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ECE 405: Adapting Curriculum for Inclusive Classrooms
EASTERN CONNECTICUTSTATEUNIVERSITY
EDUCATION DEPARTMENT
Fall, 2013
Course Number:ECE 405
Course Title: Adapting Early Childhood Education for
Inclusive Classrooms.
Credits:3
Course Description:This course provides extended opportunities
for students to apply basic methods in Early
Childhood Special Education, within inclusive classrooms. This will include planning and
implementing curricular adaptations based
on principles of developmental and individual
appropriateness. Family involvement in all aspects
of early childhood special education will be an
integrated aspect of this course. Field experience
required.
Student Outcomes:By the end of the semester the students will:
1.Adapt activity plans for a variety of types of
challenging conditions, within the context of
creating integrated curriculum for inclusive early
childhood classrooms. Adaptations will include
strategies that are evidence-based within
developmentally appropriate activities with
consideration of a continuum, per SRBI.
2. Practice adaptations for activities in at
least one early childhood program with children
who have recognized developmental challenges.
3. Utilize assessment data to write Individualized Education Programs-, including developmental goals, and integrate these with activity
planning and implementation.
4. Work as part of an interdisciplinary and/or transdisciplinary team of social, educational, and health services professionals to assess children,
develop individually and developmentally appropriate programs, and incorporate approaches from various disciplines within classroom interventions.
5. Understand and show sensitivity to families of diverse cultural and socioeconomic backgrounds and structures, showing competence in collaborating with them. This will include assessment, development of I.E.P.'s, planning and adapting the curriculum, and communicating about children's development..
6.Demonstrate basic familiarity with and understanding of various forms of augmentative and alternative communication as well as assistive/ adaptive technology and equipment and how these support learning, communication, and social development.
Required Text:Grisham-Brown, Pretti-Frontzak, and Hemmeter (2005). Blended Practices. Baltimore, MD: Paul H. Brookes.
Additional Readings:To be distributed.
Key Experiences:1.Adapt activity plans for children with
identified special needs.
2.Write I.E.P. Goals/ Objectives,
to coordinate with activity plans.
3.Develop Resource/ Adaptations File; broad range of topics
Presentation in class
4Examine Assistive Technology or
Augmentative Communication; write paper
5. Attend Inservice Session; report (ECE 425)
6.Family collaboration Project/ Assessment. Case
Study. Use work-sampling as well as other
methods for on-going assessment, as related to
program-planning. Write case study.
Extra credit-
At least one of following:
a. If possible, attend P.P.T. meeting
b. Interview person with a disability
c. Learn some total communication/sign language and/or Braille
(Please see separate schedule)
Course Outline: 1. Application of Developmentally Appropriate Practice, as it relates to individual differences.
SRBI.
Improving School Climate; Safe Schools
- Work with families; review of basic principles;
application of strategies. Sensitivity to diverse perspectives.
3. Communication among teams to develop and
implement appropriate adaptations. Active listening; checking in for understanding.
Data Teams
4.Ongoing assessment; work sampling,
portfolio development. its relation to program
development. Format for educational report.
(Electronic portfolio). Response to Intervention;
(Scientific Research Based Intervention/SRBI).
Recognition and response. Formative and Summative assessment. Common Assessments
5.Principles of curricular adaptations
Embedded Strategies
Differentiated Instruction
Response to Intervention.
Recommended practices.
Continuum of intervention.
Data Driven Decision Making
Effective Teaching Strategies
6.Curricular adaptations: Language and Literacy
Augmentative and Alternative
Communication; Assistive technology.
7. Curricular adaptations: Math & Science Adaptations for children with developmental
differences in context of activities.
8. Curricular adaptations: Play interventions
and Social Studies; Positive Behavioral
Supports.
Creation of adaptations file/ resources; web-based
Resources; electronic portfolios
- Adaptations for the physical environment;
Accessibility/ Assistive Technology
Universal Design for Learning
Classroom management; Schedules
Special Education Protocol; Accountability
12. Consideration of special health care needs, child
protective services, and other sensitive topics.
13.Integration of Assessment, I.E.P.'s, and
and adaptations.
Bringing closure with children.
Data Teams
Assignment Descriptions
1. Adapted Activity Plans: Please take three activity plans you have developed and integrate/embed possible strategies for adaptations for two types of exceptionalities. Go through the entire activity noting what, if anything, you would/might do differently to differentiate instruction.
