ARC 006: Infants and Toddlers with Special Needs and Assessment

Course Description

This course is an overview of infants and toddlers with special needs in the context of all infants and toddlers. The major themes of the course are an understanding of Connecticut’s Birth to Three System and assessment of infants and toddlers

Prerequisite

  • Acceptance into the program.

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Be aware of disabilities, delays and special needs in infants and toddlers in the context of typical development.
  2. Apply principals of cultural competence to understanding of early intervention and assessment of infants and toddlers.
  3. Be familiar with the laws and regulations regarding infants and toddlers with disabilities.
  4. Be able to apply the principles of family centered practice in assessment and individual family service planning.
  5. Understand the roles of professionals and early intervention systems in assuring parent rights and access to procedural safeguards.
  6. Be able to identify the natural environments and activity settings that would be appropriate for the delivery of early intervention services for a child and family.
  7. Understand the uses of assistive technology in early intervention services.
  8. Identify the functions and responsibilities of a service coordinator early intervention teams in early intervention.
  9. Be familiar with the Individual Family Service Planning requirements in Connecticut.
  10. Be familiar with the components of the Connecticut Birth to Three System.
  11. Understand the principals and purposes of developmental screening.
  12. Understand the evaluation and assessment requirements in the IDEA.
  13. Be able to use the Routine Based Interview and other interviewing strategies to assess a family’s needs, priorities and resources.
  14. Be knowledgeable about assessment practices.
  15. Be able to conduct a functional assessment.
  16. Understand the use of the BDI an eligibility assessment tool.
  17. Be able to use assessment information to develop IFSP outcomes.
  18. Be knowledgeable about early intervention and assessment in the context of family centered practice.

Course Activities and Grading

AssignmentsWeight

Discussions

30%

Reflection Paper - YOU

15%

Home Visit Observation Paper

20%

Family Assessment Interview Paper

20%

BDI

15%

Total

100%

 

Required Texts

  • Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement by Sally J. Rogers The Guilford Press; 1 edition (December 9, 2009)
  • An Early Start for Your Child with Autism: Using Everyday Activities to Help Kids Connect, Communicate and Learn by Sally J. Rogers The Guilford Press; 1 edition (May 21, 2012
  • Early Childhood Assessment Why, What and How. Snow, C, Van Hemel, S. Eds The National Academies Press, Washington, D.C. 2008 (available online)

Additional Resources

  • See Course Documents and Course Readings in course

Course Schedule

WeekSLOsReadings and ExercisesAssignments

1

 

Topic: Independent Work

  • Go To ARC 007

2

1,2

Topics: Introduction to Infants and Toddlers with Special Needs and Infant Toddler Assessment

  • Read assigned material
  • Review the Lecture material
  • Participate in the Discussions
  • Begin work on BDI Assignment
  • Seek B23 Provider for Home Visit
  • Select B23 Family for Family Assessment Paper
  • Submit Reflection Paper - YOU
33

Topics: Laws and Regulations Affecting Infants and Toddlers with Disabilities

  • Read assigned material
  • Review the Lecture material
  • Participate in the Discussions
  • Begin BDI Paper
  • Seek B23 Provider for Home Visit
  • Select B23 Family for Family Assessment Paper

4

 

Topic: independent Work

  • Go to ARC 007
  • Continue work on Disability PPT
  • Continue observing two children
  • Submit MCHAT
  • Continue work on Social Story

5

2,4

Topic: Families in Birth to Three

  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
  • Schedule Home Visit and begin paper
6 

Topic: Independent Work

  • Go to ARC 007
  • Submit Social Story – 007
  • Continue work on Disability PPT and 2 observations
7 

Topic: Independent Work

  • Go to ARC 007
  • Continue work on Disability PPT and 2 observations
8

6

Topic: Early Intervention Practice

  • Read assigned material
  • Participate in the Discussions
  • Review Lecture Material.
  • Submit BDI
9

6,9,10

Topic: Making the System Work and

Birth to Three Wrap Up

 

  • Read assigned material
  • Explore assigned website
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Home Visit Observation paper
1011,12

Topic: Introduction to Infant and Toddler Screening and Assessment - Theory

  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
  • Continue observing 2 children
  • Present Disability PPT
1113

Topic: Family Assessment

  • Read assigned material
  • Review the Lecture material
  • Submit Family Interview paper
126,14Topic:

Infant and Toddler Child Assessment Part I

  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
1315,16Topic:

Infant and Toddler Child Assessment Part II

  • Read assigned material
  • Participate in the Discussions
146,7Topic:

From Assessment to IFSP Goals

 

  • View the videos
  • Participate in the Discussions
  • Review the Lecture material
1518Topic:

Course Wrap Up

  • Read assigned material
  • Participate in the Discussions (finish up by 9 pm Friday)
  • Review the Lecture material

Current as of: 12/16/20

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.