SPED 5320 FOUNDATION OF EARLY CHILDHOOD EDUCATION FOR YOUNG CHILDREN WITH DISABILITIES

Transcription

1 SPED 5320 FOUNDATION OF EARLY CHILDHOOD EDUCATION FOR YOUNG CHILDREN WITH DISABILITIES 1. Identification of Course 1.1. SPED Foundation of Early Childhood Education for Young Children with Disabilities. 3 hours. Letter Grade. Internet 1.2. Textbook(s) and Supplementary Material REQUIRED TEXT #1: Bowe, F. G. (2007). Early childhood special education, birth to eight. (4 th ed.). New York: Delmar Publishers. ISBN: Free Textbook #2: Guidelines for Reporting and Writing about Persons with Disabilities (2010) (on the website only) Free Textbook #3: Council for Exceptional Children (CEC) (2009). What Every Special Educator Must Know: Ethics, Standards, and Guidelines for Special Educators (6 th edition). ent/professionalstandards/ Free Textbook #4: Council for Exceptional Children: Division for Early Childhood (2010) apers Supplementary Materials: Additional resources, readings, and/or references for this course provided throughout the semester as appropriate. These supplementary materials are generally posted in Moodle (or Blackboard) for this course General Information Professor: Dr. Barbara Duchardt Office: Room 104N, Pod D, Teacher Education Center, NSU- Natchitoches Phone: duchardt@nsula.edu FAX : Office Hours: As posted and by appointment Date Syllabus Revised: August Northwestern State University of LA

2 PASS-Port Policy: Each student must upload assigned artifacts to PASS-Port as a required component of this class. Since all students are required to maintain a current PASS-Port subscription, if all required field experiences and artifacts are not completed and entered into PASS-Port by the due date, the candidate will receive a grade of F in the course regardless of other grades. 2. Course Description/Justification 2.1. Catalog Description of Course: Historical developments, early intervention rationale, literature concerning various placement centers, current law and due process procedures, trends and issues, model program studies, staffing and administration concerns, community and parent concerns Justification/Rationale for Course: The purpose of this course to provide a foundation in the study or early childhood education for young children with disabilities. Participants will gain a strong understanding of child development, problems in child development which arise in young children with disabilities, and an overview of techniques used to intervene in the lives of young children who are "at risk" for school failure. 3. Goals and Objectives 3.1. Goals All candidates pursuing degrees in the College of Education and Human Development are expected to apply the principles of the conceptual framework, Models for Learning. Thus, objectives and learning activities in this course call upon candidates to take responsibility for their learning, to identify problems within specific areas, to arrive at solutions using creative/critical thinking, and to reflect upon and evaluate decisions made in the course of their learning. For a copy of the Conceptual Framework document and link to the youtube video, go to The specific goals of this course include: Date Syllabus Revised: August Northwestern State University of LA

3 Describe the history of early childhood education in the United States Describe the historical and legal basis of early intervention Discuss the theoretical bases utilized in early intervention programs Describe service delivery models for early intervention programs Formulate a rationale for "family-centered" service delivery Describe developmental sequences in the following domains: physical, communication, cognitive, social/emotional, adaptive behaviors, and self-help Objectives By completing the assignments and/or tasks of this course, each candidate will: Identify all legislation in the United States relevant to services for infants and toddlers with disabilities (RT, I,VII) Discuss research findings relative to Head Start and Early Intervention (RT, DM, PS, C/CT, VII,VIII) Identify primary concepts of cognitive developmental psychology (RT, II,V) Identify primary concepts of behavioral psychology (DM, II,V) Identify primary assumptions of maturational theory (C/CT, II,V) Distinguish program models and CEC recommended practices (RT, DM, PS, C/CT, II,IV,VI,VIII) Discuss DEC "Recommended Practices" (RT, DM, PS, C/CT, II,V,VIII) Describe NAEYC's Developmentally Appropriate Practices (RT, DM, PS, C/CT, II,V,VII) Date Syllabus Revised: August Northwestern State University of LA

