Collaborative Development of a Culturally Responsive Early Childhood/Early Childhood Special Education Certification Program

• In Event: 75.047 - Culturally Responsive Approaches to Preparing Early Childhood Teachers for Inclusive Classrooms

Abstract

The days are long gone when “a love of children” was sufficient expertise to work in early education settings. We know from research that high quality early education programs are important for long-term, healthy, developmental trajectories incorporating school success (Gormley, Gayer & Phillips, 2008; Harvard Center on the Developing Child, 2011; McClelland, Acock & Morrison, 2006; Phillips & Meloy, 2012). Teachers who are able to understand and support children’s strengths, are knowledgeable about the risk and protective factors that influence development (e.g., Walker et al, 2011), differentiate instruction to reach all children, and provide positive adult-child interactions, will have the greatest influence on the early childhood classroom (Burchinal et al, 2008; Yoshikawa et al, 2013). Teacher preparation programs (Pianta, Hitz & West, 2010) must be effective in ensuring that pre-service teachers meet these goals.

The Early Childhood Education and Early Childhood Special Education faculty at a large research intensive public university developed the Bachelor of Science Degree in Early Childhood (Pre-K – grade 3) & Early Childhood Special Education (birth to grade 3) (EC/ECSE) as a new, intensive, cross-departmental teacher education program, grounded in research in child development and education, and designed for individuals who are interested in teaching young children with and without disabilities. Program development was informed through multiple meetings with stakeholders (teachers, early intervention specialists, administrators) and syllabi were evaluated by practicing professionals. The primary focus of the program is an emphasis on preparing teachers to work with young children who have culturally, linguistically and/or economically diverse backgrounds. In addition to fully integrated EC/ECSE courses, teacher candidates have five semesters of field placements (in ECE and ECSE) of increasing intensity. The program meets the requirements for professional certification for both early childhood (NAEYC) and early childhood special education (CEC). The program will provide a new pipeline for dually certified teachers, a critical shortage in the state where the number of children with diagnosed disabilities has greatly increased.

The mission of the program is to prepare knowledgeable and skilled teachers who utilize theory, research and pedagogy to teach children with and without disabilities who come from culturally, linguistically, and economically diverse contexts. Six strands are woven through the program: 1) understanding children’s development; 2) children’s lives in the context of families and communities; 3) developmental and classroom-based assessment as essential for differentiating instruction; 4) integrated standards-based content courses ; 5) culturally responsive and differentiated pedagogical practices; 6) inquiry and reflection to inform practice. Students complete a series of 5 field placements, picking one of two tracks (Birth through 5 years/Kindergarten or Preschool through 3rd Grade). In these placements, students work with mentor teachers in both special education and general education.

In this paper, the iterative process of program development and implementation, including the challenges of working across university departments as well as with several very large school districts, will be presented. An emerging framework for research and evaluation on program effectiveness that takes into account strategies for examining outcomes at both the child and teacher level will be discussed.

Authors

• Elisa L. Klein, University of Maryland

• Christy Tirrell-Corbin, University of Maryland - College Park

• Joan A. Lieber, University of Maryland