The strategies for adaptation should relate to the characteristics of the specific challenges. For example, if a child has trouble sustaining attention, strategies would address this difficulty. If a child has trouble processing verbal directions, strategies would be used to address this characteristic, such as using gestures, picture cues, prompts, etc. You may write strategies throughout in a different font, different color, or bold print. These are to be integrated into every part of your activity plan. The key is to match the strategies with the child’s challenges/needs. Adaptations for each child/set of characteristics can be presented in a different font or color, to make it clear which adaptations are for which child. Please keep in mind that when you write proposed strategies in your plans, it does not mean you will have to use them all. Be very comprehensive in your planning. Be prepared to provide support. If a child can engage without your support, let him or her do it independently.
You will follow the required format for the State Department of Education, with the section for “Differentiated Instruction” at the end of the activity plan.
NAEYC Standards addressed: 1a, 1b, 1c, 4b, 4d,5
CEC Standards addressed: ICC4K1, ICC4S1, ICC4S2, ICC4S3, ICC4S4, ICC4S6, EC4S1, EC4S2, EC4S3, ICC5S16, EC5S4, EC6S1, EC7S1, EC7S2, EC7S3, EC7S4, EC3S1
- Resource File :The Resource File is a collection of materials you gather on resources,
agencies, and professional organizations that support children with special needs or
challenging conditions, their families, and their teachers. You will gather materials from
a variety of sources (e.g., brochures, web-based links, books, videos) on topics of your
choice. Resources from the Internet will be combined into a group web-page.
Community and national agencies are good sources of information. The material should
be organized in ways that are “user friendly,” clearly marked in a way that is functional
and accessible, making it easy to share with families and colleagues. The container
should be durable. The number of entries in your Resource File will vary depending on
the degree to which the topic you choose is rare or more common. The file will be
organized in a way that is functional and accessible, and makes it easy to share with
families and colleagues. The file must include information related to Connecticut
Department of Children and Families and procedures for reporting and seeking services
for suspected child abuse and neglect. The file must also include information on key
child and family health service agencies in the community. A section of the resource file
will include overviews of and other materials from published assessment tools commonly
used by early childhood educators. A final section will contain information on
professional development opportunities for teachers, representing key professional
organizations in early childhood special education, including those that address cultural
concerns
3. Family Brochures on Laws and Conditions
This assignment is designed to add to your repertoire of resources available to share with families and colleagues. The completed brochure may be part of your Resource File.
It is intended to be an appealing, concise source of relevant information on the laws as they relate to young children with disabilities and their families. The brochure should include the following:
- Highlights of the most recent reauthorizations of laws such as IDEIA, as well as a basic set of statements about the rights of children with disabilities and their families, as originally stipulated in P.L. 94-142. If possible, it should include a brief statement about the ADA.
- A statement about inclusion and natural environments as options for young children with challenges;
- A brief time-line with changes in the laws;
- A statement regarding procedural safeguards;
- A listing of sources for additional information;
- A brief statement regarding contacting Local Education Agencies.
The key components of this assignment will be integrated in a user-friendly, accessible way. Any unfamiliar terms that are used will be defined or paraphrased for clarity.
4. Assessment/Case Study: The purpose of this project is to provide you with opportunities to 1) observe and analyze the characteristics of a young child with special needs within a classroom setting; 2) examine and reflect on influences on the development and behavior of this child, including classroom practices, families, cultural background, socioeconomic status, and individual strengths, interests and challenges; and 3) practice the assessment techniques of observing, recording, and case study writing in naturalistic settings. This will also familiarize you with the process of writing educational reports using a style and format that may be expected by school systems.
You will conduct a full observation/assessment of a child demonstrating characteristics of exceptionalities within your practicum classroom. (You and your cooperating teacher will discuss good options for a focus child and you will have parents’ consent before initiating this project.) Please note: it is very important that you make it clear you will not be doing the “official” assessment required by Federal Law. You will gather information on this child using a variety of methods including, but not limited to, work samples, observation, developmental instruments such as the Ages and Stages Questionnaire, and conversations with professionals and parents. Language samples, documentation of social interaction, and examples of problem-solving strategies can be included to provide a thorough overview of this child’s current level of performance. Specific information about documented concerns as well as areas of strength in all domains will be included, providing clear and comprehensive informationregarding the child’s development. Developmental levels in the domains of language (both receptive and expressive), social and emotional interactions, cognitive/problem-solving strategies, and fine and gross motor skills will be included in ways that are understandable, avoiding jargon when possible. Information about eligibility for special services will be part of the report, along with methods to monitor developmental progress over time. If you have consent to review existing educational files, you may include relevant content, with specific citations. This might include previous developmental status, etc. (A sample educational report will be distributed.)
