2005 early childhood institute: teaching the whole child

DAY 1
Opening Keynote Speaker: Barbara Bowman

Barbara Bowman is a professor at Erikson Institute and Chief Officer of Early Childhood Education for the Chicago Public Schools. Barbara Bowman is one of three faculty members who founded Erikson Institute in 1966 and is past President of the Institute. She has had experience teaching at preschool and primary levels as well as in colleges and universities. She now teaches courses in early childhood education and administration and administers preschool and kindergarten programs in the Chicago Public Schools. She has over50 publications, including articles, books, and edited volumes. In addition to administration, teaching, and writing, Barbara Bowman has directed a wide range of projects, including ones for Head Start, the Department of Children and Family Services, and Native American reservations. Her most recent work includes a survey of assessment practices in Head Start and childcare programs in Chicago and in evaluation of the Chicago Community Colleges' Early Childhood Departments and Childcare Centers.

Bowman has served on numerous professional boards, including the Family Resource Coalition and the National Association for the Education of Young Children, of which she was President (1980-1982). Currently she is on the boards of the Great Books Foundation, the Chicago Library Foundation, and Roosevelt University. She has served on a variety of professional committees, including the Panel on Day Care Policy for the National Research Council, the Leadership Initiative for the National Black Children Development Institute, the Committee on the Prevention of Reading Difficulties in Young Children for the National Research Council and the Advisory Council on Early Childhood Education of the Illinois State Board of Education and Chicago Public Schools. She chaired the Committee on Early Childhood Pedagogy for the National Research Council. Barbara Bowman holds honorary degrees from Bank Street College, Roosevelt University, Dominican University, Governors State University and Wheelock College.

DAY 2
Closing Keynote Speaker: Nancy Carlsson-Paige

Nancy Carlsson-Paige, Ed.D., is a professor at Lesley University where she has taught teachers for over twenty-five years. Sher is co-founder of the Lesley University Center for Peaceable Schools and its Masters Degree Program in Conflict Resolution and Peaceable Schools. For over twenty tears, Nancy has been researching and writing about how violence, especially in the media, affects children's social development. She also studies and writes about how children learn to be peacemakers--how the skills of caring relationships and positive conflict resolution can grow in children and young people. Nancy has co-authored four books and many articles on media violence, conflict resolution, peaceable classrooms and global education. Her children's book, Best Day of the Week, tells the story of two children who use conflict resolution skills to work their way through a conflict. Nancy is an advisor for public television on children's programs having to do with violence and social issues. She is also a research affiliate at the Center for Peaceable Schools. Currently, Nancy is working on a book for parents about raising children in these difficult times.

Brochure [pdf]

Registration Form [pdf]

Housing Form [pdf]
 

The Center for Children, Families and Public Policy
Lesley University
29 Everett Street
Cambridge, MA 02138

For more information contact:
Sophia Bishop-Rice
617.349.8924
srice@lesley.edu
http://www.lesley.edu/academic_centers/cfpp/earlychildhood.html

COURSE: YOUNG CHILDREN WITH SPECIAL NEEDS
Professor: KC MORGAN, M.Ed,Lesley University

COURSE DESCRIPTION

This course examines concepts relating to young children, ages 3-7, at risk for or exhibiting developmental delays or mild to moderate disabilities. It focuses on identification, assessment, diagnosis and referral of young children with special needs. Class participants will analyze and reflect upon inclusive strategies for classroom structure and curricular / instructional accommodations and modifications

LEARNING OUTCOMES

By the end of this course students will:

REQUIRED READING

Gould, P., Sullivan, J. (1999). The Inclusive Early Childhood Classroom, Easy Ways to Adapt Learning Centers for All Children. Maryland:Gryphon House.

Paasche, Carol L.& Gorrill, Lola & Strom, Bev (2004) Children with Special Needs in Early childhood Settings (Identification, Intervention , Inclusion) New York: Delmar Learning/ Thompson

ARTICLES, JOURNALS AND WEB BASED INFORMATION.

CLASS PARTICIPATION

A large part of your learning in this course will come from active involvement in this learning experience. You are expected to attend and actively participate in all classes. You are also expected to carefully carry out the assignments, read the assigned materials and be prepared to share your professional insights in class.

RESPONSIBILITIES AND EXPECTATIONS

1. Students are responsible for handing in work that reflects current understanding. All work should be done thoughtfully and thoroughly and to the best of ones ability. Revisions are an expected component of this learning experience and they will not affect your grade provided that your revisions are made carefully and submitted in a timely fashion. All assignments should be typed free of spelling and grammatical errors.

2. If the student wishes to propose changes in the presented assignment guidelines please, see KC Morgan.

3. It is crucial that continuously articulate any clarifying questions or suggestions as they come up throughout the semester. The questioning/reflecting process is essential to your own learning. If you are not comfortable asking questions in front of class use your Learning Logs.

ASSIGNMENTS

1. READINGS- Textbook, Articles or Journals
2. PICK ONE and PREPARE for Saturday #1 A poster including the above information PLUS definition
A 15 - 20 minute presentation
A handout with bibliography for your colleagues
MY SPECIAL EDUCATION MAZE
You are asked to find out the referral and coding process in your present employment situation. You must include contact information, necessary forms and information you would need to refer a student for assessment & services.
MINI-CONFERENCE WITH POSTER PRESENTATION
Individual or pairs of students will select a Disability or "condition" for study.
Student(s) will explore Physical, Behavioral, Social Emotional Characteristics Alternative considerations and conditions.
Recommendations/ Programming suggestions
Resources.
3. FINAL PROJECT
Submit specific proposal to instructor by First Friday.
Specific instruction sheets will be handed out in class.

MINI CASE STUDY.

* Select a child with special needs or possible special needs in setting and write one brief paper (3-5 pages typed 12pt Times )
* Complete a minimum of 3 observations.
* Describe characteristics and/or behavior which this child displays.
* Describe and analyze your own classroom teaching experience with this child and how it relates to your own philosophy of early childhood education special education in inclusion settings
* Reflect on this child's progress.
* Develop at least two questions around how to support his/her further progress in current classroom setting.
* Brief oral presentation of student current level and strategies for progress
(Please, change names for presentation)

TEACHER OR PARENT WORKSHOP

* Select a current issue in early childhood special education.
* 3-5 pages typed 12 pt. double space Times
* 45 minute workshop presentation.
* Supply all handouts

ACTION RESEARCH PROJECT

* Select a current issue in early childhood special education.
* An action research project with specific goals
* Student observations and records
* Support information
* A 15 minute presentation with handout and visuals

RESEARCH PAPER

* Select a current issue in early childhood special education.
* 15 page research paper
* 15 minute presentation with handouts and visuals

LEARNING CENTERS

* Select or create a unit of study
* Activity grid for learning centers covering 8 intelligences
* modifications for children with various learning approaches and special needs.
* Demonstrate 3 of the learning centers to the class.

**All final projects will be presented to the class**

Project must include Bibliography (APA style) and an outline/ handout for each member of the class.

**All final projects will include a 15 - 20 minute presentation in final class meeting.

Including Bibliography (APA style) and an outline/ handout for each member of the class.

DISABILITIES SUPPORT
"Lesley University is committed to ensuring the full participation of all students in its programs. Accordingly, if a student has a documented disability, and, as a result, needs some accommodation to complete course requirements, he/she should inform the instructor, at the beginning of the course. For further information about services through Lesley College for students with disabilities, contact the Office of Student Affairs on the main campus at (617) 349-8544 [TDD]