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Essential Objectives

Course Syllabus

Revision Date: 21-Dec-22

Spring 2023 | 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: 01-24-2023 to 05-08-2023
Last day to drop without a grade: 02-12-2023 - Refund Policy
Last day to withdraw (W grade): 03-26-2023 - Refund Policy
This course has started, please contact the offering academic center about registration


Rhonda Richard
View Faculty Credentials

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

*** This is a no cost textbook or resource class ***

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.


Textbooks and Resources: There are no required textbooks to purchase. To provide current, varied, and broad-based information about topics related to this course, our class will review information (websites, online texts and articles, discussion board readings, research studies, videos, podcasts, etc.) that can be accessed for free on the Canvas class site. Accessing resources in this way not only allows students to avoid the cost of a textbook, but also provides opportunities for them to examine additional topics related to this course and explore their own personal interests.

Methods: This course is designed to give students an opportunity to reflect on their connections to the material presented and examined, and also consider different perspectives. Course assignments and activities are designed to consider different learning styles and interests, allowing adult students to learn and demonstrate knowledge in various ways. Methods used include Discussion Board Assignments that provide opportunities for our class to submit posts and discuss course topics, and Choice Assignments that allow students to explore interests. The Methods integrate current best practices in Early Childhood and the resources/documents that practitioners use in the field, so that practical and useful techniques can be applied.

Evaluation Criteria

Evaluation Criteria: Throughout the course students can earn points/percentages for completing required Assignments and participating in required class activities. Each of these is assigned a value and has instructions. Required due dates/times are also specified. Grades are recorded in the Gradebook system and students are required to review these and any comments/messages (and reply when needed and/or requested). Weekly assignments will be posted under the Modules and Discussion Boards. Students are also required to review any other additional communications and course instructions. Submitting assignments/posts on boards and engaging in discussions allows our class to develop an interactive and supportive learning community. Following Netiquette (internet etiquette) guidelines for online communication is essential.

Grading Criteria

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

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 
NPLess than 600

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

Attendance, Assignments, and Communication:

Online Weeks for this course start on Tuesday Mornings (when the weekly Discussion Board is available for you to submit posts). The weeks end on Monday Evenings at 11:59 pm when the discussion board closes (and late posts cannot be submitted/accepted in the system). The board will automatically close. Students are required to submit three posts on weekly Discussion Boards (unless otherwise noted). The Assignment Post (1) includes your responses/answers that address the presented material (course objectives) for that week and the Response Posts (2 minimum) are the responses/replies that you submit when engaging with class colleagues. Your Assignment Post for each week is due by Friday 11:59 pm (“not” at end of the online week) and you can post it sooner during the week if you want. Please do not wait until Friday to review/read the weekly assignment, since it is posted earlier. Your Response Posts are made throughout the week (and all of the required weekly posts cannot be made on the same day). Posts that meet the specific criteria for the weekly assignment and are submitted by the required due dates/times, demonstrate active and consistent class participation (a course requirement). Additional specific instructions/criteria will be provided.

Week One for this Spring 2023 online course starts on Tuesday 1/24/23 and ends on Monday 1/30/23. Posts on the Discussion Board are required “early in the week and throughout the week” to complete the activity/assignment and to be considered present (not absent).

The Week One (first class) Discussion Board assignment/activity will be posted one week before the start of the semester or earlier (under the Week One Module). There are no pre-class assignments, but students should visit the canvas course page one week before the start of the semester.

Completing all Discussion Board Assignments (including Posts) and other Assignments, attending all classes and participating on all discussion boards, and adhering to assignment/submission instructions and due dates/times are course requirements. Completing/submitting assignments and actively participating on discussion boards (and making required posts) are required to assess/monitor class Participation and Attendance (and if essential objectives are met).

If needed, students can make up work for one missed discussion board class (if they contact the instructor “before” the start of the next class to develop a plan and if the class is not the last one or a special assignment class). If the weekly assignment involves something like a special assignment (or when you might be sharing/presenting), then it might not be able to be made up. However, you should still contact me if you need support or have any questions about absences or any assignments. If a student has two absences, they are required to contact the instructor immediately, since missing two to three classes can result in not meeting the course requirements and Essential Course Objectives. Please contact the instructor if there are extreme circumstances that are impacting your ability to participate each week (be present) and/or hand in assignments. Prompt communication is essential so that issues can be discussed.

Students are required to read/review “all” course communications and all course information that is shared/posted/sent (e.g., messages, comments, announcements, modules, assignment instructions, posts, and all other forms of communication and information). Replying to messages from the instructor when needed or requested is a course requirement. Please become familiar with the Canvas messaging system that is used for this course.

Weekly Topics and Syllabus Information: Additional assignment instructions will be posted under each Weekly Module, and students are also required to review all other communications/information regarding the course and assignments. It is a course requirement that all posts and assignments be submitted by the due dates/times to receive credit. Please contact the instructor if there are extreme circumstances that are impacting your ability to participate each week (be present) and/or submit assignments. Prompt communication is essential so that issues can be discussed. Thank you!

Week One Assignment-Complete Discussion Board Introduction/Reflection Activity/Assignment and Submit Posts; Review Course Information/Procedures/Policies, Modules, “and” Resources. Visit the Canvas Course Site a week before Week One starts to review activity/assignment information (Modules and other information). Week One for this Spring 2023 online course starts on Tuesday 1/24/23 and ends on Monday 1/30/23. Discussion Board Posts are required “early in the week and throughout the week” to complete the activity/assignment and to be considered present (not absent).

Following Weeks/Topics:

Historical Perspectives and Philosophical Foundations of Early Childhood and Special Education

Research, Theories, and Best Practices

Cultural and Linguistic Diversity

Meeting the Needs of Diverse Learners

Physical, Social, Emotional, Cognitive, Communication and Language Development

Contributing Factors that can Impact Development (e.g., environment, socio-economic factors, adverse childhood experiences, and others)

Observing Behaviors and Implementing Strategies, Universal Design for Learning, Multi-Tiered Systems of Support, Adaptations/Accommodations and Modifications, and Creating Inclusive Learning Environments

Vermont Early Learning Standards (VELS), TSGOLD, Developmentally Appropriate Practice (DAP), The Pyramid Model, and Organizations/Resources (e.g., NAEYC, CEC and DEC)

IDEA (Individuals with Disabilities Education Act) Categories of Eligibility (e.g., Developmental Delays in Specific Areas, Basic Skill Areas, Speech/Language, Autism Spectrum Disorder, and Others)

Federal/State Rules and Procedures (e.g., systems, processes, and legal frameworks) for Identifying and Supporting Children with Diverse Abilities and for Providing Support to Families/Guardians

Assessment Techniques and Tools, Recording/Reporting Information and Making Referrals

Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs)

Collaborating with Families, Parental Rights, Developing Partnerships (e.g., with Special Education and Health Professionals, and others)

Support Service Providers (e.g., Speech-Language Pathologist, Occupational Therapist, and Physical Therapist)

Note: Additions/revisions to this document will be made as needed. Additional information/instructions will be provided for topics/assignments and for course details.

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.