ECED 230 - The Exceptional Child

1. Identify and describe society’s changing attitudes towards children with disabilities.
2. Discuss causes of disabilities and become aware of federal legislation that impacts children with disabilities.
3. Explain the term LRE (Least Restrictive Environment) and how this influences the services provided to infants, toddlers, and preschoolers with disabilities.
4. Examine intervention and prevention techniques (some of the causes of disabilities).
5. Identify likenesses and differences in all children.
6. Investigate various types of disabilities and the developmental and health problems associated with them.
7. Define the aspects of the family/professional partnership.
8. Explain the IFSP/IEP process and the requirements of each.
9. Develop techniques to work with the exceptional child and support inclusion in the typical classroom setting.
10. Design environments to meet the needs of children with special needs.
11. Create adaptive materials to use with children with special needs.
12. Recognize developmental delays and deviations in children and infants.
13. Determine and write instructional goals for children with special needs.
14. Describe the main goals of early intervention.
15. Recognize the need and develop the techniques to collaborate with other professionals and parents regarding children with special needs.

Typical and atypical development

Research based practices related to inclusion Accommodations and adaptations

Adapting the environment for exceptional children

IEP/IFSP

Special education terminology, labels, and statistics

History of special education and the different special education roles

Addressing the cultural and linguistic diversity of special education students

The parent/guardian professional relationship

Family dynamics

Characteristics of different exceptionalities

NAEYC Standards (Standards/Key Elements met within this course are bolded)

Promoting Child Development and Learning

1a: Knowing and understanding young children’s characteristics and needs
1b: Knowing and understanding the multiple influences on development and learning
1c: Using knowledge of development to create healthy, respectful, supportive, and challenging environments

Building Family and Community Relationships

2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and empowering families and communities through respectful, reciprocal relationships
2c: Involving families and communities in their children’s development and learning

Observing, Documenting and Assessing to Support Young Children and Families

3a: Understanding the goals, benefits and uses of assessment
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
3d: Knowing about assessment partnerships with families and other professional colleagues to build effective learning environments.

Teaching and Learning

4a: Understanding positive relationships and supportive interactions as the foundation of work with children.
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child

Using Content Knowledge to Build Meaningful Curriculum

5a: Understanding content knowledge in early education
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child

Becoming a Professional

6a: Identifying and involving oneself with the early childhood
6b: Knowing about and upholding ethical standards and other professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, critical and reflective perspectives on early education
6e: Engaging in informed advocacy for children and the profession

Field Experiences

7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
GRADING POLICY
Scores from the quizzes, tests, and final must average a minimum of a D or higher to successfully complete this class.

Grading Scale

 
Course Addendum - Syllabus (Click to expand)