Curriculum

This course provides an introduction to special education in early childhood settings. Introduces the variations in development of children including those with special needs ages birth through eight. It further explores rapid brain development and the critical importance of early detection and intervention in shaping lifelong outcomes for children. Educators will gain a deep understanding of brain architecture and plasticity during these formative years, the impact of early experiences, and how early detection and intervention can significantly influence a child’s cognitive, emotional, and social development. The course will also examine the long-term effects of early interventions and appropriate resources. By integrating brain science, developmental psychology, and practical strategies, educators will learn how to support children with developmental delays and contribute to their success in educational settings and beyond. 

This course explores major theories of learning in culturally, linguistically, ability, and socioeconomically diverse early childhood education contexts. Focuses on identifying developmentally effective approaches, instructional strategies, and tools to connect with children and families that positively influence young children’s learning. Emphasizes anti-biased curriculum and considers advocacy pathways for early childhood educators. 

This course focuses on the fundamentals of research methods and design. Students will learn about the various research methods used in education and psychology and understand the nuances of conducting a valid and reliable research study. Students will review several research articles, each using a different research design, to become familiar with various research methods. Students will also learn the various steps in the research process for my dear formulation to design planning, data collection, data, analysis, and interpretation. This course involves a class wide research project that will provide the data for statistical analysis and the subject matter for writing a research paper. In all areas, emphasis will be placed on research involving children with special needs, neurodiversity, or other atypical development issues. 

The Torah states that we are all "created in the Image of God." As such, this course will provide students with the Jewish values and ethics related to educating and caring for those with special needs. 

This course is designed to provide specialized content and procedural strategies related to the provision of family-centered early intervention for infants, toddlers, and young children who are at‐risk or have developmental delays or disabilities. Students examine techniques for providing family-centered early intervention. Emphasis will be placed on the collaborative development, implementation, and evaluation of the Individualized Family Service Plan (IFSP) As the framework for early intervention. 

Effective strategies for personnel management and leadership in inclusive early care educational settings. Topics include legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early childhood education program. 

This course provides students with an overview of how to establish a high-quality early intervention program, embed learning opportunities throughout the day, modify and adapt curriculum and environments for diverse learners, effectively employ child-focused instructional strategies, and nurture human self-efficacy. 

This course consists of 4 one-unit sections. The first section covers pediatric occupational therapy. The second section covers speech and language therapy. The third section covers therapeutic companion services such as Board-Certified Behavior Analyst (BCBA) and other therapeutic interventions such as behavioral therapy, social skills, and more. 

This course is an advanced study of pertinent topics related to federal, state, and local agencies and their role in early childhood special education. Students will also examine the preparation of teachers of exceptional children and integrate knowledge to a critical problem in their own practice. 

Students will work to develop one or more artifacts, books, manuals, or other materials to present to the field of early childhood special education. 

Practicum courses serve as a laboratory for students to experiment with and practice the skills and models encountered in their coursework. The actual number of hours will vary for working professionals pursuing the degree. The students are assigned mentors that will support them throughout their master's program and work on personal, professional, and civic goals towards becoming leaders and advocates in the Jewish early childhood special education and inclusion profession.