Untitled

Web Schedules

Fall 2024
Spring 2024
Summer 2024

One Credit Courses

Fall 2024
Spring 2024
Summer 2024

No Cost Textbook/Resources Courses

Fall 2024
Spring 2024
Summer 2024

Low Cost Textbook/Resources Courses

Fall 2024
Spring 2024
Summer 2024

Course Planning by Program

2024-25

Essential Objectives

Course Syllabus


Revision Date: 09-Jun-24
 

Fall 2024 | EDU-1270-VO02 - 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
Open Seats: 9 (as of 07-13-24 2:05 PM)
To check live space availability, Search for Courses.

Faculty

Anne Demars
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Gilberto Diaz Santos

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

EDU-1270-VO02 Link to Textbooks/Resources Information for this course in eCampus.

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

The class format for this class will be a combination of discussion boards, quizzes and written assignments. This course will be asynchronous. This means that our class will not be happening at the same time. You can create your own schedule of when to do your reading and assignments which will be outlined weekly in the modules.

The use of generative AI is not allowed in this course, with the exception of spellcheck, grammar check and similar tools. This course rests in the value of students engaging in the learning process without relying on AI-generated content. Students will develop critical thinking and problem-solving skills independently, owning their learning journey from start to finish. If you use these tools, your actions would be considered academically dishonest and a violation of CCV’s Academic Integrity Policy.

If you have questions about the course or any of the content, please do not hesitate to email.





Evaluation Criteria

All assignments are due on the due date specified in our class. If you turn an assignment in late you will have points deducted. Since we are online, it is important that you get your assignments done in a timely manner so that you can stay on track and not get behind! A 10% late penalty will be applied each day an assignment is late.


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

Special Education and Inclusive Schooling

  • What does the word diverse mean?
  • Highlights of Special Education
  • Implementation of IDEIA
  • Concept of Least Restrictive Environment
  • The Individualized Education Program (IEP)
  • Referral and Planning Process for Special Education
  • No Child Left Behind Act
  

Read Chapter One, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Two Discussion Forums -Getting to know each other and Mainstreaming/Inclusion

Special Education Terms assignment

Assignment about adaptations for students with diverse abilities in the general classroom

Think and Apply Question #1 on page 36

 

2

Response to Intervention: Developing Success for all Learners

  • Initiatives Influences RTI
  • Components of Response to Intervention
    • Progress Monitoring
    • Three Tiers of Intervention
    • Using RTI data to identify students with disabilities
  

Read Chapter Two, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion forum- Experience with English Language Learners (ELL)

Writing Assignment- RTI for students who are Culturally and linguistically diverse

Chapter Two Quiz

 

3

Communicating and Collaborating with other Professionals and Families

  • Critical Communication Skills (acceptance, listening, questioning, staying focused)
  • Collaborating with other professionals
  • Working with Parents
  

Read Chapter Three, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion forum- Tell about an experience you have had working with a parent and their child or an experience when you had to collaborate with others.

Writing Assignment- Collaboration Issues and Dilemmas

Chapter Three Quiz

 

4

Teaching Culturally and Linguistically Diverse Students

  • Diversity in classrooms
    • Understanding Diverse Cultures
    • Understanding Cultural Characteristics
  • Multicultural Education
  • Linguistic Diversity and Second Language Acquisition
  

Read Chapter Four, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- Is there a region of the world you would love to visit and learn more about a culture?

Writing Assignment- Understanding Cultural Characteristics and writing assignment about approaches to multicultural curriculum

Chapter Four Quiz

 

5

Promoting Social Acceptance and Managing Student Behavior

  • Establishing a Positive Classroom Climate
    • Arranging a Physical Space
    • Creating a Learning Community
    • Engaging Students through Class Meetings
  • Enhancing Students' Self-Concepts
    • Increasing Social Acceptance of Students with Diverse Abilities and Exceptional Learners
  • Understanding Behavior Management in Culturally Diverse Classrooms
  • Universal Strategies for Managing Student Behavior
    • Focus on Positive Behavior
    • Using Reinforcers to Encourage Positive Behavior
  

Read Chapter Five, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- When you have had an experience with a positive classroom climate, what are the areas that made it feel positive for you?

Writing Assignments on PBIS (Positive and Behavioral and Interventions Supports) and Zones of Regulation

Writing Assignment on Signs and Symptoms of Child Abuse and Neglect

Writing Assignment on Responsive Classroom

 

6

Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder

  • Learning Disabilities
    • Types and definitions
    • Diagnosing Students with Learning Disabilities
    • Characteristics of Students with Learning Disabilities
  • Attention Deficit Hyperactivity Disorder
  

Read Chapter Six, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- What are your experiences or memories of a child(ren) with learning disabilities. Perhaps you have a learning disability (diverse ability) and could share about it!

