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. 3 hours of field experience (observation) required for completion of this course. Students must also pass the key assessment with a score of ‘met’ to earn credit for this course. A passing grade of ‘C’ or above is required for this course key assessment. (3 credits)
Prerequisites
- ECE 101: Introduction to Early Childhood Education
- ECE 247: Child Development: Birth to Eight
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Articulate the importance of being a reflective practitioner and identify strategies for cultivating a reflective mindset. [Standards 6d, 6e]
- Describe the historical context, theoretical foundations, and inclusion in early childhood education. [Standards 1c, 6a]
- Explain the developmental milestones and learning processes of how all children learn in each domain from birth to age 8 [1a, 1b, 1c]
- Identify characteristics of effective learning environments together with an understanding of Universal Design for Learning (UDL), and developmentally appropriate practices, including strategies for incorporating play and promoting health, safety, and nutrition. [Standards 4b, 4c]
- Discuss strategies for engaging families and communities in supporting all children's learning and development, including effective communication and the use of professional communication skills and technology-mediated strategies. [Standards 2a, 2b, 2c, 6c]
- Demonstrate an understanding of the importance of diversity, equity, and inclusion in early childhood education. [Standards 1b, 1c, 2a, 4c, 6b]
Course Activities and Grading
Assignments | Weight |
---|---|
Discussions (Weeks 1-8) | 25% |
Written Assignments (Weeks 1-7) | 25% |
Blogs (Weeks 1-8) | 25% |
Key Assessment (Week 8) | 25% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's Book Bundle
Billante, P. (2022) The essentials: Supporting young children with disabilities in the classroom. NAEYC. ISBN-13:9781938113857. Digital Text
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 | SLOs | Readings and Exercises | Assignments |
1 | 1,2 | Topics: Introduction to Exceptional Learners
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2 | 1,3,4,5 | Topics: Developmentally Appropriate Practice, Inclusion, and Universal Design
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3 | 1,2,3 | Topic: Understanding and Addressing Challenging Behavior in Young Children
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4 | 1,2,3,4 | Topic: Understanding Speech and Language Impairments and Autism Spectrum Disorder in Young Children
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5 | 1,2,4 | Topics: Understanding Visual and Hearing Impairments in Young Children
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6 | 1,2,4,5 | Topics: Understanding Physical Disabilities and Intellectual Disabilities in Early Childhood Settings
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7 | 1,2,4,5 | Topics: Understanding and Supporting Children with Attention-Deficit/Hyperactivity Disorder (ADHD) and Learning Disabilities
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8 | 3,4,6 | Topics: Legal and Ethical Considerations for Supporting Children with Diverse Needs
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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.