Course Description
This course will focus on the design and evaluation of integrated educational program models that support inclusive, high-quality learning environments from birth through Grade 3. Students will examine models such as co-teaching, collaborative consultation, and multi-tiered systems of support (MTSS), with an emphasis on the integration of early childhood, special education, and general education approaches. Other topics include: developing equitable family partnerships, understanding cultural and linguistic responsiveness, navigating service systems (e.g., IDEA, Head Start, public schools), and applying ethical principles in cross-sector collaboration. Students will analyze case studies, build collaborative communication strategies, and design family engagement plans that align with legal and professional standards. (3 credits)
Prerequisites
- EDU 501: Integrated Foundations of American Education
- EDU 503: Curriculum Design Models
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Compare and contrast integrated program models that support inclusive education for children birth–8.
- Evaluate the effectiveness of family-professional partnerships across diverse cultural and linguistic contexts.
- Apply ethical and legal frameworks (e.g., IDEA, FERPA) to support collaboration and service coordination.
- Design a family engagement plan that promotes equity, inclusion, and reciprocal communication.
- Develop cross-disciplinary strategies to support transitions, intervention planning, and instructional alignment.
- Analyze systemic barriers to inclusive, collaborative practice and propose strategies for advocacy and reform.
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-8) | 25% |
Blogs (Weeks 1,3,4,6) | 25% |
Assignments (Weeks 1-7) | 25% |
Final Project (Week 8) | 25% |
Total | 100% |
Required Textbooks
- This course uses Open Educational Resources (OER). OER are openly licensed, educational resources that can be used for teaching, learning and research. OER may consist of a variety of resources such as textbooks, videos and software that are no cost for students.
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1 | Topic: Foundations of Inclusive and Integrated Early Childhood Systems |
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2 | 2 | Topic: Evaluating Family Professional Partnerships in Diverse Cultural and Linguistic Contexts
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3 | 3 | Topic: Advanced Applications of Ethical and Legal Frameworks in Early Childhood Collaboration
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4 | 4 | Topic: Family Partnerships That Promote Equity, Inclusion, and Shared Decision-Making
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5 | 5 | Topic: Designing Integrated Strategies for Transitions and Instructional Alignment in Early Childhood
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6 | 6 | Topics: Systems, Barriers, and Advocacy for Inclusive Early Childhood Practice |
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7 | 1,2,3,4,5,6 | Topics: Advancing Inclusive and Collaborative Early Childhood Systems: From Analysis to Action |
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8 | 1,2,3,4,5,6 | Topic: Bringing It All Together: Designing Coherent and Equitable Early Childhood Systems
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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.