4 Compare and contrast curriculum choices in EC and ECSE (RT, DM, PS, C/CT, I,III) Develop a rationale for inclusion of young children with disabilities in programs for typical peers (RT, II,V,VII,VIII) Describe appropriate indoor and outdoor environments with concern for safety, accessibility, and developmentally appropriate practices (RT, DM, PS, C/CT, III,IV,V,VI) Describe technologies currently in use with young children with disabilities (DM, T, IV,V) Discuss "low tech" products which may be used with children with sensory impairments (DM, T, IV,V) Define assistive technology as used in IDEA (RT, DM, PS, C/CT, I,IV) Discuss applications of assistive technologies (RT, DM, PS, C/CT, IV, V) Discuss methods for empowering families of young children with disabilities (RT, DM, PS, C/CT, I,V,VI,VIII) Compare and contrast traditional "professional-focused" programs with "family-centered" approaches to service delivery (RT, DM, PS, C/CT, VII) For each domain, delineate developmental milestones for birth through five years (C/CT, II,VII) For each domain, discuss established conditions which put children "at risk" (C/CT, II,V,VI) For each domain, describe delays which might occur (PS, C/CT, II,III) Discuss legal requirements for screening, evaluation, and placement (RT, DM, PS, C/CT, I,III,VII) Discuss directions and trends in ECSE (RT, DM, PS, C/CT, I,VIII) 4. Student Activities and Experiences Date Syllabus Revised: August Northwestern State University of LA

5 Disability Policy: It is the policy of NSU to accommodate students with disabilities, pursuant to federal law, state law, and the University s commitment to equal educational opportunities. Any student with a disability who needs accommodations, for example in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. Students with disabilities are encouraged to contact the Office of Disability Support, which is located in Student Union, Room 240-A, telephone NSU College of Education Online Civility Statement: Each Northwestern State University candidate is encouraged to help create an environment that promotes learning, dignity, and mutual respect for everyone in the online learning environment. Candidates should communicate online with respect, read and respond carefully to others in order to understand their point-ofview, take responsibility for their words, keep criticism constructive, respect diversity, and be tolerant of differences. Students who make others feel unwelcome, disrespected, harassed, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively toward others during the course may be asked to log off the online class and subjected to disciplinary action under the Northwestern State University Student Code of Conduct and Sanctions (Article VII Sanctions). The instructor of a course may deem additional behaviors or actions inappropriate; these actions or behaviors will be outlined in the course syllabus. Copies of the infractions and sanctions are available on the NSU web site at: Definition of Diversity: Today members of our university community are more likely to experience differences among people. Northwestern State University defines diversity as differences in age, gender, religion, language, sexual orientation, socioeconomic status, ethnicity, race, exceptionalities, and geographic background. In our mission to acknowledge our differences, we also hope to realize our commonalities Assignments and/or Tasks Class Participation; All students are expected to contribute to the development of this course by participating in class chats, asking relevant questions, and, if appropriate, sharing materials, methods, ideas, and readings with the class. Date Syllabus Revised: August Northwestern State University of LA

