Revision Date: 16-Jul-19

EDU-1270-VO01X - Supporting Young Children with Diverse Abilities Synonym: 188256 Location: Online Credits: 3 (45 hours) Accelerated Section: This course has special meeting dates and times. See comments below or consult VSC Web Services - Search for Sections in the VSC portal for specific dates and times. If you have any questions call the site office offering the course. Semester Dates: 09-03-2019 to 10-21-2019 Last day to drop without a grade: 09-11-2019 - Refund Policy Last day to withdraw (W grade): 10-01-2019 - Refund Policy Faculty: Amelia Struthers | View Faculty Credentials This course has started, please contact the offering academic center about registration Course Description: This course introduces students to the history, philosophy, legislation, and recommended practices for supporting children with diverse abilities from birth through age 8. The course will provide an overview of typical and atypical development and explore impacts of congenital and environmental factors on children with diverse abilities. Course topics will include family-centered practice, early intervention, at-risk populations, inclusion, referrals, and partnerships with special education and health professionals. Prerequisite: a child development course. Essential Objectives: The successful student will be able to: 1. Describe, explain, and analyze historical, legal, and philosophical foundations of early intervention and early childhood special education and explain the impact of past concepts on present theories, recommended best practice, legislation, and attitudes. 2. Demonstrate an understanding of typical and atypical physical, social, emotional, cognitive, and linguistic development of children prenatal through age 8. 3. Explain how diverse and complex factors, including environment, culture, language, socio-economic conditions, and adverse childhood experiences, can impact the development of children with diverse abilities. 4. Discuss and employ a variety of strategies to observe and report on children's development and explain how and when to make referrals. 5. Describe evidence-based practices and adaptations in early childhood and school settings, including universal design, to create healthy, respectful, and inclusive learning environments for all children. 6. Explain and analyze effective approaches for collaborating with families with children of diverse abilities. 7. Identify and describe state systems, processes, and legal frameworks for supporting children and families with diverse abilities. 8. Describe the roles and services provided by early intervention professionals such as speech pathology, occupational therapy, physical therapy, etc. 9. Describe and analyze processes to prepare and implement Individualized Family Service Plans (IFSPs) and Individual Education Program (IEP) plans. Textbooks: Fall 2019 textbook data will be available on May 13. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks. Additional Instructor Pre-Assignments/Notes/Comments: NOTE: THIS IS A CCV ACCELERATED COURSE. Academic material covered in a typical fifteen week spring/ fall or twelve week summer course at CCV is accomplished inSEVENweeks. Be mindful and carve out up to 8 hours per week to successfully navigate this course. Please complete the following prior to the first week of class Order and review text book. Go to the course in Moodle. Open and review documents in the folder labled, "What you need to know to succeed - Important Course Documents." Update your CCV profile with a photo - of yourself or a favorite picture. This helps identify people in forum groups. Complete the Introduction Forum at the top of the Moodle page. Contact me if you have any questions prior to the start of class: amelia.struthers@ccv.edu Methods: Students will post weekly to the entire class, or within small groups. Forum activites will include reflecting on readings from text and online sources, responding to videos and podcasts, conducting research of online resources, and contributing experiences or observations from work/life that relate to course topics. Evaluation Criteria: Writing Assignments: Reading reflections, forum activites. Two topic papers Weekly Journal entries Forum Participation Interview Professional in the Field Grading Criteria: A+ through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning. B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning. C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning. D+ through D-: For any work to receive a "D," it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning. F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor. P: Equivalent to D (+/-) or better and therefore course will not count as credit for specific program requirements or competence area requirements. NP: indicates failure to meet course objectives and/or failure to meet grading criteria for successful completion as described in the instructor's course description Contact Faculty: Email: Amelia Struthers Hiring Coordinator for this course: Philip Crossman Syllabus: ''''Weekly Topics'''' Prior to first week: Order Text Go to the top of the course in Moodle, open and read the contents of the folder "What you need to know to succeed; Important Course Documents." Introduce yourself in the Introduction Forum at the top of the courses Moodle page. Week 1 Topics: Rationale for Early Intervention - Objective #3 Cultural Attitudes/History and Legislation - Objectives #1 and #7 •Forum activities Week 2 Topics: Underpinnings of Early Intervention and Special Education - Objective #9 Universal Design - Objective #5 •Text reading reflection and forum activities • Due September 16 Topic Paper 1: Historical Perspective, Past to Present; Impacts on theories and attitudes related to diverse populations. Week 3 Topics: Speech and Language Impairments and Autism Spectrum Disorder- Objective #2 and #3 Hearing and Visual Impairments - Objective #2 •Text reading reflection and forum activities •Resource search Week 4 Topics: Intellectual Disabilities and Physical Impairments - Objectives #2 and #3 Attention Deficit/Hyperactivity Disorder and Learning Disabilities - Objectives #2 and #3 •Text reading reflection and forum activities •Resource search Week 5 Topics: Inclusion/Family Involvement Objective #6 Services, Delivery Methods and Roles - Objectives #5 and #8 •Text reading reflection and forum activities • Due October 3 Topic Paper 2: Research paper on chosen disability/disorder Week 6 Topics:Reporting/Observing /Assessment - Objective # 4 State Systems - Objective #7 •Forum activities Week 7 Topics: Goals and Review Due October 17: Interview Professional in the Field •Forum activities Accessibility Services for Students with Disabilities: CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/ Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process. Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College. Course description details subject to change. Please refer to this document frequently.