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 Development: Birth to Eight
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- SLO 1: Understand the developmental period of early childhood and recognize typical and atypical development in children ages birth to 8 (NAEYC Standard 1).
- SLO 2: Understand the various contexts through which development occurs (NAEYC Standard 1).
- SLO 3: Uses knowledge to make evidence based decisions to support the child (NAEYC Standard 1).
- SLO 4: Describe family-centered partnerships, collaborates with the families, and uses community resources to support development of the child (NAEYC Standard 2).
- SLO 5: Understand the value of developing positive relationships with children and their families (NAEYC Standard 4).
- SLO 6: Utilizes teaching strategies responsive to the needs of individual children (NAEYC Standard 4).
- SLO 7: Apply key elements in creating an effective learning environment in support of children in inclusive settings (NAEYC, Standard 4).
- SLO 8: Applies professional communication skills to effectively support young children's development and learning and to work with families and colleagues (NAEYC Standard 6).
- SLO 9: Reflects on practice and experiences in inclusive settings (NAEYC Standard 6).
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-8) | 15% |
Mindtap videos (Weeks 1 - 5, 7) | 20% |
Reflection Paper (Weeks 1 and 8) | 10% |
Analysis Paper on Advantages of Developmental Delay Classification (Week 2) | 10% |
| Exams (Weeks 4 and 8) | 25% |
Key Assessment (Week 7) | 20% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's online bookstore
- Allen, K.E. & Cowdery, G.E., The Exceptional Child: Inclusion in Early Childhood Education - Access. 8th ed. VitalSource Rentals, 2017. ISBN-13: 978-1-337-15003-3 [This is an eText Rental.]
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 | 1,4,9 | Topics: Early Intervention and Public Policy
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2 | 1,6 | Topics: Typical and Atypical Development
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3 | 4,5,6 | Topic: Planning for Inclusion
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| 4 | 3,6,7 | Topic: Implementing Inclusive Early Childhood Programs
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| Midterm Exam Chapters 1-13 SLOs 1-13 | |||
5 | 6,7 | Topics: Facilitating Self-Care, Adaptive & Independence Skills, as well as Social Development
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6 | 7,8 | Topics: Facilitating Speech, Language & Communication Skills, as well as Pre-Academic & Cognitive Learning
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7 | 2,6,8,9 | Topics: Challenging Behaviors and Transitions
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8 | 1-9 | Review for Final Exam Chapters 14-19
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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.