Department of Human Services Special Education 464 Early Childhood Special Education

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1 Department of Human Services Special Education 464 Early Childhood Special Education Instructor: Jennifer Castella, M.Ed. Course Time & Location: Online Virtual Office Hours: To be Announced Credits: 3 hours Blackboard Prerequisite: SPE 329 I. Course Description: This course will provide an overview of the field of early childhood special education, including both early interventions for infants and toddlers (ECI) and preschool programs for children with disabilities (PPCD). II. Intended Learning Outcomes/Goals/Objectives. This course is aligned with the mission of the College of Education, which is to prepare competent, successful, caring and enthusiastic professionals dedicated to responsible service, leadership, and continued professional and intellectual development. Our theme is "preparing professional educators who positively impact learning for all students." In the College of Education at Stephen F. Austin State University, we are committed to the following core values: Academic excellence through critical, reflective, and creative thinking Life-long learning Collaboration and shared decision making Openness to new ideas, to culturally diverse people, and to innovation and change Integrity, responsibility, diligence, and ethical behavior, and Service that enriches the community Given the complexity of the teaching and learning process, this course enables students to be knowledgeable of multiple ages, disabilities, theories and teaching strategies. For more information see the Perkins College of Education's Conceptual Framework. Coordination with the Special Education EC-12 TExES Domains and Competencies: This course's alignment with the State Board of Educator Certification Standards for Texas EC-12 Special Education teachers coincides with the College of Education's mission to provide candidates with a foundation for success in teaching and the COE's goal of academic excellence in content knowledge. Student Lelarning Outcomes 1. Know the rationale for early intervention and be able to explain the importance of early intervention. 2. Understand the similarities and differences between ECI and PPCD. 3. Recognize the effects of developmental impairments on a child's ability to interact with others and the environment.

2 4. Understand the importance of sensory integration for children with disabilities. 5. Know the purpose, importance, and limitations of early identification, referral, and screening. 6. Become familiar with a variety of procedures and instruments to assess the functional levels, strengths, and needs of young children including play based assessment. 7. Understand the concept of family centered practices with respect to families' values, language, and culture. Know how to identify strengths and coping strategies in families. Know approaches and strategies for working with families. 8. Be familiar with current models of inclusion and its impact on children with disabilities. 9. Know the required content and elements of Individualized Family Service Plans (IFSP) and how to integrate information identified by families about a child's functioning, strengths, needs, and outcomes. Know the required content of IEP's for children ages Become familiar with interdisciplinary teamwork and the roles of ECI and PPCD team members. 11. Know Texas ECI requirements for procedural safeguards, policies on services in natural environments, service coordination requirements, and required procedures for transitioning children and families from ECI programs. 12. Be familiar with services offered and curricula used in ECI and PPCD programs. 13. Be familiar with community services and professionals available to families of young children with disabilities. 14. Understand applications of technology for children with disabilities. 15. Be familiar with behavioral strategies and compliance programs for young children with special needs. 16. Learn general instructional strategies for specific disabilities. 17. Understand that cultural and poverty impact the service provider / home relationship. III. Course Assignments, Activities, Instructional Strategies, Use of Technology: The format for this course includes online lectures, group activities or discussions, scheduled assignments with deadlines, offline reading assignments, online reading and participation using web pages, , Discussion Board, and CHAT. Assessment of course content will be conducted via graded assignments and/or discussions as well as scheduled online quizzes and exams. This 400-level course is designed for students who are independent learners and who are well organized and motivated to stay on schedule and complete all requirements online through Blackboard. Students MUST have access to a reliable computer and Internet connection as well as adequate computer skills. It is not necessary to possess a personal computer - students may use a computer on campus at one of the SFA Computer Labs. If computer or connectivity problems are experienced during the semester, you may need to drop the class - check the SFA calendar for the last day to drop without withdrawing from the University. In order to be successful in this class, each student is expected to: 1. Complete Online Orientation and Tips for Success provided by the Office of Instructional Technology if you are a first time online student (located in Getting Started module). 2. Check Blackboard at the beginning of each week and frequently during the week. Important messages and items of interest related to course content,

3 assignments, and exams are posted in Announcements or ed to students weekly. You don't have to login to the course to see if you have mail; when you have a new mail message, you will see the mail icon just below the course in your list of courses in Blackboard. 3. Communicate with the instructor through Blackboard (In Mail, Create Message, Browse for Recipients, To: All Section Instructors). that is not sent through Blackboard will not be answered except under unusual circumstances, i.e., if Blackboard is unavailable. Do not expect to communicate with the instructor by telephone. 4. Plan to spend at least 4-6 hours per week working on this course. Read chapter assignments prior to completing learning modules. Read ALL content pages and websites in each module as well as chapters in the textbook as assigned each week. This information will be covered in the online exams. 5. Complete weekly assignments. An assignment is embedded within each learning module. Some are individual assignments, while others may be group discussions. There will be an assignment every week embedded in the learning module. A grading form is used and points for each assignment will be awarded based on accuracy, spelling/ grammar, content, completeness, and thoughtfulness of the response. When grades are posted in the gradebook you will be able to view them in mygrades. A penalty may be applied to assignments that are submitted late. If you fall behind, you may need to drop the class. 6. Complete online exams. There will be three exams (100 points each) that will be accessed through the Unit learning modules. Exams will be posted online and responses submitted online. Exams are timed and must be submitted during the availability period. 7. Complete a course/instructor evaluation in mysfa near the end of the semester. 8. Contact the instructor immediately if you are having difficulty through the Mail link on the Course Tools menu. If Blackboard is not available, you may me at I will not respond to telephone calls, except in the case of an extreme emergency. Class is monitored frequently and I make every effort to respond to students' issues and concerns within 24 hours if at all possible. We all know that life can be unpredictable, so communication is very important! IV. EVALUATION & ASSESSMENTS (Grading): Course Responsibilities/Syllabus Quiz - 15 points Weekly assignments points (12 at 30 points each) Online exams points (3 exams at 100 points each) Course/instructor evaluation - 25 points Total points possible = 700 There will be no "extra credit" assignments Letter grades will be based on the total of points earned as follows: A = points B = points C = points D = points F = < 420 points

