Syllabus for: Semester & Year: Course ID and Section Number: Number of Credits/Units: Day/Time: Location: Instructor s Name: Contact Information:

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1 Syllabus for: ECE 34: Curriculum and Strategies for Children with Special Needs Semester & Year: Fall 2015 Course ID and Section Number: ECE 34 V8536 (038536) Number of Credits/Units: 3 Day/Time: Online Location: Instructor s Name: Contact Information: Michelle Hancock Office location and hours: Online Phone: (707) michelle hancock@redwoods.edu Course Description: A focus on curriculum and intervention strategies for working with children with special needs in partnership with their families. Focuses on the use of observation and assessment in meeting the individualized needs of children in inclusive and natural environments. Includes the role of the teacher as a professional working with families, collaboration with interdisciplinary teams, and cultural competence. Student Learning Outcomes: 1. Evaluate program, educational and professional policies, based on special education laws and evidence based practices. 2. Design and implement curriculum strategies based on children s individualized needs in inclusive and natural environments. 3. Advocate for effective partnerships with families, interdisciplinary team members, and community resource specialists. Special accommodations: College of the Redwoods complies with the Americans with Disabilities Act in making reasonable accommodations for qualified students with disabilities. Please present your written accommodation request at least one week before the first test so that necessary arrangements can be made. No lastminute arrangements or post test adjustments will be made. If you have a disability or believe you might benefit from disability related services and may need accommodations, please see me or contact Disabled Students Programs and Services. Students may make requests for alternative media by contacting DSPS. Academic Misconduct: Cheating, plagiarism, collusion, abuse of resource materials, computer misuse, fabrication or falsification, multiple submissions, complicity in academic misconduct, and/ or bearing false witness will not be tolerated. Violations will be dealt with according to the procedures and sanctions proscribed by the College of the Redwoods. Students caught plagiarizing or cheating on exams will receive an F in the course. The student code of conduct is available on the College of the Redwoods website at: 20Code%20final% pdf

2 2 Additional information about the rights and responsibilities of students, Board policies, and administrative procedures is located in the college catalog and on the College of the Redwoods homepage. College of the Redwoods is committed to equal opportunity in employment, admission to the college, and in the conduct of all of its programs and activities. ECE 34: Curriculum and Strategies for Children with Special Needs Fall 2015 College of the Redwoods Michelle Hancock, Professor Online Phone: (707) michelle Office Location: Online Office Hours: Monday Friday 8:00 10:00 a.m. Course Description A focus on curriculum and intervention strategies for working with children with special needs in partnership with their families. Focuses on the use of observation and assessment in meeting the individualized needs of children in inclusive and natural environments. Includes the role of the teacher as a professional working with families, collaboration with interdisciplinary teams, and cultural competence. Textbook Inclusive Early Childhood Education 6th Ed. Penny Low Deiner. (Wadsworth Cengage Learning: 2012.) Notable Dates: First day of class Monday, August 24, 2015 Last day to drop without a W Friday, September 4, 2015 Labor Day Monday, September 7, 2015 Last day to petition for graduation or certificates Thursday, October 29, 2015 Last day to withdraw Friday, October 30, 2015 Veteran s Day Monday, November 9, 2015 Thanksgiving Holiday Thurs./Fri., November 26 27, 2015 Last day of class Friday, December 12, 2015 Special Accommodations CR complies with the Americans with Disabilities Act in making reasonable accommodations for qualified students with disabilities. If you have a disability or believe you might benefit from

3 3 disability related services and may need accommodations, please contact your instructor or Disabled Student Programs and Services. Course Changes The Instructor may modify this syllabus in the event of extenuating circumstances to accommodate the learning process. Student Learning Outcomes Outcome Evaluate program, educational and professional policies, based on special education laws and evidence based practices. Design and implement curriculum strategies based on children s individualized needs in inclusive and natural environments. Advocate for effective partnerships with families, interdisciplinary team members, and community resource specialists. How it will be assessed Policy Analysis Lesson Modification Unit Teacher Interview Website/Newsletter Course Assignments Weekly Assignments Discussions: 13 3 points per week 39 Projects Policy Analysis 10 Special Education Teacher Interview 15 Website/Newsletter 15 Lesson Modification Unit 15 COURSE GRADING A = 90% + B = 80% + C = 70% + D = 60% + F = Below 60% Other Assignments Introduction Quiz 5 Introduction 1

