Syllabus

COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SEMESTER FALL
SPEC 5150
INTRODUCTION TO EARLY INTERVENTION
3 HOURS

Howard, V.F., Williams, B.F., Port, P.D., & Lepper, C. (1997). Very Young Children with Special Needs: A Formative Approach for the 21st Century. Columbus, OH: Merrill Publishers.

Odum, S., & McLean, M. (1996). Early Intervention/Early Childhood Special Education: Recommended Practices. Austin, TX: Pro-Ed publishers.

A study of the history and rationale for services to infants, toddlers, and preschool children at risk and their families for or with developmental disabilities. The student will be introduced to typical and atypical child development, service delivery options and key components of family guided community based practices.

Students will develop knowledge and skills through course readings, activities, discussions, and related field experiences that will enable them to meet the following objectives. The student will be able to :

1. discuss the rationale for early intervention for infants, toddlers, and preschoolers at risk for or with disabilities referencing available research; (principle1, outcome 1)

2. identify etiologies of disabilities and risk factors that may lead to disabilities;(principle 1, outcomes 1,2)

6. describe methods of determining the appropriateness of delivery systems based on child and family needs, individualized assessment, inclusiveness, transdisciplinary involvement, and transition planning;(principle 2,

7. demonstrate methods of involving family members in the provision of services to infants, toddlers, and preschool children at risk for or with disabilities; (principles 1 & 2, outcomes 1, 2, 3)

8. describe methods of determining family concerns, resources and priorities to formulate realistic programs; (principles 1 & 2, outcomes 1, 2, 3)

9. identify skills necessary to function as a member of an interdisciplinary assessment and a transdisciplinary intervention team, with all team members sharing and integrating information; (principles 1 & 2, outcomes 2, 3)

11. demonstrate knowledge of "typical" and "atypical" developmental patterns of infants, toddlers, and preschoolers, how these patterns affect characteristics and how they may affect later performance; (principles 1 & 2, outcome 1)

12. describe program eligibility and assessment for eligibility; (principle 1, outcomes 1,2)

1. Learning Checkpoints (8). At the beginning of class (eight times during the quarter) will be given a series of questions based on your reading and last week's lecture. You will be given 1/2 hour to answer the questions. [Objectives 1-7, 10, 13,14]

2 Early Intervention Effectiveness Paper (1). You will be given topics and/or questions relating to early intervention. You will be asked to write a paper incorporating at least 10 current sources to support your discussion of the topic. The paper will be typed, double-spaced and APA guidelines will be followed. Additional information on the structure of the papers will be provided. [Objectives 4,5,6,14]

3. Child-Family Description Paper. You will write a child-family study paper. This will necessitate a minimum of 12 hours of observation and interaction with a child receiving Part B services and 3 hours of interactions with the child's family. At least two interactions must occur in the child's home or in another natural setting. At least one family member and at least one service provider must be interviewed regarding integrated service delivery and teaming. The paper will include sections on: Description of the child, description of the family, description of environments, and description of services as well as a summary. [Objectives 5, 11, 12]

4. Observation of Part C service delivery. The observation must occur over a minimum of two sessions and last for at least five hours total. A written review

The university attendance policy will be adhered to in this class. Three unexcused absences will result in failure of the class.

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 226-A. The phone number is 245-2498.

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagarized work and the penatilities for such actions. The penality for plagarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Home Page.

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.

DATE	TOPIC	ASSIGNMENTS
Week 1	Introduction, overview Philosophy of Early Intervention Ethical & Policy Issues	Read Chapt. 1 (Howard text) Read "Turnbull" article (to be handed out in class)
Week 2	Effectiveness Research	Read Chapter 2 & 3 (Howard text)
Week 3	Principles of Human Development Milestones of Development	Readings to be assigned
Week 4	Development of Play, Cognition & Social Skills	Read Chapt. 6 (recommended pract)
Week 5	Individual Research Preparation/Planning	Read Chapter 4 (Howard text)
Week 6	Development and Risking Conditions *Paper outline due*	Prepare for Midterm Exam
Week 7	MIDTERM EXAM	Read Chapter 5 (Howard text)
Week 8	Conditions Affecting Neurological Function	Read Chapter 6 (Howard text)
Week 9	Inborn Variations of Development *paper draft due*	Read Chapter 7 (Howard text)
Week 10	Sensory Impairments and Infections	Read Chapter 11 (Howard text) Read Chapter 5 (recommended Pract)
Week 11	*Part C observation due* Discretionary Programs for Very Young Children	Read Chapter 10 (Howard text) finish information paper due 11-9
Week 12	*Information Paper due* Mandated Services for Young Children	Read Chapter 9 (Howard text) Read "Dunst" article (to be handed out in class)
Week 13	Families of Children with Disabilities Sociopolitical context and linguistic diversity issues	Read Chapter 3 (recommended Practices)
Week 14	THANKSGIVING BREAK	Complete child/family study due 11/30 Read Chapters 4 & 12
Week 15	*Child Family Study due* IFSP & Transition	Prepare for final
Week 16	Preparation for the Final
Week 17	FINAL EXAM

Submitted by:	Chief Compiler:	Date:
Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102	Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167	February 1, 1999