HUNTER COLLEGE
DEPARTMENT OF CHILDHOOD SPECIAL EDUCATION
SPEDE 768-1
CHARACTERISTICS AND DEVELOPMENTAL PROBLEMS OF INFANTS
AND YOUNG CHILDREN WITH SPECIAL NEEDS
FALL 2008
INSTRUCTOR:
Linda Rosenthal
PHONE:
(914) 375-8743
E-MAIL:
lrosenthal@leakeandwatts.org
OFFICE:
946 West (mailbox)
DAY/TIME OF CLASS: Wednesdays, 4:30 p.m. – 7:00 p.m.
OFFICE HOURS:
Before and after class, or by appointment
COURSE OVERVIEW:
This course provides an overview of characteristics and developmental problems of
infants and young children with special needs, including definitions of different
populations. The effects of disabilities on cognitive, social/emotional, language, and
motor development are discussed as well as implications for early intervention and
education of young children with special needs.
THE CONCEPTUAL FRAMEWORK OF THE HC SCHOOL OF EDUCATION:
Within New York City’s urban context, Hunter’s School of Education has created a
common frame of reference for its many diverse programs. The four elements of our
Conceptual Framework, interlocking and situated within our urban context, are: 1)
developing knowledge, skills and dispositions; 2) encouraging professionalism; 3)
building a caring learning community; and 4) advocating for social justice. The behavior
change assignment in this course aligns with the Hunter College School of Education
Conceptual Framework expectations in the Caring Learning Community sphere.
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COURSE OBJECTIVE BASED ON HC SOE CONCEPTUAL FRAMEWORK:
The teacher candidate will provide evidence of meeting the following expectations
related to the Conceptual Framework of the HC School of Education:
In an urban context:
1) By completing five hours of observation in a special education setting, with
children below age 5, in kindergarten, or in 1st grade.
In knowledge, Skills, and Dispositions:
1) By identifying and explaining 3 major risks to the development of the fetus.
2) By identifying and explaining 2 genetic disorders present in infants that may
negatively affect development.
3) By describing developmental theories related to cognitive, social/emotional, and
communicative development of children from infancy through age seven.
4) By describing the major milestones of development in children from birth through
age 7.
5) By identifying developmental delays and disorders often found in young children
with the following conditions: fetal alcohol syndrome, post traumatic stress
disorder, autistic disorder, cerebral palsy, spina bifida, epilepsy, ADHD, Tourette
Syndrome, Di George syndrome, Tuberous Sclerosis, and other genetically-based
conditions associated with mental retardation.
In Professionalism:
1) By observing a child with special needs who is 2.0 to 6.0 years of age within a
New York City school setting
TEN STANDARDS: THE COUNCIL FOR EXPECTIONAL CHILDREN CONTENT
STANDARDS:
The Council for Exceptional Children (CEC) is the world’s largest professional
organization speaking on behalf of individuals with disabilities and/or giftedness. CEC is
also the national accrediting body for programs preparing teachers in Special Education.
All seven of Hunter’s special education programs have passed professional review and
been nationally recognized by CEC.
Teacher education candidates in Hunter’s Department of Special Education must
demonstrate knowledge and skills specific to each of CEC’s ten Content Standards.
During the course of each candidate’s program, student performance data is gathered for
each of the standards.
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CEC CONTENT STANDARDS:
The objectives for this course correspond with the following CEC Standards:
- Standard #1: Foundations*
- Standard #2: Development and Characteristics of Learners*
- Standard #3: Individual Learning Differences
- Standard #9: Professional and Ethical Practice
*Student Performance data is collected in this course for those standards with an asterisk.
REQUIRED READINGS:
TEXTBOOK: Howard, V.F., Williams, B.F., & Lepper, C. (2005). Very young children
with special needs: A formative approach for today’s children (3rd edition).
Upper Saddle River, N.J.: Person/Prentice Hall.
Other outside reading will be assigned to complement and enhance the required text.
Readings will either be distributed in class prior to the assigned due date or placed on
blackboard or on reserve in the Hunter College Library. The student is responsible for all
assigned readings.
