question

Online- SEDN 635: The Study of Disabilities in Infancy and Early Childhood

Course Information

Course Description

This course focuses on educational programs and methods for infants, toddlers, preschoolers, kindergarteners, and first and second graders with disabilities. Course topics include review of developmentally appropriate integrated curricula; parental collaboration in early intervention and early childhood special education; comparison of early intervention and early childhood special education programs reflected in Individualized Family Service Plans (IFSP) and Individualized Education Programs (IEP); comparison of least restrictive environment and natural environment approaches; setting up and managing learning and play activities in safe and developmentally appropriate environments; special attention to work with children with autism; the role of the teacher in guiding young children in the development of self-regulation; communication and social skills necessary for constructive peer relations and group living; and interventions for prevention and management of challenging behaviors. Students are exposed to and engage in evidence-based methods of instruction and critically examine the concept that instruction should be evidence- based. (3 credits)

Prerequisites

There are no prerequisites for this course.

Course Outcomes

By the end of this course, students will be able to:

· Identify the types and characteristics of children with early childhood disabilities. Discuss and describe the effects of disabilities on the development and learning of young children and their families and how social and cultural factors affect attitudes about disabilities in students, family and schools. (AAQEP Standard 1a, 1c, 2a, 2c, 2d) NYS Standards 1, 2

· Identify appropriate strategies for establishing a flexible and effective learning environment that reflects effective scheduling, structure, and organization in the classroom for young children with disabilities.

· Demonstrate understanding of the roles professionals play in creating a learning environment for early childhood students with disabilities and summarize the strategies and techniques for effective collaboration and planning to ensure quality instruction for early childhood students.

• Standard 1: Completer Foundational Knowledge and Skills (1a, 1b, 1c, 1e, 1g)

• Standard 2: Completer Professional Growth and Adaptability (2a, 2b, 2c, 2e, 2f)

You will meet the outcomes listed above through a combination of the following assignments and activities in this course. For details, see the following table:

The official communication channels for Touro GSE courses are through Touro email and the Canvas learning management system.

Email

Candidates should frequently check Touro email and only use Touro email for communication concerning academic and other program registration matters.

Please note: Social Security and other federal or state identification information must not be included in electronic correspondence.

Announcements

Please check the announcements area in Canvas regularly for any course updates. Be sure to keep your notifications ON so that you receive course announcements in your Touro email.

“Ask Your Instructor” Discussion Board

If you have a question that cannot be answered by reviewing this syllabus, reading through the learning module materials, or referencing assignment descriptions and rubrics, post such questions on this board so that the whole class can benefit from the information.

Individual academic concerns can be handled via email.

Textbook & Course Materials

Required Materials

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson. ISBN-13: 9780135466971 10th Edition.

Table of Contents

1. Educating Young Children with Disabilities: The Challenge 2. In Partnership with Families 3. Developing Individualized Intervention Plans and Programs and Monitoring Progress 4. Designing Instructional Programs 5. Considerations for Teaching Children with Specific Disabilities 6. Promoting Emotional and Social Development 7. Helping Young Children Develop Motor and Self-Care Skills 8. Nurturing Communication Skills 9. Encouraging the Development of Cognitive Skills and Literacy 10. Teaming: Collaboration, Problem-Solving, and Inclusion Support

Appendix A: Chart of Typical Development Appendix B: Strategies for Helping Children with Specific Disabilities Participate in Inclusive Settings Appendix C: Common Sequence of Training Steps Used in Milieu Approaches Appendix D: Inclusion Support Itinerant Procedures Appendix E: Roles and Responsibilities of the Special Education Staff as Related to General

Suggested Texts & Other Readings

Advocates for Children of New York, (n.d.). Students with disabilities.

Course Technology Requirements

· Operating System: Windows 10 or later or Mac OS 10.12 or later

· Processor: Intel Core i5 or higher (7th generation or newer), AMD Ryzen 5 or higher or Apple M1 or higher

· Storage: HDD or SSD with a total capacity of at least 256 GB; SSD highly recommended

· Memory (RAM): 4 GB or more

· Browser: Any current version of: Apple Safari, Google Chrome, Microsoft Edge, Mozilla Firefox

· Internet Connection: Any High-Speed Internet Connection with at least 4Mbps/3.0Mbps (up/down)

· Speakers or headphones: Many laptops have built-in speakers, but either headphones or external speakers (whether Bluetooth or wired) are recommended as those will typically provide a louder and clearer sound, which is important for videos, et al.

