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Division: Teacher Education

Program Area: Early Childhood

Course: ELE 6040

Course Title: The Role of the Content Area in Early Childhood Education

Section: 10886

Credits: 3 semester hours

Term: Fall, 2012

Location: 137 State

Time: Tuesday, 5:00 p.m. – 7:45 p.m.

Instructor: Susan Madro

Office Hours: By appointment. Call 313.417.8995

Phone: 313.417.8995

E-Mail: dk8048@wayne.edu

Fax: None

Course Description:

Child growth and development as related to the content areas within the early childhood

years (birth through eight years). Appropriate subject matter, field experiences, reference

materials and audio-visual resources in the lives of young children will be explored.

Course Outcomes:

The course reading, activities, lectures, discussions and assignments are designed to meet

the following objectives:

Course Outcomes MDE Standard(s) for the

Preparation of Teachers

Related

Course

Assignment/

Activity

1. Students will make

meaningful

contributions in class

on the theories and

practices of the

integration of

curriculum content

areas and individual

1.1 Knowledge and understanding of young

children’s characteristics and needs, including

multiple interrelated areas of child

development and learning (including,

physical, cognitive, social, emotional,

language, aesthetic domains, play) learning

processes and motivation to learn.

1.3 Knowledge and understanding of the

Class

participation

and

discussion

Reflective

Journal

entries

2

accommodations to

promote student

learning based on

their readings and

research.

Multiple influences on development and

learning, (i.e., cultural and linguistic context,

economic conditions of families, health status

and disabilities, learning styles, peer and adult

relationships; children’s individual

developmental and gender variations, and

learning styles, opportunities to play and

learn; family and community characteristics;

the influence and impact of technology and

the media):

1.5 Use of developmental knowledge to create

healthy, respectful, supportive, and

challenging learning environments through

such areas as curriculum, interactions,

teaching practices, technology, and learning

materials;

1.6 Knowledge and skills to create a learning

environment that supports young children’s

ability to learn and to make meaning from

his/her experiences through play, spontaneous

activity, and guided investigations; and

1.7 Application of their knowledge of theory

and research to construct learning

environments that provide achievable and

challenging experiences for all children,

including children with special

abilities and children with disabilities or

developmental delays.

4.6 Knowledge and understanding of the

central concepts, inquiry tools, and structures

of each content area (i.e., literacy, science,

mathematics, social studies, the arts, world

languages, technology, physical education

and health)

Professional

Journal

Article

Readings

Book Report

(Graduate)

Learning

Games and

Teacher

Made Books

(Under-

graduate)

2. Students will

develop age

appropriate

curriculum units that

explore a topic in

depth.

4.3 Knowledge about the research and theory

regarding early care and learning

environments for all children (birth through

age 8) that create optimal conditions which

foster exploration and learning;

4.4 Essential dispositions and skills to

develop positive, respectful relationships with

children whose cultures and languages may

differ from their own, as well as with children

who may have developmental delays,

disabilities and other learning challenges;

Curriculum

Units

3

3. Students will

demonstrate

knowledge of child

growth and

development and

developmentally

appropriate

classroom practice to

promote student

learning in course

discussions and

assignments.

4.5 Use of developmentally effective

approaches which foster language and

communication development embedded in

every aspect of the learning environment and

curriculum, thereby promoting appropriate

literacy and cognitive development as

foundations for continued educational

success;

Curriculum

Units

Project

Project

Journal

4. Students will

become familiar

with the theory and

demonstrate

application of the

Project Approach.

3.2 Knowledge about and use of ongoing

systematic observation, documentation,

screening tools and play-based assessment,

and other appropriate formative and

summative assessment tools, and approaches

embedded in assessment related activities in

curriculum and daily routines;

Project

Project

Journal

5. Students will

become familiar

with and develop

strategies for

accommodating the

special needs of

students.

1.7 Application of their knowledge of theory

and research to construct learning

environments that provide achievable and

challenging experiences for all children,

including children with special

abilities and children with disabilities or

developmental delays.

4.14 Knowledge of disabilities, including

etiology, characteristics, and classification of

common disabilities in young children and

implications for development and learning in

the early years.

In

Curriculum

Units, lesson

plans and

activities that

provide

simplifica-

tions and

extensions of

the activities

for students

6. Students will

become families

with and

demonstrate

understanding of

appropriate tools for

assessment of young

children in the

classroom setting.

