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
- Acceptance into the program.
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Be aware of disabilities, delays and special needs in infants and toddlers in the context of typical development.
- Apply principals of cultural competence to understanding of early intervention and assessment of infants and toddlers.
- Be familiar with the laws and regulations regarding infants and toddlers with disabilities.
- Be able to apply the principles of family centered practice in assessment and individual family service planning.
- Understand the roles of professionals and early intervention systems in assuring parent rights and access to procedural safeguards.
- 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.
- Understand the uses of assistive technology in early intervention services.
- Identify the functions and responsibilities of a service coordinator early intervention teams in early intervention.
- Be familiar with the Individual Family Service Planning requirements in Connecticut.
- Be familiar with the components of the Connecticut Birth to Three System.
- Understand the principals and purposes of developmental screening.
- Understand the evaluation and assessment requirements in the IDEA.
- Be able to use the Routine Based Interview and other interviewing strategies to assess a family’s needs, priorities and resources.
- Be knowledgeable about assessment practices.
- Be able to conduct a functional assessment.
- Understand the use of the BDI an eligibility assessment tool.
- Be able to use assessment information to develop IFSP outcomes.
- Be knowledgeable about early intervention and assessment in the context of family centered practice.
Course Activities and Grading
Disability is Natural paper outline
Home visit observation paper
Saturday Administrator Question
Saturday Administrator Answer
Saturday Parent Question
Saturday Parent Answer
Family Assessment Interview Paper
Saturday Assessor Question
Saturday Assessor Answer
Disability is Natural Paper
Young Children with Disabilities in Natural Environments: Methods and Procedures. Noonan, M.J., McCormick, L. Paul H. Brookes, Baltimore, 2006
Early Childhood Assessment Why, What and How. Snow, C, Van Hemel, S. Eds The National Academies Press, Washington, D.C. 2008 (available online)
- 5 Things You Need to Know About Infants and Toddlers in the US Today (available in the Course Documents section of the course)
- CT’s Infant Toddler Guidelines
- Glenn T. Fujiura and Kiyoshi Yamaki: Trends in Demography of Childhood Poverty and Disability (available in the Course Documents section of the course)
- Reddihough, D., Marraffa, C. Rowell, M., Carne R., Ferguson, L. (2009) Developmental Delay: An Information Guide for Parents Melbourne, The Royal Children's Hospital pp 1-8
- The Legislative and Litigation History of Special Education, Edwin W. Martin, Reed Martin, Donna L. Terman
- Individuals With Disabilities Education Act Part C: Early Intervention Program for Infants and Toddlers With Disabilities - Final Regulations, Side-by-Side Comparison, October 2011. pp163-170
- Addressing the Needs of Young Children in Child Welfare: Part C ”Early Intervention Services https://www.childwelfare.gov/pubPDFs/partc.pdf
- Disability is Natural
- Connecticut Birth to Three Family Handbooks I,II, and III. Handbook I, Handbook II, Handbook III
- Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008, March). Seven key principles: Looks like / doesn’t look like
- Washington State Infant Toddler Early Intervention Program Natural Environments
- Colorado Assistive Technology Partners - Assistive Technology Marketing Flyer
- CT Birth to Three System Service Guideline #1 - Autism
- CT Birth to Three System Service Guideline #2 - Natural Environments
- CT Birth to Three System Service Guideline #5 - Hearing Impairment
- CT Birth to Three System Service Guideline #7 - Complex Medical Needs
- Connecticut Birth to Three System
- Children's Health and Development Institute: The Earlier the Better
- ECTA Center - Family Assessment, Gathering Information from Families
- Questions for Eliciting Family Interests, Priorities, Concerns, and Everyday Routines and Activities.
- Ringwalt, S. (2008). Developmental screening and assessment instruments with an emphasis on social and emotional development for young children ages birth through five. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.
- Bri IFSP Video Introduction
- Bri IFSP Video Chapter 2.1 Levels of Communication https://www.youtube.com/watch?v=cNpsFDdW_FE&list=PL9DC2069DAD870262&index=2
- Bri IFSP Video Chapter 3.1 Child Outcomes
- Bri IFSP Video Chapter 3.2 Child outcomes 1 & 2
- Bri Video Chapter 4.2 Family Centered Functional Outcomes
- Bri IFSP Video Chapter 5 - Service Plan
- Outcomes Measurement: Outcomes FAQ, ECTA Center http://ectacenter.org/eco/pages/faqs.asp
- McWilliam on RBI and Early Intervention http://www.youtube.com/watch?v=yhcUotSkYAY&feature=share&list=PL0JiQ0MluoCyULays0CVQksXCi2pdWbbb
- Routines Based Interview (Robin) Feeding.mpg http://www.youtube.com/watch?v=LdEkZvsUVQE
- Routines Based Interview (Robin) wrapup.mpg http://www.youtube.com/watch?v=UVR1YZBJqCk
|Week||SLOs||Readings and Exercises||Assignment(s)|
Topic: Introduction to Infants and Toddlers with Special Needs and Infant Toddler Assessment
Topic: Laws and Regulations Affecting Infants and Toddlers with Disabilities
Topic: Families in Birth to Three
Topic: Early Intervention Practice
Topic: Making the System Work
Topic: Birth to Three Wrap Up
Topic: Introduction to Infant and Toddler Screening and Assessment - Theory
Topic: Family Assessment
Topic: Infant and Toddler Child Assessment Part 1
Topic: Infant and Toddler Assessment Part II Using the BDI
Topic: From Assessment to IFSP Goals
|12||18||Course Wrap Up|
Current as of: October 27, 2017
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.