A survey of information regarding children with special needs including possible causes and characteristics of exceptionalities, educational intervention, available resources, referral processes, and the advocacy role and legislative issues. The student will demonstrate knowledge of causes, incidence, and characteristics of exceptionalities related to cognitive, physical, social, and emotional domains of development; current terminology and practices for educational intervention; availability and accessibility of appropriate resources; accommodation in inclusive early childhood settings; legal mandates and their impact on the early childhood practices and environment; and the role of advocacy for children with special needs and their families. The student will demonstrate skills in recognition of indicators of exceptionalities; practical application of techniques for educational intervention and accommodation; identification of appropriate resources and referral practices for individual children and families; interpretation of the impact of legal mandates on early childhood programs; and advocating for children with special needs and their families. Three hours lecture per week.
Summarize causes, incidence and characteristics of exceptionalities related to the domains of development.
a. Define areas of exceptionality and special education.
b. Identify exceptionality as to genetic and/or environmental causes.
c. Discuss prevalence and/or incidence of different categories of exceptionalities.
d. Describe possible signs or characteristics of each area of exceptionality.
2. Discuss current terminology and practices for intervention strategies.
a. Explain how children develop an awareness of similarities and differences.
b. Describe learning experiences that promote children’s appreciation and respect for all individuals and groups.
c. Describe available screening and assessment instruments.
d. Discuss classification and labeling of children with special needs.
e. Identify individuals and their roles in developing and implementing educational and family service plans.
f. Discuss integration of goals from Individualized Education Programs (IEPs), Individualized
Transition Plans (ITPs) and Individualized Family Service Plans (TFSPs) into daily activities and
routines.
3. Identify appropriate community resources and referrals for individual children and families.
a. Identify common needs and challenges facing families caring for children with special needs.
b. Gather information on resources available in the community.
c. Analyze the cultural implications and their impact on services to children with special needs.
d. Discuss referral process.
4. Review legislation and legal mandates and their impact on practices and environments. .
a. Discuss history and impact of legislation affecting children with special needs.
b. Describe impact of landmark court cases on services for children with special needs.
5. Explain the role of advocacy for children with special needs and their families.
a. Identify agencies which advocate for children with special needs and their families.
b. Discuss the importance of advocating on behalf of children with special needs and their families.
c. Explain how the codes of ethical conduct apply to professional practice.
6. Use various types of materials and resources, including current technology, to support learning in all domains for all children.
a. Create and /or modify environments, equipment, materials, supplies and experiences to meet individual needs of all children.
b. Establish and maintain positive, collaborative relationships with other professionals and families and work effectively as a member of a professional team.
Allen, E. K., & Cowdery, G. E. (2022). The exceptional child: Inclusion in early childhood education (9th ed.). Cengage Learning.
NAEYC (National Association for the Education of Young Children). 2022. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. 4th ed. Washington, DC: NAEYC.
Grades will be taken at the discretion of the instructor. Semester grades are based on the following:
Attendance/Participation/Discussions 25%
Assignments 35%
Projects & Assessments 40%
At the end of the semester, you will receive a letter grade based on the following averages:
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = 0 – 59%
ADA Statement:
Any student with a documented disability (e.g. learning, psychiatric, vision, hearing, etc.) may contact the Office on the Weatherford College Weatherford Campus to request reasonable accommodations. Phone: 817-598-6350 Office Location: Office Number 118 in the Student Services Building, upper floor. Physical Address: Weatherford College 225 College Park Drive Weatherford, TX.