Course Syllabus
Children with Special Needs
CDEC 1359
Semester with
Course Reference
Number (CRN)
Spring 2015
CRN 40585
Instructor contact
information (phone Jungnam.thompson@hccs.edu
number and email
address)
Office Location and Mondays
Room 116 5:00p.m. – 6:00p.m.
Hours
or by appointment
Course
Location/Times
Ed Dev Ctr. Room 116
Mondays 6:00p.m. – 9:00p.m.
Course Semester
Credit Hours (SCH)
(lecture, lab) If
applicable
Credit Hours
3.00
Lecture Hours
2.00
Laboratory Hours 2.00
Total Course
Contact Hours
64
Course Length
(number of weeks)
16 weeks
Type of Instruction
Lecture/Lab
Course
Description:
A survey of information regarding children with special needs including possible
causes and characteristics of exceptionality, educational intervention, available
resources, referral processes, the advocacy role and legislative issues.
Course
Prerequisite(s)
Academic
Discipline/CTE
Program Learning
Outcomes
NAEYC Standard 1. Promoting Child Development and Learning
NAEYC Standard 2. Building Family and Community Relationships
NAEYC Standard 6. Becoming a Professional
1. Summarize causes, incidences and characteristics of exceptionalities related
Course Student
Learning Outcomes to the domains of development.
2. Discuss current terminology and practices for intervention strategies.
(SLO): 4 to 7
3. Identify appropriate community resources and referrals for individual children
CDEC 1359 page 2
and families.
4. Review legislation and legal mandates and their impact on practices and
environments.
5. Explain the role of advocacy for children with special needs and their families.
6. Use various types of materials and resources, including current technology, to
support learning in all domains for all children.
Learning
Objectives
(Numbering system
should be linked to
SLO - e.g., 1.1, 1.2,
1.3, etc.)
Summarize causes, incidences and characteristics of exceptionalities
related to the domains of development.
1.1 Identify exceptionality as to generic and/or environmental causes.
Discuss current terminology and practices for intervention strategies.
2.1 Describe available screening an assessment instruments.
2.2 Discuss integration of goals from Individualize Education Programs (IEPs),
Individualizes Transition Plans (ITPs), and Individualized Family Service Plans
(IFSPs) into daily activities and routines.
Identify appropriate community resources and referrals for individual
children and families.
3.1 Gathers information on resources available in the community.
3.2 Discuss referral process.
Review legislation and legal mandates and their impact on practices and
environments.
4.1 Discuss history and impact of legislation affecting children with special
needs.
Explain the role of advocacy for children with special needs and their
families.
5.1 Identify agencies which advocate for children with special needs and their
families.
5.2 Discuss the importance of advocating on behalf of children with special
needs and their families.
Use various types of materials and resources, including current
technology, to support learning in all domains for all children.
6.1 Create and/or modify environments, equipment, materials, supplies, and
experiences to meet individual needs of all children.
SCANS and/or Core
Curriculum
Competencies: If
applicable
SCANS
Summarize causes, incidences and characteristics of exceptionalities
related to the domains of development.
Foundation Skills - Thinking -Decision Making
Discuss current terminology and practices for intervention strategies.
Foundation Skills - Thinking -Seeing Things in the Mind's Eye
Identify appropriate community resources and referrals for individual
children and families.
Workplace Competencies - Interpersonal -Serves Clients/Customers
Review legislation and legal mandates and their impact on practices and
environments.
Foundation Skills - Thinking -Decision Making
Foundation Skills - Thinking -Reasoning
Explain the role of advocacy for children with special needs and their
families.
Workplace Competencies - Interpersonal -Serves Clients/Customers
Workplace Competencies - Interpersonal -Negotiates to Arrive at a Decision
Use various types of materials and resources, including current
technology, to support learning in all domains for all children.
