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ARC 007: Preschool and Kindergarten Special Needs and Assessment

Course Description

This course relates to issues in special needs and will take approximately 30 contact hours to complete. The following topics are addressed: environmental and biological risk factors, effects of common disabilities, special health care needs, support strategies and accommodations (e.g., scaffolding and modeling, response cueing, wait time, developmentally appropriate goals, environmental arrangement for accessibility, positioning and handling, and low tech and high tech assistive technology), requirements for educational services under IDEA, including parent rights, timelines, and LRE, and specific CT policies and programs. In addition, this course provides a broad overview of assessments of and for young children ages 3-6. Students will have the opportunity to observe children across all developmental domains as well as to develop learning prescriptions to enhance the growth and development of preschoolers and kindergartners.

Prerequisite

  • Acceptance into Program

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Discuss the Autism Spectrum and a variety of teaching methods.
  2. Discuss supports for inclusion.
  3. Discuss educational effects of developmental disabilities on the preschool/kindergarten child.
  4. Identify and understand the 14 categories of disabilities that qualify a child for special services under IDEA.
  5. Describe a variety of classroom supports for children with wide-ranging disabilities.
  6. Understand the components of the IEP Process.
  7. Understand the SRBI process and its application.
  8. Discuss different methods of observation, recording and assessment for preschool/kindergarten across developmental domains.
  9. Describe screening techniques for preschool/kindergarten children.
  10. Discuss culturally appropriate assessments.
  11. Conduct a developmental assessment with a child aged 3-5 years. Observe and record specific student actions to show progress along the developmental continuum.
  12. Design an assessment plan which will measure a child's competence toward meeting a specific set of objectives.
  13. Interpret, analyze and draw conclusions on what the child needs next based on these assessment results.
  14. Use assessments and observations as a guide to develop learning goals and to enhance and/or improve instruction to insure this child's progress.

Standards Addressed

  • NAEYC: 4a, 4b ,4c
  • CEC/DEC: Knowledge: 2.3, 2.4, 3.2, 5.4
  • CEC/DEC: Skills: 4.1, 4.6, 4.7, 7.1

Course Activities and Grading

Assignments

Weights

Discussions

10%

Social Story

16%

Intervention Paper

10%

Disability Power Point

32%

Observations and Assessments

32%

Total

100%

Required Texts

    • Noonan, Mary J. and Linda McCormick. Young Children with Disabilities in Natural Environments-Methods and Procedures. 2nd ed. Brookes Publishing Company, 2013. ISBN-13: 9781598572568
  • Beaty, Janice. Observing Development of the Young Child. 8th edition. Pearson, Merrill, Prentice Hall. Upper Saddle River, New Jersey. ISBN: 0-13-286756-7

Course Schedule

Please note that Week’s 1-7 will be completed prior to start of the semester as students will use the time to observed selected students.

Week

SLOs

Readings and Exercises

Assignments

8

1,2

SRBI - Scientifically Research Based Intervention

  • Articles located in the weekly Course Content section of course
  • Young Children with Disabilities – Chapter 1
  • Observing Development of the Young Child – Chapters 1 & 2
  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
  • Complete IEP Training
  • Continue observing two children using ELDS
  • Orientation Saturday

9

2,3

Inclusion-Focus on Autism

  • Young Children with Disabilities - Chapter 9
  • Observing Development of the Young Child – Chapter 3 & 4
  • Articles located in the weekly Course Content section of course
  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
  • Begin Intervention Paper
  • Choose partner for Disability Paper due in Week 14
104,6

Supporting Peer Relationships - Social Stories

  • Young Children with Disabilities - Chapters 12 & 13
  • Observing the Development of Young Children – Chapter 5
  • Articles located in the weekly Course Content section of course
  • Read assigned material
  • Review the Lecture material
  • Work on PowerPoint and Observations
  • Write an original social story to be submitted week 14

11

5

Classroom Support Strategies

  • Young Children with Disabilities - Chapters 6, 7, 8 & 11
  • Observing the Development of Young Children – Chapter 6
  • Articles located in the weekly Course Content section of course
  • Case Study #1 - Kamia
  • Discussion Board Case Study - When Needs Collide
  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
  • Case Study – When Needs Collide
  • Submit Intervention Paper

12

2,7

What is Assessment

  • Observing Development - Chapter 7
  • Read Articles – “Learning to See, Seeing to Learn” & “Beyond Outcomes”
  • Participate in the Discussions
  • Review the Lecture material
  • Continue to work on observations, PPT and Social Story
  • Saturday Class
138

Pre-K Healthy and Balanced Assessment

  • Observing Development - Chapters 8 & 9
  • Read assigned material
  • Review the Lecture material
  • Finalize work on PPT, Observations and Social Story
143,6,8

Pre-K Cognitive and Social Emotional Development Assessment

  • Observing Development - Chapters 10 & 11
  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
  • Submit I/T and Prek/K Observations and Assessments
  • Submit PPT
  • Submit Social Story
  • Guest Presenter/Dyslexia
15

3,6,8

Pre-K Creative Expression Assessment and Involving Families

  • Observing Development - Chapters 12, 13 & 14
  • Read assigned material
  • Review the Lecture material
  • Presentations given at Saturday Class

 

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.