SOUTHEASTERN LOUISIANA UNIVERSITY

SPECIAL EDUCATION 682: FOUNDATIONS OF EARLY EDUCATION FOR YOUNG CHILDREN WITH DISABILITIES

COURSE DESCRIPTION:

This course will provide an overview of historical influences, research, controversies and issues that present the foundation for early education of exceptional children. This course includes a review of model programs, their methods, materials and rationales and a study of current issues in early intervention programs. An experiences component is required. (3 credit hours)

TEXT BOOK REQUIRED:

Howard, V.F., Williams, B.F., Miller, D., & Aiken, E. (2014). Very Young Children with Special Needs (5th edition).Pearson Publishing.

(Two things…be sure you see the “VERY” in the title because there is another text just called Young Children with Special Needs ….and be sure it’s the 5th version (which is the new version!!!!)

For this course, I am trying something different. The text required for SPED 682 is a different book this semester. As you know, many textbook publishers are doing away with publishing books and going more toward digital text. Well, just so happens, this new textbook is one of such type. You have three options – purchase in the bookstore at Southeastern (which will be expensive) as a loose-leaf version with e-text version, go online to Pearson’s store and order the loose-leaf version with e-text (a little cheaper) OR go on Pearson’s website and order the rental of the e-text version – you will have access to it for 180 days and the advantages are:

·  No shipping costs or waiting for your book to ship

·  No restrictions on highlighting or taking notes within the book

·  eTextbooks are never out of stock

·  No late fees for not returning a book on time

(TO PURCHASE) – either go to Southeastern bookstore (may not have in yet but has been ordered)…or go to http://www.mypearsonstore.com/ (then in box paste in the ISBN # of the version you want….right now…the loose-leaf version with e/text is not out yet….bookstore has ordered copies…but the e-version is available online – It’s a rental online). Or try this weblink: http://www.coursesmart.com/0133154785/?a=1773944

CHOOSE ONE:

LOOSE-LEAF VERSION WITH e/TEXT:

Howard, V.F., Williams, B.F., Miller, D., & Aiken, E. (2014). Very Young Children with Special Needs (5th edition).Pearson.ISBN-10: 0133399923 • ISBN-13: 9780133399929 (PRICE: $99.00)

OR

e/TEXT VERSION:

Howard, V.F., Williams, B.F., & Miller, D. (2014). Very Young Children with Special Needs (5th edition). CourseSmart eTextbook, 5/E ISBN-10: 0133154785 • ISBN-13: 9780133154788 (PRICE: 58.99)

PREREQUISITES: Special Education 210 or 600

STATEMENT OF CONCEPTUAL FRAMEWORK:

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today's world and to prepare students for the future, the College of Education (COE) has identified four critical components of The Effective Professional: professional standards (PS), knowledge of the learner (KL), best

strategies and methods (SM), and content knowledge (CK).The elements of diversity, technology, and dispositions play an integral part in The Effective Professional framework.

COURSE OBJECTIVES: Based on the critical components of the Effective Educator and CEC Standards

By the conclusion of this course, the student will have knowledge and understanding of:

  1. Models, theories, and philosophies that provide the basis for special education practice.
  2. Similarities and differences among cognitive, physical cultural, social, and emotional needs of young children with and without exceptionalities
  3. Differential characteristics of young children with special needs, including levels of severity and multiple exceptionalities
  4. Characteristics of normal, delayed and disordered communication patterns of individuals with exceptional learning needs
  5. Effects an exceptional condition(s) may have on a young child's life
  6. Characteristics and effects of the cultural and environmental milieu of the child and the family including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse
  7. Educational implications of various exceptionalities
  8. Ways in which technology can assist with planning and managing the teaching and learning environment
  9. Factors that promote effective, culturally responsive communication and collaboration with families and school and community service providers
  10. Typical concerns of families ofyoung children with special needs and appropriate strategies to enable family members to better handle with these concerns
  11. Development of IEP's and IFSP's in collaboration with early intervention team members
  12. Roles of family members, early interventionists and other service providers in planning and implementing IEP's and IFSP's
  13. Ethical practices for confidential communication with others in regard to the children and families in early intervention programs
  14. Personal cultural biases and differences that affect an individuals teaching and interaction with persons from diverse cultures

LEARNER OUTCOMES:

By the conclusion of this course, the student will be able to:

