Inclusive Education Programs
- Early Childhood, birth-grade 2
- Childhood, grades 1-6
- Adolescence, grades 7-12
Programs of study:
Initial Certification - for students with no prior teacher certification who seek to obtain their initial
teaching certification. The Inclusive Education Programs lead to two certificates
simultaneously: (1) at the early childhood, childhood, or adolescence developmental
level; and (2) teaching students with disabilities at the early childhood, childhood,
or adolescence developmental level. (see separate program description)
Additional Certification, Same Developmental Level - for students who currently hold a general education certification at a specific
developmental level and seek to obtain an additional teaching certificate at the
same developmental level for teaching students with disabilities. (see separate
program description)
Additional Certification, Changing Developmental Levels - for students who currently hold a teaching certificate at one developmental
level and seek to obtain a general education certificate and a teaching students
with disabilities certificate at another developmental level. (see separate program
description)
Professional Certification - for students who currently hold teaching certificates in both Childhood Education
and Teaching Students with Disabilities at the Childhood-level, and seek to obtain
professional teaching certificates at this developmental level. (see below)
Extension and Annotation options are available. Please see Annotations and Extensions for further information.
Program Philosophy
The Inclusive Education Programs are committed to the preparation of teachers
for all students. We believe that educators can no longer choose to be prepared
to teach only some of our students. Increasing numbers of students with disabilities
are maintaining or regaining access to general education classrooms, curricula,
and statewide assessments. Our programs are designed to provide systematic teacher
preparation for the challenges and opportunities of today’s diverse classrooms.
Faculty members share an understanding that inclusion reflects, at both the state
and national level as well as within the programs, a shift in philosophy from
earlier models of schooling. We believe that the inclusive classroom is the best
environment for all learners. Inclusion benefits children and teachers because
it mirrors society and encourages learners and teachers to operate from points
of strength, not deficit. In these programs the concepts of diversity and inclusivity
encompass the following areas: cultural/ethnic, linguistic, social class, learning
style and “intelligence/s,” gender, and exceptionalities (including both students
who are gifted and talented and students who have disabilities). With this as
a guiding vision, the following mission statement frames the programs:
The Inclusive Education Programs seek to prepare teachers who affirm the membership
of all students within increasingly diverse classrooms and who are skilled at
utilizing learning theory and strategies to address the range of needs of all
learners.
The programs prepare educators with:
- the knowledge base necessary to teach in inclusive settings;
- the disposition to value the range of learners in inclusive settings while striving
to meet all learner needs;
- and the skills to implement evolving professional practices based on current
theory and research.
Program Directors
Inclusive Education Programs
Kathleen Russell, M.S.
Inclusive Education Programs, Early Childhood
Kathleen DaBoll-Lavoie, Ph.D.
Inclusive Education Programs, Childhood
James Black, Ph.D.
Inclusive Education Programs, Adolescence
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