EDU 575: ECE/SPED Assessment and Diagnosis

Course Description

This course will focus on the advanced knowledge and skills required to lead comprehensive evaluation and assessment processes for infants and young children (birth to kindergarten) eligible for early childhood special education services. Students will critically examine referral systems, due process procedures, and eligibility determination practices through legal, ethical, and culturally responsive lenses. Other topics include: the selection and interpretation of formal and informal assessment tools, collaborative engagement with families and professionals, synthesis of data for evaluation reporting, and the development of individualized family service plans (IFSPs) and individualized education programs (IEPs). (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:

  1. Critically evaluate and apply federal, state, and local regulations regarding due process and assessment in early childhood special education. [Standards: DEC/CEC 4.1, 4.4 | PS&C 3a, 3d | EIS CD2, PR2]
  2. Differentiate and justify the use of screening, assessment, and evaluation tools through critical analysis of their psychometric properties and contextual appropriateness for diverse populations. [Standards: DEC/CEC 4.1, 4.2 | PS&C 3a, 3b, 3c | EIS CD2, CD3, PR2]
  3. Design and implement comprehensive, strengths-based assessment plans in collaboration with families and multidisciplinary teams. [Standards: DEC/CEC 4.2, 4.3 | PS&C 3c, 3d | EIS CD2, CD3, CD4]
  4. Integrate and interpret multi-source assessment data to develop legally defensible, culturally responsive evaluation reports that inform eligibility and planning. [Standards: DEC/CEC 4.3, 4.4 | PS&C 3c, 3d | EIS CD1–4, PR2]
  5. Lead data-informed decision-making processes to design, monitor, and revise evidence-based interventions for infants and young children with disabilities. [Standards: DEC/CEC 4.4 | PS&C 3a, 3c | EIS CD3, CD4]

Course Activities and Grading

AssignmentsWeight

Discussions (Weeks 1-8)

25%

Blogs (Week 1-8)

25%

Assignments (Weeks 1-7)

25%

Key Assessment (Week 8)

25%

Total

100%

Required Textbooks

(Available through Charter Oak State College's Book Bundle):

  • Pretti-Frontczak, K., Grisham, J., & Sullivan, L. (2022). Assessing young children in inclusive settings: The blended practices approach (2nd ed.). Brookes Publishing.

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,2

Topic: Foundations of Inclusive Assessment in Early Childhood

  • Review Syllabus
  • Review Course Policies
  • Review Key Assessment Instructions
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Position Paper: The Role of Inclusive Assessment in Early Childhood

2

1,3

Topics: Legal Foundations, Due Process, and Family-Centered Assessment

  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Position Paper: Balancing Legal Compliance with Family-Centered Practice

3

2,5

Topics: Authentic Assessment and Technical Adequacy

  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Tool Evaluation: Authenticity, Technical Adequacy, and Equity

4

2,5

Topics: Screening, Progress Monitoring, and Informed Decision-Making

  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Progress Monitoring Plan Case Study

5

1,4

Topics: Eligibility Determination and Evaluation Reporting

  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Drafting a Comprehensive Evaluation Report

6

4,5

Topics: From Assessment to Planning – IFSPs, IEPs, and Individualized Goals

  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Data-Informed Planning and Goal Development

7

3,4

Topics: Collaborative Assessment and Interdisciplinary Decision-Making

  • Read and Review:
    • Read Assessing Young Children in Inclusive Settings, Chapter 11
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Collaborative Team Reflection and Strategy Plan

8

4,5

Topic: Synthesis, Reflection, and Final Evaluation Reporting

  • Read and Review:
    • There is no assigned readings this week.
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Key Assessment - Applied Assessment Case Study
  • Complete Course Evaluation

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.