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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 01-May-24

Fall 2024 | EDU-1270-VO03 - 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: 3 (as of 07-21-24 4:05 PM)
To check live space availability, Search for Courses.


Everett Ware
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Philip Crossman

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. ***

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

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Integrated: This course's generative AI policy acknowledges the use of AI is an essential skill in today's world. By using genAI for specific purposes, students become equipped with relevant skills and tools necessary to thrive in a technology-driven society. Emphasizing the mastery of generative AI should empower you to harness its potential, enhancing your problem-solving abilities and preparing you for future challenges and opportunities. Be aware, however, that any time generative AI is used at any point in the assignment without attribution it may be considered a violation of CCV's Academic Integrity Policy.


Weekly course activities will include:

  • Materials to review including videos, articles, textbook readings, and other resources
  • Weekly forum post discussions

Additional assignments include:

  • Reflective journal assignments
  • Quizzes (open book, untimed)
  • A hands-on project and video presentation to share your learning with the class

Note on textbooks/OER Resources: All resources are free and available in Canvas or through the library. We will use articles, chapters of free ebooks, and other short readings. Viewing some videos and other multimedia materials will also be required.

Evaluation Criteria

Assignments for this course will be graded in the following weighted categories:

  • Forum posts & participation - 30%
  • Journals - 20%
  • Quizzes - 20%
  • Project - 20%
  • Final reflection - 10%

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

Weekly Schedule

Week/ModuleTopic  Readings  Assignments

Intro & syllabus, intro to disability studies, neurodiversity, and inclusion

No pre-class readings required


No assignments due


Why Inclusion?

Fact Sheet of Research on Preschool Inclusion (2014):Authored by Dr. Erin Barton and Dr. Barbara Smith.

Inclusion for Preschool Children with Disabilities: What We Know and Should Be Doing (2014): Authored by Dr. Phil Strain.



IDEA laws and child and parental rights


Chapter 2 - Croft (2017); Vermont Family Network Family Handouts on Parental Rights in EI/ECSE; Smith, B., (2014) IDEA Provisions Supporting Preschool Inclusion



Identifying children in need of support: child development, screenings, & common etiologies


Referrals, assessments, and the first team meeting

Referral forms, AEPS documents, IDA documents, BDI summary


Writing IEPs and OnePlans/IFSP: Goals and Accommodations

Sample IEP, Sample One Plan


Trauma-informed practices, safe and welcoming environments, and universal supports

Implementing the child's plan - teaming with families and professionals

How To: Inclusion and Inclusive Curriculum

Universal Design for Learning (UDL) and Multi-level/Curriculum Overlapping


Individualizing our approach for children with: trauma, autism, and other specific disabilities


Specialized instructional practices

Transitions, to ECSE, to Kindergarten

Vermont Family Network - Transition Handouts for Families



Researching best practices: how to continue to add to your toolbox


Due: Final Self-Reflection



Wrapping up and reflecting on our learning


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 and participation through online forums is an essential part of the course. You are expected to contribute weekly to the forums, with both your own weekly post and comments on your classmates’ posts. Please see the forum post instructions and rubric for details on the expected quality of your posts.

Forum posts count for your attendance and participation. If you do not post to the forum within the week the post is due, you will be marked absent. If you have more than 2 absences, you risk being unable to complete the course. Please communicate with me about your absence and your plan to make up the work.

Missing & Late Work Policy

Weekly discussion posts are due by 11:59 PM on Thursdays and responses to classmates are due at 11:59 PM on Mondays. All other assignments will be due by their listed due dates on Canvas.

Late Penalties:

  • If you don’t request an extension, you will have points deducted from the assignment grade as follows:
    • Late or Missing forum posts automatically receive a 0, extensions will not be granted, but a 24-hour grace period will be provided before a 0 is given.
    • Missing work automatically receives a 0.
    • Late work is reduced by 10% for each day it is late, up to a 50% reduction. (All late work after day 5 will be 50% credit)
  • Your lowest quiz grade and your lowest journal grade will be dropped from the final grading calculations. You may use these as "skips" if needed.


When it comes to grades, I value clear communication above all else. All late penalties will be waived if you communicate clearly with me about your needs. This includes the following:

  • Email or Canvas Message before the deadline to negotiate an extension. You do not need to explain why you need the extension, but you do need to communicate with me and tell me when you will be able to complete it.
    • If there is an emergency that prevents you from requesting an extension earlier, please contact me as soon as possible after the deadline.
    • I can extend the extension if needed, but please continue to communicate to let me know that you still need more time beyond the original requested date.
  • It's never too late to communicate! I understand that sometimes things get overwhelming, we lose track of deadlines, and work piles up. If you feel like missing assignments are piling up and you’re struggling to catch up, email me as soon as possible to figure out a plan for getting you back on track. As long as you communicate with me about your needs, I will be flexible and support you in catching up without penalty.

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.