COURSE REQUIREMENTS:
1) A written report on an observation of a child with special needs who is 2.0 to 6.0 years
of age (6-8 pages). DUE: 11/19/08
In the introduction of your reports, briefly describe the setting (location, physical
environment, adults and other children present) and the child being observed (age and
appearance). The report should consist of a record of the child’s behavior and interactions
with others. A timeline should be kept with intervals of 15 minutes indicated.
A discussion and summary of what you learned about the student’s developmental status
concerning his/her cognitive, social/emotional, language, and motor areas of development
should be included as it relates to typical developmental milestones.
2) Select a book that focuses on one of the disorders that will be covered in class. Write a
paper of 4-6 pages focusing on the developmental delays or deviations associated with
the condition and its implications for education. Books must be approved by the
instructor. DUE: 10/22/08
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POLICY ON ACADEMIC HONESTY:
“Any deliberate borrowing of ideas, terms, statements, or knowledge of others without
clear and specific acknowledgement of the source is intellectual theft and is called
plagiarism. It is not plagiarism to borrow ideas, terms, statements, or knowledge of others
if the source is clearly and specifically acknowledged. Students who consult such critical
material and wish to include some of the insights, terms, or statements encountered must
provide full citations in an appropriate form.” (…from p. 12 of the HC Graduate Catalog,
2003-2006)
EXPECTATIONS FOR WRITTEN PROFICIENCY IN ENGLISH:
“Students must demonstrate consistently satisfactory written English in coursework.”
(from p. 119 of the HC Graduate Catalog, 2003-2006)
The HC Writing Center provides tutoring to students across the curriculum and at all
academic levels. For more information, see http://rwc.hunter.cuny.edu
ACCESS AND ACCOMODATIONS FOR STUDENTS WITH DISABILITIES:
We recommend that all HC students with disabilities explore the support services and
register with the Office for Access and Accommodations. HC students with disabilities
are protected by the Americans with Disabilities Act (ADA), which requires that they be
provided equal access to education and reasonable accommodations. In compliance with
the ADA and with Section 504 of the Rehabilitation Act, Hunter is committed to ensuring
this educational access and accommodations. For more information and assistance,
contact the Office for Access and Accommodations in Room E1124, or call (212) 7724857, or TTY (212) 650-3230.
EVALUATION PROCEDURES:
Grading:
Quiz #1
15 points
Quiz #2
15 points
Writing Assignment #1
25 points
Writing assignment #2
20 points
Final
25 points
Class Participation
+2 points
TOTAL POSSIBLE POINTS: 100 POINTS
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Grading System:
TOTAL POINTS/GRADE
A+
97.5-100
A
92.5-97.4
A90.0-92.4
DATE
8/27
9/3
9/10
9/17
9/24
10/1
10/8
10/15
10/22
10/29
11/5
11/12
11/19
11/26
12/3
12/10
TOTAL POINTS/GRADE
B+ 87.5-89.9
B
82.5-87.4
B- 80.0-82.4
TOTAL POINTS/GRADE
C+ 77.5-79.9
C
72.7-77.4
C- 70.0-72.4
F Below 70
TOPIC FOR THE DAY
DUE IN CLASS TODAY
Overview of Course
Personal Philosophy Statement
Review of Legislation & Services
Chap 1
Factors Associated with
Chap 2
Developmental Risk & Delays
Variations in Development/
Chap 3
Developmental Milestones
Developmental Theory: Erikson &
Chap 4
Greenspan (Social/Emotional
Development)
Cultural Diversity Among Children With
Varying Abilities
No class
No class
Cognitive Development: Piaget &
Chap 5
Vygotsky
Motor Development & Speech/
Assignment #2 due
Language Development
Quiz #1
Chap 8
Specific Disabilities, Disorders, &
Health Impairments
Fetal Alcohol Syndrome, Failure to
Articles
Thrive
Genetic Disorders: Down Syndrome,
Chap 7
Fragile X, etc.
Neurological Disorders: Cerebral
Chap 6
Palsy, Epilepsy, Tourette Syndrome,
Assignment #1 due
Traumatic Brain Injury, etc.
Quiz #2
Chap 10
Introduction to Autism Spectrum
Disorders
Post Traumatic Stress Disorder
Chap 9
ADHD
Course Summary
Final Exam due