6 (PS,C/CT,DM,RT, VIII) Assignments; Assignments will cover assigned chapters from text and any readings posted in class. Class conversations may not necessarily touch on all information contained in textbook chapters. Students, however, are responsible for all of the information in assigned chapters. (PS,C/CT,DM,RT, I,II,III,IV,V,VI,VII) Early Intervention Fact Sheet; Students are expected to complete an early intervention Fact Sheet on a topic from your textbook and which must be preapproved by Dr. Duchardt. (C/CT VII) 5. Content Outline 5.1. Course Calendar SPED 5320 Weekly 2010 Fall Schedule of Assignments and Due Dates Assignment/Activity Date Week 1: Monday, August 23, 2010 through midnight Tuesday, All Due: August 31, /31/10 1. Purchase textbook 2. Introduce yourself on the Discussion Board 3. Complete Candidate Information form and to Dr Duchardt at duchardt@nsula.edu 4. Download free textbooks (see page one of course syllabus) 5. Read Guidelines for Reporting and Writing on Persons with disabilities Week 2: Wednesday, September 1, 2010 through midnight, Tuesday, September 7, Read Chapter 1 2. Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, September 4, footer on all Table summaries. or before midnight, Tuesday, September 7, Week 3: Wednesday, September 8, 2010 through midnight, Tuesday, September 14, Read Chapter 2 2. Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, September 11, 9/4/10; 9/7/10 Date Syllabus Revised: August Northwestern State University of LA

7 2010. footer on all Table summaries. or before midnight, Tuesday, September 14, Week 4: Wednesday, September 15, 2010 through midnight, Tuesday, September 21, Read Chapter 3 2. Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, September 18, footer on all Table summaries. or before midnight, Tuesday, September 21, Week 5: Wednesday, September 22, 2010 through midnight, Tuesday, September 28, Read Chapter 4 2. Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, September 25, footer on all Table summaries. or before midnight, Tuesday, September 28, Week 6: Wednesday, September 29, 2010 through midnight, Tuesday, October 5, 2010 (FALL BREAK: OCTOBER 4 & 5, 2010) 1. Read Chapter 5 2. Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, October 2, footer on all Table summaries. or before midnight, Tuesday, October 5, Week 7: Wednesday, October 6, 2010 through midnight, Tuesday, October 12, Read Chapter 6 2. Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, October 9, 2010 footer on all Table summaries.. 9/11/10; 9/14/10 9/18/10; 9/21/10 9/25/10; 9/28/10 10/2/10; 10/5/10 10/9/10; Date Syllabus Revised: August Northwestern State University of LA

8 or before midnight, Tuesday, October 12, /12/10 Week 8: Wednesday, October 13, 2010 through midnight, Tuesday, October 19, Read Chapter 7 2. Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, October 16, /16/10; footer on all Table summaries. or before midnight, Tuesday, October 20, /20/10 4. Early Childhood Fact Sheet (ECFS) due on October 20, ECFS due Week 9: Wednesday, October 20, 2010 through midnight, Tuesday, October 26, Read Chapters 8 & 9 2. Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, October 23, footer on all Table summaries. or before midnight, Tuesday, October 26, Week 10: Wednesday, October 27, 2010 through midnight, Tuesday, November 2, Read Chapter Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, October 30, footer on all Table summaries. or before midnight, Tuesday, November 2, Week 11: Wednesday, November 3, 2010 through midnight, Tuesday, November 9, Read Chapters 11 & Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, November 6, footer on all Table summaries. or before midnight, Tuesday, November 9, Week 12: Wednesday, November 10, 2010 through midnight, Friday, November 19, Read Chapter 13, Complete Table summary on your assigned section of 10/20/10 10/23/10; 10/26/10 10/30/10; 11/2/10 11/6/10; 11/9/10 Date Syllabus Revised: August Northwestern State University of LA

9 Chapter 1 post on or before midnight, Saturday, November 13, footer on all Table summaries. or before midnight, Friday, November 19, Weeks 13-14: HAPPY THANKSGIVING BREAK!! Saturday, November 20, 2010 through midnight, Sunday, November 28, 2010.No Class Meeting Weeks 14-15: Monday, November 29, 2010 through midnight, Tuesday, December 7, Read Chapter 15 & Resources 2. Complete Table summary on your assigned section of Chapter 1 post on or before midnight, Saturday, December 13, footer on all Table summaries. or before midnight, Tuesday, November 16, Week 16: Wednesday, December 8, 2010 FINAL EXAM and Final Course Evaluation due. 11/13/10; 11/19/10 No class meeting 11/13/10; 11/19/10 Final due 12/8/10 6. Evaluation Policies General University grading policies are located in the current General Catalog under the heading of Academic Regulations. Policies of this course are in compliance with University regulations. 6.1 Attendance Students are required to log in regularly every week. Students are required to meet deadlines for assignments and projects. Points will be deducted for late projects. Please be proactive. Plan ahead and communicate with Dr. Duchardt Grading ASSIGNMENT POINTS 1. Weekly Class Discussion Board Participation 10 pts per wk 2. Table Summaries for each chapter 20 pts each per wk Date Syllabus Revised: August Northwestern State University of LA

