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J. Logue Ed.D. Associate Dean 144 Shibles Hall University of Maine Oj.email@example.com (Office) 581-2485
Course Description The emphasis of CHF 450 is on early intervention for young children with disabilities ingroup settings. Our discussions will include history and rationale, legal foundations, theoretical perspectives service delivery models, family-professional partnerships, assessment practices, and curriculum development. This course provides an introduction to early intervention for young children and their families through a broad range of experiences, including guest lectures and panel discussion; class discussions and activities; professional readings; videos; and independent student activities. History and rationale, legal foundations, philosophical and theoretical perspectives, service delivery models, family-professional partnerships, assessment practices, and curriculum development are addressed from an inclusive, culturally competent, family-centered perspective. Purposes of Course 1. Discuss the legal basis of early intervention, including supporting legislation and litigation. 2. Discuss the dimensions of diversity among families and methods early interventionists can use to become more culturally competent, sensitive, and responsive to families from diverse backgrounds. 3. Demonstrate an understanding of developmentally appropriate practice and implications for early intervention. 4. Discuss the rationale and principles of family-centered approaches to delivering early intervention services. 5. Describe, compare, and contrast the theoretical perspectives that influence and inform early intervention curricula and decision making. 6. Articulate the rationale for providing early intervention in inclusive early childhood settings and discuss the issues involved in creating inclusive community child care/early education settings. 7. Demonstrate the ability to identify, gather, and organize resources related to the early care and education of young children with disabilities. 8. Articulate a personal philosophy of early care and education for young children with disabilities.
maine. Pearson: Merrill. builds positive relationships and supportive interactions. You can leave me voice mail (581-2485).htm. * Given that this is an online course all deadlines must be adhered to. home. S. Failure to . school. Other readings may be required. and social development Maine Standard 7 – demonstrates the ability to support students’ learning and wellbeing by engaging students. Evaluation.please ask me if you are uncertain about your progress in the class or about the course requirements. and community Maine Standard 8 – understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner Maine Standard 9 – demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher Maine Standard 13 – recognizes the individual and group differences in their students and families. Missing prelims will result in an automatic 0. You should be able to monitor your progress through WebCTʼs grade book. * The best way to reach me will be through first class (oj.2 Required Texts • Winter. Standards Addressed in this Course • • • • • Maine Standard 3 – demonstrates knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support intellectual.umaine. and participation * You are asked to be prepared for each class. Additional assignments will be required for students in a masters program. For more information regarding the conceptual framework please visit the website for the College of Education and Human Development at http//:www. All work submitted must be your own work or properly referenced.edu/edhd/about/mission.A.logue@umit. (2007). Policies on due dates. physical.edu). and adjusts their practice accordingly so that all students can learn Connection to the College Conceptual Framework This course is in line with the conceptual framework for the College of Education and Human Development by promoting reflective practice as a fundamental part of the course purposes stated above. Assigned readings should be completed in advance. attendance. Inclusive Early Childhood Education: A Collaborative Approach. colleagues. emotional.
plagiarism and all forms of misrepresentation in academic work. and individual research. Course Requirements 1. Late assignments will lose points. Due dates for all assignments are firm. This course will be taught using a variety of pedagogical approaches including short lectures (pre-taped video). An additional 10% will be deducted for the second week the assignment is late. class discussion (webCt). Prelims: Prelim dates are listed on the course outline. Approaches to Learning The learning experiences of this course are structured to challenge and support students in the acquisition of new knowledge and skills.3 follow the University of Maine policy for honesty/plagiarism will result in referral for further action in accordance with guidelines in the student handbook. As stated in the University of Maine’s online “Student Handbook.” plagiarism (the submission of others’ work without appropriate attribution) and cheating are violations of the University of Maine Student Conduct Code. Ten percent (10% of the total points for the assignment) will be deducted for an assignment not turned in on the due date. As such. it is important that all students read the assigned work and be prepared for thoughtful discussion. Each member of the class is considered a teacher.2319). Prelims are being administered on an honor system to eliminate the necessity for students to have to go to test centers for proctored exams. 90 minutes is the maximum time allowed for examinations unless special accommodations have been made through the Onwardʼs Disability Services (581-2319). Special Accommodations If you have a disability for which you may be requesting an accommodation. Format of prelim will largely be multiple choices with the possibility of a few short answer questions. These will be online and only opened for a specified 48 hour time period in which you are allowed 90 minutes to complete. 2. please speak directly with Ann Smith. Regular preview of video sessions is necessary to acquire the full range of information for which you are responsible. and an important contributor to the group. An instructor who has probable cause or reason to believe a student has cheated or plagiarized may act upon such evidence and report the case to the . 581. Class Participation: • Much of the material covered in class will supplement the texts. Coordinator of Services for Students with Disabilities (Onward Building. and no assignments will be accepted beyond the last class meeting. No assignments will be accepted more than two weeks late. Academic Honesty: • Academic dishonesty including cheating. as early as possible in the term. a learner. is unacceptable at the University of Maine.