· Webcam (USB or built-in)

· Microphone (USB or built-in)

Touro technology, resources, facilities, and/or equipment may only be used by current members of the Touro Community (hereafter referred to as “users”) unless otherwise authorized by the Dean of Faculties, Dean of Students, the Senior Vice President for Administration, or the Senior Vice President and Chief Financial Officer, or their designated alternates.

Course Overview

Module 1: Stages of Typical Early Childhood Development

Description:

In this module, you will review neurotypical early childhood development to ensure a benchmark of understanding. You will also complete a Baseline Survey to see what you know and what you want to learn in this course.

Learning Objectives:

Begin to identify the types, etiologies, and characteristics of children with early childhood disabilities by first taking a close look at typical development.

Learning Activity: Materials

· (Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson., Ch.1)

· PowerPoint -overview of Special Education; Videos included to watch.

· Record your Introductory Video for Discussion Board #1

Learning Activity: Assessments:

· Learning Activity 2: Please electronically sign Touro’s Academic Integrity Statement.

· Learning Activity 3: Before reading anything for the course, please complete and post the Assessment 1 - Baseline Survey.

· Assessment 3: Each candidate will be assigned a disability from IDEA’s recognized disabilities to work on for a three-part assignment.

· Discussion Board

· Please read and electronically sign the Memorandum of Understanding.

· Please read and electronically sign the Academic Integrity Statement.

· Submit Assessment 1 Baseline Survey before reading the module text.

· Submit an initial post and responses to Discussion Board.

Discussion Board Participation:

Discussion Board #1: Introduction Video

Introduce yourself to your classmates. Share the following:

1. Your name and how to pronounce it.

2. Where you are from?

3. Where and what you are teaching (if you are teaching)

4. A fun or interesting fact about yourself.

5. Why you are taking this course and what you hope to get out of it

6. Include information about your interests and career goals. The video should be between 3 to 5 minutes. You may use Flipgrid, VoiceThread, Zoom, Screencast-O-Matic, Yuja

7. Include two questions you have about Early Childhood Special Education

8. Comment on at least two peers’ videos and respond to their questions

The introductory video will be graded complete/incomplete

Module 2: Overview of the History of Special Education in Early Childhood

Description:

In the previous module, you learned about typical development in the Early Childhood years. In this module, you will learn about the history of special education in early childhood. You will go over the past laws and changes which have gotten us to where we are today. We will look at trends in early childhood special education. Complete the Introduction Discussion assignment. Finish reading Chapter 1.

Learning Objectives:

After this module you will be able to: 

1. Discuss how to empower families by being knowledgeable about federal laws and their influence on young children and how family history and cultural background are important in the decision-making process for young children with disabilities.

2. Discuss purposes, methods and procedures for identifying early childhood students with disabilities and evaluating their progress in inclusive classrooms while also giving an account of diversity and demonstrate the implications of diversity with regard to assessment, eligibility, programming and placement.

3. Describe the role of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) in Early Childhood Special Education.

Learning Activity: Materials

· Reading: (Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson., Ch.1)

· Principles of IDEA video

· IFSP vs. IEP, What's the Difference (video)

· Accommodations vs Modifications Examples in Special Education | What is the Difference? (video)

· Modifications vs. Accommodations - Special Education (video)

Discussion Board: Participate in this module discussion answering the following questions. Review rubric for specific requirements. Post responses to at least 3 peers during the course of the module.

Discussion Board Questions:

1. Evaluate the impact of federal laws on empowering families in the decision-making process for children with disabilities. How do cultural backgrounds influence these decisions?

2. Select one of the pioneering influences on the history of Early Childhood Special Education included in Chapter 1. Discuss the theories and how they impacted Early Childhood Education.

3. Discuss the differences in delivery of Special Education Services for infants and toddlers (0-3 years of age) versus preschoolers (3-5 and the role IFSP has in the process).

4. Post at least one question you still have after reading chapter 1, for your peers to respond to.

Module 3: Resources & Supports for Families

Description:

In the previous module you had the opportunity to learn about the history of Early Childhood Education. In this module, you will learn about partnering with families of young children with special needs. Through this module and the chapter, you read, you will think about how to approach families respectfully and support them throughout the time you are working with their children. You will learn about planning for conferences and how to provide appropriate feedback.

Learning Objectives:

After this module you will be able to :

1. Discuss and describe the effects of disabilities on the development and learning of young children with disabilities and their families and how social and cultural factors affect attitudes about disabilities in students, family, and schools.

2. Discuss how to empower families by being knowledgeable about federal laws and their influence on young children and how family history and cultural background are important in the decision-making process for young children with disabilities.

