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Provides an overview of Autism Spectrum Disorder (ASD) and information to support individuals of the ASD. Focuses on ASD and how individuals and families may be impacted, and differentiates between typical development and atypical development associated with ASD.
Identifies social skill issues; facilitate play skills; monitor behaviors; and create supportive learning and play environments for children with Autism Spectrum Disorder (ASD). It is recommended that course 10-307-130 ASD, Introduction be taken prior to taking this course.
Familiarizes the learner with evidence based practices for working with children with ASD. Students will collect, record, and apply data; implement behavior plans; utilize technology to support instruction; facilitate development of basic life skills; and communicate effectively with families, professionals, and others in the community.
Focuses on topics of interest to people working with young children. Credit for in-service programs is awarded at the conclusion of each monthly session. Registration procedure requires that individuals, not agencies, enroll in this course.
Examines the external factors and relationships which affect early childhood program quality and ability to flourish. Content includes how to conduct surveys, basic marketing principles, licensing and accreditation requirements, collaboration with other organizations, developing funding resources, advocacy, and working for and with change. Must be a lead teacher or program director.
Includes discussion and practical applications related to scheduling, staffing, facilities management, equipment acquisition and maintenance, service delivery, maintaining records and communication. Must be a lead teacher or program director.
Examines child development within the context of the early childhood education setting. Course competencies include: integrate strategies that support diversity, cultural responsiveness, and anti-bias perspectives; analyze social, cultural, and economic influences on child development; summarize child development theories; analyze development of children ages three through five; analyze development of children ages five through eight; relate child development research findings to teaching practice; analyze the role of heredity and the environment; examine the role of brain development in early learning (ages three through eight) examine developmental and environmental assessment strategies for children ages three through eight.
Focuses on the child with differing abilities in an early childhood education setting. Course competencies include: integrate strategies that support diversity, cultural responsiveness, and anti-bias perspectives; promote inclusive programs for young children; apply legal and ethical requirements including, but not limited to, ADA and IDEA; examine the consultation process to embed intervention in natural based settings; differentiate between typical and exceptional development; analyze the differing abilities of children with physical, cognitive, health/medical, communication, and/or behavioral/emotional disorders; identify community and professional resources; interpret an individual educational plan (IEP/IFSP) for children with developmental differences; adapt curriculum to meet the needs of children with developmental differences; examine strategies for cultivating partnerships with families who have children with developmental differences.
Explore strategies to encourage the development of early language and literacy knowledge and skill building in children birth to 8 years of age. Learners will investigate the components of literacy including; literacy as a source of enjoyment, vocabulary and oral language, phonological awareness, knowledge of print, letters and words, comprehension and an understanding of books and other texts. Theories and philosophies regarding children's language and literacy development will be addressed. Dual language learning will be examined within the context of developmentally appropriate practices. Assessment tools for early language and literacy acquisition will be reviewed.
Enhances the student’s ability to analyze the guiding principles and the five developmental domains related to the WI Early Learning Standards, apply the WMELS to various developmentally appropriate curriculum models, activities and assessments, integrate the WI Early Learning Standards into the program’s teaching cycle, evaluate learning and assessment activities using the early learning standards for each child.