Reflection: Based on information gathered about the child, a case study will be written in a format that is generally used for educational reports in school systems, addressing characteristics in all developmental domains as well as factors related to family and culture. The report will include a discussion family life, structure, culture, and class background, as well as an examination of health and social services available to parents and teachers within the community. The report will include a description of how recommendations for intervention would be integrated into an Individualized Education Plan/Program (IEP) and/or individual curriculum planning.
NAEYC standards addressed: 1a, 1b, 2a, 2c, 3b, 3c, 4a
CEC standards addressed: ICC2K3, EC8S6, ICC857, EC8S1, ECS85, EC8S2
- Assistive Technology Review
This assignment is designed to familiarize you with available Assistive Technology Devices and Augmentative Communication methods. Please explore various options and make a selection based on relevance and usefulness as well as your own interests. You may choose to select a device being used by a child in your practicum placement. Conduct research on this device or method and write a short paper (1 ½- 2 typed pages) highlighting key features as well as appropriateness. If you know a child who is using this device, please describe the developmental usefulness of this in terms of the child’s needs, strengths, and interests. This can be presented to class as a PowerPoint, if you choose. Students will be expected to share information with group.
Field Work: Students take this course concurrently with ECE 425: Practicum in Early Childhood Special Education, a two day per week, full day practical experience within an inclusive preschool or kindergarten classroom. (Please see separate syllabus and schedule.)
Accommodations:
If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at 465-5573. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.
Regular attendance is expected. Unexcused absences result in a lower grade.
Diversity Seminar:
Students are expected to attend Diversity Semesters while enrolled in early childhood program. Details will be provided in class.
Course Outcomes Aligned ith the Education Department’s Performance Expectations, NAEYC and CCCT Standards, and with Related Key Experiences
Outcome / Performance Expectations / NAEYC/’CCCTCEC/DEC Standards / SDE Pre-Service
Teacher
Competencies/
Connecticut CCT / Key Experiences
1Adapt activity plans for a variety of types of challenging conditions, within the context ofcreating integrated curriculum for inclusive early childhood classrooms. Adaptations will include strategies that are evidence-based within developmentally appropriate activities. / 1.1
2.1
2.2
2.3
3.1
5.1
6.1 / NAEYC:1; 3; 4; 5;6
CEC/DEC: EC3S1; ICC4K1; ICC4S1; ICC4S2;ICC4S3; ICC4S4;ICC4S6;ICC7S4; EC4S1;EC4S2;
EC4S3; ICC5S16; EC5S4;EC6S1;
EC7S1;EC7S2;
EC7S3;EC7S4 / PTC: 2
CCCT:I-2,4 / Adapted
Activity Plans
Class
Discussions
2. Practice adaptations for activities in at least one early childhood program / 2.1
2.2
2.3 / NAEYC: 1;2;3;4;5;6
CEC/DEC:
EC3S1; EC4S1;EC4S2;
EC4S3;EC4S4;EC5S3; EC5S4; ICC6S2;
ICC 7S13;ICC7S14 / PTC: 2, 3
CCCT: 1, 2, 4 / Interactions/
Implementations
within
classrooms
Class
discussions
3. Utilize assessment data to write I.E.P.’s, including developmental goals, and integrate these with activity planning and implementation. / 1.1
2.4 / NAEYC: 1;2;3;4;5;6
CEC/DEC: ICC2K3;
EC8S6; ICC857; EC8S1; EC8S2; EC8S5 / PTC: 4
CCCT: 5 / Adapted
activity
plans
Resource Files
Assessment/
case study
4.Work as part of an interdisciplinary and/or trans-disciplinary team of social, educational, and health services professionals to assess children,develop in- dividually and developmentally appropriate programs, and incorporate ap- proaches from various disciplines in class- room interventions. / 6.1 / NAEYC: 1;2;3;5;6
CEC/DEC: EC8S5;
ICC9S7; ICC10K3; ICC10S6;
ICC10S9; ICC10S10; / PTC: 4, 5
CCCT:3,4 / IEP
activities
Field work
Adapted
activity plans
Class
discussions
