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VIDBE - Q Volume 6 4 Issue 1
together to redesign two existing programs into one dual licensure
program. The process began by examining both the ECE and VI progr ams.
A crosswalk was designed to ensure that all coursework aligned with the
standards for initial licensure by both the Council for Exceptional Children
(CEC) and National Association for the Education of Young Children
(NAEYC). The team spent many hour s reviewing syllabi to determine what
changes, if any, were needed within existing coursework, ensuring that all
courses would reflect content needed to be licensed as both an intervention
specialist in visual impairments and an early childhood education t eacher.
After all reviews, the final model was designed with slight
modifications to the existing ECE program to accommodate an additional
18 credits in disability - specific instruction required for students pursuing
dual licensure. Plans outlined that students enr olled in the ECEVI Program
will graduate with a diverse knowledge base, providing opportunities for
employment in areas of need throughout both the state of Ohio and the
nation. Early childhood content includes program outcomes designed to
develop an in - de pth knowledge of children's social, emotional, cognitive,
and physical development to assist graduates in developing skills and
disposition needed to become effective leaders and advocates. Visual
impairment content expands upon the pre - requisite and ECE c ourses to
