| Title | Associate Professor |
|---|---|
| Department | Childhood Education and Care |
| Office | Sullivan Building 205B |
| Phone | 978.542.2657 |
| leigh.rohde@salemstate.edu | |
| Resume | Leigh Rohde |
| EDC 220 | Uniquely Human: a Spectrum of Abilities Leading to a Neurodiverse World |
|---|---|
| EDC 250 | Learning to Think Like An Educator |
| EDC 400 | Literacy Development I |
| EDC 425 | Children Literature and Social Justice |
| EDC 431 | Fieldwork Seminar I: Critical Issues and Effective Practice in the Early Primary Grades |
| EDC 708 | Early Childhood Med Pre-practicum |
| EDC 709 | Early Childhood Med Pre-practicum II |
| EDC 713 | Elementary Med Pre-practicum I |
| EDC 714 | Elementary Med Pre-practicum II |
| EDC 736 | Early Childhood 4+1 Pe Practicum II |
| EDC 755 | Elementary 4+1 Pre-practicum I |
| EDC 795A | Universal Design for Learning Foundations |
| EDC 795B | Universal Design for Learning Methods |
| EDC 830 | Practicum I in Early Childhood Education |
| EDC 831 | Practicum II in Early Childhood Education |
| EDU 350 | Reading, Language, & Children's Lit in Early Childhood Educ With Field Experiences (pre-practicum) |
| EDU 961P | Practicum Experience in Elementary Education |
| EEC 250 | Emergent Literacy and Language Development |
| EEC 303 | Emergent Literacy Curriculum and Pedagogy in Early Childhood |
Leigh Rohde graduated from the University of New Hampshire. Prior to coming to Salem State, Leigh was a program coordinator at the Institute on Disability at UNH. Her research focuses on issues related to students with disabilities and inclusive education, and new research will focus on supporting name writing for very young children with disabilities. In spring 2015, Leigh will be teaching EDU 203 Principles and Fundamentals of Special Education; EDS 891 Methods and Materials of Special Education; and EDS 855 ASD: Family Impact and Advocacy.
Students with exceptional learning needs
Teacher education
Emergent Literacy
Program Coordinator, Masters in Special Education
Rohde, L. (pending) The Comprehensive Emergent Literacy Model: Early literacy in context SAGE Online.
Rohde, Leigh. (2011). Preschool Teachers' Beliefs and Practices: Emergent Literacy in Inclusive Preschools. University of New Hampshire.
Rohde, L. & Pomerleau, T. (2010). Response to intervention preschool team checklist 3.0, Tier 1: Primary prevention system self-assessment and action planning tool. Durham, NH: Institute on Disability, University of New Hampshire; Bedford, NH: New Hampshire Center on Positive Behavioral Interventions and Supports and Southern Regional Education Service Center.
Inclusion of Young Children with Disabilities, ChildFund International, Minsk, Belarus, April, 2012
Early Language and Literacy Development: A Webinar Series in Early Childhood Education (1. Building Language: Developing Young Children’s Vocabulary; 2. Building Literacy Skills: Exploring Letters, Sounds, and Words; 3. Building Literacy Knowledge: Using Storybooks and Journaling to Develop Understanding about Reading, Writing, and Communication), Institute on Disability, University of New Hampshire, May 2012
Hiking, snowshoeing, knitting.