HISTORY AND CONTEXT OF EARLY INTERVENTION
AND EARLY CHILDHOOD SPECIAL EDUCATION
FALL 2008 - SPEDE 71400
Saturdays, October 18, 25 & November 1, 2008
9:00 am – 2:30 pm
Janice Chisholm, ABD & Nina Lublin, M.Ed.
Historical and current views of infants and young children with developmental delays
and disorders; “War on Poverty” antecedents of current early childhood special
education services; federal, state and city regulations covering intervention services
to young children with disabilities.
Conceptual Framework of the School of Education
Evidence–Based Practices
The School of Education grounds its course content in the best field-based research and practice. Faculty
review findings from their respective disciplines to provide our candidates with the strategies needed for
effective instruction. Our candidates master the theory and practice of effective pedagogy in their subject
areas, and acquire the tools for reflection on and improvement of their professional work. They achieve a solid
foundation in the history, philosophy, psychology, sociology and methodology of education that enriches their
teaching. Candidates gain expertise in analyzing and using assessment of student performance to guide their
instruction and create optimal learning environments for students.
Integrated Clinical Experiences
The School of Education ensures that its candidates understand and experience the realities of school
contexts. We establish strong connections with partnering schools in New York City and surrounding areas.
We provide extensive fieldwork with supportive supervision in these schools. Our candidates engage in
carefully sequenced and comprehensively assessed clinical experiences prior to their graduation.
Educating a Diverse Student Population
The School of Education provides its candidates with the critical skills and understanding necessary to be
responsive to the multiple challenges of all learners: students with a wide range of backgrounds, cultures,
abilities and prior knowledge. We teach candidates to create humane and ethical learning communities in their
classrooms and schools. They gain the ability to collaborate successfully with parents, families, community
members, school faculty and staff in order to provide this support.
Use of Technology to Enhance Learning
The School of Education prepares candidates with the practical and theoretical knowledge of effective and
judicious uses of technology in a variety of school settings and for a broad spectrum of learners. Formative
and summative assessments of our candidates’ technology competencies are a critical component of
preparing them for tomorrow’s schools. We believe that appropriate uses of educational technology enhance
learning, assessment and communication.
COUNCIL FOR EXCEPTIONAL CHILDREN – STANDARD 1: FOUNDATIONS
Special educators understand the field as an evolving and changing discipline,
based on philosophies, evidence-based principles and theories, relevant laws and
policies, diverse and historical points of view, and human issues that have
historically influenced and continue to influence the field of special education, and
the education and treatment of individuals with exceptional needs, both in school and
society.
Special educators understand how these influence professional practice,
including assessment, instructional planning, implementation and program
evaluation. Special educators understand how issues of human diversity can impact
families, cultures and schools, and how these complex human issues can interact
with issues in the delivery of special education services. They understand the
relationships of organizations of special education to the organizations and functions
of schools, school systems, and other agencies.
Special educators use this knowledge as a ground upon which to construct their
own personal understandings and philosophies of special education.
COURSE OUTLINE (subject to modification)
PART 1.
I.
Welcome & Introductions
Overview of class and what we expect to accomplish
“Who are you and what would you want to know more about ?”
II.
Activity: “The History of Services for People with Disabilities”
III.
A “brief” history of how we got here
A.
B.
Overview of the history of early childhood and special education
services.
Evolution of laws and regulations: the parallel to politics and
social policy, and research and practice from federal laws,
regulations and funding to state activities and implementation.
IV.
A “brief” overview of all aspects of services from child find through transitions
a good IDEA
A.
B.
What is in place now – the current status of IDEA 2004 (Individuals
with Disabilities Education Act) – signed legislation and final
regulations; IDEA vs IDEIA; Part C revisions pending.
Summary of history leading to IDEA, Parts B and C; summary of
history leading to New York State early childhood special
education and Early Intervention laws and regulations.
PART 2
I.
Early Intervention: From research to implementation
A.
B.
II.
Developmental theory and research: overview of changes in
perception about the nature of the infant and young child; the role
of caregivers from the 1960’s to the present.
The evolution and implementation of “best practice” laws and
regulations as the logical follow-up to research and practice about
infant and toddler development and the family.
Overview of Federal and New York State Early Intervention Law & Regulations
A.
B.
C.
D.
E.
Child Find, Referral, Identification & Eligibility.
