Department of Inclusive Childhood Education

Department of Inclusive Childhood Education
Chairperson: Kathleen M. DaBoll-Lavoie, Ph.D.
Professors: DaBoll-Lavoie, Ph.D.; Assistant Professors: Contopidis, Ph.D., Dunn, Ed.D., Grigg, Ph.D., Jamanis, Ph.D., Keogh, Ph.D.; Instructors: Darling, M.S.Ed., Russell, M.S.

The Department of Inclusive Childhood Education offers a variety of inclusive teacher education programs at the undergraduate and graduate levels, focusing on the early childhood and childhood levels. We understand that inclusion is not just education for students with special needs, but a philosophical mindset embedded in the constructs of social justice. We define inclusive education as a multi-faceted process by which every student is nurtured in his/her growth toward the pursuit of a meaningful life. As leaders in preparing inclusive educators, we work to empower our students to construct and implement meaningful and research-based professional practices that transform them, their learners, their communities, and their profession.

Mission Statement:

To equip educational professionals with the knowledge, skills, and dispositions to create and support learning environments that promote the academic, social, emotional, ethical, and aesthetic growth of all children, we prepare teachers who:

are able to teach all children in a way that is child centered, culturally responsive, strength based and relevant;

are agents of change, who see inclusion as an act of social justice, and who are engaged in purposeful analysis of the political and social nature of schools in diverse settings;

are reflective practitioners who use educational theory to critically analyze and inform their professional decision making; and

participate in experiential education opportunities (e.g., site based classes, field experiences, and in-service professional development opportunities) and collaborate with other professionals, serving children in schools.

The undergraduate Inclusive Childhood/Middle Childhood Major guides candidates to become professionals whose influence and expertise as teachers can truly contribute to making the world a better place. Successful graduates of the program are eligible for four New York State Teaching Certificates: Childhood Education (Grades 1-6), Teaching Students with Disabilities at the Childhood Level (Grades 1-6), Middle Childhood Education (Grades 5-9), Teaching Students with Disabilities at the Middle Childhood Level (Grades 5-9). The 39 credit hour major has two main strengths. First, college classes are based in schools, allowing Nazareth students to be part of urban and suburban school life from the start of the program, at many varied levels. Major classes concentrate on child development, introduction to literacy and its application to academic content, methods of teaching using differentiated instruction, multicultural sensitivity and special education. Second, emphasis on inclusive education practices prepares graduates to develop the knowledge, skills and attitudes necessary to increase equal opportunities to learn for all students across all dimensions of diversity.

The inclusive childhood/middle childhood education 39 credit hour major has many unique features. First, students double major in inclusive childhood/middle childhood education and an area of the liberal arts and science, thereby deepening and strengthening their preparation to be inclusive educators at the childhood and middle childhood levels. Second, education major classes are based in elementary schools and educational settings, allowing Nazareth students to be part of urban and suburban school life at many varied levels, from the start of education major coursework. Third, emphasis on inclusive education practices prepares graduates to develop the knowledge, skills and attitudes necessary to increase equal opportunities to learn for all students across all dimensions of diversity. And fourth, coursework in the major focuses on child development, literacy and its application to academic content, methods of teaching including differentiated instruction and pedagogical content knowledge, multicultural sensitivity, and special education.

Requirements for Admission
At this time, students self select for admittance into the major. Students can self-select at any time, from their initial application to Nazareth College through their sophomore year. If a student has completed fewer than 45 credit hours, or if they have lower than a 2.7 GPA, they are conditionally accepted. Students need to maintain a 2.7 cumulative GPA to remain in the major.

Before beginning junior level education coursework, students who have declared inclusive childhood/middle childhood as a major will be required to demonstrate their readiness to move forward. Application for continuance will include an essay and additional indicators of demonstrated writing skills, and a cumulative GPA that meets or exceeds the 2.7 requirement.

In order to move into the student teaching semester, students must have joint approval of their liberal arts and science department and the Department of Inclusive Childhood Education. This approval is obtained through the Student Teaching Application which is completed during the junior year. Approval is based on GPA, content knowledge, and satisfactory progress in their degree programs.