M.Ed. in Early Childhood Special Education

Course Offerings

One unit of credit equals four semester hours. 

2017–2018 Courses
2016–2017 Courses

2017–2018 Courses

MEC 501 Early Intervention Methods
The focus is on philosophy, goals and clinical approaches of early intervention services for infants and toddlers with special needs and their families. Family-focused intervention practices and medical aspects are included. The development of collaborative team processes among professionals and families and the implementation of the IFSP are investigated. Field experience/clinical component required.

MEC 503 Infant Assessment Birth to Age 3: Typical and Atypical
This course highlights a developmental approach to observation and assessment of typical and atypical infants/toddlers. Students focus on underlying developmental processes in cognitive, language, motor or social/emotional development. Students learn to assess strengths as well as needs and examine selected screening and assessment tools. Field experience/clinical component required.

MEC 506 Development of the Young Child, Birth to Age 5: Typical and Atypical
This course presents major developmental theories and models of cognitive, psychosocial, emotional and play development of young children birth to age 5. Personality is traced from birth through age 5. Students will study the interrelated nature of development and the characteristics of and influence of disabilities and risk factors on development. Field experience/clinical component required.

MEC 507 Typical and Atypical Language Development Birth to Age 5 and Emergent Literacy
This course focuses on the developmental sequence of language acquisition. Students study the origins and characteristics of atypical language development, diagnosis procedures and intervention of language disorders in young children. They also explore emergent literacy and the use of alternative communication systems. Field experience/clinical component is required.

MEC 508 Practicum I: Early Intervention and Family Mentor Field Experiences and Seminar
This first practicum offers early intervention and family mentor field experiences and supports students in their initial exposure to developmental therapy work in the early intervention field. Students will also engage in introductory work on their graduate e-portfolios. Includes a 10-session seminar across the semester. Thirty hours of work with developmental therapy mentors and family mentors is required.

MEC 512 Early Childhood Assessment
A developmental approach to observation and assessment of young children. Students assess children’s strengths and needs as they study uses and limitations of tests and diagnostic approaches. Observation strategies and instruments used will center on the individuality of the child, his/her growth, trends and development. Practical applications for identification, placement, program planning and development are examined. Field experiences and a clinical component are required.

MEC 514 Early Childhood Special Education Methods
This course focuses on inclusion practices, curriculum development, implementation and evaluation for young children. Transition strategies are investigated. It includes play and developmentally and individually appropriate practices. Students will examine debilitating medical conditions and management and the uses of adaptive and assistive technology, and investigate the development of collaborative team processes among professionals and families and the implementation of the IFSP and Individualized Educational Plan (IEP). Field experience/clinical component is required.

MEC 518 Early Intervention Birth to Age 3 Internship and Seminar
This internship provides a 250-hour supervised experience in early intervention working with developmental therapy (DT) mentors. Students will work with infants and toddlers with developmental delays and disabilities and their families across the 16-week semester. A supportive, collegial eight-session seminar designed to foster self-reflection and professionalism is regularly scheduled.

MEC 521 Practicum II: Early Childhood Special Education Field Experiences/Seminar
This eight-session seminar includes a focus on the field work required in an early childhood special education classroom. Attention to lesson planning, implementation of instructional strategies and an overview for the graduate e-portfolio assignments and check point one requirements will be covered.

MEC 528 Working with Families of Typical and Atypical Young Children in Community Relationships
This course includes theories of interpersonal relationships, parenthood as a developmental process and cultural influences on child rearing. Students will study family-centered service, planning, problem solving and the Individualized Family Service Plan (IFSP) and Individual Education Plan (IEP). Class discussions include the impact of children with special needs upon families, and students will examine planning family-focused interventions and developing strategies for working collaboratively with parents in a variety of settings. Field experience/clinical component required.

MEC 543 Practicum III: Early Childhood Special Education Field Experiences and Seminar
This is an advanced eight-session seminar that wraps around non-licensure students field-based experience in early childhood special education classroom settings in public schools. It is designed to apply knowledge and skills from coursework with a focus on providing effective instructional practice, creating optimal learning environments, engaging in professional collaborations and learning about school policies and procedures and reflective practice skills. Also included in this seminar will be an overview of graduate e-portfolio assignments and Checkpoint 2 requirements along with planning for the Action Research Project. Clinical hour requirement: 30 hours in ECSE classroom.

MEC 545 Research Methods and Statistics in Early Childhood
This course is designed to provide an understanding of different approaches to research with emphasis placed on the action research process. The use of research and statistical methods and presentation of data in early childhood research is discussed. Students will complete chapters one and two for their action research capstone project during this course.

MEC 546 Foundations in Early Childhood Mental Health
This course is an introduction to the field of early childhood mental health—the study of how a young child’s development is impacted by his/her social-emotional development and early relationships. The theoretical bases of infant/early childhood mental health will be explored. We will discuss evidence-based assessment and intervention practices and address the importance of public policy and systems issues impacting mental health practices for young children and families. We will also cover key concepts of mental health of young children and their families, including attachment, temperament, social-emotional development, the context of family, culture and community, risk and resilience, and the effects of violence and abuse on early brain development.

MEC 571 Clinical Practicum in Early Childhood Special Education
This eight-week, full-time practicum experience provides non-licensure graduate students with an early childhood special education preschool practicum placement in a school-based program for preschool-aged children with disabilities and their families. Students will have the opportunity to develop, refine and demonstrate those competencies that are essential for effective intervention planning and implementations in this early childhood special education classroom setting. Students will be evaluated on the basis of the behaviors described on the Early Childhood Special Education Practicum Evaluation form in addition to satisfactory completion of all assignments. A supportive, collegial seminar designed to foster self-reflection and professionalism is scheduled to meet bi-weekly for eight sessions during this semester.

