|1. Description - |
|Strategies to work effectively with all children in early childhood programs. Focus on infants, toddlers and preschoolers with disabilities, developmental delays or special health care needs. Best practices from early childhood education and early childhood special education/early intervention will be embedded throughout. Making adaptations, modifications and accommodations in the environment, with materials and to teaching strategies, for individual children in group settings. Working in collaboration with additional support professionals, community resources, IFSP and IEP teams and family members.|
|2. Course Objectives - |
|The student will be able to: |
- Identify the supports needed for all children and their families, as it relates to building partnerships with professionals in other disciplines such as therapists, doctors, educators, case managers.
- Design effective learning environments and experiences for all children including children with disabilities and other special needs conditions.
- Identify a variety of children's programs in the community and have knowledge of services offered.
- Work collaboratively with support professionals, community resources, IFSP and IEP teams and children's family members in planning for successful inclusion for individual children.
- Use observation as a tool for program planning and documentation of children's learning including early identification, screening, assessment, evaluation, monitoring and communicating data with inter-agency multidisciplinary teams.
|3. Special Facilities and/or Equipment - |
|4. Course Content (Body of knowledge) - |
- Identify the supports needed for all children and their families, as it relates to building partnerships with professionals in other disciplines such as therapists, doctors, educators, case managers. (Lec)
- Define terms and explore the benefits and challenges of inclusion for:
- Children with special needs/disabilities and their families
- Typically developing peers and their families
- Children's programsėteachers, child care providers, group leaders
- Support professionalsėtherapists, specialists, medical staff, etc.
- General public and larger community
- Examine recommended ōBest Practices' from early childhood education/child development (NAEYC Developmentally Appropriate Practices) and early intervention/early childhood special education (DEC Recommended Practices) to include internet research.
- Design effective learning environments and experiences for all children including children with disabilities and other special needs conditions. (Lec)
- Demonstrate concepts of making appropriate adaptations and modifications to physical objects and materials within various environments for individual children's needs.
- Demonstrate an understanding of appropriate reasonable accommodations for program policies, rules and waivers or exemptions for laws and regulations.
- Perspective of whole child development across domains (physical motor, communication, cognitive, self-help, social, emotional and sensory)
- Perspective of full participation (literacy, creative arts, music/movement, dramatic play, group time, manipulatives, outdoor experiences, meals & snacks, nap time, etc.)
- Perspective of diversity related to culture, language, family traditions/heritage.
- Identify a variety of children's programs in the community and have knowledge of services offered. (Lec)
- Child care programs
- Educational programs
- Recreation and leisure programs
- Parent supports
- Neighborhood resources
- Work collaboratively with additional support professionals, community resources, IFSP and IEP teams, and family members in planning for successful inclusion for individual children. (Lec)
- Discussion of various support systems, employment opportunities and collaboration
- California Early Start, public school, special education related specialists, therapists, community resources
- Parents and families, child care providers, preschool teachers
- Para-professionals, assistants, shadow aides, respite home companions
- Strategies for working effectively with adults
- Consultation and coaching
- Adult learning styles
- Conflict resolution
- Cultural considerations
- Multidisciplinary teams
- Use observation as a tool for program planning and documentation of children's learning including early identification, screening, assessment, evaluation, monitoring and communicating data to inter-agency multidisciplinary teams. (Lec)
- Data collection, documentation and observation as a tool
- Types and uses of various observation strategies, assessment information, data collection and implementing program plans
- Referral process, participating in IFSP and IEP team work.
|5. Repeatability - Moved to header area.|
|6. Methods of Evaluation - |
- Class Participation
- SLO pre/post test
- Quizzes and final exam
- Curriculum adaptation/modification project
- Oral/written report of children's program field trip experience as related to class content
- Interview and written report of an educator or specialist currently working in a position related to course content.
- Self-reflection through journal writing
|7. Representative Text(s) - |
|Gruenburg,A. and Regina Miller. A Practical Guide to Early Childhood Inclusion: Effective Reflections. Pearson Education: Upper Saddle River, New York, 2011. |
Copple, C.and Sue Bredekamp,(Ed). Developmentally Appropriate Practices. Washington: NAEYC, 2009.
Sandall, S., M. McLean, and B. Smith. DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Council for Exceptional Children, Arlington, VA., 2001. Text remains relevant to course.
Cook, R.E., A.M. Richardson-Gibbs, and M.D. Klein. Strategies for Including Children with Special Needs in Early Education Settings . Delmar, Thompson Learning Company: Albany, NY, 2001. Text remains relevant to course.
Sandall, S., and M.Ostrosky. Natural Environments and Inclusion. Denver: Sopris West, 2001. (Young Exceptional Children Monograph Series No.4). Text remains relevant to course.
|8. Disciplines - |
|Child Development |
|9. Method of Instruction - |
- Oral presentations
- Field trips
|10. Lab Content - |
|Not applicable. |
|11. Honors Description - No longer used. Integrated into main description section.|
|12. Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Reading and study of the text.
- Reading and written response to test questions, assignments and relevant articles and online reading material.
- Reaction writing assignments to guest speakers, video viewings, and experiences such as research projects and field trips.
- Research, planning and written evaluation of individual or group creative projects.
|13. Need/Justification - |
|This course is a restricted support course for the AA degree in Child Development. |