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ECE 217: The Exceptional Learner

Course Description

This is an introductory methods course for students learning to work with young children with disabilities. The course provides an overview of special needs children and their families, including types of disorders, treatments for disorders, and how relationships with parents provide an integral role in ensuring early intervention occurs. Students will learn laws related to special education and how the process for referral works.  By the end of this course, students should understand inclusion and be able to both design classroom environments as well as utilize effective strategies that are supportive of inclusive teaching. Field experience required: 5 hours.  (3 credits)

Prerequisites

  • ECE 101: Introduction to Early Childhood Education
  • ECE 247: Child Growth and Development

Program Learning Outcomes (PLOs)

At the Associate of Science level, students will: 
  1. Promote Child Development and Learning- understand how young children develop and learn and how to use developmental knowledge to create healthy, respectful, supportive and challenging learning environments inclusive of all young children (NAEYC, Standard 1).
  2. Establish Family and Community Relationships- understand and support diverse family and community characteristics and engage with families and communities through respectful, reciprocal relationships (NAEYC, Standard 2).
  3. Observe, document and Assess- utilize a variety of assessment tools to observe and document development and to plan for future instruction respective of each child’s developmental needs (NAEYC, Standard 3).
  4. Utilize Developmentally Effective Approaches- develop positive relationships and supportive interactions with young children and using effective strategies and tools for teaching and learning in early education, (NAEYC, Standard 4). NAEYC, Standard 3).
  5. Use Content Knowledge to build Meaningful Curriculum- develop experiences within environments that are safe, healthy, inclusionary and culturally pluralistic and reflect understanding of developmentally appropriate practices, (NAEYC, Standard 5).
  6. Develop as a Professional- engage in continuous reflective and collaborative learning and identify oneself as an emerging professional within the early childhood field (NAEYC, Standard 6). 7.
  7. Engage in Field Experiences to support learning with various age groups and across multiple early childhood settings (NAEYC, Standard 7).
 

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

Standard 1: Promoting Child Development and Learning: 

    • SLO 1: Define inclusion (NAEYC, Standard 1).
    • SLO 2: Explain the history as well as current legislation supporting people with disabilities (NAEYC, Standard 1).
    • SLO 3: Describe essential elements of inclusive environments for children ages birth – age 8. (NAEYC, Standard 1).
    • SLO 4: Describe typical and atypical development. (NAEYC, Standard 1).
    • SLO 5: Describe cause and classifications of developmental disabilities. (NAEYC, Standard 1).
    • SLO 6: Explain strategies that teachers can use to support children with hearing or vision impairments. (NAEYC, Standard 1).
    • SLO 7: Outline practices for working with children with physical disabilities and health problems. (NAEYC, Standard 1).

Standard 2: Building Family and Community Partnerships:

    • SLO 8: Identify the various types of learning disabilities and effective interventions for teachers to use in working with children in inclusive settings. (NAEYC, Standard 2).

Standard 3: Observing, Documenting and Assessing to Support Young Children and Families

    • SLO 9: Describe family-centered partnerships. (NAEYC, Standard 3).
    • SLO 10: List the six steps in the assessment process and describe the differences between the IEP and the IFSP. (NAEYC, Standard 3).

Standard 4: Using Developmentally Effective Approaches

Standard 5: Using Content Knowledge to build Meaningful Curriculum

    • SLO 11: Describe characteristics of effective teachers in working with children in inclusive settings. (NAEYC, Standard 4, 5).

    • SLO 12: Utilize appropriate strategies for working with children with special learning needs (NAEYC, Standard 4, 5).

    • SLO 13: Define key elements in creating an effective learning environment in support of children in inclusive settings. (NAEYC, Standard 4, 5).

    • SLO 14: Outline strategies teachers can use to facilitate children’s’ self-care, adaptive and independence skills. (NAEYC, Standard 4, 5).

    • SLO 15: Outline strategies that teachers can use to support children’s social development. (NAEYC, Standard 4, 5).

Standard 6: Becoming a Professional

    • SLO 16: Apply strategies to support children’s development of language and communication skills. (NAEYC, Standard 6).

    • SLO 17: Outline strategies teachers can use to facilitate pre-academic and cognitive learning.

Standard 7: Early Childhood Field Experiences

    • SLO 18: Outline strategies teachers can use to deal effectively with children’s challenging behaviors.

    • SLO 19: Describe the transition process.

