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|Description - |
|Introduction to a variety of diagnosed disabilities and other special needs conditions that cause children, birth through age 8, to show atypical development. Laws and service provisions, social and educational implications, culture and family dynamics in the context of the larger community will be discussed.|
|Course Objectives - |
|Students will be able to: |
- Recognize and understand a variety of specific diagnosed disabilities and other special needs conditions.
- Identify atypical developmental behaviors through observation based on typical developmental patterns and chronological age norms across developmental domains.
- Summarize existing laws and service provisions for eligible children with disabilities or other special needs.
- Research services and agencies within the community to assist families in obtaining referrals and accessing services for their children.
- Explain family systems theory as a framework for interactions with family members and child care providers.
|Special Facilities and/or Equipment - |
|Course Content (Body of knowledge) - |
- Recognize and discuss a variety of specific diagnosed disabilities and other special needs conditions. (Lec)
- Characteristics of specific disabilities: cerebral palsy, autism spectrum disorders, ADHD, Down Syndrome, intellectual disabilities, learning disabilities, blindness and visual impairment, deafness and hearing impairment, speech/language delay, general developmental delay and health care needs (asthma, seizure disorders, food and environmental allergies, etc.)
- Causes, incidence rates, and implications: physical, medical, social, recreational and educational
- Effects of individual disability or special need on family and community interactions
- Identify atypical developmental behaviors through observation based on typical developmental patterns and chronological age norms across developmental domains. (Lec)
- Review of typical developmental patterns, characteristics and milestones-Prenatal to age 8
- Developmental domains: Physical (gross and fine motor), Sensory, Speech/Language Communication, Cognitive, Self-Help/Adaptive, Social and Emotional
- Observation and data collection for use with screening and assessment tools, individualized program planning, collaboration and communication with parents and specialists
- Summarize existing laws and service provisions for eligible children with disabilities or other special needs. (Lec)
- Historical perspective of public education and civil rights laws for individuals with disabilities
- Civil rights laws: Federal Americans with Disabilities Act (ADA), California Unruh Civil Rights Act: Access and Reasonable Accommodations
- Education and Early Intervention Laws: Federal "Individuals with Disabilities Education Act"(IDEA), Federal Early Head Start/Head Start Legislation, Educational 504
- Roles and responsibility of advocacy and social justice related to children with special needs
- Research services and agencies within the community to assist families in obtaining referrals and in accessing services for their children. (Lec)
- Referral process, eligibility criteria, contact information, characteristics of services provided, funding source information and interactions between different agencies for local, state, national & international resources
- Multidisciplinary, inter-agency communication strategies and collaboration techniques
- Educational services including public school districts, private schools, learning centers, etc.
- Developmental services including California Regional Centers, specialized therapy programs, etc.
- Medical services including Neonatal Intensive Care Units (NICU), birthing centers, pediatric centers, family physicians and clinics
- Recreational services including parks and recreation programs, library, private businesses, family and community events
- Explain family systems theory as a framework for interactions with family members and child care providers. (Lec)
- Family systems approach including family structure, function and roles
- Emotional reactions (grief cycle) to having a family member with a disability
- Diversity and cultural awareness
|Methods of Evaluation - |
- Class participation
- SLO pre-test/post-test
- Quizzes and final exam
- Written assignments
- Community Observation with written/oral report
|Representative Text(s) - |
|Hooper, S.R. and W.Umansky. Young Children with Special Needs. 4th ed. Pearson/Merrill Hall Publishers, 2004. (Text remains relevant to course content.) |
Allen, E.K., and I.S.Schwartz. The Exceptional Child: Inclusion in Early Childhood Education. 4th ed. Delmar Publishers, 2001. (Text remains relevant to course content.)
NICHCY (National Dissemination Center for Children with Disabilities) Disabilities Fact Sheets www.nichcy.org
|Disciplines - |
|Child Development |
|Method of Instruction - |
- Field work
- Oral presentations
|Lab Content - |
|Not applicable. |
|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.