3.2 Knowledge about and use of ongoing

systematic observation, documentation,

screening tools and play based assessment,

and other appropriate formative and

summative assessment tools, and approaches,

embedded in assessment related activities in

curriculum and daily routines;

3.3 Knowledge about and use of responsible

assessment practices including administering

assessment tools; adapting assessment tools

for specific disabilities and needs (i.e. sensory

motor disabilities, generation of reports,

communication of results, and data driven

decision making for alignment and adjustment

of instruction and curriculum);

In

Curriculum

Units,

assessment

plan

4

7. Students will

become familiar

with and

demonstrate

appropriate

application of the

Michigan

Curriculum

Framework,

Michigan

Department of

Education Early

Childhood Standards

of Quality for

Prekindergarten

Programs and

Michigan

Department of

Education Grade

Level Content

Expectations (K-3).

4.13 Knowledge of Michigan’s curriculum

standards and age-grade level expectations

and the appropriate implementation of those

standards in the early childhood classroom,

using and appropriately modifying a variety

of instructional methods, and materials

In

Curriculum

Units,

citations of

appropriate

grade level

standards for lesson

plans

8. Students will

research and develop

strategies to involve

families in

classroom activities

and incorporate them

into their curriculum

units.

2.2 A variety of communication

strategies that support and

empower families and

communities

through respectful, reciprocal

relationships;

2.3 Strategies that involve families in

children’s developmental learning.

In

Curriculum

Units,

sample

communica-

tions and

activities for

families

related to the

units

Required Readings:

Helm, J.H., & Katz, L.G. (2001). Young investigators: The project approach in the early

years. 2nd

ed. New York: Teachers College.

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The following journal articles will also be read and are available in Blackboard under

“Content” in Journal Articles Folder.:

Harvey,C. (2010). Experiences with an outdoor prop box: Addressing standards during

recess. Young Children, 65, 30-33.

Kumar, Rashmi (2009). Why is collaboration good for my child? Engaging families in

understanding the benefits of cooperative learning. Young Children, 64,91-95.

Larson, M., Whitin, P.& Vultaggio B.(2010). Bridges or barriers to friendship: an

assessment guide for books about autism spectrum disorders.

The Dragon Lode,29, 29-37.

Paciga, K.A., hoffman, J.L. &Teale B.H. (2011) The national early literacy panel and

preschool literacy instruction; Green lights, caution lights and red lights. Young Children,

66, 50-57.

Rinaldi, C. (2001). The pedagogy of listening: The listening perspective from reggio

emilia. Innovations in early education, 4, 1-4.

Schiller, P. & Willis, C. A.. (2008). Using brain-based teaching strategies to create

supportive early childhood environments that address learning standards. Young

Children,63,52-55.

Seitz, H. (2008). The power of documentation in the early childhood classroom. Young

Children, 63, 88-92.

Vagovic, J., (2008). (2008). Transformers: movement experience for early childhood

classrooms. Young Children,63,28-32.

Whitin, P. & Whitin, D.(2011) Mathematical pattern hunters. Young Children, 3, 84-90.

Wirth, S. & Rosenow, N. (2012) Supporting whole-child learning in nature-filled outdoor

classrooms. Young Children, 1, 42-48.

Additional References

Althouse, R., M. H. Johnson, & S.T. Mitchell. 2003. The colors of learning: Integrating

the visual arts into the early childhood curriculum. New York: Teachers College Press.

Andrews, A.G. & P.R. Trafton. 2002. Little kids-powerful problem solvers: Math stories

from a kindergarten classroom. Portsmouth NH: Heinemann.

Bennett-Armistead, V.S., N.K. Duke, & A.K. Moses. 2005. Literacy and the youngest

learner: Best practices for educators of children from birth to 5. New York: Scholastic.

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Biddle, J.K. 2012. The three rs of leadership: Building effective early childhood

programs through relationships, reciprocal learning, and reflection. Ypsilanti, MI:

HighScope Press.

Bredekamp, S. & Copple, C. (eds.). 1998. Developmentally appropriate practice in early

childhood programs. Washington DC: NAEYC.

Chalufour, I. & K. Worth. 2004. Building structures with young children. St. Paul, MN:

Redleaf Press.

Charlesworth, R. 2005. Experiences in math for young children. 5th

ed. Clifton Park NY:

Thomson Delmar Learning.

Curtis, D., & M. Carter. 2003. Designs for living and learning: Transforming early

childhood environments. St. Paul MN: Redleaf Press.

