Curriculum And Programming For Young Children With Special Needs

Catalog description

This course provides specialized content and procedural strategies for professionals involved in the education of preschoolers and primary-grade children (PreK - grade 3) with developmental delays or disabilities. This course will provide (a) the rationale, legislative, and research base for recommended practices in assessment, curriculum, and programming, and (b) practical guidelines and examples of how to implement these strategies in integrated and inclusive preschool and primary learning environments and family contexts. Prerequisite(s): EDCI 35501 FOR LEVEL UG WITH MIN. GRADE OF C (MAY BE TAKEN CONCURRENTLY) AND EDPS 27600 FOR LEVEL UG WITH MIN. GRADE OF C Course Learning Outcomes 1. Demonstrate knowledge of (a) current recommended practices in early childhood education and early childhood special education and their theoretical, philosophical, ethical, and empirical base, and (b) major legislation, regulations, and rules governing the implementation of early childhood special education services. 2. Demonstrate knowledge of (a) major service delivery and curricular models in PreK-grade 3 programs, (b) the role of early childhood special educators within the larger service delivery system, and (c) the roles of families and professionals from related disciplines. 3. Demonstrate and apply knowledge concerning the procedures and functions of various assessment activities in early childhood special education, including guidelines for selecting or designing assessments, and administering, gathering, interpreting, and sharing assessment results. 4. Demonstrate knowledge of (a) the scope, developmental sequence, and interrelationships of content across curricular domains, and (b) strategies for selecting, developing, and implementing an individualized functional/ecological curriculum for young children with disabilities as part of a team effort. 5. Identify and implement teaching strategies and evaluation methods for effective instruction, maintenance, and generalization of performance gains in natural settings. 6. Identify and implement strategies that maximize parent and team involvement in the development, implementation, and evaluation of Individualized Educational Programs (IEPs) for young children, PreK - grade 3. 7. Develop a complete IEP for a young child (PreK - grade 3) with mild-moderate developmental delays or disabilities. 8. Design embedded instructional programs for IEP goals, with a data-based plan for implementing programs and monitoring progress in multiple natural settings, including early learning environments and family routines. 9. Demonstrate knowledge of procedures for increasing the independence of young children with disabilities within a variety of activities and settings, and for teaching PreK - grade 3 children in diverse group settings. 10. Demonstrate and apply knowledge concerning the issues and practice recommendations for (a) working with children from diverse families and backgrounds, (b) implementing multicultural curriculum in preschool classrooms, and (c) assessing and teaching children with disabilities who are English language learners. View Class Schedule