  1. Articulate a personal philosophy of early childhood special education including its relationship to/with regular early childhood education
  2. Access information on various cognitive, communication, physical, cultural, social, and emotional conditions of individuals with exceptional learning needs
  3. Create an environment that encourages self-advocacy and increased independence
  4. Use collaborative strategies in working with young children with exceptional learning needs, families, school and community providers in various learning environments
  5. Demonstrate proficiency in oral and written communication
  6. Use copyrighted educational materials in an ethical manner
  7. Practice with CEC Code of Ethics and other standards and policies of the profession
  8. Articulate the historical, philosophical, and legal basis for services for young children both with and without special needs
  9. Identify ethical and policy issues related to educational, social, and medical services for young children and their families
  10. Identify current trends and issues in early childhood education, early childhood special education and special education
  11. Identify legislation that affects children, families, and programs for children
  12. Identify pre-, peri-, and postnatal development and factors such as biological and environmental conditions that affect children's development and learning
  13. Identify specific disabilities, including the etiology, characteristics, and classification of common disabilities in young children, and describe specific implications for development and learning in the first years of life.
  14. Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society.
  15. Demonstrate understanding of (a) developmental consequences of stress and trauma, (b) protective factors and resilience, (c) the development of mental health, and (d) the importance of supportive relationships.

Instruments or Processes Used to Assess Performance: The instruments and/or processes that will be used to assess performance in this course are primarily rubrics created by the course instructor. They will be used to assess the product/assignments required for the course. A midterm and a final exam will also be used to assess content knowledge of material covered in the course.

EMPIRICAL BASIS:

Boris, N. W., Aoki, Y., & Zeanah, C. H. (1999). The development of infant-parent attachment: Considerations for assessment. Infants and Young Children, 11(4), 1-10.

Brown, W., & Barrera, I. (1999). Enduring problems in assessment: The persistent challenges of cultural dynamics and family issues. Infants and Young Children, 12(1), 34-42.

Cook, R. J. (2004). Embedding assessment of young children into routines of inclusive settings: A systematic planning approach. Young Exceptional Children, 7(3), 2-11.

Cooley, R. J. (2002) An Uneven Start: Indicators of Inequality in School Readiness. Princeton New Jersey: Educational Testing Service

Deiner, P. L. (2005). Resources for educating children with diverse abilities: Birth through eight (4th Ed.). Clifton Park, NY: Thompson Delmar Learning.

Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontxcak, K. ((2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Paul H. Brookes Publishing Co..

Jordan, L., Reyes-Blanes, M. E., Peel, B. B., Peel, H. A., & Lane, H. B. (1998). Developing teacher-parent partnerships across cultures: Effective parent conferences. Intervention in School and Clinic, 33(3), 141-147.

LaRocque, M., Brown, S. E., & Johnson, K. L. (2001). Functional behavioral assessments and intervention plans in early intervention settings. Infants and Young Children, 13(3), 59-68.

Lawry, J., Danko, C. D., & Strain, P. S. (2000). Examining the role of the classroom environment in the prevention of problem behaviors. Young Exceptional Children, 3(2), 11-19.

Msall, M. E., Tremont, M. R., & Ottenbacher, K. J. (2001). Functional assessments of preschool children: Optimizing developmental and family supports in early intervention. Infants and Young Children, 14(1), 46-66.

Paasche, C. L., Gorrill, L., & Strom, B. (2004). Children with special needs in early childhood settings : Identification, intervention, inclusion. Clifton Park, NY : Thompson Delmar Learning.

Pavri, S. (2001). Developmental delay or cultural difference? Developing effective child find practices for young children from culturally and linguistically diverse families. Young Exceptional Children, 4(4), 2-9.

Pierangelo, R. & Crane, R.(2000). The special education yellow pages. Upper Saddle River, NJ: Merrill Prentice-Hall.

Sandall, S., & Ostrosky, M. (Eds.) (1999). Practical ideas for addressing challenging behaviors (Young Exceptional Children Monograph Series No. 1). Longmont, CO: Sopris West.

Sandall, S., McLean, M. E., & Smith, B. J. (Eds.)(2000). DEC recommended practices in early intervention/early childhood special education. Longmont, CO: Sopris West.

Walsh, S., Smith, B. J., & Taylor, R. C. (2000). IDEA requirements for preschoolers with disabilities: IDEA early childhood policy and practice guide. Arlington, VA: Council for Exceptional Children.