Curtis, D., & M. Carter. 2008. Learning together with young children: A curriculum

framework for reflective teachers. St. Paul MN: Redleaf Press.

DeVries, R., & B. Zan. 1994. Moral classrooms, moral children: creating a

constructivist atmosphere in early education. New York: Teachers College Press.

Diller, D. 2003. Literacy work stations: Making centers work. Portland, ME: Stenhouse

Publishers.

Dodge, D.T., & L.J., Colker, 1992. The creative curriculum for early childhood.

Washington, DC: Teaching Strategies.

Epstein, A. 2007. The intentional teacher. Ypsilanti, MI: High/Scope Press.

Fu, V., A.J. Stremmel, & L.T. Hill. 2002. Teaching and learning: Collaborative

exploration of the reggio emilia approach. Upper Saddle River, NJ: Pearson.

Galinsky, E. 2010. Mind in the making: The seven essential life skills every child needs.

New York: Harper.

Genishi, C. & A.H. Dyson 2009. Children language and literacy: Diverse learners in

diverse times. New York: Teachers College Press.

Glover, M. 2009. Engaging young writers. Portsmouth, NH: Heinemann.

Harms, T., R.M. Clifford & D. Cryer 1998. Early childhood environment rating scale,

Revised ed. New York: Teachers College Press.

Hannaford, C. 1995. Smart moves: Why learning is not all in your head. Arlington VA:

Great Ocean Publishers.

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Hohmann, M., & D.P. Weikart. 2002. Educating young children: Active learning

practices for preschool and child care programs. Ypsilanti, MI: High/Scope Press.

Jablon, J.R., A. L. Dombro, & M. Dichtelmiller. 2007. The power of observation. 2nd

ed.

Washington, DC: Teaching Strategies.

Jensen, E. 1998. Teaching with the brain in mind. Alexandria, VA: Association for

Supervision and Curriculum Development.

Kostelnik, M.J., A.K. Soderman, & A.P.Whiren. 2007. Developmentally appropriate

curriculum: Best practices in early childhood education. 4th

ed. Upper Saddle River, NJ:

Prentice Hall.

McAfee, O., D.J. Leong, & E. Bodrova. 2004. Basics of assessment. Washington, DC:

NAEYC.

Neuman, S.B., C. Copple, & S. Bredekamp. 2000. Learning to read and write:

Developmentally appropriate practices for young children. Washington DC: NAEYC.

Neuman, S.B. & Roskos, K. 2007. Nurturing knowledge: Building a foundation for

school success by linking early literacy to math, science, art, and social studies. New

York: Scholastic.

Owocki, G. 2001. Make way for literacy! Teaching the way young children learn.

Portsmouth, NH: Heinemann.

Ray, K.W. & Glover, M. 2008. Already ready: Nurturing writers in preschool and

kindergarten. Portsmouth, NH: Heinemann.

Robb, Laura. Literacy links: Practical strategies to develop the emergent literacy at-risk

children need. Portsmouth, NH: Heinemann.

Scheinfeld, D.R., Haigh, K.M. & Scheinfeld, S.J.P. 2008. We are all explorers: Learning

and teaching with reggio principles in urban settings. New York: Teachers College

Press.

Schickedanz, J.A., & R.M. Casbergue. 2005. Writing in preschool: Learning to

orchestrate meaning and marks. Newark, DE: International Reading Association.

Short, K.G., Schroeder, J., Laird, J., Kauffman, G., Ferguson, M.J., & Crawford, K.M.

1996. Learning together through inquiry: From columbus to integrated curriculum.

York, ME: Stenhouse.

Soderman, A.K., Gregory, K.M., & L.T. McCarty. 2005. Scaffolding emergent literacy:

A child-centered approach for preschool through grade 5. Boston: Pearson.

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Thompson, S.C. 2005. Children as illustrators: Making meaning through art and

language. Washington DC: NAEYC.

Trehearne, M.P., L.H. Healy, & M. Cantalini-Williams. 2005. Comprehensive literacy

resource for preschool teachers. Vernon Hills, IL: ETA Cuisenaire.

Wien, C.A. (ed.). 2008 Emergent curriculum in the primary classroom: Intepreting the

reggio emilia approach in schools .New York: Teachers College Press.

Wong, H.K. & R.T. Wong. The first days of school. 1998. Mountain View, CA: Harry K.

Wong Publications, Inc.

Wood, C. 1997.Yardsticks. Greenfield, MA: The Northeast Foundation for Children.

