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Department of Specialized Education Services
M.Ed in Birth-Kindergarten: ISED
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Download M.Ed in Birth-Kindergarten Handbook (PDF)
Download M.Ed in Birth-Kindergarten:ISED Brochure (PDF)
The primary goal of the Birth through Kindergarten Interdisciplinary Studies in Education and Development (BK:ISED) program is to prepare personnel to assume leadership, mentoring, consultation, supervision and administration roles in many settings (both educational and non-educational) that develop and implement programming for young children with and without disabilities ages birth through five.
The program also recognizes the importance of the family on the development of the young child and therefore, provides students with extensive coursework and experiences in areas related to the family. Training in Birth through Kindergarten is seen as the most appropriate and expeditious approach to both the education and licensure of leadership professionals to work with young children and their families. The program requires completion of 39 semester hours of graduate coursework. Twenty-two semester hours are to be completed in theory and practice, 9 semester hours in research, 6 semester hours in internship, and 3 semester hours in electives.
The program is interdisciplinary in nature, reflecting an underlying philosophy that young children with and without disorders:
- Have learning needs in common.
- Will be served in inclusive environments requiring leadership personnel to have knowledge of both typical and atypical development and progrmaming issues
- Will be in programs that espouse Developmentally Appropriate Practices (DAP) in planning for children's unique needs and the implementation of Individualized Family Service Plans (IFSP) and Individualized Education Plans (IEP).
- Are integral members of a family unit requiring leadership personnel to have knowledge of family systems, coping strategies, and working in collaboration.
The foundation of the B-K:ISED program's philosophy and knowledge base is influenced by the ideas and theories of many individuals such as Bronfenbrenner, Vgotsky, and Piaget, and the ideas of Guralnick, Dunst, Katz, and Ogbu. Given the philosophical orientation the program focuses on developing competencies in four major areas felt to be essential for effective programming for young children with and without disorders. That is, the program is planned to prepare skilled leadership personnel who will (1) provide optimal learning experiences related to both typical and atypical development and programming for young children, (2) assume diverse leadership roles and responsibilities related to meeting the needs of young children with and without disorders, (3) synthesize family resources, concerns, and priorities to facilitate the maximum involvement of families in providing services for their child, and (4) increase the quality of services through effective program evaluation.
Another goal of the program is to train leadership personnel as scientists/practitioners. That is, the students will learn to become professionals who will evaluate, correct, and teach themselves in order to work effectively in an ever changing field. Toward this end, students are taught to routinely apply research principles to guide their daily professional practice.
Coursework and Program Requirements
The program consists of a minimum of 39 hours of graduate coursework. It is expected that all admitted students will have teaching competencies for undergraduate B-K. Those who do not must satisfy prerequisite requirements. These credits may not be applied toward the Advanced Masters degree. Since differing backgrounds produce gaps in basic skills for some applicants, it is occasionally recommended that additional academic work be completed before some students enter the program. The program begins with an intensive orientation and a review of records with individual advising.
Theory and Practice
- SES 601* Procedures and Policies in Early Intervention
- SES 602 * Theory and Practice in Early Intervention
- HDF 660 Families of Individuals with Special Needs
- SES 603* Preschool Disorders: Assessment and Evaluation
- HDF 609 Advanced Early Childhood Education Theory & Practice
- HDF 683 Early Childhood Leadership and Mentoring
Research
- ERM 604 Methods of Educational Research
- HDF 650 Theory & Research in Early Childhood Development
Internship
- SES 604* Internship in Early Childhood (*practical experience is part of the course offerings.)
Elective Courses (other courses with approval from advisor)
- CUI 516 Numeracy and Literacy
- CUI 655 Supervision of Instruction
- HDF 621 Advanced Theories and Principles of Parenting
- ERM 642 Evaluation of Educational Programs
- SWK 584 Social Services for Children
Prerequisites (only for those who do not hold an "A" or initial teaching license in B-K)
- HDF 455 Current Developmental Theory and Research OR HDF 302 Infant and Child Development in the Family
- SES 242 Introduction to Exceptional Children: Early Years
- HDF/SES 425 Infant and Toddler Programs: Foundations and Methods OR HDF/SES 435 Preschool/Kindergarten Curriculum
- HDF 445 Current Family Theory and Research OR SES 460 Home-School Partnerships for Students with Exceptional Needs
- ELC 381 The Institution of Education
- SES 649 Practicum in Special Education
Contact
Dr. Judy Niemeyer
Email: janiemey@uncg.edu
or the SES Department at ses@uncg.edu to request more information.