Pending final approval!
Get a jump start on this credential!

Working with children who have special needs in child care settings presents unique challenges and opportunities to the child care industry in Wisconsin. Even experienced practitioners have felt intimidated in serving this population due to a lack of up-to-date information and a well thought out service approach. These classes are designed to help you build the skills, knowledge, and attitudes to successfully work with ALL children in your child care center.

These courses are available from UW-Platteville and Lakeshore Technical College. We know that you want to continue your education and professional development but cannot, and should not, have to sacrifice either your career or the business you have worked hard to develop.

Answers to Frequently Asked Questions:

1. You NEVER have to drive to UW-Platteville or Lakeshore Technical College. In this statewide program, you will go to a nearby school on three Saturdays per class (see schedule below.) The rest of your coursework will be completed online, in the comfort of your home, and at a time that suits you best. You will earn the "type" of academic credit that best fits your needs. You save gas, time, and have the flexibility to earn a living, spend time with your family, and still go to school.
    
2. While earning your credentials at UW-Platteville or Lakeshore Technical College, you will also be earning academic credits that can be applied to an Undergraduate or Associates degree. If one of your career goals is to become a Department of Public Instruction licensed teacher, you must complete an undergraduate degree. Credits earned in these programs from UW-Platteville move you toward that goal, all at a reduced cost for those who are eligible for a T.E.A.C.H. Early Childhood Scholarship.

We know you need to plan ahead. Review the dates courses are offered. You must complete the first three courses before enrolling in Course 4. While we recommend taking the courses sequentially, if it works better for you, they may be taken out of order. All class times are 8:30 am to 4:30 pm. Class locations are determined by a compilation of student home addresses. To assist us in getting a site near you, enroll now.

For further information about these programs, see the descriptions on the right. For additional information or to register, e-mail Rick Morgan at morganr@uwplatt.edu. If you prefer, call Rick at (608)342-1347.

T.E.A.C.H. Early Childhood® Wisconsin

T.E.A.C.H. Early Childhood® Wisconsin scholarships are available for the course work involved in the Inclusion Credential on the 3-8 Credit Model Scholarship. This funding is available to child care teachers, Head Start staff, family child care providers, school-age providers, center directors and administrators working at least 25 hours. Scholarship recipients must live or work in Wisconsin and meet other eligibility requirements. Each scholarship applicant is individually reviewed by a T.E.A.C.H. Scholarship Counselor. Call T.E.A.C.H. (1-800-783-9322, ext. 7240) for scholarship information and a T.E.A.C.H. application. Please apply now for your scholarship so you are ready for class on March 8, 2008; please allow 6 weeks for T.E.A.C.H. application processing.

Course 1: Children with Differing Abilities
3 undergraduate credits
Face-to-Face Meetings: March 8, March 22, April 5
View syllabus

Before we can be responsive to the needs of children based on cultural or developmental differences, we must examine our own histories, experiences, attitudes and beliefs. American society changes rapidly. Viewpoints, opportunities, and even the language we use follows trends that shape how we respond to everyone around us. In order to be aware of others, we must begin with awareness of ourselves.

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Course 2: Children with Significant Behavioral Challenges
3 undergraduate credits
Face-to-Face Meetings: May 10, June 14, July 12
View syllabus

Promote children's success by building relationships and creating supportive environments. Learn how to build rapport with children and their families and to demonstrate positive social-emotional teaching strategies, individualized intensive interventions and strategies to determine the meaning of challenging behavior. Specific discipline and guidance strategies will be described and individualized intensive interventions for developing behavior support plans as they relate to specific diagnoses related to challenging behaviors. Finally, the class will focus on the need for positive, consistent team approaches to including children with challenging behaviors in typical community settings.

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Course 3: Children with Special Health Care Needs
3 undergraduate credits
Face-to-Face Meetings: August 2, Sept. 6, October 4
View syllabus

Explore frequently encountered specialized health care needs of individuals with disabilities. You will explore a team approach in looking at health promotion in children and adults with special health care needs. You will examine the care of individuals with altered body systems function, including sensory, gastrointestinal, bowel and bladder elimination, respiratory, cardiovascular/blood, musculoskeletal, neurological, skin/immune, and endocrine related states. Recognizing the family as the experts about their own child/family member as well as understanding emergency management of various health conditions as well as community resources and support systems will be covered. You will also discuss educational implications and adaptive strategies for successful inclusion of individuals who have various healthcare conditions and develop a philosophy of "inclusion".

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Course 4: Capstone Course: Family and Team Centers Practices
3 undergraduate credits
Face-to-Face Meetings: October 25
Commission Saturday, December 20, 2008
View syllabus

A practitioner’s theory and philosophy toward the inclusion process is critical for success. This capstone course is designed to enhance the student’s understanding of family systems theory and family-centered practice. The impact of disability on family systems will be analyzed. Historical and current roles/views of families and parents in society with regards to disability (eugenics to present) will be discussed. Students will also have the opportunity to participate with a child and a family in daily routines and community settings, i.e. church, childcare, grocery store, library, pool, medical settings, etc.). These examples will inform the student as they develop their theory and philosophy of inclusion.