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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 27-Nov-23

Spring 2024 | EDU-1270-VO05S - Supporting Young Children with Diverse Abilities

Synchronous Class

Synchronous courses are delivered through a combination of online and regularly-scheduled Zoom sessions. In synchronous classes, students must attend Zoom sessions and actively engage with each other and faculty in course activities and discussions.

Location: Online
Credits: 3 (45 hours)
Synchronous Section: This course has schedule meeting dates and times online via Zoom. See below or consult Self Service - Search for Courses and Sections for specific dates and times.
In-Person Meeting Day/Times via Zoom: Monday, 06:00P - 08:00P
Semester Dates: 01-22-2024 to 04-29-2024
Last day to drop without a grade: 02-11-2024 - Refund Policy
Last day to withdraw (W grade): 03-24-2024 - Refund Policy
This course has started, please contact the offering academic center about registration


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.

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.


Text readings
Text Questions assigned weekly
Ted Talks/videos
Other reading such as articles with essay’s required
3-5 minute presentation on a topic related to course
Interview with an educator in the community
Final exam

Evaluation Criteria

Presentation: 10%
Interview with an educator on Universal Design for Learning 10%
Participation in Synchronous class: 30%
Text Questions: 30%
Other Assignments: 10%
Final Exam: 10%
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:

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


Why this class & what do you bring


Welcome from Professor & introductions from students

Movie: "F.A.T. City"


Review the requirements for the Interview & the presentation which are both due at the end of the semester.

F.A.T. City-discuss after watching



Historical Perspectives & Implications


Textbooks by Keilty & Brilliante

Two short video's and article about IDEA and ADA


Textbook questions

Discussion on history of special education



Infant & Toddler Development



Video's & collaborative assignment on milestones with discussion

Handouts for Understanding the Early Childhood Outcomes


Textbook questions

Understanding the Early Childhood Outcomes






Video's on traditional vs routines based interventions


Textbook questions



Trauma Informed Care & Resilience


Watch the movie 'Resilience' in class



Textbook questions



Working with caregivers/parents



Live or recorded parent panel


Textbook questions

Short essay for panel



Assessments: Observing, reporting & referrals



Video's & discussion on methods of assessments


Questions pertaining to videos on assessments

Textbook questions






Discussion & video's on collaboration among families & professionals


Textbook questions



Goals & Outcomes


Handouts on SMART Goals

Write a question on SMART Goals and respond to peers goals


Writing SMART Goals

Textbook questions



Service providers panel


Panel and/or Video's of providers discussing their roles



Textbook questions





Watching Crip Camp in class



Small group discussion

Textbook questions



Inclusion & Universal design

Twice Gifted


Articles and video's on belonging in the classroom & twice gifted



Textbook questions



Reading and Math literacy

Importance of Play


Video's on math & reading literacy & support


Video's on importance of Play


Textbook questions

Short essay on play



Presentations by students on topics researched


Presentations & feedback


Interview is also due today



Final exam


Based mostly on textbook questions

SMART Goals handouts


Online exam. All short answer and essay questions.

Open book and notes.


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

Full participation requires active and thoughtful engagement in class each week. The following habits and skills are important. You'll have the opportunity to self-assess and receive instructor feedback on each of these areas at the mid-point and the end of the semester.

  • Attend class regularly, on-time and for the full session with a good Wifi connection
  • Complete any of the week's pre-reading and assignments before the start of class
  • Listen to others attentively and with an open mind
  • Positively contribute to class discussions and activities
  • Ask questions and seek help when you need it
  • Challenge yourself to do your best work

Missing & Late Work Policy

  • You are marked absent if you are not in the synchronous classroom!
  • Assignments are due by the deadline noted on the syllabus, even when you need to be absent.
  • You are responsible for checking Canvas and getting any notes, materials and assignments for the class if you missed. Please reach out and ask questions if anything is unclear.
  • Plan to complete homework for the next class meeting on time. Being absent is not an excuse for not completing any homework assigned that day.

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:

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.