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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

Assignment(s)

Weights

Discussions

10%

Written Assignments

16%

Disability Power Point and Paper

42%

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 weeks 1-7 will be completed in an on-ground setting.

Week

SLOs

Readings and Exercises

Assignments

8

1,2

SRBI - Scientifically Research Based Intervention

  • Articles located in the weekly Course Content section of course
  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
  • Complete IEP Training

9

2,3

Inclusion-Focus on Autism

  • Young Children with Disabilities - Chapter 9
  • Articles located in the weekly Course Content section of course
  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
104,6

Supporting Peer Relationships - Social Stories

  • Young Children with Disabilities - Chapters 12 & 13
  • Articles located in the weekly Course Content section of course
  • Read assigned material
  • Review the Lecture material
  • Work on PowerPoint and Observations

11

5

Classroom Support Strategies

  • Young Children with Disabilities - Chapters 6, 7, 8, 11 & 13
  • 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
  • Submit Kamia Case Study

12

2,7

What is Assessment

  • Observing Development - Chapters 1, 2, 3 & 4
  • Learning to See
  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
  • Submit "Learning to See"
138

Pre-K Healthy and Balanced Assessment

  • Observing Development - Chapters 7, 8 & 9
  • Read assigned material
  • Review the Lecture material
  • Submit Social Story Script
143,6,8

Pre-K Cognitive and Social Emotional Development Assessment

  • Observing Development - Chapters 5, 6, 10 & 11
  • Read assigned material
  • Participate in the Discussions
  • Review the Lecture material
  • Submit I/T and Prek/K Observations and Assessments
  • Submit PPT and FTF Presentation
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

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.