This course identifies the characteristics of exceptional children, the effects of their exceptionality on the developmental domains, and an understanding of the implications of teaching this population of students.Cognitive domain of learning exceptionalities to study include: learning disabilities, ADHD, emotional and behavior disorders, intellectual and developmental disabilities, speech and language disorders, autism spectrum disorder, deafness and hearing loss, visual impairments, other health impairments, comorbidity, and gifted and talented children.Cognitive domain of learning the course includes strategies to build relationships with families and belizean organizations such as the national resource center for inclusive education (narcie) and the belize council for the visually impaired (BCVI).Cognitive domain of learning it also offers an introduction to the universal instructional design approach. As a requirement, candidates participate in a two-hour clinical experience.Cognitive domain of learning they conduct a one- hour observation and then prepare and implement a lesson plan for a whole-group interaction with children in a school for exceptional children setting.Cognitive domain of learning

This course focuses on the conceptual understanding of mathematics and science in ECE. Student teachers will develop their knowledge of the teaching and learning of mathematics and science in early childhood education, and will emphasize scientific inquiry and the application of scientific concepts and theories.Cognitive domain of learning the course highlights the planning, implementation, and assessment of developmentally appropriate and integrated math and science curricula that include appropriate materials and learning experiences.Cognitive domain of learning mathematics topics include content (number and operations, algebra, geometry, measurement, and data analysis and probability), processes (problem solving, reasoning, communicating, connecting, and representing), environment and materials, and child-centered choices through discovery and play.Cognitive domain of learning it also analyzes the concepts, inquiry skills, scientific procedures, and scientific ideas used in the early childhood science classroom. As a requirement, candidates participate in a four-hour clinical experience.Cognitive domain of learning they conduct a one-hour observation, and then prepare a lesson plan for three whole-group interactions with children in a preschool or lower division of a primary school setting.Cognitive domain of learning

This course focuses on the literacy development of children from three to eight years of age. It provides an examination of young children's emergent reading and writing skills: phonological awareness, comprehension, print awareness, and alphabet knowledge (letter identification and letter-sound knowledge).Cognitive domain of learning topics also include: visual discrimination skills, environmental print knowledge, relationship between spoken and written language, fine motor skills, awareness of the purposes and functions of written words, letter and word writing, and the awareness of conventions of spelling, grammar, syntax, and punctuation.Cognitive domain of learning it explores the principles, methods, and materials for teaching literacy through a play-based, inclusive, and integrated curriculum. As a requirement, candidates participate in a four-hour clinical experience.Cognitive domain of learning they conduct a one-hour observation, and then prepare and implement lesson plans for four whole-group interactions with children in a preschool or lower division of a primary school setting.Cognitive domain of learning

This course encompasses guided observations and participation in preschools and lower division primary classrooms. The student-teachers participate in lesson planning and deliver lessons in the actual EC classroom while developing a professional portfolio.Cognitive domain of learning the course also offers an exploration of the roles, responsibilities, and challenges associated with being a teacher of young children. Student teachers will participate in a preparatory seminar/workshop to understand the professional requirements and scheduling for the practicum course.Cognitive domain of learning during this practicum, student teachers will be provided opportunities to develop and test relationship building strategies with children, interact with relevant school curricular, select, plan and teach lesson unit, critique observations, give and receive feedback in peer groups, video tape teaching episodes, engage in constant self-analysis, and peer feedback as a way of evaluating individual progress.Cognitive domain of learning student teachers submit weekly journals including documentation of peer group meetings, responses to observations, and receive ongoing interactive feedback to further increase their knowledge and skills in earlychildhood pedagogical practices.Cognitive domain of learning these strategies will help the student teachers to become better competent reflective teachers.