#edspe

EDSPE 499 (2 Credits) l Fall 2018

This course provides a rich, experiential learning opportunity for people interested in working with young children with and without disabilities. Participants (for credit or volunteer) will serve in an inclusive summer camp program, facilitating social skills through field trips and science experiments. In addition to supporting campers in day-to-day activities, students will participate in a professional learning community (PLC) led by experts in the field. Students receive academic credit for the learning they demonstrate from their field experiences. This independent study is open to all UW undergraduate and graduate students, with priority granted to students in the College of Education.

TO ENROLL FOR CREDIT, COMPLETE THIS Google Form. TO PARTICIPATE AS A VOLUNTEER, EMAIL [email protected].

We have partnered with the Haring Center for the past year to provide opportunities for our students to serve as interns in camps and Professional Learning Communities (PLC's).  

Unique Volunteer OR Independent Study Opportunity - EDSPE 499 (5-9 Credits) ● Summer 2018

Description

This volunteer experience OR independent study provides a rich, experiential learning opportunity for people interested in working with young children with and without disabilities. Students will serve as interns for an inclusive summer camp program, facilitating social skills through field trips and science experiments. In addition to supporting campers in day-to-day activities, students will participate in a professional learning community led by experts in the field. This independent study is open to all UW undergraduate and graduate students, with priority granted to students in the College of Education.

Learning Objectives

Review strategies for supporting learners with and without disabilities

Learn and practice effective classroom management techniques

Identify strategies for facilitating social skills, through positive behavior support

Learn and practice prevention and de-escalation techniques for challenging behaviors

Additional Details

This course requires participation in up to seven weeks of summer camp, in addition to three-days of staff training, tentatively scheduled for June 27-29th, 2018 and some online work, which can be completed at your own pace.

Participants will receive a Right Response certification for participating in this part of the course. In addition to these training components, participants must be available to work in an inclusive STEM program serving preschooler age children with and without disabilities.

This program is scheduled to take place Monday-Friday, July 2-August 17th, 8am to 4pmdaily. During this time, students will serve as an intern. As an intern, your primary role is to engage with kids during play, supporting kids during circle time and seated tasks, and supporting the group during field trips. Participants will receive ongoing professional development and training during this time.

You may also participate in this experience as a volunteer if you are unable to take it for credit. Sign up for class via this Google Form!  

FOR MORE INFORMATION, CONTACT:

Tara Coffin - [email protected] or 206.612.8697

Expectations for interns:

Ideally, interns will be able to commit to the full camp session, and will be able to work half/full days consistently. This means a weekday commitment, starting July 2 (no camp July 4th), and going until August 17th.

Camp runs from 9-3:30pm

Interns will be asked to commit until 5pm on Fridays, to allow for PLC work (detailed below)

Full day would be from 8:30-4:30 (with a break for lunch)

Half day would be from 8:30-1pm or 12pm-4:30pm

Training Opportunities:

Three-day Training (estimated dates: June 27-29th):

Camp logistics

Teaching science to young learners with and without disabilities

Building Blocks of Inclusion

Classroom management

Pivotal response treatment

Social skills support

Right Response Training

… (still being developed)

Ongoing Professional Learning Community (on going over the course of camp, with focused sessions on Fridays; July 2-August 17

Program fosters PLCs within individual camp classrooms. PLCs led by a Masters Level special educator or equivalent professions, and draw on experts from the community

Prep and Debrief time:

Friday Breakout Sessions

Students earn one credit for every 30 hours of service

Estimate of 5-7 hours/day for 5 days/week

7 weeks of camp and 3 days of volunteer training

Working alongside specialists, including drama therapists, OT, SLPs, etc.

Before and after camp, camp staff will participate in structures prep and debrief discussions. These discussions focus on highlighting moments of success and moments of learning throughout camp, encouraging ongoing reflection.

Guided readings over the course of camp; review readings on Fridays

Experts in the field will be invited to visit Fridays to facilitate focused discussions

All camp staff and interns will be invited to present on an area of interest to them, sharing this knowledge/passion with their team

Check out these two independent study options in the College of Education this spring! 

 EdSpe 499 and ECFS 499 - Complete accompanying google forms to register for either course!  

EDSPE 499 Spring 2018 - final-1.docx

Unique Independent Study | EdSpe 499 (1 or 2 Credits) l Spring 2018 | Service Learning & Volunteer Opportunity 

Description

This independent study provides a rich, experiential learning opportunity for students interested in working with young children with and without disabilities. Students will serve as interns for an inclusive school break camp program, facilitating social skills through field trips and science experiments. In addition to supporting campers in day-to-day activities, students will participate in a professional learning community led by experts in the field. Complete information on linked document -  Please email Tara with additional questions.

Tara Coffin - [email protected] or 206.612.8697 

Please complete this Google Doc  to request enrollment: 

ECFS 499 - Spring Course Publicity for UW Students (3).pdf

Spring 2018  - ECFS 499:  Nature Play in the Lives of Children:  Pedagogy, Affordances & Equity

Tuesdays, 4:30 - 5:50pm

·         How can experience with nature promote early childhood development?

·         What can inclusive teaching and learning look like in outdoor environments?

·         How can access to nature-rich play and learning environments be more equitable?  

If theses issues interest you, join us for ECFS 499 ! Questions?  Contact Mary Clevenger-Bright:  [email protected]  

Check out these three unique course opportunities in the College of Education open to undergrads and grads!  

 ECFS 495- the Baby Prison Project  In this unique class, you will go behind the scenes to learn about the nationally recognized Early Head Start Program located in the Purdy Correctional Center in Gig Harbor.  Instead of a paper or a final exam, students will put together fundraising, media, donation, and advocacy plans to strengthen the Early Head Start program.  See the flyer to learn more!  

We have two courses being offered that will require you to request access to a google form, complete it and then the advising team will register you for the course.  

The first is EdSpe 499 B - an independent study with the Haring Center - a rich, experiential learning opportunity for students interested in working with young children with and without disabilities - register  via google form in the flyer at the bottom.  

Winter 2018 - Service Learning & Volunteer Opportunity

This independent study provides a rich, experiential learning opportunity for students interested in working with young children with and without disabilities while earning 1-2 credits for winter quarter. Students serve as interns for an inclusive school break camp program, facilitating social skills through field trips and science experiments. In addition to supporting campers in day-to-day activities, students will participate in a professional learning community led by experts in the field. This independent study is open to all UW undergraduate students, with priority granted to students in the College of Education.

Learning Objectives • Review strategies for supporting learners with and without disabilities • Learn and practice effective classroom management techniques • Identify strategies for facilitating social skills, through positive behavior support • Learn and practice prevention and de-escalation techniques for challenging behaviors