Examples of disabilities that might be selected include deafness. grammar.4 judicial board. Spelling.edu/owl/resource/560/01/ • Issues of confidentiality will be respected when discussing individual children or families. incorrect grammar. epilepsy.purdue. Refer to this site for assistance: http://owl. visual impairment. autism. Points will be taken off for misspelled words.english. APA format will be used in written work. double-spaced and have a 1-inch margin all around. 4) How the disability impacts the child’s development (motor. Course Products This course requires numerous and various course products. The assigned readings for each session are listed on the course syllabus. The instructor on an as-needed basis may assign additional readings. when paraphrasing. Students will use the information from these professional resources to write an 8-10 page research paper discussing what you have learned. appropriate credit must be given the authors either through quotations or. The paper will contain information on the following topics: 1) Symptoms or characteristics of the disability. . When presenting others’ words or thoughts. and messy assignments. cognitive. with notations. and legibility will be taken into consideration in grading all assignments. assignments. cleft palate. social-emotional and communication). Professional literature sources may include professional journal articles (at least two). Please select a disability about which you want to know more. Down syndrome. text or other professional books. fetal alcohol syndrome. See attached list. and websites. punctuation. 3) Treatment approaches. Assignment Format All assignments must be typed using a size 12 font. Fragile X syndrome. Always re-read and proof your work prior to turning it in to the instructor. and in-class activities. 450 Course Products Activities and video reviews (20%) Each week will you have specific activities or video review to be posted under assignment drop box in WebCt Research Paper (15%) Students will select a type of disability and identify. Assignments should reflect college-level work. deafness. etc. 2) Causes of the disability. attention-deficit hyperactivity disorder. read and collect information from at least seven professional literature sources that focus on the disability. cerebral palsy. Course Readings Students are expected to have read the assigned readings and to be prepared to discuss them on discussion board. autism.
. occupational therapist. Write up on interview with personnel who works with parents and children with special needs (10%) Length 2-3 pages You are to identify and interview in-depth a professional who works directly with parents and children with special needs between the ages of birth to 5 years old. special educator. their collaboration with other service providers and ideas about transition. physical therapist. Typically they will consist of multiple-choice questions with a few short answers (90 minute limit). Interview should include but not limited to the following questions: • Describe your professional position? How long have you been in this field? What are the necessary qualifications to perform your duties? • Comment on the changes seen over the years? Are you seeing children included more in regular classrooms? • Discuss your relationships with families. If you are uncertain about who might be appropriate please contact me. Such professionals include but not limited to: special education director. Class Participation (5%) Students are expected to have read the assigned readings and to be prepared to discuss them in class. speech therapist. Active participation on WebCt is strongly encouraged and made note of. CDS case manager.5 Examples of Professional Journals Topics in Early Childhood Special Education Journal of Early Intervention Infants and Young Children Infant-Toddler Intervention Zero to three Young Exceptional Children Early Childhood Research Quarterly Young Children Childhood Education Journal of Research in Childhood Education Early Childhood Education Journal Dimensions of Early Childhood International Journal of Early Years Education Early Childhood Research and Practice (on-line journal) Contemporary Issues in Early Childhood (on-line journal) The Future of Children Exceptional Children Teaching Exceptional Children Journal of Special Education Prelims (50%) There will be 3 prelims. pre-school teacher.
S. grading. Describes the characteristics of diverse groups of children being served today in various early childhood classroom settings. Winters Chapter 4 Diversity and Inclusive Classrooms-.m. S. Winters July 6th July 13th July 13th Chapter 2 – A Professional Educator – S. Chapter 6 – Creating a positive Social and Emotional Climate.M. values and beliefs. S. Prelim 1 – chap. S.Planning Differentiated Curriculum and Instruction -. and the importance of early intervention. and introductions. 7/24th 6 p.M. Makes teachers aware of critical selection factors and planning to ensure a “good fit” of curricular activities for all children. Describes the role of a teaching professional in early childhood education. Introduction to inclusion . S.M. 1-4 Assists teachers in examining the social and emotional support needed by children. Winters Test open 7/22nd 6 p. Winters July 20th July 27th . Legislation affecting early intervention.Historical overview. Describes how teachers can meet the challenging needs of children and families. expectations.M. Winters Chapter 5.m.M.M. syllabus. Readings Chapter 1 – Teaching All Children -. Winters Chapter 3 – Collaborating with Families and the Community-.6 • • What are the joys and frustration of your work? What changes to you see for the future? POINT VALUES Assignments Activities and video reviews Research paper 3 prelims Participation Interview write-up Total Points Possible Percentage 20 15 50 5 10 100 450 Course Schedule Week of: July 6th Topic Orientation to class.
M.S.= B+ = B = B.M. scheduling. S. August 10th August 10th August 17th August 24th • • Other readings may be required Dates.= C+ = C = C.m.Managing. equipment Chapter 7 -.August 27th 6 p. the Classroom. and setting up Guiding. Explores how to provide access to curriculum by providing individually appropriate support for all children. Research paper due August 15th Evaluation of child’s progress to develop appropriate curricular activities. Prelim # 3 – chapter 9-11 Course evaluation Chapter 10 Differentiating Instruction with Individually Appropriate Support.M. tasks. and Organizing classroom routines. Environment.-7th 6. S. Winters Prelim 2 – chapter 5-8 Test open August 5th 6 p.= 60 – 62 F = below 60 . Grading Scale A = A. Strategies and practices.= D+ = D = 93 – 100% 90 – 92% 87 – 89% 83 – 86% 80 – 82% 77 – 79% 73 – 76% 70 – 72% 67 – 69% 63 – 66% D.M. Winters. p. and assignments are subject to changes and adjustments at instructor’s discretion. Test open August 25th – 6 p. Winters Interview Paper due July 30th August 3rd Effective Strategies for managing daily Chapter 8.7 July 27th Discusses space.. topics. furnishing. Winters. Designing an and materials for an inclusive early Inclusive Physical childhood classroom.m.m.m. Exploration of “best practices” from Chapter 9 – Identifying across fields in an integrative Effective Teaching approach. Chapter 11 Assessing The Effectiveness of the Inclusive classroom S.
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