Course Description
Program models, instructional methods, and curricula in early childhood special education. Emphases are on developmentally appropriate practice, family systems, diversity, transitions, and methods for collaboration.
Athena Title
Met and Cur in EC SPED
Equivalent Courses
Not open to students with credit in EDSE 7200E
Prerequisite
(EDSE 7100 or EDSE 7100E) and permission of department
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
Upon completion of this course, participants will be able to: 1. Identify components of appropriate and effective individualized intervention for young children with disabilities (i.e., best practice). EC4.S1; EC4.S3; EC4.S10 EC8.S5 2. Identify and apply program models in ECSE including service delivery and methods for team collaboration. EC3.S10; EC7.S11, S13-S16; EC7.S23 3. Compare and contrast developmentally appropriate practices (NAEYC) and more traditional ECSE practice as they relate to young children with disabilities. EC1.S3 4. Assist families in identifying their resources, priorities, and concerns in relation to their child’s development. EC7.S4 5. Discuss the rationale for family-focused intervention, including IFSP/IEP development. EC2.S4; EC4.S2 EC4.S4; EC6.S3; EC7.S1, S3, S5, S6 6. Select intervention curricula and methods for children with specific disabilities including motor, sensory, health, communication, social-emotional, and cognitive disabilities. EC4.S6 7. Plan for instruction across developmental domains using an activity-based approach. EC3.S8; EC4.S8; EC5.S1 8. Use naturalistic teaching techniques with young children with disabilities to facilitate integrated growth and learning in all developmental domains. EC4.S7 9. Use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children; to encourage and teach positive social skills and interaction among children; to promote positive strategies of conflict resolution; and to develop personal self-control, self-motivation, and self-esteem. EC6.S1 10. Design appropriate social and physical learning environments. EC5.S3 11. Organize space, time, peers, materials, and adults to maximize child progress in group and home settings. EC5.S6 12. Evaluate and design processes and strategies that support transitions among hospital; home; and infant/toddler, preprimary, and primary programs. EC7.S17 13. Plan for transitions from Part C to Part B programs, and from preschool to Kindergarten. EC4.S5 14. Develop and use formative and summative program evaluation to ensure comprehensive quality of the total environment for children, families, and the community. EC3.S12
Topical Outline
Percent of final grade Assignment 25% 1. Research Paper Research and write scholarly paper on topic of your choice related to course. Paper should incorporate at least 10 references and should be written using APA style. Paper length may range from 12-20 pages. You will present information related to your paper in class. Papers due 5/25. 10% 2. Program Visit Each class participant is required to visit one preschool program; if possible, one that serves young children with and without disabilities. The visit should last about one hour in length. Information and impressions gained through this visit should be documented on program observation forms (see attached). Information about the various program visits will be presented orally. A 1-2 page typewritten description of the program and completed observation forms must be turned in by __. 10% 3. Planning and Facilitating Play/Activity-Based Instruction In conjunction with the McPhaul Center, you will be assigned to a class that includes young children with disabilities. You will collaborate with the classroom teacher in planning for and facilitating ABI (using routines, child directed play and teacher directed activities) including evaluation and monitoring of individual child benchmarks. 50% 4. Mid-term and Final Exams 5% 5. Class Participation Come to class prepared to actively participate in group activities and discussions. Note: Assignments are due at the beginning of the specified class period or before. Five points will be subtracted for each day that an assignment is late.
Syllabus