Writing Assignment about ADHD

Quiz on Chapter Six

 

7

Teaching Students with Communication Disorders

  • Communication Disorders
  • Accommodations for Students with Communication Disorders
    • Facilitating Speech Development
    • Facilitating Language Development
  • Working with Parents to Extend Language Concepts
  

Read Chapter Seven, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- Discussion about multiple meanings and figurative language of words in the English language!

Writing Assignment about students that use speech devices.

Quiz on Chapter Seven

 

8

Teaching Students with Emotional and Behavioral Disorders

  • Definitions of Emotional and Behavioral Disorders
  • Prevalence of Students with Emotional or Behavioral Disorders
  • Types and Characteristics of Emotional or Behavioral Disorders
    • The Diagnostic and Statistical Manual of Mental Disorders
    • Conduct and Aggression
    • Socialized Aggression
    • Schizophrenia
  

Read Chapter Eight, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Writing Prompt- What are some strategies you have tried or would try with students that have an ED (Emotional Disturbance) diagnosis? If you have, what are some strategies you have tried with students that have an ED (Emotional Disturbance) diagnosis?

Writing Assignment- The effects of trauma and young children

Quiz on Chapter Eight

 

9

Teaching Students with Autism Spectrum Disorders/ Pervasive Developmental Disorders

  • Definitions of Autism Spectrum
  • Characteristics of Students with Autism Spectrum Disorders
  

Read Chapter Nine, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- Have you ever experienced sensations that were overwhelming?

Writing Assignment- Reflect upon a clip, "Carly's Voice"

Chapter Nine Quiz

 

10

Teaching Students with Developmental Disabilities

  • Types of Developmental Disabilities
    • Intellectual Disabilities and Physical Causes of Intellectual Disabilities
  • Prevalence and Identification of Students with Developmental Disabilites
  

Read ChapterTen, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- Think of a time that something was challenging for you? How did you feel? What did you do?

Writing Assignment- Social Stories

Quiz on Chapter 10

 

11

Teaching Students with Lower-Incidence Disabilites

  • Students with Visual Impairments
  • Students with Hearing Loss
  • Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury (TBI)
  

Read Chapter Eleven, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- Who with a diverse ability has inspired you?

Writing Assignment- TBI and Sign Language writing assignment

Write about a Physical Disability you don't know much about (cerebral palsy, spina bifida, epilepsy,muscular dystrophy, traumatic-brain injury)

Quiz for Chapter Eleven

 

12

Facilitating Reading

  • Current Trends in Reading and Reading Instruction
  • Effective Reading Instruction for Struggling Learners
  • Strategies for Teaching Phonological Awareness and Phonics
  • Strategies for Teaching Word Identification
  • Strategies for Helping Students Develop Fluency
  

Read Chapter Twelve, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- Do you have a favorite children's book? Did you like to read as a student? Do you like to read as an adult? If so, what kind of books do you like to read?

Writing Assignment about Phonics Development and Reading Strategies for Struggling Readers

Quiz on Chapter Twelve

 

13

Facilitating Writing

  • Current Trends in Writing Curriculum and Instruction
  • Writer's Workshop
  • Beginning writing skills
  

Read Chapter Thirteen, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- Think about your own experience in developing writing skills? What instructional methods and procedures were most helpful? If you work with children, what strategies do you use when teaching children to write? Do you like to write as an adult?

Film Review- One way in which our culture learns and forms powerful beliefs about individuals with diverse abilities is through books, films and media. They can provide a unique perspective on the experience of being labeled disabled and/or living with a person with a disability. They can serve to reinforce both positive and negative stereotypes about people with diverse abilities.

Watch a film that reflects diverse abilities and write a 1 1/2 reflection paper about the movie you watched!

 

14

Helping All Students Succeed in Mathematics

  • Current Trends in Mathematics Curriculum and Instruction
  • Developmental Arithmetic Disorder
  • Effective Math Instruction for All Learners
  

Read Chapter Fourteen, Teaching Students Who are Exceptional, Diverse and at Risk in the General Education Classroom by Sharon Vaughn, Candace Bos and Jeanne Schumm

  

Discussion Forum- What was mathematics like for you as a student?

Writing Assignments- work on your film review paper

Writing Assignment- The Language of Mathematics

Last Quiz! on Chapter Fourteen

 

15

Wrap up the semester!

  

The last two chapters of our textbook pertain to middle level and high school. We will not be reading and covering material in these two chapters.

  

Discussion Forum- What is a quote or mantra that is meaningful to you?

You will be given the opportunity to re-do or complete two writing assignments!

 

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.

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.