3. Understand the importance of FERPA as it relates to educating students with disabilities.

Learning Activity: Materials

· Reading: (Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson., Ch.2).

· Dear World: A Letter from a Special Needs Parent (Dec 2021) video

Articles

Discussion Board Participation:

Review rubric for specific requirements

· Post responses to at least three classmates’ posts.

· Answer both Discussion Board questions listed below.

Discussion Board Questions:

1. Discuss types of gross motor and fine motor skills and playground activities you would include in your schedule for preschoolers and justify why you have selected this, based on your reading.

2. Interview a caregiver of a toddler or preschooler about the child’s self-care skills using the questions included in Chapter 7. Explain what you found out and include suggestions you would make for improving self-care skills.

Module 7: Intellectual Disability

Description:

In Module 6, motor skill delays were reviewed, and behavior management strategies were explored. In this module, you will learn about intellectual disabilities and continue to learn about effective behavioral management techniques.

Learning Objectives:

After this Module you will be able to: 

1. Discuss effective behavior management techniques appropriate to the needs of young students with disabilities and describe how teacher attitudes and behaviors positively or negatively influence the behavior of young students with disabilities.

2. Describe the methods for planning and managing teaching and learning for students with disabilities in inclusive early childhood settings including modifications and accommodations necessary for young students with disabilities.

3. Identify appropriate techniques for a flexible learning environment with optimal learning including giving an account of scheduling, structure, and organization in the classroom for young children with disabilities.

4. Become familiar with the development and implementation of IEP’s, FBA’s, and BIP’s.

Learning Activity: Materials

· Monitoring Chart: ABC (Antecedent\ Behavior\ Consequence)

· Reading: (Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson., Ch.9)

Learning Activity: Assessment

Assessments: Mid-Semester Course Evaluation and Discussion Board

You must:

· Answer both Discussion Board questions.

· Post responses to at least 3 classmates’ posts during the course of the module.

Discussion Board Questions:

1. Describe how a child’s home culture and experiences with literacy and the development of communication skills impacts planning and instruction.

2. As you have learned, critical cognitive skills for a preschooler includes symbolic representation, such as “pretend play”. Describe how these critical skills support literacy developments and the development of emergent Math and Science skills.

· Continue to work on completing Assessment 3 Part B (Essay) due in Module 8.

Module 8: Social/Emotional Delays

Description:

In the previous module, intellectual disabilities were explained, and effective behavior management was further discussed. In this module, you will learn about social/emotional delays by reading a chapter in the textbook.

Learning Objectives:

After this module you will be able to: 

1. Discuss positive behavior management strategies appropriate to the needs of young students with disabilities and describe how teacher attitudes and behaviors positively or negatively influence the behavior of young students with disabilities.

2. Describe the methods for planning and managing teaching and learning for students with disabilities in inclusive early childhood settings including modifications and accommodations necessary for young students with disabilities.

3. Identify appropriate techniques for a flexible learning environment with optimal learning including giving an account of scheduling, structure, and organization in the classroom for young children with disabilities.

4. Participate in the development, implementation and evaluation of a Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP).

Learning Activity: Materials

· Respecting Personal Space|Social Stories(video)

· A Social Story: Keeping Your Hands to Yourself and Personal Space(video)

· Social Story Following Directions Social Emotional Lessons(video)

· Reading: (Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson., Ch.6)

Learning Activity: Assessment

Assessments: Assessment 3-part B- Essay due in Canvas and Discussion Board

You must:

· Answer both Discussion Board questions.

· Post responses to at least three classmates’ posts during the course of the module.

Discussion Board Questions:

Review rubric for specific requirements.

1. What techniques can be used to create a flexible learning environment for young children with disabilities, and how do scheduling, structure, and organization contribute to optimal learning in these settings?

2. After watching the video on Social Stories, share a Social Story you read about or developed and tell why and how it can be successfully used in instructing young children with disabilities. Include a copy of the Social Story on the Discussion Board.

Module 9: Communication Skills Delay

Description:

In the previous module, social|emotional delays explored. In this module, you will learn about communication skill delays.

Learning Objectives:

After this module you will be able to: 

1. Discuss effective behavior management techniques appropriate to the needs of young students with disabilities and describe how teacher attitudes and behaviors positively or negatively influence the behavior of young students with disabilities.

2. Describe the methods for planning and managing teaching and learning for students with disabilities in inclusive early childhood settings including modifications and accommodations necessary for young students with disabilities.

