The Merge
Historically, candidates were concurrently prepared for dual licensure through both Elementary and Early Childhood Education (EECE) and Special Education (SPED) programs. One defining characteristic of the Exceptional Students and Elementary Education (ESEE) program is its approach to merging general (GEN) and special education (SPED) content, perspectives, and pedagogies together. In some instances we highlight ways in which these two fields overlap. In other cases, we explore a diverse range of options and help candidates choose the best approach for individual learners and contexts. In all cases, we strive to provide cohesive, consistent messages to highlight the complementary aspects of SPED and GEN realities without conflict. The program supports this ideal in the following ways:
1) Co-Teaching. All ESEE classes are co-taught at the university level in order to model co-teaching in inclusive settings. The majority of courses, co-taught by one SPED faculty and one GEN faculty, merge perspectives and content from both fields. There are only two courses with specific SPED content, co-taught by two SPED faculty (ESEE 321 and ESEE 312). There are also two courses with integrated general elementary content, designed to be co-taught by two GEN faculty (ESEE 333 and ESEE 334). At the beginning of each semester, faculty engage in “Pairs” trainings to refresh co-teaching strategies and get to know their teaching partners better.
2) Course Articulation. All ESEE classes fall within a specific sequence to scaffold candidate understanding and skill development over time. This articulation allows both GEN and SPED content breathing room to unfold with meaningful connections throughout the two-year preparation period.
Articulation occurs laterally, within each semester, among all the courses taught during the same time period. For example, in the first semester, all courses focus on the RTI process:
a) ESEE 330: Introduction to Inclusive Teaching introduces RTI;
b) ESEE 320: Assessment I gives detailed attention to data and decisions;
c) ESEE 340: Teaching Reading introduces reading interventions;
d) ESEE 350: Field Experience challenges candidates to apply a reading intervention with 1st grade student identified as at-risk for reading failure.
Articulation occurs horizontally within strands, between multiple semesters. For example:
a) ESEE 310: Learner in the Environment I introduces candidates to the cultural, community, and family contexts for learning
b) ESEE 311: Learner in the Environment II focuses candidates on the environment of the classroom and behavior expectations for students;
c) ESEE 312: Learner in the Environment III: candidates develop and implement a behavior modification project for a single classroom student.
3) Professional Development. Faculty teaching in the ESEE program also participate in professional development each semester. Ongoing professional development allows us to construct shared understandings of important definitions, connect with each other personally and professionally, and practice the thematic frameworks we share in the ESEE program. These professional developments are essential for us to understand the instructional decisions we are making for candidates from both GEN and SPED perspectives.