4 EXAM POLICY Online Unit exams must be taken during a designated time period, as indicated on the course timeline. Typically, you will have a span of several days in which to log in and complete the exam. The exams are timed, with approximately one minute to read and answer each question, and you are expected to know the material - do not expect to rely on your book or notes during the exam. Failure to complete an online exam during the designated period may result in a zero grade. Forgetting to take an exam is NOT a valid excuse. If you experience technical difficulty while taking an exam, notify me immediately (not the following week), as it may be possible for me to reset your attempt if it is still within the availability period. If a medical emergency occurs that prohibits completion of an exam, you must provide written documentation from a physician, emergency room or hospital in order to make up the exam (fax to ). Under other circumstances, makeup exams may be taken within one week after the designated period, but a penalty of 20 points will be subtracted from the exam grade. However, the right to take a makeup exam is subject to instructor approval. V. TENTATIVE COURSE OUTLINE/CALENDAR: Week 1 Obtain textbook and review Syllabus Complete ALL activities in the Getting Started module, including your Introduction and the Syllabus/Course Responsibilities Quiz UNIT 1 - FOUNDATIONS Week 2 Week 3 Week 4 Week 5 Week 6 Foundations of Early Childhood Special Education Chapter 1 Module The Context of Early Childhood Special Education Chapter 2 Module Family-Based Early Childhood Practices Chapter 3 Module Routines-Based Intervention Module Services in Texas Module

5 Week 7 Unit 1 Exam UNIT 2 - ASSESSMENT & SERVICE DELIVERY Week 8 Week 9 Week 10 Assessment of Young Children with Special Needs Chapter 4 Module Delivering Services to Young Children with Special Needs Chapter 5 Module Unit 2 Exam UNIT 3 - TEACHING YOUNG CHILDREN WITH SPECIAL NEEDS Week 11 Week 12 Week 13 Week 14 Week 1 Curriculum for Young Children with Special Needs Chapter 6 Module Designing Learning Environments for Young Children with Special Needs Chapter 7 Module Adapting the Learning Environment Chapter 8 Module Strategies for Teaching Young Children with Special Needs Chapter 9 Module Unit 3 Exam DISCLAIMER: This represents a "best" plan for the course; but, as with most plans, it is subject to change. Any changes in this syllabus or timeline will be announced as necessary. VI. READINGS:

6 Required Textbook: Gargiulo, R.M., & Kilgo, J.L. (2011). An Introduction to Young Children with Special Needs: Birth through Age Eight (3rd Ed). Belmont, CA: Wadsworth. You are expected to read chapters in the textbook, and articles and websites that are embedded in each learning module. VII. COURSE EVALUATION In the College of Education course evaluation data is used for a variety of important purposes including: course/program improvement, planning, and accreditation; instructional evaluation; and making decisions on faculty tenure, promotion, pay, and retention. As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. The course evaluation process is completed electronically through mysfa. You will be given specific instructions as soon as the evaluations are available online. Although I will be able to view the names of students who complete the survey (in order to award points), all ratings and comments are confidential and anonymous, and will not be available to me until after final grades are posted. VIII. STUDENT ETHICS AND OTHER POLICY INFORMATION: Attendance: Students are expected to log in and participate in class activities and assignments each week during the semester. Students with Disabilities To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, / (TDD) as early as possible in the semester. Failure to request services in a timely manner may delay your accommodations. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. For additional information, visit the website Disability Services. Academic Integrity Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university polity on penalties for cheating and plagiarism. Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were oneʼs own work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into oneʼs paper without giving the author due credit.

7 Please read the Academic Integrity Policy. Withheld Grades Policy Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes and F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average (see Semester Grades Policy A-54). Acceptable Student Behavior Classroom behavior should not interfere with the instructorʼs ability to conduct the class or the ability of other students to learn from the instructional program (see Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed. To complete Certification/Licensing Requirements in Texas related to public education, you will be required to: 1. Undergo criminal background checks for field or clinical experiences on public school campuses; the public school campuses are responsible for the criminal background check; YOU are responsible for completing the information form requesting the criminal background check. If you have a history of criminal activity, you may not be allowed to complete field or clinical experiences on public school campuses. At that point, you may want to reconsider your major while at SFASU. 2. Provide one of the following primary ID documents: passport, drivers license, state or providence ID cards, a national ID card, or military ID card to take the TExES exams (additional information available at TExES Registration. YOU must provide legal documentation to be allowed to take these mandated examinations that are related to certification/licensing requirements in Texas. If you do not have legal documentation, you may want to reconsider your major while at SFASU. 3. Successfully complete state mandated a fingerprint background check. If you have a history of criminal activity, you may want to reconsider your major while at SFASU. IX. Other Relevant Course Information: Grade Appeals If you believe there is an error in your final grade, contact the instructor immediately so that

8 your concern can be resolved in a timely manner. The procedure for formal appeals is detailed in the Academic Appeals by Students Policy.

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