Workplace Competencies - Interpersonal -Participates as Team Member
Workplace Competencies - Interpersonal -Teaches Others
CDEC 1359 page 3
Course Calendar
Date
Class Work
Jan. 19
Martin Luther King, Jr. Day
Jan. 26
Introductions
Chapter 1
Feb. 2
Chapter 2&3
Feb. 9
Guest Speaker
Feb. 16
President’s Day
Feb. 23
Chapter 4&5
Group Presentation- Chapter 4&5
Mar. 2
Assignment Due
No Class
Quiz 1- Ch.1
Essay
Quiz 2- Ch.2&3
No Class
Quiz 3- Ch.4&5
Guest Speaker Report
Group Presentation
Test 1:Chapter.1-5
Chapter 6&7
Group Presentation- Chapter 6&7
Spring Break
Quiz 4-Ch.6&7
Group Presentation
No Class
Mar. 23
Chapter 8&9
Group Presentation- Chapter.8
Quiz 5-Ch.8&9
Group Presentation
Mar. 30
Chapter 10&11
Quiz 6-Ch.10&11
Apr. 6
Field Experience at the Rise School of
Houston
Quiz 7-TBA
Apr. 13
Test 2: Chapter. 6-11
Apr. 20
Chapter 12&13
Individual Presentation:
Special Needs Report
Quiz 8-Ch.12&13
Special Needs Report
Apr. 27
Chapter 14&15
Individual Presentation:
Special Needs Report
Quiz 9-Ch.14&15
Field Experience Report
Practicum Report
Chapter 18&19
Individual Presentation:
Special Needs Report
Quiz 10-Ch.18&19
May. 4
May. 11
Test 3: Ch. 12,14,15,18&19
Mar. 9
Mar. 16
Instructional
Methods
Face to Face
Required
Component
This course includes at least one of the following required components:
practicum assignment, key assessment, field experience hours, and/or First
Aid/CPR certification. If this assignment is not completed with 70% of possible
points, you will not receive a passing grade in this class. Your instructor will
explain the required component identified for this course-practicum assignment.
Student
Assignments
-
Essay
Guest Speaker Report
CDEC 1359 page 4
-
Group Presentation
Special Needs Report
Field Experience Report
Practicum Lab Assignment
Student
Assessment(s)
Quizzes, Tests (multiple choice & true/false), and assignments
Instructor's
Requirements
Student Responsibilities:
1.
Contact your instructor about any issues
2.
Attendance is crucial for getting a good grade
3.
Prepare all of your assignments ahead of time
4.
Interact with your peers to share your knowledge
5.
Electronic devices are prohibited during class
Program/Discipline NOTICE This course of study would not be appropriate for anyone who falls into
the following category as noted by the Texas Department of Family and
Requirements: If
Protective Services. "No person with a conviction or who is under indictment for,
applicable
or is the subject of an official criminal complaint alleging violation of any of the
crimes listed as a felony against the person or felony violation of the Texas
Controlled Substance Act may be present while children are in care."
Orientation Students who are completing lab, practicum, or field experience
components at Houston Community College Child Development Lab School
must complete a mandatory Orientation to the Department of Early Childhood
Studies. Contact the department at 713-718-6303 for more details about the
orientation.
HCC Grading Scale
A = 100- 90
4 points per semester hour
B = 89 - 80:
3 points per semester hour
C = 79 - 70:
2 points per semester hour
D = 69 - 60:
1 point per semester hour
59 and below = F
0 points per semester hour
IP (In Progress)
0 points per semester hour
W(Withdrawn)
0 points per semester hour
I (Incomplete)
0 points per semester hour
AUD (Audit)
0 points per semester hour
IP (In Progress) is given only in certain developmental courses. The student
must re-enroll to receive credit. COM (Completed) is given in non-credit and
continuing education courses. To compute grade point average (GPA), divide
the total grade points by the total number of semester hours attempted. The
grades "IP," "COM" and "I" do not affect GPA.
See "Health Science Program/Discipline Requirements" for grading scale.
Instructor Grading
Criteria
Final Grade Points:
1000 – 900 = A
899 – 800 = B
799 – 700 = C
699 – 600 = D
599 or below = F
Instructional
Allen, K. E. & Schwartz, I. S. (2015). The Exceptional Child: Inclusion in Early
CDEC 1359 page 5
Materials
Childhood Education (8th ed.). Albany, NY: Delmar.
EGLS3 – Evaluation
for Greater Learning
Student Survey
System
At Houston Community College, professors believe that thoughtful student
feedback is necessary to improve teaching and learning. During a designated
time, you will be asked to answer a short online survey of research-based
questions related to instruction. The anonymous results of the survey will be
made available to your professors and division chairs for continual
improvement of instruction. Look for the survey as part of the Houston
Community College Student System online near the end of the term.
Access Student
Services Policies
on their Web site
http://www.hccs.edu/district/about-us/policies/d-student-services/
Title IX
HCC is committed to providing a learning and working environment that is free
from discrimination on the basis of sex which includes all forms of sexual
misconduct. Title IX of the Education Amendments of 1972 requires that when
a complaint is filed, a prompt and thorough investigation is initiated. Complaints
may be filed with the HCC Title IX Coordinator available at 713 718-8271 or
email at oie@hccs.edu.
Attendance
Policy
For a 3 credit-hour lecture class meeting 3 hours per week (48 hours of
instruction), you can be dropped after 6 hours of absence. The 6 hours
includes accumulated minutes for arriving late to class and leaving class early.
Revised January, 2015