1. demonstrate best practices in working with

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Chabot College
Fall 2008
Course Outline for Early Childhood Development 91
ADAPTIVE CURRICULUM FOR CHILDREN WITH EXCEPTIONAL NEEDS
Catalog Description:
91 - Adaptive Curriculum for Children With Exceptional Needs
3 units
Direct experience working with young children in special day classes or inclusive settings: application
of best practices of both the fields of early childhood development and special education in adapting
curriculum to meet the individual needs of children within an inclusive classroom setting. Observation
of the assessment process by the special education team and assisting in the implementation of the
educational plan. Prerequisite: Early Childhood Development 60 and Early Childhood Development
90 (each completed with a grade of “C” or higher). 2 hours lecture, 3 hours laboratory
[Typical contact hours: lecture 35, laboratory 52.5]
Prerequisite Skills:
Before entering this course the student should be able to:
From Early Childhood Development 60
1. differentiate typical and atypical development in the infant and preschooler and the identification,
screening and assessment processes;
2. demonstrate an understanding of infants and children with exceptional needs;
3. define and describe the general purpose of laws protecting children with exceptional needs
including Individual Development Education Act (IDEA);
4. demonstrate and compare understanding of the Individual Education Plan (IEP) and Individual
Family Service Plan (IFSP);
5. 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;
6. demonstrate knowledge and understanding of basic health and safety conditions which assures
the least restrictive environment for young children;
7. demonstrate an understanding of the importance of culturally sensitive techniques when working
with families with a child with exceptional needs;
8. identify available community resources that meet the needs of families with children with
exceptional needs;
9. demonstrate a knowledge of least restrictive environment, inclusion and natural environments
and its impact on a typical classroom for young children;
10. demonstrate an understanding of the impact of empowering for effective advocacy for children
with exceptional needs;
From Early Childhood Development 90
1. demonstrate ability to observe, document and evaluate specific occurrences within an early
childhood setting;
2. demonstrate best practices in working with all young children in groups while being supervised;
3. demonstrate knowledge and understanding of how young children learn by way of planning and
implementing developmentally appropriate practices that emerge from observation;
4. demonstrate the ability to meet the needs of individual children within an early childhood setting;
5. observe, plan, implement and evaluate appropriate communication skills that support language
acquisition and the social-emotional development of all young children;
Chabot College
Course Outline for Early Childhood Development 91, Page 2
Fall 2008
6. demonstrate understanding of professional responsibilities and obligations within the early care
and education field;
7. demonstrate the ability to build strong partnerships with families and practice effective
communication techniques;
8. demonstrate the ability to use adult professional communication and team building skills.
Expected Outcomes for Students:
Upon completion of this course, the student should be able to:
1. demonstrate best practices in working with infants, toddlers or early childhood children in an
inclusive or special day classroom setting;
2. demonstrate effective communication skills working with families, early educators,
paraprofessionals, and disability specialists;
3. demonstrate understanding of the five areas of development that are assessed when determining
eligibility for special education services;
4. use observations and assessment to integrate curriculum goals and objectives across
developmental domains, content areas, and routines for infants, toddlers, and young children at
high risk and/or with disabilities:
5. implement practical intervention and instructional strategies derived from the IFSP and IEP to
promote the development of motor skills, communication, cognitive, social and emotional growth
in inclusive settings;
6. identify community partners and resources that support families with exceptional needs.
Course Content:
1. Foundation of Inclusive/Classrooms
a. Basic principles of child centered inclusive programs
b. Benefits of inclusion for children, families, teachers and communities
c. Strategies for establishing inclusive classrooms
1) Generic instructional strategies
2) Adaptations for children with specific disabilities
d. Special day classroom
2. Forming partnerships with families of children with exceptional needs
a. Communication with families
b. Guidelines for developing family-teacher partnerships
c. Fostering family involvement
d. Recognizing the stresses families face
e. Understanding families’ emotional reactions
f. Building a supportive team
3. Working with the Early Childhood Special Education team
a. Procedures for developing IFSP and IEPs
b. The role of the early childhood educator
1) Contributing information for IFSP or IEP
2) Utilize information from family and specialist team derived from the IFSP or IEP to meet
needs of the child within the inclusive environment
c. Assisting in the implementation of the IFSP and IEPs
d. Collaborative processes within the team
e. Effective and ethical communication strategies
4. Observation and assessment
a. Use of observations and assessment to plan curriculum for individual children’s needs
b. Families, teachers and specialist as assessment partners
c. Ethical responsibilities in assessment
d. Child’s developmental progress record
Chabot College
Course Outline for Early Childhood Development 91, Page 3
Fall 2008
5. Facilitating learning in an inclusive classroom
a. Adapting the classroom and materials for learning activities for all children
b. Facilitating social and emotional development
c. Facilitating language development
d. Facilitating the development of cognitive skills
e. Facilitating the development of physical skills
6. Communicating and forming connections with community partners
a. School districts
b. Agencies
c. Community resources
Methods of Presentation:
1.
2.
3.
4.
5.
6.
Lectures
Small group discussions
In class activities
Audiovisual presentations
Guest speakers
Observation of children in an inclusive setting or special day classes
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Students will conduct a developmental assessment on a child with exceptional needs in an
inclusive setting and develop an adaptive curriculum plan.
b. Students will write weekly journal reflections to interpret, analyze, and integrate course
content into professional knowledge base and professional practices.
c. Students will plan and implement at least four adapted curricula.
2. Methods of Evaluating Student Progress
a. Participation and attendance
b. Midterm exam
c. Reflective journal
d. Ongoing feedback from instructor, specialist team and site mentor
e. Final exam or final project
Textbooks Typical:
1. The Inclusive Early Childhood Classroom, Gould, Patti and Sullivan, Joyce. Pearson Education,
New Jersey, 2005
2. Adapting Early Childhood Curricula for Children with Special Needs. Klein, D., Cook, R., and
Tessier, A., Pearson Merrill, New Jersey, Seventh edition, 2008.
Special Student Materials:
None
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