3. Identify appropriate techniques for a flexible learning environment with optimal learning including giving an account of scheduling, structure, and organization in the classroom for young children with disabilities.

Learning Activity: Materials

· Reading: (Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson., Ch.8)

Assessments:

· Answer both Discussion Board questions.

· Post responses to at least three classmates’ posts during the course of the module.

Discussion Board Questions:

Review rubric for specific requirements.

1. Identify at least two methods by which children with severe disabilities can communicate if unable to produce speech. Describe how these methods can be incorporated into planning and instruction.

2. Discuss the impact of teacher attitudes and behaviors on the effectiveness of behavior management techniques for young students with disabilities. What strategies can educators use to foster a positive classroom environment that supports effective behavior management?

Module 10: Teaming - Collaboration, Problem-Solving and Inclusion Support

Description:

In the previous module, communication skill delays were explained. In this module, you will learn more about the different roles you can have as a special educator in early childhood as well as strategies for positive communication among professionals. Through the reading, you will explore different ways to collaborate with other professionals to plan for the best outcome for each child.

Learning Objectives:

After this module you will be able to: 

1. Describe the need for team planning and supervision of paraprofessionals in an inclusive classroom and for ongoing communication among the student, the student’s teachers and the student’s parents/guardians.

2. Give an account of the roles of the special educator, general educator and other professionals in creating a learning environment for early childhood students with disabilities in inclusive settings and summarize the strategies and techniques for effective collaboration to ensure quality instruction for early-childhood students.

Learning Activity: Materials

· Reading: (Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson., Ch.10)

· Learning Activity: Assessment

· Assessments: Assessment 3 - Part C

Discussion Board Questions

Review rubric for specific requirements. (See specific Rubric for Module 10 Discussion Board).

You must:

· Answer both Discussion Board questions.

· Include the questions in your Post with your responses.

1. In what ways do effective team planning and supervision of paraprofessionals enhance the learning experience for students with disabilities in inclusive classrooms? Discuss the role and importance of ongoing communication among students, teachers, and parents/guardians in this process.

2. How do the roles of special educators and general educators differ and intersect in creating an inclusive learning environment for early childhood students with disabilities? Share specific strategies and techniques that can facilitate successful collaboration among these professionals.

3. Post questions to others about strategies they suggest utilizing and post responses to other’s postings.

Module 11: Putting it All Together

Description:

In the previous module, the importance of Teaming fully explored. In this module, you will put all we've been learning together to complete our final assessment, a Classroom Simulation project.

Learning Objectives:

After this module you will be able to: 

1. Discuss how to empower families by being knowledgeable about federal laws and their influence on young children and how family history and cultural background are important in the decision-making process for young children with disabilities.

2. Identify types and characteristics of assessment instruments and methods in early childhood education and the procedures used for screening, pre-referral, referral, classification and declassification among young children with disabilities.

3. Describe the procedures for developing, implementing and amending Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs).

4. Discuss effective behavior management techniques appropriate to the needs of young students with disabilities and describe how teacher attitudes and behaviors positively or negatively influence the behavior of young students with disabilities.

5. Describe the methods for planning and managing teaching and learning for students with disabilities in inclusive early childhood settings including the methods for preparing and organizing lesson plans and modifying lessons.

6. Identify appropriate techniques for a flexible learning environment with optimal learning including giving an account of scheduling, structure, and organization in the classroom for young children with disabilities.

7. Describe the assessment of teacher and child interaction among children with disabilities including the development of rubrics for lessons and assessments and the development, implementation and evaluation of a Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP).

8. Describe the need for team planning and supervision of paraprofessionals in an inclusive classroom and for ongoing communication among the student, the student’s teachers and the student’s parents/guardians.

9. Give an account of the roles of the special educator, general educator and other professionals in creating a learning environment for early childhood students with disabilities in inclusive settings and summarize the strategies and techniques for effective collaboration to ensure quality instruction for early-childhood students.

Learning Activity: Materials

· Early Childhood Education-The Power of Interactions(video)

· Classroom Setup: Early Childhood self-contained Special Education(video)

Learning Activity: Assessment

Assessments: Assessment 4 - Classroom Simulation Project and Discussion Board

You must:

· Complete the Assignment described in the module

· Answer Discussion Board questions

· Respond to at least three classmates’ posts

It is essential that you back up your ideas with information found in the course text or other reliable resources you choose to include.

Module 12: Reflection

Description:

Module 11 provided the opportunity to review prior course learning and how it fit all together. In this module, you will reflect on your progress as an educator and plan for your future areas of learning and professional development.