10 3. Early Childhood Fact Sheet (must be approved by Dr. Duchardt) 50 pts Grading Scale: Grade Point Range A 94%-100% A B 87%-93% B C 80%-86% C D 70%-79% D F 69% or below F Name: Date: Date Syllabus Revised: August Northwestern State University of LA

11 Early Intervention FACT SHEET Rubric NOTE: You must use the Early Childhood Special Education: Birth to Eight (Bowe, 2007) textbook for this assignment, and you must cite the textbook on your Fact Sheet in APA format. Fact Sheet Not Acceptable Acceptable Target Criteria Definition of disability or concept Design & Layout Easy to Read & Understand/ Terms clearly defined Editing & Format Complete/ Helpful to Parents, Teachers, & Administrat Incomplete or inaccurate definition No pictures Disorganized layout 1. Is difficult to read. 2. Does not make sense. 3. Uses special education/edu cational jargon/ lingo; information is unclear or not explained clearly for the lay person. 1. Mistakes in each of these areas are noted: 2. Capitalization 3. Punctuation 4. Spelling Definition clear, complete, accurate, and taken from the textbook (Bowe, 2007) Another definition is included which is appropriate, and the reference is included in APA format. Pictures Organized Layout 1-2 pages Same as Target Same as Target Definition clear, complete, accurate, and taken from the textbook (Bowe, 2007). The complete APA citation of the textbook is on the Fact Sheet. Parents, teachers, & administrators would find this Fact Sheet an excellent resource. Pictures Organized Layout 1-2 pages Parents, teachers, & administrators would find this Fact Sheet an excellent resource. 1. Easy to read. 2. Makes sense. 3. Jargon is not used, or if used, is clearly defined and examples are given. 1. Mistake-free: 2. Capitalization 3. Punctuation 4. Spelling 5. No Jargon or Lingo without a clear Date Syllabus Revised: August Northwestern State University of LA

12 ors Content Accurate, Complete, & Taken from Heward (2009) 5. Jargon or Lingo is not eliminated 6. Format is not organized in an easy to read format. 7. Tabs were not used to set margins. 1. The content of the Fact Sheet is not taken from Early Childhood Special Education: Birth to 8 and is not clear and accurate (Bowe, 2007) 2. Content includes special education jargon or lingo. 3. No definitions are used to define the jargon. Same as Target explanation of the term. 6. Format is organized in an easy to read format. 7. Tabs were used to set margins. 8. Parents, teachers, & administrators would find this Fact Sheet an excellent resource. 1. The content of the Fact Sheet is taken from Early Childhood Special Education: Birth to 8 is clear and accurate (Bowe, 2007). 2. The content does not include special education jargon or lingo. 3. If jargon is used, a complete definition is used for a clear understanding of its meaning. 4. The characteristics are complete. 5. The Effective Instructional Strategies are complete. 6. The resources are complete. 7. Parents, teachers, Date Syllabus Revised: August Northwestern State University of LA

13 Uses personfirst language Credit given to author(s) (Bowe, 2007) Does not use personfirst language No credit given to authors or content is plagiarized. Same as Target Same as Target & administrators would find this Fact Sheet an excellent resource. Uses person-first language Credit is given to all authors. Date Syllabus Revised: August Northwestern State University of LA