(EDS 647) Preschool Special Needs Child
Syllabus of Record
Catalog Description: Research implications, teaching strategies, and curricula for the
instruction of special-needs infants and preschool children. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Common Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)
Council for the Social Foundations of Education (CSFE), College of Education Research
Standards
Specialty Program Standards:National Association for the Education of Young Children
Course Standards and Assessments:
Proposition 1: Committed to Students and Their Learning
 Recognize student differences and adjust practice
 Understand how students develop and learn
 Treat students equitably
 Mission extends beyond developing cognitive capacity
Common Course Assessment: Case Study Intervention Plan
Major Topics:
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Theories and Trends in Early Childhood Special Education
History of Early Childhood Developmentally Delayed Special Education
Individual Educational Plans/Individual Family Service Plans
Partnerships with Parents
Difference-Emotional, Behavioral, Social, Learning, Autism, Visual, Auditory,
Communication, Language Federal and State Polices Regarding Early Childhood
Special Education
Course Knowledge Base:
Anderson, Winifred, Chitwood, D., Hayden, D. (1990). Negotiating the Special Education
Maze. Bethesda, MD: Woodbine House.
Baptiste, Nancy & Reyes, L. (2005). Understanding Ethics in Early Care and Education.
Upper Saddle River, NJ: Pearson.
Bredekamp, Sue & Copple, C. (1997). Developmentally Appropriate Practice in Early
Childhood Programs. Washington DC: National Association for the Education of
Young Children.
Buzzell, Judith & Piazza, R. (1994). Case Studies for Teaching Special Needs and At-Risk
Students. Albany, NY: Delmar.
Couchenour, Donna & Chrisman, K. (2004). Families, Schools, and Communities: Together
for Young Children. Canada: Delmar.
Deiner, Penny Low. (2000). Resources for Teaching Children with Diverse Abilities. Fort
Worth: Harcourt Brace Jovanovich College Publishers.
Kosmoski, Georgia & Pollack, D. (2000). Managing Difficult, Frustrating, and Hostile
Conversations. Thousand Oaks, CA: Corwin Press.
Powell, Douglas. (1989). Families and Early Childhood Programs. Washington, DC: National
Association for the Education of Young Children.
Rand, Muriel. (2000). Giving It Some Thought. Washington, DC: National Association for the
Education of Young Children.
Simpson, Richard. (1990). Working With Parents and Families of Exceptional Children and
Youth. Austin, Texas: Pro-Ed.
Wolery, Mark & Wilbers, J. (1994). Including Children with Special Needs in Early Childhood
Programs. Washington, DC: National Association for the Education of Young Children.