. Through participation in an IFSP or IEP team, students learn how to partner with families in the education of their children. Identifying biases to support families of varying race, culture, and socio-economic status is examined. Students demonstrate their ability to create a culturally competent resource binder that includes games, activities, and outings to be shared with a family to support the child’s development. Students complete a total of 105 hours of field experience. Students must earn a C or higher in this practicum to graduate from the degree program.

Explores the role of the early childhood professional in the workplace. Topics discussed include leadership, working in a team, and professional ethics. Students develop a resume and create a professional portfolio for interview purposes. Emphasis is placed on the role of ongoing professional development activities and involvement in the early childhood field through participation in boards and meetings around topics specific to the field. Students should plan on attending professional development opportunities as defined by the instructor.

The student continues field experience work in an approved human service setting under the supervision of an approved professional. Skills, knowledge, and personal characteristics are built on and integrated into the learning and supervision of this course, as well as second year coursework including criminology and elective options that fit the students’ field work. Students submit documentation of the practicum activities/experience and demonstrate the ability to relate theory to practice in the chosen field of experience. The student completes a total of 125 hours of field experience.

Concerned with the behavior of the economy as a whole, particularly macroeconomics and fluctuations in economic activities. Basic elements of economic reasoning are applied to the public policy issues of unemployment, inflation, and economic growth. A brief survey of the history of economic ideas is followed by a study of the consequences for national policy of the changing institutional structure of the U.S. economy and of the conflicts inherent in, and generated by, competition and private enterprise. Analytic tools are used to evaluate monetary and fiscal policies and to understand current macroeconomic controversies.

An investigation into the functioning and politics of the U.S. economy from the vantage of the marketplace, emphasizing microeconomics, wage bargaining, taxation, and the distribution of wealth and income. Topics include the theories of demand and production and the determination of prices and quantities for commodities and factors of production in competitive and noncompetitive markets.

Introduces the exceptionalities and related topics in the field of special education including definitions, prevalence, assessment, and intervention. It includes discussion of strategies for facilitating students’ independence, learning, social connections, and self-advocacy skills. Curriculum emphasizes the philosophical and practical applications of valuing students’ abilities and diversity and collaborating with educators and families. It will explore curriculum modifications and accommodations, problem-solving strategies, and transition issues. Ten hours of field work are required in this course. A $25 fee will be assessed to all students to cover the cost of clinical practice.