Web Resource

www.projectapproach.org Web site shares ideas of project examples and how they can be

integrated into the school day. There is a link to this web site on the class Blackboard

web site.

Course Assignments: The course content is covered in class through lectures, group discussions and activities,

and through readings and assignments done outside of class and on our Blackboard (Bb)

web site (http://blackboard.wayne.edu). If you are new to e-mail and computing on the

internet and need help getting started, telephone the Computing and Information

Technology (C&IT) help desk at (313) 577-4778 or visit the HELP DESK on the first

floor computer area in the Adamany Undergraduate Library.

1. Reflective Journal Entries (10 points) Each student is to write 10 Reflective

Journal entries over the weekly Blackboard Discussion Board Forum The

Reflective Journal Entries are thoughtful comments or responses (5-6 sentences) to

other class members’ or the instructor’s entries. Personal, confidential, or identifying

information about others outside of class must be omitted from entries to protect the

privacy rights of individuals and agencies. Each Reflective Journal Entry will be

graded pass/fail and evaluated on the extent that course content is integrated with

thoughtful professional reflections. All entries are to be written in complete

sentences and paragraphs with correct spelling and grammar. The instructor will

monitor entries.

2. Curriculum Units (30 points) Each student will create 2 Curriculum Units. One

unit will address the needs of Preschool children (ages 3-4) and the other will

address the needs of one of the following grade levels: K, 1, 2.or 3.

Different topics of study must be used for the units.

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The curriculum units will be described in a paper written using APA conventions. It

will include:

an explanation of how you arrived at the topic for investigation/study and how

the children were involved in this process

a teacher’s anticipatory planning web

a children’s web that shows initial thinking about the topic

a list of terms/facts/principles that will be addressed during the

investigation/study

an assessment plan chart that outlines possible assessments/cognitive levels

for the activities in the unit

a whole group “focusing activity” (This may or may not be your full lesson

plan.)

3 written activities that integrate the areas of science, social studies, English

language arts and mathematics. The WSU lesson plan format that includes

expected outcomes, student inquiry process, materials, strategies, lesson

simplifications and extensions for students with special needs and assessments

will be used for one activity in either unit. The other activities in the units

must include outcomes, description of the activity that features the student

inquiry process, activity simplifications and extensions for students with

special needs and an assessment.

a list of 5 or more related children’s literature titles that supports the learning

in the curriculum unit (This literature may be included in the activities.)

a field trip/experience that might be included in the curriculum unit

a description of how parents/families will be involved in the curriculum unit

a sample of a home communication about the curriculum unit.

A curriculum unit rubric will be available on Blackboard after the first class meeting.

3. Project Journal and Documentation (10 points) Students will maintain a journal

on the progress of a project as outlined in Helm, J.H., & Katz, L.G. (2011). Young

investigators: The project approach in the early years. 2nd

ed. New York: Teachers

College.

Please use the “Project Planning Journal” at the back of Young investigators: The

project approach in the early years as a guide for your journal. The journal will

describe the progress of the project from inception to conclusion.

Documentation of the project you initiate will be used to share your thinking of how

you developed the project. Samples of student work, questions and findings are

expected. The documentation may take the form of photographs, videos, powerpoint,

sketches, 3 dimensional work, recordings, etc.

The journal should be approximately 5-6 pages, double spaced. The documentation

should include a minimum of 4 items.

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4. Presentation of Projects and Curriculum Units (5 points) Each student is to

present to the class a summary of the project they wrote about in the project journal.

The presentation should include a brief description, how the project was determined,

what he/she feels was most successful and what he/she would do differently in the

future as well as sharing of the documentation..

Each student is also responsible for presenting a brief summary of the activities from

each of their curriculum units. You may choose which aspects of the curriculum units

that you wish to feature. Please do not plan to present all of them.

Each student should plan to present for 20 minutes and be prepared to answer

questions from the class.

5 (Graduate Only) (10 points) Book Report Graduate students will write a book

report on the following book:

Wien, C.A. (ed.). 2008 Emergent curriculum in the primary classroom:

Interpreting the reggio emilia approach in schools. New York: Teachers College

Press.

The book report will consist of a 1-2 page summary of the book and 2-3 pages of

personal reflections on the content as it relates to teaching students in the content

areas. Graduate students will also lead a discussion of the book in class.

