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University of Vermont
Early Childhood Special Education
Summer 2009

ECSP 210/12500
(4 credits) Curriculum in Early Intervention and Early Childhood Special Education,
(30 hour) field experience included

ECSP 310/12501 (3 credits)
Curriculum in Early Intervention and Early Childhood Special Education
Instructor:
Jennifer Hurley Ph.D.
University of Vermont

Early Childhood Special Education
Department of Integrated Professional Studies
C150 Living and Learning Center
633 Main Street

Burlington, VT 05405-0160
jen.hurley@gmail.com
office: (802) 656-4018
Course Overview: This course examines issues related to designing and implementing

developmentally appropriate services and supports for young children (0-6) with special needs. Discussions center on the theoretical, research, and practical implications for play-based, family- centered, and inclusive supports.

Schedule
#
Date Topic
Assignments Due
1
5-19

Introduction\u2013 syllabus and sigh up sheets
The Challenge: Providing for Special
Needs in Early Education
Achieving Learning Goals Through Play

2
5-21
Positioning and Handling
Reflective Essay 1
Etiology share begins
3
5-26
Using Evidence in Your Practice
Linda the Librarian Liaison
Reflective Essay 2
4
5-28
Promoting Self Determination in Students
Oral Motor and Feeding
Evidence Based Practice Review Paper Topic and
list of Articles
5
6-2
Natural Environments
NICU Environments
Part C
Reflective Essay 3
6
6-4

Inclusion
Write an IEP
Part B

Reflective Essay 4
Reflective Essay 5
7
6-9
ELO Embedded Learning Opportunities
Lesson Plans
Routines Based Family Inventory
8
6-11
Behavior Management
IEP for a Hypothetical Child
9
6-16
Monitoring Progress\u2013 Data Collection and
Accountability
Embedded Learning Matrix
10 6-18
Cultural Diversity and ELL in Special
Education
Lesson Projection Plan Evidence
11 6-23
Assistive Technology
Based Practice Review Paper Elaborate Outline or
Draft
12 6-25
Last
Class
Family Partnership and Panel
Behavior Management Philosophy
13
Last
class
Teaming with Adults\u2013 Supervision of
Paraprofessionals and volunteers
Evidence Based Practice Review Paper
Class Attendance and Readings: The students will be expected to attend class and complete the
assigned readings before the class sessions. If you must miss a class, please notify me by e-mail
as soon as possible and let me know your reason for missing.
Required Texts that you can buy at the book store:
The class-pack from the bookstore or you can download the reading from the library for free
Readings for Each Week
1
Nothing for the first week.
2
Pretti-Frontczak, K. & Bricker, Diane (2007) Description of Activity\u2013Based Intervention. In
An Activity-Based Approach to Early Intervention (pp. 21-41). Baltimore: Brookes
Publishing.
3
Wolery, M. & Gast, D. L. (2000). Classroom research for young children with disabilities:
Assumptions that guided the conduct of research. Topics in Early Childhood Special
Education, 20, (1), 49-55.
4
Cannella, H. I., O\u2019Reilly, M. F., & Lancioni, G. E. (2005). Choice and preference
assessment research with people with severe to profound developmental disabilities: a
review of the literature. Research in Developmental Disabilities, 26,1-15.
5
Klass, C. S. (2003). The parent-home visitor relationship. The Home Visitor\u2019s Guidebook
Second Edition. (pp. 3-35). Baltimore: Brooks Publishing.
6
Widerstrom, A. H. (2005). A planning matrix for play. Achieving Learning Goals Through
Play: Teaching Young Children with Special Needs Second Edition. (pp. 30-39). Baltimore:
Brooks Publishing.
Widerstrom, A. H. (2005). Individualizing goals for play. Achieving Learning Goals
Through Play: Teaching Young Children with Special Needs Second Edition. (pp. 42-55).
Baltimore: Brooks Publishing.
7
Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children\u2019s
IEP goals in inclusive settings through embedded learning opportunities. Topics in Early
Childhood Special Education, 20, (4), 208-223.
8
Neilson, S. L., Olive, M. S., Donovan, A. & McEvoy, M. (1999). Challenging behaviors in
your classroom? Don\u2019t react \u2013 teach instead! In Sandall, S. & Ostrosky, M. (Eds.),Young
Exceptional Children: Monograph Series No. 1. (pp. 5-27). Sopris West: Missoula, MT.
9

Brown-Grisham, J. Hemmeter M. L, & Pretti-Frontczak, K. (2005) Strategies for monitoring child progress. In Blended Practices for Teaching Young Children in Inclusive Settings. (pp. 113-156). Baltimore: Brooks Publishing.

10 Tabors, P. O. (1997). Getting started in a second language. In One Child, Two Languages: A
Guide for Preschool Educators of Children Learning English as a Second Language.( pp.
39-57). Baltimore: Brookes Publishing.

11 Dugan, L. M., Campbell, P. H., & Wilcox, M. J. (2006). Making decisions about assistive
technology with infants and toddlers. Topics in Early Childhood Special Education, 26, (1),
25-32.

12 Gallagher, P. A., Fialka, J. Rhodes, C. & Arceneaux, C. (2004). Working with families:
Rethinking denial. In Horn, E., Ostrosky, M. & Jones, H. (Eds.), Young Exceptional
Children: Monograph Series No. 5. (pp. 3-12). Sopris West: Missoula, MT.

Fialka, J. (2005). The dance of partnership: Why do my feet hurt? In Horn, E. M. & Jones, H. (Eds.), Young Exceptional Children: Monograph Series No. 6. (pp. 1-20). Sopris West: Missoula, MT.

13 Buysse, V., & Wesley, P. W. (2007). Why consultation? New roles for early childhood
professionals. In Consultation in Early Childhood Settings. (pp. 3-38). Baltimore: Brookes
Publishing.

Class Assignments and Grading System\u2013 ECSP 202
Projects
Summary of Points
Grading Schedule
Positive Community Membership
5

A = 300 - 270
B = 269 - 255
C = 225\u2013 245
D = 196 224

Reflective Essay 5 @ 10 pt.
50
Discussion Leader 2 @ 10
20
Etiology Fact Sheets 2 @ 15
30

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