Initial and on-going service coordination, evaluation (including
multidisciplinary evaluations, family assessment, parent
interview).
IFSP (Individual Family Service Plan) development & ongoing
service coordination; implementation of IFSP and scope of Early
Intervention services.
IFSP reviews and amendments; new issues in continuing
eligibility.
Transition from Early Intervention to other early childhood
services and programs.
III.
VIDEOS
IV.
The New York City Early Intervention Program – structure, populations, the
Local Early Intervention Coordinating Council
A.
B.
C.
Central issues and philosophy revisited: Individualized services in
natural environments and the family centered approach.
How it works: The application of regulation, policies, procedures,
from referral to transition.
Making it work: Trouble-shooting and advocating for infants,
toddlers and their families in the system – what do we mean by
“natural environments” in an urban setting ?
PART 3
I. Transition from Early Intervention in NYC – A “really big” deal.
II. Examining significant similarities and differences between the Early
Intervention and preschool special education “systems”.
III. Overview of NY State Part 200 Law & Regulation / Part 200.16 Preschool
Services
-
A.
B.
What is intended and what actually happens.
Overview of Preschool Special Education Services and ProgramsThe roles of parents and professionals at each stage of the
process:
1.
2.
3.
4.
5.
Child Find, Referral for evaluations and consent.
Evaluations and establishing eligibility.
Developing the Individualized Education Program and the
“IEP Team”, least restrictive environments, inclusion, and
the “preschool continuum”; the implementation of the IEP.
Due Process – Issues in Washington and in New York.
Transition to School Age services: Why this is such a major
transition for children with special needs and their families
PART 4
I.
Continuation of Discussion of Preschool Special Education Services and
Programs / Transition to School Age Services – What’s New in New York ?
II.
The CSE process
A.
B.
C.
III.
Referrals, Consents, Evaluations and Development of the Individualized
Education Program and Service Options – the “new” continuum and
“inclusion” & Section 504.
Due Process Issues.
“Carter”-funding / Non-Public School placements / private school issues
Summary Review of Early Intervention, Preschool and Early School Age
Special Education Services and Programs.
Discussion of significant issues in Early Intervention and early childhood / special
education
Short Presentations by Students – (see Participation note below)
Wrap –up and Course Evaluation
ASSIGNMENTS
1. Please read the required readings noted below.
2. Please go to the NYS Early Intervention website to view the current Regulations
and Parent Guide that the Instructors refer to in class – these documents are
available on the web site below.
3. Please go the NY State Education Department website to view the current Part
200 Special Education Regulations and the Part 200.16 Preschool Regulations, as
well as the Parent Guide that the Instructors refer to in class; these documents are
available on the web site noted below.
4. Please look at some of the optional readings and references on the reading list
as well.
GRADING REQUIREMENTS:
Attendance:
Attendance matters. There are 3 sessions, from 9:00 am to 2:30 pm. There are
frequent weekend disruptions with public transportation – please plan your travel
times accordingly. We hope you will make every effort to attend each class, and that
you will arrive on time. Please contact one of the instructors by phone or e-mail if
you cannot attend class.
Participation:
Participation matters. There will be plenty of opportunities to participate in class.
We want you to react to material and content presented, the various required
readings (and optional readings that you choose), and to share your point of view
with fellow students and the instructors. This is 25% of your final grade for the
course, and includes consideration of the “short talk” at the last class described
below:
At the last class:
Each student will be expected to deliver a very short 3-minute talk to the group on
one aspect of the “history” or “current events” in Early Intervention or preschool
special education in New York that is most meaningful to each person. Please refer
to either required readings or other readings and references in developing your talk,
which should focus on the “intent” of IDEA versus its “implementation”.
Written Work:
Both a one-page paper (see below), and a final paper ( see page 6) are required from
each student.
Assignment 1:
After the first class, and before Saturday October 25th please write a one-page paper
selecting one event that you believe might be the most important event / with the
greatest impact on our “history” of EI/ECSE. Please e-mail or fax it to both of us by 5
pm Friday, October 24th. This 1st paper counts as 15 % of your final grade for the
course.
SPEDE 714 – READINGS:
A list of readings is provided below. All readings on this list are provided as valuable
resource material for students during class presentations / discussions and be used
for and/or referred to when completing the final paper / project.
REQUIRED READING:
*Bailey, D.B., (2000) The federal role in early intervention: Prospects for the future.