(Undergraduate Only) (10 points) Learning Game/Book. Undergraduate students

will create a learning game or book for student use that relates to the topic in one of

the curriculum units. The game/book must be developmentally appropriate and refer

to the MDE Standards of Quality (PK) or Grade Level Content Expectations

(K, 1, 2 or 3).

5. Curriculum Area Report and Review of Literature (15 points) Each student will

select a curriculum area, read and review 5 articles from professional journals

published within the last four years and present a report that summarizes the content

expectations for this age level on the given curriculum area and what they learned in

terms of recommended practices from their readings/research. Students are expected

to investigate a variety of journals for their reports.

Professional organizations such as: National Association for the Education of Young

Children, International Reading Association, National Council for Teachers of

Mathematics, National Science Teachers Association, Association for Childhood

Education International and National Council for Social Studies publish journals that

provide a wealth of information on research based practices for teachers. Please do

not limit yourself to this list of journals.

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Curriculum areas will be selected at the first class meeting.

7. Midterm and Final Exams (10 points) Each student will take a midterm and final

exam based on the readings and lectures. The exams will reflect the format of the

MTTC.

Evaluation and Grading

Assignments must be carefully written and include correct sentence/ paragraph structure,

grammar and spelling in accordance with the Publication Manual of the American

Psychological Association (APA). 5th

Edition (2001)

Assignments must be turned in on time. Points will be deducted for late assignments

without an instructor’s approval.

The class incorporates lecture, discussion and activities done in class. Full participation

on the part of students is expected.

Attendance is taken at the beginning of each class. Students are expected to attend all

classes and are responsible for obtaining information shared if they are absent/late. Each

student is allowed one excused absence or two early leave/late arrivals. After that, the

student will have 1 point deducted for each absence and ½ point deducted for each early

leave/late arrival.

The use of electronic devices during class is not allowed unless the instructor grants

permission.

Reasonable accommodations will be made for persons with documented disabilities.

Please contact the instructor for information on obtaining these services.

All submitted work must be the original work of the student. The instructor will follow

procedures per Dishonesty Disclaimer in the WSU Student Handbook.

Plagiarism Plagiarism includes copying material (any more than 5 consecutive words) from outside

texts or presenting outside information as if it were your own by not crediting authors

through citations. It can be deliberate or unintended. If you are in doubt about the use of

a source, cite it. Students caught plagiarizing information from other sources will receive

a failing grade in the course. University policy states that students can be subject to

multiple sanctions, from reprimand to expulsion as a consequence of academic

dishonesty. To enforce this policy, all outside references must be submitted with

assignment

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ELE 6040 The Role of Content in Early Childhood Education

Fall, 2012

Date Topic Pre-Class Readings Assignments Due

9/4/12 Introductions

Review syllabus

What Do We Want For

Children?

Approaches to Learning

Active Learning

9/11/12 100 Languages of

Children

Reggio Emilia Approach

Listening

“Listening” Reflective

Journal Entry

#1 due on

Blackboard

9/18/12 Begin with the End in

Mind

Observing Children

Documentation

Assessment

Anecdotal Notes

“Power of

Documentation” Reflective

Journal Entry

#2 due on

Blackboard

9/25/12 Inquiry Process

Importance of Play

“Standards”

“Brain-based

Strategies”

Reflective

Journal Entry

#3 due on

Blackboard

10/2/12 Terms, Facts and

Principles

Curriculum Area Report

____________

Assessment Plans

“National Early

Literacy Panel”

Chapter 1, Young

Investigators

Reflective

Journal Entry

#4 due on

Blackboard

10/9/12 Environments for Young

Children

Field Trip (Location

TBD)

Curriculum Area Report

____________

Introducing Projects

“Nature Filled

Classrooms”

“Outdoor Prop Box”

Chapter 2, Young

Investigators

Reflective

Journal Entry

#5 due on

Blackboard

10/16/12

Curriculum Area Report

____________

Incorporating Standards

Midterm Exam

“Mathematical Pattern

Hunters”

Reflective

Journal Entry

#6 due on

Blackboard

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Date Topic Pre-Class Readings Assignments Due

10/23/12 Curriculum Area Report

____________

Students with Special

Needs/Rights

Developing Projects

“Bridges or Barriers”

Chapter 3, Young

Investigators

Reflective

Journal Entry

#7 due on

Blackboard

10/30/12 Curriculum Area Report

____________

Curriculum Area Report

____________

Investigations in the

Project

“Transformers”

