Dr. Jean-Yves Plaisir’s Profile

This course examines the education of children (birth to eight years) with special needs, along with the historical, social, cultural, and legal foundations of special education in the U.S. It explores the causes and effects of various exceptionalities, including emotional, intellectual, physical, visual, auditory, orthopedic, speech and/or language and giftedness. Techniques for differentiated learning and universal design approaches will be analyzed; issues of ethnocultural diversity and computational thinking in teacher education, including discussions on methods for working with the families of children with special needs. It is also a writing-intensive course that pays special attention to developing critical reading, writing, and analytic skills to prepare students for college-level coursework in general. Both informal and formal writing will be designed to maximize your understanding of the subject matter. Formal writing assignments, at least 10-12 pages total, account for a significant portion of your grade and will include opportunities for revision.

This course examines the education of children (birth to eight years) with special needs, along with the historical, social, cultural, and legal foundations of special education in the U.S. It explores the causes and effects of various exceptionalities, including emotional, intellectual, physical, visual, auditory, orthopedic, speech and/or language and giftedness. Techniques for differentiated learning and universal design approaches will be analyzed; issues of ethnocultural diversity and computational thinking in teacher education, including discussions on methods for working with the families of children with special needs. It is also a writing-intensive course that pays special attention to developing critical reading, writing, and analytic skills to prepare students for college-level coursework in general. Both informal and formal writing will be designed to maximize your understanding of the subject matter. Formal writing assignments, at least 10-12 pages total, account for a significant portion of your grade and will include opportunities for revision.

This course examines the education of children (birth to eight years) with special needs, along with the historical, social, cultural, and legal foundations of special education in the U.S. It explores the causes and effects of various exceptionalities, including emotional, intellectual, physical, visual, auditory, orthopedic, speech and language and giftedness. Techniques for differentiated learning and universal design approaches will be analyzed; issues of ethnocultural diversity and computational thinking in teacher education including methods for working with the families of children with special needs are integrated into the course. This course requires 30 Hours of Fieldwork, which may be completed through video analyses and commentaries. Please, note that school sites may not be available for fieldwork activities due to the coronavirus pandemic; we will make reasonable adjustments to fulfill fieldwork requirements in the course. This is a Writing Intensive course that fulfills the WI requirement for graduation. Writing intensive courses pay special attention to developing critical reading, writing, and analytic skills to prepare students for college-level coursework in general. Both informal and formal writing will be designed to maximize your understanding of the subject matter. Formal writing assignments, at least 10-12 pages total, account for a significant portion of your grade and will include opportunities for revision.

This course examines the education of children (birth to eight years) with special needs, along with the historical, social, cultural, and legal foundations of special education in the U.S. It explores the causes and effects of various exceptionalities, including emotional, intellectual, physical, visual, auditory, orthopedic, speech and language and giftedness. Techniques for differentiated learning and universal design approaches will be analyzed; issues of ethnocultural diversity and computational thinking in teacher education including methods for working with the families of children with special needs are integrated into the course. This course requires 30 Hours of Fieldwork, which may be completed through video analyses and commentaries. Please, note that school sites may not be available for fieldwork activities due to the coronavirus pandemic; we will make reasonable adjustments to fulfill fieldwork requirements in the course. This is a Writing Intensive course that fulfills the WI requirement for graduation. Writing intensive courses pay special attention to developing critical reading, writing, and analytic skills to prepare students for college-level coursework in general. Both informal and formal writing will be designed to maximize your understanding of the subject matter. Formal writing assignments, at least 10-12 pages total, account for a significant portion of your grade and will include opportunities for revision.

This course focuses on providing teachers with tools and activities to support young children’s musical, cultural, and physical development.

This course focuses on providing teachers with tools and activities to support young children’s musical, cultural, and physical development.

This course is designed to develop practical and evidence-based knowledge for teaching literacy and enable students to demonstrate competencies teaching young children. It requires supervised participation in an assigned early childhood education setting and attendance at a weekly seminar. Students will explore principles, methods, and materials for teaching emergent literacy within a developmentally appropriate, interdisciplinary and culturally responsive curriculum. Current research regarding speaking, listening, reading and writing experiences of young children will be critically examined. Practical classroom experiences will provide opportunities for students to make connections between theory and practice, develop professional behavior working with young children and their families, and build a comprehensive understanding of balanced literacy in early childhood classrooms. Students will design, implement and evaluate activity-based literacy learning experiences for young children with diverse learning styles and needs, with strong emphasis on child centered, play-oriented approaches to teaching, learning and assessment, and knowledge of curriculum content areas.

This course is designed to develop practical and evidence-based knowledge for teaching literacy and enable students to demonstrate competencies teaching young children. It requires supervised participation in an assigned early childhood education setting and attendance at a weekly seminar. Students will explore principles, methods, and materials for teaching emergent literacy within a developmentally appropriate, interdisciplinary and culturally responsive curriculum. Current research regarding speaking, listening, reading and writing experiences of young children will be critically examined. Practical classroom experiences will provide opportunities for students to make connections between theory and practice, develop professional behavior working with young children and their families, and build a comprehensive understanding of balanced literacy in early childhood classrooms. Students will design, implement and evaluate activity-based literacy learning experiences for young children with diverse learning styles and needs, with strong emphasis on child centered, play-oriented approaches to teaching, learning and assessment, and knowledge of curriculum content areas.