5 Understand and show sensitivity to families of diverse cultural and socioeconomic backgrounds and structures, showing competence in collaborating with them. This will include assessment, development of I.E.P.’s, planning and adapting the curriculum as well as communicating about children’s development. / 5.1 / NAEYC: 1;2;3;4;5;6
CEC/DEC: ICC1K7;
ICC1K10; ICC2K3;
ICC3K3; EC3S1;EC6K1; EC6S1; EC7S1; EC7S4; ICC8S7;EC8S4; EC8S5; EC9S3 / PTC: 1, 4, 5
CCCT-,3 / Adapted
Activity
Plans
Case study/
Assessment
Field work
Class
discussions
and
activities
6. Demonstrate basic familiarity with and understanding of various forms of augmentative and alternative communication as ell as assistive/adaptive technology and equipment and how these support learning, communication, and social development. / 4.1 / NAEYC: 1;4;5;6
CEC/DEC:ICC6K4; ICC7S9; / PTC: 2
CCCT: 5 / Adapted
Activity
Plans
Class activities
and
discussions
Field work
Assistive Tech
Review
Adapted Activity Plans
5 / 4 / 3 / 2 / 11.. / Developmental
Appropriateness:
(Standards/Key Elements: 4b,4d,1c
CEC/DEC: ICC4K1;) / Exceptionally
Developmentally Appropriate;
Elements that provide excellent
opportunities for children to learn and grow. / Very developmentally
Appropriate;
Elements that provide very good opportunities for children to learn and grow. / Activities feature elements that represent basic levels of developmental
Appropriateness. / Activities
demonstrate
limited
developmental-ly
appropriate practices. / Inadequate demonstration of developmental-ly appropriate practices. / Not Developmentally Appropriate
2, / Match between adaptations and child’s needs:
(Standards/Key Elements: 1a, 4b, 4d;CEC/DEC: !CC4S3) / Adaptations exceptionally good “match” with characteristics of child / Very good “match” / Good “match” / Adequate
“match” / Inadequate
“match” / Adaptations not good “match” with characteristics of child
3. / Curriculum:
(Standards/Key Elements: 4d;1b;
CEC/DEC: EC4S1) / Activity exceptionally well-organized and sequenced
Clear evidence of
Purpose/objectives. / Very well-organized
and sequenced.
Clear evidence of
Purpose /objectives / Well-organized;
Basic elements are present in activity.
Objectives clearly
Evident. / Adequately
organized.
Adequate
demonstration
of objectives and
purpose
of activity. / Inadequate
organization and demonstration of objectives / . / Activity not well-organized and sequenced
4. / Repertoire of Strategies:
(Standards/Key Elements: 1a, 4b, 4d; CEC/DEC: ICC4S3) / Excellent range of possible strategies / Very good range of possible strategies / Good range of possible strategies / Adequate range of strategies
For adaptation. / Inadequate range of strategies / Inadequate range of strategies
5 / Integration of Strategies: 4 / Adaptations clearly evident throughout plans; Exceptionally thoroughly integrated / Very well integrated
Evident throughout plans . / Integrated in some aspects of the activity plans.
Some evidence of differentiated instruction. / Lack of integration of strategies.
Insufficient evidence of differentiated instruction. / Inadequate
Integration of strategies / Adaptations not clear/evident
I.E.P.
5 / 4 / 3 / 2 / 1Goals and objectives exceptionally realistic/ reasonable expectations
(EC8-S3) / Very reasonable goals and objectives / Reasonable goals and objectives / Somewhat reasonable goals and objectives / Goals and objectives not reasonable
Structure of I.E.P. exceptionally clear and reader-friendly / Structure very clear / Structure clear / Structure somewhat clear / Structure unclear; confusing
Objectives exceptionally well-integrated with curriculum / Objectives very well-integrated / Objectives well-integrated / Objectives adequately integrated / Objectives not well-integrated with curriculum
Objectives exceptionally
developmentally appropriate / Objectives very developmentally appropriate / Objectives developmentally appropriate / Objectives somewhat developmentally appropriate / Objectives not developmentally appropriate
There is strong evidence of collaborative team process, including families
(EC8-S5) / Very good evidence of collaborative team processes / Evidence of collaborative team
process / Some evidence of collaborative team process. / There is no evidence of a collaborative team process
Case Study/Assessment