Undergraduate Inclusive Childhood / Middle Childhood Education
NEW ANNOUNCEMENT: Fall, 2009
As of Fall, 2009 we are introducing an official undergraduate major in Inclusive Childhood/Middle Childhood Education. For many years, students studying childhood and middle childhood inclusive education completed a liberal arts and sciences major as well as a 39-credit hour program in teacher education. With the new change, students will have a double major: one in an area of the liberal arts and sciences, and one in inclusive childhood/middle childhood education. While it is a new major, there are no changes in the program, in coursework, or in the number of credits, and students will still be required to also have a major in the liberal arts and sciences. We are very excited we are implementing this new education major. We think it will allow our students to more thoroughly identify themselves as people preparing to be teachers, and will communicate to potential employers the rigor of our students' educational experience and preparation in both the liberal arts and sciences and education. Dr. Kate DaBoll-Lavoie , Director |
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Program Overview |
NEW Scholarship Opportunity The Robert Noyce Scholar Program awards undergraduate scholarships for K-12 mathematics and science teachers. To learn more, please visit www.naz.edu/noyce |
Program Overview
The Undergraduate Childhood / Middle Childhood Inclusive Education program is a 39 credit hour program leading to initial teacher certification in four areas:
- 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)
Students typically begin education coursework in their sophomore year, enroll in education coursework during their junior year, complete a practicum in May and June of their junior year, student teach during the fall of their senior year, and enroll in a culminating seminar during the spring of their senior year.
Please click here to view specific course requirements and course descriptions in the Undergraduate Catalog.
Anna Carey
Sociology major; Elementary Education and Special Education program, B.A. 1999
Literacy Education, M.S. Ed., 2000
Anna spent her student teaching semester in a bilingual classroom at the Chinle Boarding School at a Navajo reservation in Many Farms, Arizona. “It was an eye-opening experience that Nazareth had prepared me for."
- Classes are based in elementary schools, allowing Nazareth students to be part of urban and suburban school life from the start of the program, at many varied levels.
- 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.
- 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.
Jillian Schneider
Mathematics major; graduated from undergraduate Inclusive Childhood/Middle Childhood program in
Spring 2006
"I was told that I was hired because I went to Nazareth and Nazareth is known to educate the very best teachers. I couldn't agree more. When entering the profession I felt extremely prepared for my first year of teaching."
Site-Based Coursework
Many of the courses in this program are taught on-site in local education settings, thereby fostering pre-service students' ability to make connections between theory and practice, as well as enabling them to work directly with learners at the childhood level. Currently courses are taught at:
- School #16 in the Rochester City School District
- School #50 in the Rochester City School District
- French Road School in the Brighton School District
- Ivan Green School in the East Irondequoit School District
- Strong National Museum of Play
Field Placements, Practicum, and Student Teaching Experiences
Student teaching applications are available on-line, or from the Office of Field Placement Services in GAC, Room 225. Applications for student teaching are due mid-November of the year prior to the student teaching semester.
For more detailed information about field placements, practicum, and student teaching experiences, visit the Office of Field Placement Services.
In some instances pre-service students would like to take pictures of learners with whom they are working to include in their culminating portfolio, in order to do so a Nazareth College Model Release Form may be required. Click here for a copy of the Model Release Form.
Leeds Metropolitan Borough, UK |
International Student Teaching Opportunities
The School of Education currently has student teaching partnerships with the University of Newport, Wales, Leeds Metropolitan in England, the Academie de Montpellier, in France and an agreement with the Usambara Girls’ School in Tanzania, Africa. Both graduate and undergraduate students can apply to fulfill one of their two student teaching placements in an international setting. Learn more> |
Advisement
Students in the Undergraduate Childhood / Middle Childhood Inclusive Education program have two academic advisors: one advisor in their content major and one advisor in their education program. It is important for students to stay in close communication with their academic advisors to ensure that they have the strongest academic experience possible.
Admissions
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.