Topics in Early Childhood Special Education, 20 (2), 71-78.
*Gallagher, J.J., (2000) The beginnings of federal help for young children with
disabilities. Topics in Early Childhood Special Education, 20 (1), 3-6.
*Shonkoff, Jack P. & Meisels, Samuel J. (1990) “Early Childhood Intervention: The
Evolution of a Concept”, in Meisels & Shonkoff (eds). Handbook of Early Childhood
Intervention, New York: Cambridge University Press.
*Wolery, Mark & Bailey, Donald B. (2002) “Early Childhood Special Education
Research”, in Journal of Early Intervention, Vol. 25, No. 2.
*Ziegler, E., (2000), “Pioneering steps (and fumbles) in developing a federal preschool
intervention”. Topics in Early Childhood Special Education, 20 (2), 67-70.
*Please also read the Sameroff article on Developmental Theory for Class 2.
OTHER RECOMMENDED READINGS AND REFERENCES
Please note:
Students are required to purchase this book: DEC Recommended Practices in Early
Intervention/Early Childhood Education. (2005) Council for Exceptional Children /
Division for Early Childhood. This is the revised & updated edition -- it is available for
purchase in the College Bookstore. It is being used for this and other courses for
this Master’s degree program.
Early Intervention Regulations – New York State Department of Health; Instructors
will recommend reviewing text portions mentioned in class at
www.health.state.us/nysdoh/eip.
A Parent’s Guide to Early Intervention. New York State Department of Health--Early
Intervention Program. Read/download at www.health.state.ny.us/nysdoh/eip.
Part 200 Regulations – New York State Education Department. Instructors will
recommend reviewing text portions mentioned in class at
www.vesid.nysed.gov/specialed.
Special Education in New York State for Children Ages 3-21 – A Parent’s Guide.
New York State Education Department, Office of Vocational and Educational Services
for Individuals with Disabilities; Read/download at www.vesid.nysed.gov/specialed.
US Department of Education / Office of Special Education and Rehabilitation
Services. Instructors recommend reviewing text portions of key documents
mentioned in class at www.ed.gov.
IDEA Early Childhood Policy and Practice Guide. Division for Early Childhood,
Council for Exceptional Children. Denver. 2001.
Dunst, C. & Bruder, MB., Trivette, CM, Raab, M, & McLean, M., Natural Learning
Opportunities for Infants, Toddlers & Preschoolers. Young Exceptional Children;
Volume 4, Number 3, 19-25.
Jung, Lee Ann. “More Is Better”. Young Exceptional Children. 2003. Vol. 6, No. 3.
(Should be read with Bruder & Dunst article).
Ramsey, Patricia. “The Stress of Poverty”. A World of Difference/Readings on
Teaching Young Children in a Diverse Society. Washington DC. NAEYC. 2003 (Can
be read with required Zigler, Gallagher & Bailey articles).
Allred, K., Breim, R. & Black, S. “Collaboratively Addressing Needs of Young Children
with Disabilities”, Diamond, K. & Stacey, S. “The Other Children at Preschool”,
McDermott, J. “A Letter to Teachers of Young Children”. A World of
Difference/Readings on Teaching Young Children in a Diverse Society. Washington
DC. NAEYC 2003.
*The IDEA 2004 (Individuals with Disabilities Education Improvement Act) Final
Regulations now are available on line at the website for the Federal Register.
*The DRAFT Part C Regulations for services to infants and toddlers are on line as
well in several places with side-by-side analyses.
*Additional highly relevant articles and handouts may be referenced to or provided by
the Instructors for participant reference. Students are encouraged to read and or
review all documents.
It is strongly suggested by the instructors that you use this class to develop a
“resource notebook”, a three-ring binder of articles, etc. for your work.
