Office of Assessment and Accreditation

UNCG Student Learning Outcomes

HDFS (MEd) - BKISED

Mission
The Birth to Kindergarten Interdisciplinary Studies in Education and Development (BKISED) M.Ed. Program, jointly offered by the Departments of Human Development and Family Studies and Specialized Education Services, prepares teachers and service providers to teach and work with young children with and without disabilities in partnership with families and communities. The learning goals of the MEd program include:

  1. identifying and describing key concepts of child development and summarizing the contextual influences of families and communities on the developing child and his/her learning;
  2. defending how and why professionals design and implement an integrated curriculum using a variety of teaching strategies across developmental domains that support learning experiences in a variety of early childhood settings for young diverse children with and without disabilities;
  3. comparing and contrasting screening and assessment concepts and practices used to understand and meet the needs of diverse children with and without disabilities and their families;
  4. describing how and why professionals work with families and other professionals to support diverse children’s learning and development and to improve programs and practices;
  5. describing how effective teachers lead in their classroom, school, and in the profession in multiple ways as well as documenting high ethical standards to ensure positive outcomes for children with and without disabilities and their families; and
  6. demonstrating competency in effective oral communication skills by successfully defending knowledge of early childhood development and education practices for diverse children with and without disabilities.

Learning Outcomes

Understanding Young Children with and without Disabilities to Facilitate Children’s Learning
Identify and describe key concepts of child development (diverse children with and without disabilities) and summarize the contextual influences of families and communities on the developing child based on theories of child development and empirical studies.

Knowledge of content areas and appropriate instruction
Defend how and why professionals design and implement an integrated curriculum using a variety of teaching strategies across developmental domains that support learning experiences in a variety of early childhood settings for young diverse children with and without disabilities.

Assessment to plan for and reflect on children’s learning
Compare and contrast screening and assessment concepts and practices used to understand and meet the needs of diverse children with and without disabilities and their families.

Professional and family partnerships for respectful environments for diverse children and families
Describe how and why professionals work with families and other professionals to support diverse children’s learning and development and to improve programs and practices.

Teachers demonstrate leadership
Describe how effective teachers lead in their classroom, school, and in the profession in multiple ways as well as documenting high ethical standards to ensure positive outcomes for children with and without disabilities and their families.

Effective Oral Communication Skills
Demonstrate competency in effective oral communication skills by successfully defending knowledge of early childhood development and education practices for diverse children with and without disabilities.

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