4 4 Course Policies Grading Course grades, and specific comments about assignments, may be accessed at any time during the semester by clicking on the "Gradebook" link to the left. Grades for all assignments will be based on the accuracy, clarity, and appropriateness of the work completed. Grades are based on the points that you earn, and will be assigned based on a traditional percentage scale. A rubric will be provided for each assignment. A grade of "C" is considered "satisfactory, a "B" is good and an "A" is excellent. Communication Communication is critical to the success of our class! You need answers to your questions in a timely manner to do your best on assignments and meet deadlines. Don't hesitate to contact me if you can't find the answer to your question in our class syllabus, postings, or announcements. The best way to contact me is to either 1) send me an , or 2) texting me. I check several times a day (but may not check at all on Sundays). If you have not received a response in 24 hours, assume I have not received it, confirm the address you used and try again, and/or a different method. Very important: In all forms of communication, be sure to include your full name and the class you are enrolled in prior to asking your question. Remember, good communication is a two way street. We will all need to work at it to make sure we communicate well during the semester. When we do, everyone benefits! Late Work The following policies applied to late work during our time together: 1) One late discussion post will be accepted from each student during the semester for 50% of the original value if you contact me no later than Monday following the posting due date. 2) Test cannot be made up past the due date. Don't miss these deadlines! 3) Assignments (other than discussion posts and tests) can be turned in up to 2 weeks late for a reduction in points Up to 1 week late: Reduction of 10%, 1 2 weeks late: Reduction of 20%. After 2 weeks, the assignment will not be accepted. If you know there will be a major event that is going to create havoc with your schedule (i.e. you're about to give birth), please contact me at the beginning of the semester so we can discuss the situation before it occurs. The late policies still apply, but we can discuss how you can complete your work in advance.

5 5 Drop Are you an active participant in our class? Unlike a face to face class that takes attendance using a sign in sheet, an online class is a little more ambiguous. In order to establish your presence in the class, you must post your introduction in the discussion forum by the end of the first week of class. If you haven't posted by Monday of the 2nd week, I will contact you to let you know you are going to be dropped from the course. If we near the cutoff for dropping without a W, (as posted on the first page of the syllabus) and you have only completed the introduction, you will be dropped from the course after I attempt to contact you. If you have any questions about these policies, please don't hesitate to and ask!

6 6 ECE 34 Reading and Assignment Calendar Fall 2015 Week 1 8/24 Week 2 8/31 Week 3 9/7 Week 4 9/14 Week 5 9/21 Week 6 9/28 Week 7 10/5 Week 8 10/12 Week 9 10/19 Week 10 10/26 Week 11 11/2 Week 12 11/9 Week 13 11/16 Week 14 11/23 Week 15 11/30 Week 16 12/7 Topic Readings Assignments Due Introductions Introductions Forum Introduction Quiz Learning the Inclusive Early Childhood Terminology Education Glossary (G 1) IDEA Inclusive Early Childhood Education Chapter 5 IEP/IFSP Inclusive Early Childhood Education Chapter 5 Policy Analysis Careers in the Field Working with Families Social Skills: Forming Friendships, Entering Play Adaptive Technology Personal Assistance Accessibility Room Arrangement Visual Supports Goal Setting Response Adaptions Response to Intervention (RTI) Finals Week Inclusive Early Childhood Education Chapter 2 Handbook on Family Involvement CSEFEL Interview Website/Newsletter No Assignments Due Happy Thanksgiving Lesson Modification Unit

7 7 Assignment Specifics Discussion Forum entries: 39 points (3 points per week for 13 weeks) You will be required to submit one posting and two response to peer postings for each weekly question. Postings are a minimum of 250 words in length and must reflect an understanding of the written (text, lecture, and articles) materials, critical thinking on the topics and citations from the materials you read that support your views. You must cite from the readings in your initial weekly post. You must also relate the readings to your personal life and/or work experiences. Responses are a meaningful responses to your classmates and must thoughtfully discuss the ideas presented in the post to which you are responding. I agree does not count as a response. Aim for at least words. These forum posts, as well as other assignments, will be used to determine your mastery of the learning outcomes. Weekly postings are not text messages. You should spell out words and use punctuation and grammar appropriate for college work. Your posting is due by 11:55 p.m. on each Friday and your response(s) by 11:55 p.m. each Sunday. The forum closes at that time. Anything posted after that time will not be included in the score for the week. The grading rubric for weekly postings is shown below. Weekly Posting Grading Rubric Each week your discussion board postings will be graded on a 3 point scale: Possible Points Grading Criteria 1.0 Quote/Cite content from week s readings while correctly addressing the prompt 1.0 Posting your initial response by Friday night at midnight 1.0 Response to a minimum of 2 peers and respond to questions asked by the instructor or classmates in your original post. Total Possible: 3

8 8 Introduction Quiz 4 points due Sunday, August 30 Prior to taking this quiz, familiarize yourself with Canvas, read the syllabus, and refresh your knowledge regarding academic honesty. You may retake the quiz once. Policy Analysis 10 points Due Sunday, September 20 Search the internet for two special education/inclusion policies related to early childhood education facilities. Work to find variety perhaps one private school and one department of education or regional center. Select five aspects from IDEA to analyze their policies and determine their compliance with the law. The details of the assignment and the grading rubric are in the Assignment section of Canvas. Special Education Professional Interview 15 points Due: Sunday, October 11 Select a professional from the list provided in Canvas to interview. You will use the 5 questions provided and develop 5 of your own. The details of the assignment and the grading rubric are in the Assignment section of Canvas. Website/Newsletter 15 points Due: Sunday, November 8 Develop a newsletter or website to enhance communication between an agency and parents. The details of the assignment and the grading rubric are in the Assignment section of Canvas. Lesson Modification Unit 15 points Due: Friday, December 11 After choosing a disability from a list of choices, you will select a series of lesson plans (from our textbook) and modify them to help the child be successful in your hypothetical environment. The details of the assignment and the grading rubric are in the Assignment section of Canvas.