Learning Activity: Materials

· Refer to Introductory post from Module 1 (Baseline Survey)

Learning Activity: Assessment

· Assessments: Discussion: Reflection – Refer back to your introductory post from module 1. Have the three questions you initially had about teaching young children with special needs been answered during this course? Describe any areas you feel you need to learn more about.

· Review Game: Kahoot-Course Overview/Review

Course Participation Policies

Attendance

Attendance in this online course is accrued through your timely participation in discussions and completion of assignments. Failure to participate in required course activities will impact your final grade.

You cannot be successful in this class unless you complete all assignments. All assignments are due by the specified date and time. Late submissions will be graded late. In addition to submitting assignments on time, there may be mandatory group meetings (dates to be announced during the first few weeks of the course). Discussions and assignments submitted will be used to monitor your participation in the course. 

If you find that you have trouble keeping up with assignments or other aspects of the course, make sure you let your professor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that your professor can help you find a solution.

Follow these rules of netiquette to make sure you sound respectful, polite, and knowledgeable when you post to the discussion boards in your online course.

· Set high standards for quality in all of your communications: Writing in an academic tone, incorporating high-quality content into your posts, and using spell check are first steps to success in online communication. Engaging your peers productively means writing more than just "I agree," or "Great post." Strive to make every post contribute something meaningful to the discussion.

· Be a good "listener": Read your peers' posts before publishing your own, to avoid duplicating a point already made by a classmate or missing out on a key point that could shape your own opinion.

· Cite Your Sources: If you refer to a text or other sources, be sure to include proper citations.

· Referencing Posts by your Peers: If you refer to something your classmate wrote, give credit as appropriate, and use their name and a quotation.

· Stay Focused on the Topic: Irrelevant content can distract from the intellectual or pedagogical scope of the activity. Write posts that contribute to the conversation at hand.

· Maintain a Respectful Demeanor, Just as You Would in the Classroom:

· Address your instructor by their title, unless specifically told otherwise.

· Avoid writing in ALL CAPS, which is the online equivalent of yelling.

· Sarcasm is often misconstrued in online platforms; focus instead on being thoughtful and sincere in your communications.

· Remember to write "please" and "thank you," and to address your peers by name.

· Show Respect for Diversity: When appropriate, respectfully disagree, but be sure to validate points of agreement, and acknowledge their right to their own opinion, and validate points of agreement. Strive to be open, and always be respectful of the differences that exist among your peers. Embrace the learning opportunities that emerge from working with diverse classmates!

· Be Accurate: When responding to peers, be certain of the facts, and never hesitate to disclose if you are not.

· Be Brief: Clear, concise posts are more likely to garner responses and encourage conversation in your online community.

· Be Forgiving: Everyone makes mistakes, even more so in online communications. Be measured in your reactions, be patient, and be willing to overlook errors.

· Above All, Remember to Connect: Do your best to acknowledge those that reach out to you, and to reach out to others in meaningful, productive ways. If you ask a question and many people respond, summarize all answers and post that summary to benefit your whole class. Online discussions are meant to challenge your own perspectives and experiences, reinforce knowledge and skills, and network you within a virtual community of intellectual peers. Take your role seriously, and you'll find peers who will do the same.

The University has a centralized Office of Student Disability Services headed by an Executive Director who oversees Student Disability Services operations in the Undergraduate, Graduate, and Professional Divisions.  Students with disabilities seeking reasonable accommodations should do so through the coordinators of the Office of Student Disability Services (OSDS) in their respective schools.  

All course participants must sign and submit the following Memorandum of Understanding:

1. I acknowledge that I have received and read the syllabus for this course.

2. I acknowledge that I have received and read the assignment expectations and rubrics for this course. I also understand that there are weighted components to the grades for this course.

3. I understand that it is my responsibility to ask the course instructor clarifying questions.

4. I understand and agree that my work in this course is graded according to the assignment rubrics, and weighting scale.

5. I understand that the contents of the syllabus are subject to change in response to the instructor’s insights into necessary course improvements and/or changes in institutional or New York state policies.

6. I understand that my coursework may be used for program approval, accreditation, and/or faculty development. In such cases, all coursework will be anonymized or presented in the aggregate without the inclusion of personal identification data. I reserve the right to request that my coursework not be used for such purposes by notifying my instructor in writing of said request by the third week of the course.

Candidate Signature: ______________________________ Date: ________________

Course policies are subject to change. It is the student’s responsibility to check Canvas for corrections or updates to the syllabus. Any changes will be posted on Canvas and notifications will be sent via Touro University email.

Page 1

Page 21