RECOMMENDED INTERNET / WEB RESOURCES
Office of Special Education Programs, US Department of
Education
www.ed.gov/osep
Wrights Law / IDEA Clarification & Advocacy
www.wrightslaw.org
NYS Early Intervention Program
www.health.state.ny.us/nysdoh/eip
NYS Education Department
www.vesid.nysed.gov/specialed
Division for Early Childhood, CEC
www.dec-sped.org
Zero to Three/National Center for Infants, Toddlers & Families www.zerotothree.org
National Association for the Education of Young Children
www.naeyc.org
National Early Childhood Technical Assistance Center
www.nectac.org
Educational Resources Information Center/
Clearinghouse on Elementary & Early Childhood Education www.ericeece.org
National Dissemination Center for Children and Youth
With Disabilities
www.nichcy.org
Advocates for Children of New York
www.advocatesforchildren.org
Inside Schools (a special project of AFC
www.insideschools.org
Early Childhood Professional Development Institute
www.earlychildhoodnyc.org
FINAL PAPER:
Your final project / paper is due to the Instructors either at the end of Class 3 or by 5
pm, Wednesday November 5th. This paper counts towards 60% of your final grade for
the class.
From the CEC Standards / Foundations:
Candidates prepare a paper focused on IDEA, state regulations, and NYS / NYC
service systems for young children with disabilities and their families that analyzes
key concepts; the strengths and weaknesses in laws, regulations and service
systems; and how these laws, regulations and systems will influence the teacher
candidates’ work with young children who have disabilities.
Please prepare your final paper / project demonstrating your knowledge and
understanding of the above mentioned standard and that you have read the required
readings (and where appropriate, some of the recommended ones). Your paper and
final grade will reflect your ability to:



present and describe the key concepts in the federal IDEA and New York State
Early Intervention and preschool special education regulations relevant to
children birth to five;
correctly present the service systems in New York State; adequately present
their strengths and weaknesses; and
clearly make the connection between laws / regulations / service system
mandates.
Please submit your paper by e-mail to each instructor at the e-mail addresses below,
in Word format, or you may fax them to each instructor at the fax numbers attached.
What ever you decide, please give your self-addressed, stamped envelope (see
below) to the instructors by the last day of class so we can mail your graded papers
back to you as soon as we are done.
The final paper must be a minimum of 7 typed pages (and should not exceed 10), with
a separate cover page, which is not counted as part of the 7 pages, double-spaced,
spell-checked and grammatically correct, with appropriate references and footnotes
on a separate page (also not counted as part of the 7 – 10 pages). Please use a style
sheet if necessary; one has been provided by the instructors. Margins are ½ inch for
top and bottom, 1 inch on the left, and ¾ inch on the right. Please use Arial/12 if
possible. Papers whose margins are too large or do not meet the minimum page
requirement will have points deducted from their grade.
Two copies should be submitted. Please be sure to include your name, address, and
telephone number on the cover page of your final paper.
At the last class, please give the instructors ONE self-addressed, stamped return
envelope ( 9” by 12”, with at least $ 1.00 in postage), so we can mail your paper back
to you with feedback from the instructors and your final grades. Papers will be read
and grades will be submitted as quickly as possible.
HUNTER COLLEGE ACADEMIC INTEGRITY STATEMENT
Hunter College regards acts of academic dishonesty (e.g. plagiarism, cheating on
examinations, obtaining unfair advantage, and falsification of records and official
documents) as serious offenses against the values of intellectual honesty. The
College is committed to enforcing the CUNY policy on Academic Integrity and will
pursue cases of academic dishonesty according to the Hunter College Academic
Integrity Procedures.
EXPECTATIONS FOR WRITTEN PROFICIENCY IN ENGLISH
Students must demonstrate consistently satisfactory written English in
coursework. The Hunter College Writing Center provides tutoring to students across
the curriculum and at all academic levels. For more information, see
http://rwc.hunter.cuny.edu. In addition, the School of Education offers a reading/writing
workshop during the semester to students who need additional work honing their
reading and writing skills. To register for this course, students must obtain
permission from with the Chair of Curriculum & Teaching or the Associate Dean.
ACCESS AND ACCOMMODATIONS 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 with equal access and reasonable accommodations. In
compliance with ADA and with Section 504 of the Rehabilitation Act, Hunter is
committed to ensuring this educational access and accommodations. For
information and assistance, contact the Office of Accessibility in Room E-1124, or
call 212-772-4857 or TTY 212-650-3230.
QUESTIONS ? CONCERNS ?
WE ARE ALWAYS AVAILABLE BY E-MAIL OR PHONE.
We are also available in the classroom at least 30 minutes
before and after each class session.
NINA LUBLIN
JANICE CHISHOLM
212-688-0003 -- evenings
212-677-4650 -- day
212-254-4070 -- fax
NELUBLIN@hotmail.com
212-234-3585 -- evenings
sunnajo@aol.com