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No Cost Textbook/Resources Courses

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Course Planning by Program

2024-25

Essential Objectives

Course Syllabus


Revision Date: 24-Mar-24
 

Fall 2024 | EDU-1270-VO01 - Supporting Young Children with Diverse Abilities


Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-03-2024 to 12-16-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
This section is waitlisted (0). Please contact your nearest center for availability.

Faculty

Rebecca Majoya
View Faculty Credentials
View Faculty Statement

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

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.


Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.


Required Textbooks and Resources


*** This is a low cost ($50 or less) textbook or resource class. ***

This course uses one or more textbooks/books/simulations, along with free Open Educational Resources (OER) and/or library materials.

Fall 2024 textbook/book details will be available on 2024-05-20. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

EDU-1270-VO01 Link to Textbooks for this course in eCampus.

For Open Educational Resources (OER) and/or library materials details, see the Canvas Site for this class.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.


Methods

Methods:

Text readings

Text Questions assigned weekly

Ted Talks/videos

Other reading such as articles with essay’s required

Discussion posts and comments

2 Page Essay on a topic related to course

Interview with an educator in the community

Ted Talks/videos


Evaluation Criteria

Grading:
Two-page essay: 5%
Interview with an educator on Universal Design for Learning 10%
Discussion Responses: 30%
Text Questions: 30%
Other Assignments: 15%
Final Exam: 10%

Evaluation Criteria:

Discussion Response Criteria

40 points= An initial post is submitted by Friday of the week that it is assigned. The post thoroughly responds to the question and refers to readings or reviewed resources. Posts are thoughtful, spelling and grammar is well done. It is a minimum of 150 words for a minimum grade of 30 points.

60 points=Comments on a minimum of three of your classmate's posts are posted by the following Tuesday. Comments are connected to ideas others posted. The comments are communicated with a minimum of grammatical or spelling errors. The comments are a minimum of 75 words each for a minimum grade of 50 points.

*DISCUSSIONS CANNOT BE MADE UP! You MUST post and comment for the discussion in the week that it is assigned to get credit.

Text Questions Response Criteria

Your answers to the questions are accurate, thoughtful, and spelling and grammar is well done. All questions are answered in complete sentences, unless it is specified that it is a 'list' that is asked for.


Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

Why this class & what do you bring

  

Link to movie: "F.A.T. City"

Welcome video from Professor

  

Review the requirements for the Interview & the 1-2 page essay which are both due at the end of the semester.

Who are we-discussion

F.A.T. City-discussion

Welcome to the course-short essay

 

2

Historical Perspectives & Implications

  

Textbooks by Keilty & Brilliante

Two short video's and article about IDEA and ADA

  

Discussion

Textbook questions

Short essay on history of special education

 

3

Infant & Toddler Development

  

Textbooks

Video's on milestones

Handouts for Understanding the Early Childhood Outcomes

  

Discussion

Textbook questions

Understanding the Early Childhood Outcomes

 

4

Families

  

Textbooks

Video's on traditional vs routines based interventions

  

Textbook questions

Discussion

 

5

Trauma Informed Care & Resilience

  

Discussion video's & article to read

Textbooks

  

Discussion

Textbook questions

 

6

Working with caregivers/parents

  

Textbooks

Video's in discussion

Recorded parent panel

  

Discussion

Textbook questions

Short essay for panel

 

7

Assessments: Observing, reporting & referrals

  

Textbooks

Video's on methods of assessments

  

Answer questions pertaining to videos on assessments

Discussion: Post a question from assessment videos, respond to peers

Textbook questions

 

8

Partnering/Collaboration

  

Textbooks

Video's on collaboration

  

Discussion

Textbook questions

 

9

Goals & Outcomes

  

Handouts on SMART Goals

Video by professor on assignment

Write a question on SMART Goals and respond to peers in discussion

  

Writing SMART Goals

Textbook questions

Discussion

 

10

Service providers

  

Video's of providers discussing their roles

Textbooks

  

Discussion

Textbook questions

 

11

IFSPs & IEPs

  

Movie link provided to Crip Camp

Textbooks

  

Discussion on Crip Camp

Textbook questions

 

12

Inclusion & Universal design

  

Articles and video's on belonging in the classroom

Textbook

  

Discussion

Textbook questions

 

13

Reading and Math literacy

  

Video's on math & reading literacy & support

Textbooks

Video's on importance of Play

  

Discussion

Textbook questions

Short essay on play

 

14

Twice gifted

  

Video's for discussion

  

Discussion

Interview is due

Essay is due

 

15

Final exam

  

Based mostly on textbook questions

SMART Goals handouts

  

Online exam. All short answer and essay questions.

 

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.


Participation Expectations

Participation is graded in the discussion portion of the course. This is your space to interact with your peers on the topics throughout the class.

Discussion Response Criteria

40 points= An initial post is submitted by Friday of the week that it is assigned. The post thoroughly responds to the question and refers to readings or reviewed resources. Posts are thoughtful, spelling and grammar is well done. It is a minimum of 150 words for a minimum grade of 30 points.

60 points=Comments on a minimum of three of your classmate's posts are posted by the following Tuesday. Comments are connected to ideas others posted. The comments are communicated with a minimum of grammatical or spelling errors. The comments are a minimum of 75 words each for a minimum grade of 50 points.

*DISCUSSIONS CANNOT BE MADE UP! You MUST post and comment for the discussion in the week that it is assigned to get credit.



Missing & Late Work Policy

DISCUSSIONS CANNOT BE MADE UP! Please be sure to post and comment in the week it is assigned.

Other work is due when posted unless you have a crisis such as an illness. YOU MUST connect with me and let me know what is going on and we can discuss if you need extra time and how much time depending on the situation.

PLEASE reach out as early as you can if you have an issue that prevents you from completing work on time.



Experiential Learning Expectations

Hours: 1-5
In this course you will connect with a teacher or a special services provider who works with children between birth and 8 years old. You will talk to this person to fill out a Universal Design for Learning form, which is five pages in length, based on a classroom they work in. You will complete the checklist with them and then write a one page essay about the experience. You will preferably visit (If not possible due to COVID you will discuss via zoom or phone) the classroom of the person you are interviewing.

Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.


Academic Integrity


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.