The Field Change and Career Change programs are intended to foster the development of skills, attitudes and knowledge needed to teach diverse populations of young children (birth to grade 2) across the full range of abilities. They are structured to prepare teachers to support the learning and development of students in general education, early intervention, “inclusion” and self-contained special education settings. These objectives are achieved by integrating knowledge of the importance of developmentally appropriate practices and play-based activities with an understanding of developmental delays and related disabilities. Specifically; the programs promote teacher knowledge and skills in:
Providing developmentally appropriate environments for all children
Addressing the needs of children with developmental delays and specific developmental disabilities
Understanding different models of service delivery
Selecting, using and understanding methods of developmental assessment
Developing, modifying and implementing curriculum
Aligning curriculum goals with appropriate state and national standards
Working with interdisciplinary teams and culturally diverse families
Using assistive and other technologies to enhance children’s learning and communicative skills
Providing advocacy for children and their families in the framework of current legislation
Program graduates will be able to assume such positions as:
Early childhood teachers in general education or inclusion settings
Special education collaborative team teachers
Special education itinerant teachers
Special education teachers in self-contained settings
Providers of one-on-one home-based early intervention services
Graduates of either the Career Change or the Field Change Master’s Programs will qualify for New York State dual certification in early childhood education (B-2) as well as for teaching students with disabilities (B-2), provided all state-mandated external tests, training modules and teaching experiences are completed.
The program prepares graduates to:
Demonstrate knowledge of human developmental processes and variations
Engage all young children in play, learning, and interaction in meaningful ways
Collaborate effectively with parents, families, educators, and related service providers
Develop skills that facilitate the use of research and technology in the broader context of special and inclusive education
Use the basic principles and strategies of the science of applied behavior analysis with students who have disabilities
Use, interpret and analyze various forms of assessment (formal, informal, formative, summative) to gather detailed information, from multiple sources, about student learning