Chapter 4, Young

Investigators

Reflective

Journal Entry

#8 due on

Blackboard

11/6/12 Curriculum Area Report

____________

Family Involvement

“Why is Collaboration

Good for My Child?” Reflective

Journal Entry

#9 due on

Blackboard

11/13/12 Concluding Projects

Diversity

English Language

Learners

Social/Emotional Domain

Chapters 5, 6 and 7,

Young Investigators Curriculum

Units Due

11/20/12 Issues and Challenges

Book Reports (Graduate)

Learning Game/Book

(Undergraduate)

Finishing Up

Chapter 8, Young

Investigators (Graduate

Only) Book

Reports Due

(Undergraduate

Only) Learning

Game/Book

11/27/12 Student Presentations

Completed

Project

Journals and

Documentation

Due

12/4/12 Student Presentations Reflective

Journal Entry

#10 due on

Blackboard

12/11/12

Study Day

12/18/12 Final

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Grading is based on absolute, rather than comparative criteria. Grades will be:

Undergraduate Graduate

95-100 =A 95-100 =A

90-94 = A- 90-94 = A-

87-89 = B+ 87-89 = B+

83-86 = B 83-86 = B

80-82 = B- 80-82 = B-

77-79 = C+ 77-79 = C+

73-76 = C 73-76 = C

70-72 = C- 70-72 = C-

67-69 = D+

63-66 = D

60-62 = D-

59 and below = F

The 100 points are divided across assignments as follows:

Assignment Number of Points

Reflective Journal Entries 10

Curriculum Units 30

Presentation of Project and Curriculum Units 5

Project Journals 10

Curriculum Area Report and Review of Literature 15

(Graduate Students Only) Book Report 10

(Undergraduate Students Only)Learning Game/Book 10

Midterm and Final 10

Class Attendance and Professional Participation 10

General Note on Grading

The College of Education faculty members strive to implement assessment measures that

reflect a variety of strategies In order to evaluate a student’s performance in a course.

For undergraduates and post-degree students C grades will be awarded for satisfactory

work that satisfies all course requirements; B grades will be awarded for very good work,

and A grades will be reserved for outstanding performance. (For graduate students B

grades will be awarded for very good work and A grades will be reserved for outstanding

performance.) Please note that there is a distribution of grades from A-F within the

College of Education and that plusses and minuses are recorded and distinguish distinct

grade point averages.

15

Enrollment/ Withdrawal Policy

Beginning in Fall 2011, students must add classes no later than the end of the first

week of classes. This includes online classes. Students may continue to drop classes

(with full tuition cancellation) through the first two weeks of the term.

Students who withdraw from a course after the end of the 4th week of class will receive a

grade of WP, WF, or WN.

o WP will be awarded if the student is passing the course (based on work

due to date) at the time the withdrawal is requested

o WF will be awarded if the student is failing the course (based on work due

to date) at the time the withdrawal is requested

o WN will be awarded if no materials have been submitted, and so there is

no basis for a grade

Students must submit their withdrawal request on-line through Pipeline. The faculty

member must approve the withdrawal request before it becomes final, and students

should continue to attend class until they receive notification via email that the

withdrawal has been approved. Beginning in Fall 2011, the last day to withdraw will be

at the end of the 10th

full week of classes. The withdrawal date for courses longer or

shorter than the full 15-week terms will be adjusted proportionately.

Attention Students with Disabilities:

If you have a documented disability that requires accommodations, you will need to

register with Student Disability Services (SDS) for coordination of your academic

accommodations. The Student Disability Services (SDS) office is located at 1600 David

Adamany Undergraduate Library in the Student Academic Success Services department.

SDS telephone number is 313-577-1851 or 313-577-3365 (TDD only). Once you have

your accommodations in place, I will be glad to meet with you privately during my office

hours to discuss your special needs. Student Disability Services’ mission is to assist the

university in creating an accessible community where students with disabilities have an

equal opportunity to fully participate in their educational experience at Wayne State

University.

Please be aware that a delay in getting SDS accommodation letters for the current

semester may hinder the availability or facilitation of those accommodations in a timely

manner. Therefore, it is in your best interest to get your accommodation letters as early in

the semester as possible.

Religious Observance Policy:

Because of the extraordinary variety of religious affiliations represented in the University

student body and staff, the Wayne State University calendar makes no provision for

religious holidays. It is University policy, however, to respect the faith and religious

obligations of the individual. Students who find that their classes or examinations involve

conflicts with their religious observances are expected to notify their instructors well in

advance so that alternative arrangements as suitable as possible may be worked out.