Chabot College
Fall 2008
Replaced Fall 2011
Course Outline for Early Childhood Development 60
INTRODUCTION TO THE YOUNG CHILD WITH EXCEPTIONAL NEEDS
Catalog Description:
60 – Introduction to the Young Child With Exceptional Needs
3 units
Introduction to educational philosophies for educating infants and children with exceptional needs.
Typical and atypical developmental characteristics and abilities in infants and preschoolers.
Assessments, interventions, and learning environments for the infant and preschooler with
exceptional needs. Prerequisite: Early Childhood Development 51(completed with a grade of “C” or
higher) 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
Before entering the course the student should be able to:
1. demonstrate knowledge of the basic developmental theories of prenatal, neonatal, infant,
toddler, preschool, and early primary child development within a social cultural context;
2. articulate connections between child development knowledge and appropriate practices;
3. describe current trends in research about early childhood;
4. describe the typical child development milestones of children birth through eight years;
5. identify the strengths and exceptional needs of the child in the context of his/her family;
6. assess through observation and identify children’s unique qualities, behaviors, skills, traits,
and developmental level;
7. identify techniques for studying children;
8. identify ethical responsibilities to children.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1. differentiate typical and atypical development in the infant and preschooler and the
identification, screening and assessment processes;
2. demonstrate an understanding of infants and children with exceptional needs;
3. define and describe the general purpose of laws protecting children with exceptional needs
including Individual Development Education Act (IDEA);
4. demonstrate and compare understanding of the Individual Education Plan (IEP) and Individual
Family Service Plan (IFSP);
5. examine and demonstrate knowledge of the importance of accurate objective observations
and recordings that lead to understanding the child’s needs in all developmental areas;
6. demonstrate knowledge and understanding of basic health and safety conditions which
assures the least restrictive environment for young children;
7. demonstrate an understanding of the importance of culturally sensitive techniques when
working with families with a child with exceptional needs;
8. identify available community resources that meet the needs of families with children with
exceptional needs;
9. demonstrate a knowledge of least restrictive environment, inclusion and natural environments
and its impact on a typical classroom for young children;
10. demonstrate an understanding of the impact of empowering for effective advocacy for
children with exceptional needs;
11. demonstrate and compare intervention strategies and techniques used for implementing a
Chabot College
Course Outline for Early Childhood Development 60, page 2
Fall 2008
child’s IFSP or IEP;
12. demonstrate understanding of the family’s process (stages of grief) when the child has been
identified with exceptional needs.
Course Content:
1. Typical and atypical child development (birth to 5 years) within cultural and family contexts
a. Theory and research
b. Developmental norms
c. Prenatal and perinatal developmental risk factors
d. Developmental delays
1) cognitive
2) physical and motor, including vision and hearing
3) communication/language
4) social and emotional
5) self-help skills and adaptive behavior
e. Temperaments
2. Children with exceptional needs
a. Autism spectrum disorders
b. Sensory impairments
1) deaf
2) visual
c. Orthopedic disabilities
d. Genetic disabilities
e. Attention Deficit Hyperactivity Disorder (ADHD)
f. Congenital physical malformation
g. Social and emotional disorders
h. Other exceptional needs eligible for services
1) gifted and talented
2) second language learners
3. Laws and regulations that protect children with exceptional needs and their families
a. History
b. Individual Development Education Act (IDEA)
c. Concerns and challenges of least restrictive environments
d. Individual Education Plan (IEP) and Individual Family Service Plan (IFSP)
1) rights of child and family
2) confidentiality
3) working with other professionals
4. Observation and introduction to assessment instruments and tools. The role of the
professional using assessment tools.
a. Observational basis for developing IFSP and IEP
1) working as a team
2) other professionals
b. Developmental assessment process
5. Health, safety and nutrition
a. Universal health precautions
b. Basic health and safety practices
c. Licensing requirements
6. Meeting the needs of diverse families
a. Diversity in early intervention
b. Sensitivity to cultural and linguistic differences
c. Developing partnerships
d. Community resources serving diverse families
e. Accessing community resources
7. Professional, legal and ethical practices
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Chabot College
Course Outline for Early Childhood Development 60, page 3
Fall 2008
a. Culturally sensitive practices with the team including other professionals and families
b. Advocacy for children and families
c. Empowering families
d. Stages of grief
e. Confidentiality
8. Early intervention strategies
a. Adapting to meet the individual child’s ability
b. Specific techniques
c. Support development of independence, self-regulation and self-esteem
d. Facilitated within the context of children’s play
e. Least restrictive environment
f. Environmental accommodations
Methods of Presentation:
1.
2.
3.
4.
5.
6.
Lectures, discussion and demonstrations
Field Trips
Audiovisual materials
Guest speakers
Student Project
Simulation
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Analyze a case study and evaluate an Individual Family Service Plan and Individual
Service Plan
b. Write a developmental observation of special needs children related to their
environmental and interpersonal interactions
2. Methods of Evaluating Student Progress
a. Assignments, including written assignments
b. Projects
c. Quizzes
d. Midterm
e. Final Exam
f. Attendance and participation
Textbook(s) (typical):
Preschool Children with Special Needs: Children at Risk, Lerne, Lowenthal and Egan, Allyn and
Bacon Publishing Co., 2nd Edition 2003
Young Children with Special Needs., Gargiulo, Richard & Kilgo, Jennifer. Clifton Park, NewYork:
Thomson Del Mar Learning, 4th Edition 2005
Special Student Materials:
None.
csECD60course outline
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