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Course Planning by Program

2023-24

Essential Objectives

Course Syllabus


Revision Date: 11-Dec-22
 

Spring 2023 | EDU-1270-VO04 - 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

Faculty

Gabrielle Lumbra
View Faculty Credentials

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

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

Forum Responses

Projects

Reflective writing

Analysis


Evaluation Criteria

Grading:

There is a total of 240 possible points. Grading is based on a total point system. Each assignment is directly related to an objective of the course.

Discussions/ tasks 10 points each

Interview 20 points

Universal Design Task 20 points

Discussion Response Criteria

4 points= An initial post is submitted by Friday of the week. The post thoroughly responds the question and refers to readings or reviewed resources. Posts are communicated with minimum grammatical errors.

6 points=Comments on three classmate's posts are posted by Monday and stimulate discussion or challenge ideas by posing probing questions or providing new resources. Posts are communicated with minimum grammatical errors.


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

Weekly Syllabus

Week #1:Topic: Beliefs & Influences

  

1. Review the syllabus and assignment expectations

2. Read thisarticle(Links to an external site.)

3. Watch the 7 implicitbias videos (Links to an external site.)(about 30 minutes)

4. Watch thisTED Talk(Links to an external site.)

  

Reading

Discussion

 

2

Topic: Historical Perspectives & Implications

Objective #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.

  

1. ReadInclusion & Special education

  

Reading

Small group task

 

3

Topic: Child development

Objective #2: Demonstrate an understanding of typical and atypical physical, social, emotional, cognitive, and linguistic development of children prenatal through age 8.

  

Read chapter 1 in How to Talk So Little Kids Will Listen

2. Post an initial response to the chapter 1 discussion by Friday and comment on 3 posts by Monday.

4. Review the resources on the various areas of child development andwrite down ideas you think are important.

General(Links to an external site.)

Physical(Links to an external site.)(20 minutes)

Emotional(Links to an external site.)(20 minutes)

Cognitive(Links to an external site.)(58 minutes)

Social & Linguistic(Links to an external site.)(80 minutes)

  

Readings and videos

Discussion

Mindmap

 

4

Trauma informed care

Objectives: 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.

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.

  

Review the resources on trauma-informed care

The ACES quiz(Links to an external site.)

Trauma-sensitive classrooms(Links to an external site.)

Trauma and the brain(Links to an external site.)(28 minutes)

Choose three of theseBeyond Consequences videos(Links to an external site.)entitled "parenting solutions" to review

  

Discussion

 

5

Topic:Resilience

Objective #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.

  

Review the resources on resilience

"Resilience" trailer(Links to an external site.)(70 minutes)

TED Talk(Links to an external site.)(14 minutes)

2. Use theprobing question guidelines(Links to an external site.)

  

Discussion

 

6

Topic: State systems

objective #7: Identify and describe state systems, processes, and legal frameworks for supporting children and families with diverse abilities.

  

Vermont's Early Childhood Outcomes Practices & Procedures(Links to an external site.)

1. Review theresource(Links to an external site.)looking for information that will help you understand Objective #7 regarding state systems, processes, and legal frameworks for early intervention.

Watch thisOverview video(Links to an external site.)(5 minutes)

And review thisinformation

  

Discussion

Small group task

 

7

Topic: Observing, reporting & referrals

4. Discuss and employ a variety of strategies to observe and report on children's development and explain how and when to make referrals.

  

1. In addition to the VT resource, this video from Kentucky is a related helpfulresource(Links to an external site.)(50 minutes) and review thisCIS resource

  

Discussion

Small group task

 

8

Topic: Referral and eval process

7. Identify and describe state systems, processes, and legal frameworks for supporting children and families with diverse abilities.

9. Describe and analyze processes to prepare and implement Individualized Family Service Plans (IFSPs) and Individual Education Program (IEP) plans.

  

Part CParental Rights

  

Interview & Summary

 

9

Topic: Collaborating with families

Objective #6: Explain and analyze effective approaches for collaborating with families with children of diverse abilities.

  

How to Talk So Little Kids Will Listen

Explore the materials provided in thisresource(Links to an external site.).

  

Discussion

Small group task

 

10

Topic: Service providers

Objective #8: Describe the roles and services provided by early intervention professionals such as speech pathology, occupational therapy, physical therapy, etc.

  

Resource for services: https://www.parentcenterhub.org/wp-content/uploads/repo_items/legacy/partc/handout3.pdf

  

Research

Discussion

 

11

Topic: IFSPs&IEPs

Objective #9: Describe and analyze processes to prepare and implement Individualized Family Service Plans (IFSPs) and Individual Education Program (IEP) plans.

  

IFSP/IEP integrationresource.(Links to an external site.)

Here is theVECO(Links to an external site.)document again for review if needed

Part CParental Rights

2. Complete the chapter 4 book discussion on How to Talk So Little Kids Will Listen. Also, read thisarticle

  

Discussion

 

12

Topic: Inclusion & Universal design

Objective #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.

  

Review the Universal Design for Learning Resources

Review this video on Universal Design for Learning(Links to an external site.)

Review thisframework and watch the video(Links to an external site.)

Explore some examples ofUDL designed lessons(Links to an external site.)

See this video example of aUDL lesson

3. Complete theUDL checklist

  

Universal design Analysis

 

13

Topic: Math Literacy

Objective #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.

  

Read the following articles on math literacy.

Math matters(Links to an external site.)

Developing Mathematical Mindsets

  

Problem solving task

Research

 

14

Topic: Reading and math Literacy

  

Read the following articles on developing early literacy

ASCD Video(Links to an external site.)(10 minutes)

Supporting early literacy through play(Links to an external site.)(Links to an external site.)

Math literacy(Links to an external site.)resource "Why early math is just as important as early reading"

  

Discussion

 

15

Topic: Philosophy of education

  

philosophy statements(Links to an external site.)

  

Philosophy statement

Discussion

 

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.