2016–2017 Courses

MEC 500 History and Theory of Early Childhood Education, Early Intervention and Early Childhood Special Education 
.75 credit
The focus is on the historical and philosophical developments in the care and education of typical and atypical children from birth through eight. The legal basis of services for young children and current social issues and legislation are studied. Students are introduced to the range of children served and services provided in a variety of settings. Includes clinical component.

MEC 502 Early Childhood Speech and Language Development 
.75 credit
The focus is on the developmental sequence of language acquisition. Origins and characteristics of atypical language development, diagnosis procedures and intervention of language disorders in young children are studied.

MEC 505 Typical and Atypical Development of Infants and Toddlers 
.50 credit
Major theories of psychosocial development are presented. Personality is traced from birth through age three. Sensorimotor developmental patterns are presented. The interrelated nature of development and the characteristics of and influence of disabilities and risk factors on development are studied. Clinical component.

MEC 511 Working with Families of Infants and Toddlers with Special Needs 
.25 credit
Theories of interpersonal relationships, parenthood as a developmental process and cultural influences on child rearing are included. Family-centered service, planning, problem solving and the Individualized Family Service Plan (IFSP) are studied. Clinical component.

MEC 515 Observation and Assessment of Infants and Toddlers with Special Needs
.75 credit
A developmental approach to observation and assessment of typical and atypical infants/
toddlers is highlighted. Students focus on underlying developmental processes in cognitive, language, motor, or social/emotional development. Students learn to assess strengths as well as needs. Selected screening and assessment tools are examined. The involvement of families in assessment and collaborative goal setting is stressed. Clinical component.

MEC 520 Early Intervention Methods and Team Practices
.75 credit
The focus is on philosophy, goals and clinical approaches of early intervention services for infants and toddlers with special needs and their families. Family-focused intervention practices and medical aspects are included. The development of collaborative team processes among professionals and families and the implementation of the IFSP are investigated.

MEC 525 Field Experience in Early Intervention 
.25 credit
Includes a seven-session family-mentor seminar.

MEC 526 Field Experience in Early Childhood Special Education 
.25 credit
Includes a seven-session family-mentor seminar.

MEC 540 Practicum and Seminar in Early Intervention 
.25 credit
This practicum provides a 250-hour supervised experience in early intervention programs and services for infants and toddlers with developmental delays and handicapping conditions and their families. A supportive, collegial seminar designed to foster self-reflection and professionalism is regularly scheduled.

MEC 550 Typical and Atypical Development of Preschoolers and Primary Children
.50 credit
The developmental tasks of the preschool and school-age child are the focus of this course. Development in physical, motor and sensory domains; psychosocial dimensions; and health issues are presented. The impact of a disability upon development, the family system and implications for educational programming are studied. The range of individual differences and disabilities is presented. Clinical component.

MEC 555 Child, Family and Community Relationships 
.50 credit
The interdependence of culture, family and child is a focus of this course. The impact of children with special needs upon families is discussed. Planning family-focused interventions and developing strategies for working collaboratively with parents in a variety of settings is examined. Clinical component.

MEC 560 Observation and Assessment of Young Children with Special Needs
.75 credit
A developmental approach to observation and assessment of young children. Students assess children’s strengths and needs as they study uses and limitations of tests and diagnostic approaches. Observation strategies and instruments used will center on the individuality of the child, his/her growth, trends and development. Practical applications for identification, placement, program planningand development are examined. Clinical component.

MEC 565 Early Childhood Special Education Methods and Team Practices
.75 credit
This course focuses on inclusion practices, curriculum development, implementation and evaluation for young children. Transition strategies are investigated. It includes play and developmentally and individually appropriate practices. Debilitating medical conditions and management and the uses of adaptive and assistive technology are examined. The development of collaborative team processes among professionals and families and the implementation of the IFSP and Individualized Educational Plan (IEP) are investigated. Clinical component.

MEC 570A Student Teaching and Seminar in Early Childhood Special Education and Early Primary
1.50 credit
The Student Teaching and Seminar provides supervised experiences in site offering programs for preschool and early primary-aged children in public school settings. A fee for completing the edTPA during this student teaching experience will be charged for graduate students seeking initial teaching licensure. A supportive, collegial seminar designed to foster self-reflection and profes- sionalism is regularly scheduled.

MEC 570B Clinical Practicum and Seminar in Early Childhood Special Education
1.50 credit
The Clinical Practicum and Seminar provides non-licensure-seeking graduate students with experiences in programs for preschool-aged children with spe- cial needs. A supportive, collegial seminar designed to foster self-reflection and professionalism is regularly scheduled.

MEC 590 Research in Early Intervention and Early Childhood Special Education
.50 credit
Designed to provide an understanding of different approaches to research and the application of research to practice. Significant works of research in the field will be examined and discussed. Students will design a research study or write a paper.

MEC 595 Statistics 
.25 credit
Statistical methods applied to economic and social data. Descriptive statistics, probability distributions, hypothesis testing, confidence intervals, correlation and regression. The uses of statistical methods and presentation of data in early childhood special education research will be examined.

Elmhurst College reserves the right to modify courses, schedules and program format without advance notice to students.

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