English Language Learner: Language Acquisition was written to help teachers understand concepts and terms related to educating students whose first language is not English. This course discusses developmental theories and how they apply to English language learners. The focus of this course is on the process of second language acquisition and the role of the classroom teacher. Included in this course is information about literacy development, integrating language, co-teaching, ELL instructional needs and the legal obligations of schools and teachers to provide services and about the types of programs schools might provide. Also included is information on communicating with parents/guardians.

English Language Learner: Methods & Materials was written to help teachers understand concepts and terms related to educating students whose first language is not English. This course discusses how to apply instructional methods in creating lessons; how to create a motivating and caring learning environment; how to integrate teaching reading, writing, speaking, and listening skills; how to differentiate instruction for English language learners; and how to identify culturally appropriate curriculum and instructional resources.

IN S 501 20T, PDCE 201 20T, 2 credit hours Children as Change Agents©
Geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologist, counselors) serving children and youths presenting behavior problems in the school or community, this course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an the Behavior is Language course to learn the basic terms and concepts of behavior management prior to taking this advanced course.

IN S 501 20A, PDCE 201 20A, 2 credit hours Information & Interventions for Effective Teaching©
This course will help the learner achieve a better understanding of ADD and intervention strategies to facilitate positive student change. Taught by Mick R. Jackson MS/ED, this course covers the history of the disorder, accepted methods to assess and identify students with the disorder, and various methods, medications, and strategies that are currently used to treat it. For situations in which services beyond what can be provided in the classroom are required, the referral process for getting help for the student will be addressed. Reference materials include a list of resources for both teachers and parents who would like more help or information about ADD or ADHD.

IN S 501 20C, PDCE 201 20C, 2 credit hours Information & Effective Intervention Strategies
This course describes Autism and Asperger's Disorder to include characteristics of these disorders, associated learning styles, communication weaknesses, and various intervention strategies. The course helps the learner make sense out of why individuals with Autism spectrum disorders behave the way they do, and what you can do to enhance more appropriate behavior. This course also lists resources for educators, related service personnel, and parents who want more help or information on Autism and Asperger's Disorder.

IN S 501 20D, PDCE 201 20D, 3 credit hours Strategies for Managing Disruptive Behavior©
This course is designed to give the learner a new perspective on student behavior and effective tools to facilitate positive student change. Taught by Mick R. Jackson MS/ED, this course provides a developmental framework to help the learner understand what students are trying to communicate through the "language" of their behavior. Topics covered include behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control, reduce educator workload, and help prevent burnout. After successfully completing this course, the educator and his/her students will be better equipped to find and implement creative, effective solutions to behavioral problems.

IN S 501 20E, PDCE 201 20E, 2 credit hours Working with Abused and Neglected Children©
Designed to help the learner identify and effectively teach students affected by child abuse and/or neglect, this course covers how to recognize the signs of physical, emotional, and sexual abuse, and physical and emotional neglect in students. It also discusses the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is to help the participant understand the special learning needs of abused or neglected children and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.
Note: This course meets the child abuse and neglect educational requirement in most states. It is the responsibility of the student to verify the course content with your specific state professional licensing agency to ensure proper credit.

IN S 501 20F, PDCE 201 20F, 2 credit hours Understanding Substance Use & Abuse©
This course is designed to help the learner gain a more comprehensive understanding of alcohol, drugs, and their influences in the classroom. It provides a contextual framework for understanding what students may be experiencing either through their own substance use or from the substance use of persons close to them and provides a basic historical perspective of substance use along with the biological, psychological, and social factors that comprise the disease of addiction. Upon course completion, the learner will better understand the complex dynamics that contribute to this biological and social phenomenon.

PDCE 201 20J, IN S 501 20J 3 credit hours

This interactive distance learning course explores observation and assessment instruments as well as recommended practices and available resources for infants, toddlers, and preschoolers. Content includes an emphasis on observing young children and assessing their early childhood learning environments.

PDCE 201 20H, IN S 501 20 H 3 credit hours

This interactive distance learning course is designed to give you a new perspective on planning and implementing developmentally appropriate programs for young children from birth through age eight. In this course, you will learn what is meant by curriculum, assessment, evaluation and program planning as these terms apply to early childhood education. We will discuss historical perspectives and theories of childhood development, and examine best practice for early childhood education. We will also examine key concepts and specific activities for teaching various curricular content areas including language and literacy, mathematics and science, and the expressive arts.

