Course Description
Seminar in early childhood special education, including the history of and rationale for early intervention from birth through age five, typical and atypical early development, and family and diversity issues. Emphasis is on assessment, including screening and play-based assessment.
Athena Title
Found Assess ECSE
Equivalent Courses
Not open to students with credit in EDSE 7100
Non-Traditional Format
This course will be taught 95% or more online.
Prerequisite
Permission of department
Grading System
A - F (Traditional)
Course Objectives
Upon completion of this course, participants will be able to: 1. Discuss the rationale for early intervention services for young children and their families based on historical, legal, philosophical, ethical, medical, and research-based influences. (EC1: S1, S2, S4; EC7: S13, S14; EC8: S5) 2. Identify current trends and issues in early childhood education, early childhood special education, and special education. (EC 1: S3) 3. Apply family systems theory and knowledge of the dynamics, roles, and relationships within families and communities. (EC 7:S2) 4. Discuss the importance of collaborating with families as partners through a family-centered approach, including a related knowledge and sensitivity of cross-cultural, political, and societal issues. (EC2: S4) 5. Demonstrate understanding of developmental consequences of stress and trauma, protective factors and resilience, the development of mental health, and the importance of supportive relationships. (EC2 : S5) 6. Identify sequences of typical child developmental (birth through age 5) in each of the following domains: fine and gross motor, cognitive, socio-emotional, communication and language, play, and self-help skills. (EC2: S1,S2) 7. Discuss how various disabilities and risk factors may affect development and learning in different domains. (EC2: S2, S3; EC8: S5) 8. Identify levels of assessment and basic psychometric principles. (EC3:S2) 9. Identify and critically evaluate formal and informal instruments and observations techniques for screening, diagnosis, and program planning. (EC3: S1, S2, S3, S7, S11) 10. Plan and conduct community screening for preschoolers with special needs. (EC3: S2, S3, S11; EC7: S10; EC8, S1) 11. Apply models of team process and diverse service delivery settings. (EC7: S11) 12. Apply family systems theory and knowledge of the dynamics, roles, and relationships within families and communities. (EC7: S2) 13. Plan and conduct transdisciplinary play-based assessments. (EC3: S4, S5, S6; EC7: S1, S3, S6, S15, S16; EC8: S1) 14. Summarize and evaluate assessment results and provide services in written reports and discussion with other professionals and families. (EC7: S9, S10, S15, S16) 15. Assist families in identifying their resources, priorities, and concerns in relation to their child’s development. (EC7: S4) 16. Use information collected from assessment to develop individualized goals and objectives for IEP/IFSP development that incorporates both the child and family outcomes in partnership with family members and other professionals (EC3: S7; EC4: S2) 17. Engage in various team membership roles. (EC7: S12)
Topical Outline
1. History, Law, and Rationale of Early Childhood Special Education 2. Early Development and Risk Factors 3. Authentic Assessment 4. Family Involvement 5. Teaming 6. Assessment Approaches with Young Children; Standardized/Norm-Referenced/Criterion-Referenced 7. Response to Intervention; Identifying Children with Special Needs 8. Assessment for Program Planning 9. Play-Based Assessment 10. Functional Behavior Assessment 11. Performance Monitoring 12. Program Evaluation 13. Assessing Environments 14. Transitions
Syllabus
Public CV