Chabot College
Fall 2007
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.
Prerequisite Skills:
Before entering the course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
demonstrate knowledge of the basic concepts of neonatal, infant, toddler, pre
school, and early primary child development within a social-cultural context;
describe current trends in research about early childhood;
describe the typical child development milestones of children birth to eight years
of age;
identify the strengths and exceptional needs of the child in the context of his/her
family;
assess through observation and identify children’s unique qualities, behaviors,
skills, traits, and developmental level;
identify available community services provided for young children with special
needs and techniques for studying children;
demonstrate understanding of the need of programs to provide culturally sensitive
care and implement curriculum that is multicultural and anti-bias;
identify the code of ethical responsibilities to children.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
differentiate typical and atypical development in the infant and preschooler and
the identification, screening and assessment processes;
demonstrate an understanding of infants and children with exceptional needs;
define and describe the general purpose of laws protecting children with
exceptional needs including Individual Development Education Act (IDEA);
demonstrate and compare understanding of the Individual Education Plan (IEP)
and Individual Family Service Plan (IFSP);
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;
demonstrate knowledge and understanding of basic health and safety conditions
which assures the least restrictive environment for young children;
demonstrate an understanding of the importance of culturally sensitive techniques
when working with families with a child with exceptional needs;
Chabot College
Course Outline for Early Childhood Development 60, Page 2
Fall 2007
Expected Outcomes for Students (Cont’d):
8.
9.
10.
11.
12.
identify available community resources that meet the needs of families with
children with exceptional needs;
demonstrate a knowledge of least restrictive environment, inclusion and natural
environments and its impact on a typical classroom for young children;
demonstrate an understanding of the impact of empowering for effective advocacy
for children with exceptional needs;
demonstrate and compare intervention strategies and techniques used for
implementing a child’s IFSP or IEP;
demonstrate understanding of the family’s process (stages of grief) when the child
has been identified with exceptional needs.
Course Content:
1.
2.
3.
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
6)
temperaments
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
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
Chabot College
Course Outline of Early Childhood Development 60, Page 3
Fall 2007
Course Content (Cont’d):
d.
4.
5.
6.
7.
8.
Individual Education Plan (IEP) and Individual Family Service Plan
(IFSP)
1)
rights of child and family
2)
confidentiality
3)
working with other professionals
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
Health, safety and nutrition
a.
Universal health precautions
b.
Basic health and safety practices
c.
Licensing requirements
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
Professional, legal and ethical practices
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
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
Audio-visual materials
Guest speakers
Student Project
Simulation
Chabot College
Course Outline of Early Childhood Development 60, Page 4
Fall 2007
Assignments and Methods of Evaluating Student Progress:
1.
2.
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
Methods of Evaluating Student Progress
a.
Assignments, including written assignments
b.
Projects
c.
Quizzes
d.
Midterm and Final Examination
e.
Attendance and participation
Textbook(s) (typical):
Preschool Children with Special Needs: Children at Risk, Lerne, Lowenthal and Egan,
Allyn and Bacon Publishing Co., 2003, or latest edition
Young Children with Special Needs., Gargiulo, Richard & Kilgo, Jennifer. Clifton Park,
NewYork: Thomson Del Mar Learning, 2005, or latest edition
Special Student Materials:
None.
tf:Word ECD 60
Revised: 11/15/06