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 the comprehensive quality of the total 
        environment for children, families, and the community. 
        (EC3.S12)

Assignment / Percent of the final grade   
      					
1.	Research Paper - 25%
Research and write a scholarly paper on the topic of your choice 
related to the course. The 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.

2.	Program Visit - 10%
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 __.
			

3.	Planning and Facilitating Play/Activity-Based Instruction - 10%
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.

4.	Mid-term and Final Exams - 50%

5.	Class Participation - 5%
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.