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Assignments

Weight

Discussions (10 pts, Weeks 1-7)

15%

Mindtap Scenarios (Weeks 1-8)

20%

Reflection Paper (Week 1)

5%

Essay on Advantages of Development Delay Classification (Week 2)

10%

Midterm Exam (Week 4)

10%

Classroom Observation (Inclusive Setting) Key Assessment (Week 7)

20%

Reflection Paper (Week 8)

5%

Final Exam (Week 8)

15%

Total

100%

 

Required Textbooks

Available through <div> <p>Available through <a href="https://bookstore.mbsdirect.net/vbm/vb_home.php?FVCUSNO=35478" target="_blank">Charter Oak State College's online bookstore</a></p> </div>
  • Allen, K.E. & Cowdery, G.E., The Exceptional Child: Inclusion in Early Childhood Education - with MindTap Access. 8th ed. Cengage Learning, 2017. ISBN-13: 978-1-305-63838-9
  • Notes: This is a printed Access Card with ebook, no print copy. This Access must be purchased “New Only” from the College bookstore to access assignments.

 

Additional Resources

  • Students will be able to access the publisher’s website for The Exceptional Child supplemental materials.
  • Any additional materials will be available via free resources on the Internet. https://www.reflectcore.org/

 

Course Schedule

Week

PLOs

SLOs

Readings and Exercises

Assignments

1

1

1,2,3

Topics: Early Intervention and Public Policy

  • Readings:
    • Chapter 1
    • Chapter 2
    • Chapter 3
    • Review Lecture
    • Review PowerPoints
    • Review Chapters 1, 2 and 3 videos
  • Participate in the Discussions
  • Complete the Mindtap Scenarios for Chapters 1, 2 and 3
  • Reflection Paper #1 on your own views related to inclusion
  • Take Chapters 1, 2 and 3 practice quizzes

2

1

1,2,3

Topics: Typical and Atypical Development

  • Readings:
    • Chapter 4
    • Chapter 5
    • Chapter 6
    • Chapter 7
    • Chapter 8
    • Review Lecture
    • Review PowerPoints
    • Review Chapters 4-8 videos
  • Participate in the Discussions
  • Complete the Mindtap Scenarios for Chapters 4 through 8
  • Paper on Developmentally Delayed vs. Disabled Classification
  • Take Chapters 4 through 8 practice quizzes

3

1,2,3

4,5,6,9,11

Topic: Planning for Inclusion

  • Readings:
    • Chapter 9
    • Chapter 10
    • Chapter 11
    • Review Lecture
    • Review PowerPoints
    • Review Chapters 9-11 videos
  • Participate in the Discussions
  • Complete the Mindtap Scenarios for Chapters 9 through 11
  • Complete two part writing assignment (IEP, IFSP, 504 Plan)
  • Take Chapters 9 through 11 practice quizzes
 4

4,5

7,8,9,10

Topic: Implementing Inclusive Early Childhood Programs

  • Readings:
    • Chapter 12
    • Chapter 13
    • Review Lecture
    • Review PowerPoints
    • Review Chapters 12 and 13 videos
  • Participate in the Discussions
  • Complete the Mindtap Scenarios for Chapters 12 and 13
  • Submit report on classroom observation
  • Take midterm exam
  • Take Chapter 12 and 13 practice quizzes
Midterm Exam
Chapters 1-13
SLOs 1-6

5

 4,5

12,13,14,15

Topics: Facilitating Self-Care, Adaptive & Independence Skills, as well as Social Development

  • Readings:
    • Chapter 14
    • Chapter 15
    • Review Lecture
    • Review PowerPoints
    • Review Chapters 14 and 15 videos

 

  • Participate in the Discussions
  • Complete the Mindtap Scenarios for Chapters 14 and 15
  • Take Chapter 14 and 15 practice quizzes

6

 4,512,13,14,15

Topics: Facilitating Speech, Language & Communication Skills, as well as Pre-Academic & Cognitive Learning

  • Readings:
    • Chapter 16
    • Chapter 17
    • Review Lecture
    • Review PowerPoints
    • Review Chapters 16 and 17 videos
  • Participate in the Discussions
  • Complete the Mindtap Scenarios for Chapters 16 and 17
  • Take Chapter 16 and 17 practice quizzes

7

 1,4,5

12,13,14,15

Topics: Challenging Behaviors and Transitions

  • Readings:
    • Chapter 18
    • Chapter 19
    • Review Lecture
    • Review PowerPoints
    • Review Chapters 16 and 17 videos

 

  • Participate in the Discussions
  • Complete the Mindtap Scenarios for Chapters 18 and 19
  • Submit Classroom Observation (Key assessment)
  •  Take Chapter 16 and 17 practice quizzes

8

 

 1-8

Review for Final Exam

Chapters 14-19

 

  • Participate in Discussion
  • Take Final Exam
  • Reflection paper #2 on your views on inclusion based on learning in this course.

Key Assessments:

Students enrolled in the Associate of Science or Bachelor of Science degree program in Early Childhood Education must successfully complete one assignment in each class that is designed to demonstrate growth in the areas of key competency required of early childhood teachers. The key assessment for this course is the classroom observation assignment. Students will observe a child in an inclusive early learning setting, analyze IEP or IFSP goals and make recommendations for teaching based on the child’s needs as they relate to the goals.

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.