PPDCE 201 20 G, IN S 501 20G 3 credit hours

This interactive distance learning course explores contemporary best practices and perspectives on early childhood development. Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years.

PPDCE 201 20 G, IN S 501 20G 3 credit hours

This interactive distance learning course explores contemporary best practices and perspectives on early childhood development. Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years.

IN S 501 20R, PDCE 201 20R, 2 credit hours

Assessing Student Learning in the Classroom©
This course is designed to further develop the conceptual and technical skills required by teachers to help them identify their educational goals, and implement meaningful instructional strategies for effective learning by students with special needs. The focus of the course is on assessment for instructional programming and will outline procedures for designing or selecting, administering and interpreting, a variety of informal assessment measures typically used in schools. The presentation of assessment information in an acceptable format to parents and teachers is also be addressed.

PDCE 201 20P, IN S 501 20P 2 credit hours

This interactive computer based instruction course is designed to give you a new perspective on serving the needs of young children and their families. In this course, you will learn what is meant by family-centered services as it applies to diverse systems of care, gain an understanding of family diversity,, and explore the major stress factors facing families today. We will discuss the theoretical basis for family-centered services, as well as reflect on current research and best practice. We will also examine the role of early childhood educators and explore ways to build partnerships with parents and create communities of care-for the benefit of our children, and ultimately society as a whole.

PDCE 201 20I, IN S 501 20P 2 credit hours

This course will discuss definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all.

IN S 501 20K, PDCE 201 20K, 2 credit hours

Working with Special Needs Students in Mainstream Classrooms©
This course is designed to help special and general educators gain a better understanding of inclusion, one of the current educational reform movements that advocates educating students with disabilities in the general education classrooms. Upon course completion, the learner will be able to define key concepts and terms, identify and describe federal legislature and court cases, and list and describe the federal definition of students entitled to special services. This course will also discuss the roles and responsibilities of educators in providing special services to students educated in inclusive classrooms.

IN S 501 20U, PDCE 201 20U, 2 credit hours

Issues and Information for Educators©
This course is designed to help educators achieve a better understanding of infant and toddler mental health, child development, and strategies that can be used to promote positive relationships with children and their families. This course provides information that will help the learner understand and identify his or her role as a child care provider, educator, and early childhood professional. Infant and Toddler Mental Health provides research-based information on child development, attachment, temperament, and curriculum. This course also lists resources for both teachers and parents who would like more help or information about infant and toddler mental health.

PDCE 201 20P, IN S 501 20P 2 credit hours

This interactive computer based instruction course is designed to give you a new perspective on serving the needs of young children and their families. In this course, you will learn what is meant by family-centered services as it applies to diverse systems of care, gain an understanding of family diversity,, and explore the major stress factors facing families today. We will discuss the theoretical basis for family-centered services, as well as reflect on current research and best practice. We will also examine the role of early childhood educators and explore ways to build partnerships with parents and create communities of care-for the benefit of our children, and ultimately society as a whole.

PDCE 201 20P, IN S 501 20P 2 credit hours

This interactive computer based instruction course is designed to give you a new perspective on serving the needs of young children and their families. In this course, you will learn what is meant by family-centered services as it applies to diverse systems of care, gain an understanding of family diversity,, and explore the major stress factors facing families today. We will discuss the theoretical basis for family-centered services, as well as reflect on current research and best practice. We will also examine the role of early childhood educators and explore ways to build partnerships with parents and create communities of care-for the benefit of our children, and ultimately society as a whole.

PDCE 201 21H, INS 501 21H 2 credit hours

TThis course helps teachers build genuine bonds between themselves and their students and between students and their classmates, to create “kindred classhomes” with a foundation of acceptance, respect, and shared purpose. For many of our students, our classrooms may be a safe, nurturing refuge…the eye of the hurricane they experience as life. This course will help you develop strategies, rituals, and environmental design skills to create these safe havens of learning: kindred classhomes where students and teachers work together in synergistic ways that benefit all members of the school family. Students will learn how to differentiate for classroom management and discipline similarly to differentiating for students’ diverse academic needs. One size does not fit all, but all sizes can fit together.

This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course.