Course Syllabus

SPEC 5150

Introduction to Early Childhood Special Education

3 Credit Hours

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College of Education

Valdosta State University

Department of Special Education and Communication Disorders

Conceptual Framework: Guiding Principles

(adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework)

Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment.

Equity Principle:All learners deserve high expectations and support.

Process Principle:Learning is a life-long process of development and growth.

Ownership Principle: Professionals are committed to, and assume responsibility for, the future of their disciplines.

Support Principle:Successful engagement in the process of learning requires collaboration among multiple partners.

Impact Principle:Effective practice yields evidence of learning.

Technology Principle:Technology facilitates teaching, learning, community building, and resource acquisition.

Standards Principle:Evidence-based standards systematically guide professional preparation and development.

    Howard, V.F., Williams, B.F., & Lepper, C. (2005). Very Young Children with Special Needs: A Formative Approach for Today's Children (3rd ed.). Columbus, OH: Merrill Publishers. ISBN: 0-13-112795-0

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.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK : STANDARDS

I.  CONTENT AND CURRICULUM:  Teachers demonstrate a strong content knowledge of content area(s) that are appropriate for their certification levels.

II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING:  Teachers support the intellectual, social, physical, and personal development of all students.

III. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

IV. ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.

V.  PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.

VI. PROFESSIONALISM: Teachers recognize, participate in, and contribute to teaching as a profession.

COURSE OBJECTIVES

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; (CFS I, VI)

2. identify etiologies of disabilities and risk factors that may lead to disabilities; (CFS I, II)

3. describe the characteristics of infants, toddlers, and preschoolers at risk for or with disabilities; (CFS I, II)

4. relate those characteristics to developmental and educational intervention needs; (CFS V)

5. describe various delivery systems for providing services to infants, toddlers, and preschoolers at risk for or with disabilities; (CFS III)

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

7. demonstrate methods of involving family members in the provision of services to infants, toddlers, and preschool children at risk for or with disabilities; (CFS V)

8. describe methods of determining family concerns, resources and priorities to formulate realistic programs; (CFS I, II)

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; (CFS I, II, IV)

10. determine the support requirements of inclusive child care, preschool and kindergarten classes for child placement; (CFS IV)

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; (CFS I)

12. describe program eligibility and assessment for eligibility; (CFS I, IV)

13. demonstrate knowledge of various laws and regulations concerning service provision to infants, toddlers, and preschool children at risk for or with disabilities. (CFS I, II)

1. Learning Checkpoints (4). At the beginning of class (four times during the semester) you/your group will be given a series of questions based on reading sand last week's class discussion. You will be given 1/2 hour to answer the questions. [Objectives 1-7, 10, 13]

2. Individual Research Paper (1). The purpose of this paper is to increase your knowledge and understanding of early childhood intervention in a specific area of interest. The research paper (7-8 pages) will summarize research in support of an evidence-based early intervention practice. [Objectives 1, 4, 5, 6]

Procedures for completing this assignment (more information will be provided):

a) Prepare a brief written description of your proposed project.
b) Arrange a meeting with the instructor to discuss your proposal. It is your responsibility to contact the instructor to agree on a topic and format. This meeting should take place no later than midterm. 
c) After obtaining approval, complete project as agreed upon with the instructor.

3. Observation of Part C service delivery or interviews with two Part C services providers. The observation must last for at least five hours total. A written review of each observation will occur. If the interviews are selected, interview questions must be approved in advance. Click on the link for examples of Survey Questions [Objectives 5, 11, 12]

4. Information paper of Part B and Part C services. This paper will include a description of services children with disabilities receive under Part C (infant/todder) and Part B (preschool) programs. [Objectives 5, 6, 12, 13]

5. Midterm Exam [Objectives 1-9]

6. Final Exam [Objectives 1-13]

7. Follow the CEC Code of Ethics

600-540 pts = A

539-480 = B

479-420 = C

419-360 = D

ATTENDANCE POLICY

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

The full text of this policy is available in the College of Education Dean’s Office, EC room 227.  The following penalties will be enforced, as stated in the Policy:

FIRST OFFENSE: The student will earn a “0” on the assignment, test, project, etc. 

SECOND OFFENSE: The student will earn the letter grade “F” for the course.            

THIRD OFFENSE: The student will earn the letter grade “F” for the course, and further action involving referral of the matter (with documentation) to the appropriate college (university) officials within the administrative structure will be taken. (Please also see page 39 of the VSU Student Handbook.)

SPECIAL NEEDS STATEMENT:

Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the sex, race, religion, color, national origin, handicap, veteran status, or sexual orientation of the individual. It is the intent of the institution to comply with the Title VI of the Civil Rights Act of 1964 and subsequent executive orders as well as Title IX and Section 504 of the Rehabilitation Act of 1973.

Students requesting classroom accommodations or modifications because of a documented disability must contact the Access Office for Students with Disabilities located in Room 1115 Nevins Hall. The phone numbers are (229) 245-2498 (voice) and (229) 219-1348 (tty).

APA STYLE

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. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.

INSTRUCTOR INFORMATION

Instructor:  James M. Ernest, Ph.D.

Phone Number:    219-1315

Office hours:     Posted on door (233 SPEC Building): Monday, Tuesday, and Wednesday, 1-5 pm. Other times by appointment - send e-mail to  jrernest@valdosta.edu

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