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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 11-Jan-23

Spring 2023 | 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: Wednesday, 06:00P - 08:00P
Semester Dates: 01-25-2023 to 05-03-2023
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


Everett Ware
View Faculty Credentials
View Faculty Statement
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 ***

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


In-class time will be as collaborative and engaging as possible, activities will include:

  • Small and large group discussions via Zoom
  • Brief lectures and presentations
  • Guest speakers
  • Short videos/films and reflection activities
  • Small group activities

Outside of class, you can expect to:

  • Complete weekly readings, as well as occasional videos and online modules
  • Reflect in weekly journal assignments
  • Complete research activities and assignments

Evaluation Criteria

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

  • Written Assignments - 30%

  • Participation - 20%

  • Weekly journals - 20%

  • Quizzes - 10%
  • Group project & presentation - 10%

  • Final reflection/self-evaluation - 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.


Due: Journal #1, Course Survey



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


Due: Journal #2, Neurodiversity & Self-Advocate Reading Reflection



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


Due: Journal #3


Referrals, assessments, and the first team meeting

Referral forms, AEPS documents, IDA documents, BDI summary


Due: Journal #4, Practice Letter to a Family


Writing IEPs and OnePlans/IFSP: Goals and Accommodations

Sample IEP, Sample One Plan


Due: Journal #5, Key Concepts Quiz #1


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

Due: Journal #6


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

Due: Journal #7, Annotated Bibliography


How To: Inclusion and Inclusive Curriculum

Due: Journal #8, Decision for Lesson Plan OR Research Paper


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

Due: Journal #9



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


Due: Journal #10,Lesson Plan/Research Paper


Specialized instructional practices

Due: Journal #11


Transitions, to ECSE, to Kindergarten

Vermont Family Network - Transition Handouts for Families


Due: Journal #12,Key Concepts Quiz #2



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


Due: Journal #13, Group Project (written portion)


Group Project Presentations

Due: Final Self-Reflection,Group Project (in-class presentations)


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

This is a synchronous online course, which will meet weekly via Zoom. For participation during each class, you will be expected to:
  • Have your camera on during all discussion portions of the class.
    • Your camera is optional while I am presenting and sharing my screen. I can’t see you anyway when I have my screen shared.
  • Respond to questions and engage in discussion through verbal/audio response, and written chat when appropriate.
  • Participate actively in breakout group activities and discussions.
  • Be engaged and present while your camera is on.
  • Respond to any in-class polls or quizzes.

Attendance is an essential part of the course. You are expected to regularly attend every weekly meeting of the course, for the full two hours, and communicate with me via email/Canvas if you cannot attend.

You are allowed up to 2 absences without impact on your grade, as long as you communicate with me about your absence. Otherwise, the following penalties apply:

Absence #

Sent email/message

Did not communicate


No penalty

10% off participation grade


No penalty

20% off participation grade


20% off participation grade

50% off participation grade

4th or more

Unable to pass the course (exceptions apply if plan made)

If you miss 4 or more classes, you will be unable to pass the course, except for extenuating circumstances, which you must communicate about and make a plan for with me and your advisor or disability services. Communicate with me and your advisor if there’s an ongoing situation that is impacting your ability to attend class.

Low Participation Days:

If you are not feeling well, an alternative to missing class can be having a “low-participation” day.

If you need a “low-participation” day due to feeling unwell (physical or mental health) or caring for another person/child, please let me know via email or private chat at the start of class; no further explanation is needed. You can have up to 2 low-participation days per semester without affecting your course participation grade. During a low-participation day, you can keep your camera off and I will not call on you or expect a response from you. Please still be listening and engaging to the best of your abilities. This does not apply to any classes where you are due to present.

Missing & Late Work Policy

  • 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 set a new deadline (within 1-2 weeks of the original deadline). Contact me as soon as possible if there is an emergency that prevents you from requesting an extension earlier.
  • If received on time, you may always revise and resubmit your work for a higher grade, as long as the re-submission is completed at least 1 week prior to the final class.
  • If you don’t request an extension, you will have points deducted from the assignment grade as follows:
    • No penalty if less than 24 hours late
    • Missing assignments (without an extension) turned in more than 24 hours late and at least 2 weeks before the final class, will receive a maximum of 50% credit, and you will not receive narrative comments on the work. You will also not be able to re-submit the assignment for a higher grade.
  • You may skip up to 3 journals/forum posts out of the 13 total with no penalty. After 3 skips, additional missing assignments follow the same policy as above.
  • If you miss class on the day of your presentation, you will receive a zero for the presentation portion of the class, unless there are extenuating circumstances that you communicate with me about.
  • I understand that sometimes there are things outside of your control, such as illness and caregiving responsibilities, that prevent you from completing work on time or requesting an extension in advance. If this is your situation and/or 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 work with you and provide as much flexibility as I can.

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.