Course Syllabus

Spring 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.

Faculty

Rebecca Majoya
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Kate Hughes

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

Spring 2024 textbook/book details will be available on 2023-11-06. 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-VO02 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:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

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:

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