Siena Heights University Teacher Education / Special Education Program Course #: SED 344 Course Title: Early Childhood

and Special Education Semester Hours: Three (3) Meeting Dates/Times/Location: Fall, 2013, Tuesday, 6-8:45 p.m., PAC 103 Instructor: Kathy Burke Phone/Fax: (517) 264-7841, (517) 264-7738 Email(s): kburke2@sienaheights.edu Office Hours: Posted and by appointment
Mission Statement of Siena Heights University The mission of Siena Heights, a Catholic university founded and sponsored by the Adrian Dominican Sisters, is to assist people to become more competent, purposeful and ethical through a teaching and learning environment which respects the dignity of all. Course Prerequisites: For Child Development Majors: CDV115 For certification candidates: Acceptance into the Teacher Education Program SED 312 or EDU 312 Course Description: Typical and atypical development of young children (ages 0-8) is examined. Family centered and developmentally appropriate early intervention strategies in home, school and specialized environments, as well as inclusion programs serving children with developmental delays and disabilities, will be addressed. Curriculum models which facilitate the cognitive, language (communication), social/emotional, physical and self-help (adaptive) skills of children with disabilities in preschools and early elementary will be examined. Twenty hours of field experience in a special needs or inclusion program is required. Specific Course Objectives: Course readings, activities and assignments are aligned with the Special Education Learning Outcomes, the Teacher Education Program Learning Outcomes and the Early Childhood Teacher Certification Endorsement Standards (ZS) outlined by the Michigan State Board of Education. This criteria is posted on e-College. 1. Students will develop an understanding of relevant theories related to early childhood education (ECE) and early childhood special education (ECSE); (SED-Causes & Characteristics); (EDU-Theory into Practice, Developmentally Appropriate Curriculum & Design); (ZS-Promoting Child Development and Learning). 2. Students will review developmentally appropriate milestones including a knowledge of disabilities as it relates to typical/atypical behaviors and the implications for development and

learning in the early years (SED-Causes & Characteristics); (EDU-Developmentally Appropriate Curriculum & Design); (ZS-Promoting Child Development and Learning). 3. Students will have knowledge of legislation, ethical guidelines and public policy as it relates to early intervention/early childhood special education and transition services for young children with developmental delays or disabilities and their families (SED-Philosophical, Historical, & Legal Foundations); (EDU-Politics, Ethics, and Professionalism); . (ZS-Building Family and Community Relationships; Becoming a Professional). 4. Students will explore screening/assessment/evaluation of young children and procedures for early identification, eligibility for services and subsequent referrals processes (SED-Assessment & Evaluation); (EDU-Theory into Practice, Developmentally Appropriate Curriculum & Design); (ZS-Observing, Documenting, and Assessing to Support Young Children and Families). 5. Students will identify early care and learning environments that serve children with special abilities, disabilities or developmental delays that promote development in natural/leastrestrictive/inclusive settings (SED-Design, Implement & Manage Learning Environments); (EDU-Theory into Practice); (ZS-Promoting Child Development and Learning; Teaching and Learning). 6. Students will explore curriculum, core content areas and instructional practices (including integration of technology) for early intervention, preschool and early primary grades that support domain development (cognitive, language (communication), physical, social/emotional, self-help (adaptive) (SED-Instructional Content & Practices); (EDU-Theory into Practice, Developmentally Appropriate Curriculum & Design); (ZS-Promoting Child Development and Learning; Teaching and Learning). 7. Students will examine recommended practices in formulating and using Individualized Family Service Plans (IFSP) and IEP's including knowledge of community assets/resources and utilization of interdisciplinary personnel (SED-Collaboration); (EDU-External Social Forces; Leadership); (ZS-Building Family and Community Relationships; Becoming a Professional). 8. Students will examine and describe the rights of families and effective program-parent relations/communication and examine the teacher's role in ensuring family-centered services (SED-Collaboration); (EDU-Politics, Ethics, and Professionalism; External Social Forces); (ZSBuilding Family and Community Relationships). 9. Students will utilize self-reflective practices through analysis of early intervention services and environments (SED-Ethics & Professionalism); (EDU-Mission); (ZS-Becoming a Professional; Field Experience). Required Readings: Sandall, S., Hemmeter, M.L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide for practical application. Missoula, MT: CEC-Division for Early Childhood. Kostelnik, M.J., Onaga, E., Rohde, B., and Whiren, A. (2002). Children with special needs: Lessons for early childhood professionals. New York: Teachers College Press. Online reference: Watson, A., & McCathren, R. (2009, March). Including children with special needs: Are you and

your early childhood program ready? Beyond the Journal, Young Children on the Web. Retrieved from http://www.naeyc.org/yc/pastissues/2009/march. Additional resources will be supplied in class or kept on the reserve shelf of the Siena Heights University library. Required Materials/Resources: Computer access at home or from a school/university lab: Microsoft Word is required for all documents. Written assignments are to be double spaced, 12-point font and thoroughly proofread, with attention given to correct sentence and paragraph structure, grammar, and spelling. All references need to follow APA conventions. You must have the ability to access eCollege through My Siena (an Internet connection). Log into My Siena. Click the link under My eCollege Courses in the My Tools area on the right side of the My Siena page. Ability to submit documents using the Dropbox in eCollege as well as to print documents when requested to do so. NOTE: To obtain technical assistance with eCollege, please contact the eCollege Helpdesk toll free at: 1-888-748-1932 or use the Technical Support button on the eCollege page. The Help Desk is available 24 hours a day, 7 days a week, 365 days a year. If you are having technical problems or eCollege login issues, please inform the instructor. Student Expectations The Special Education Program requires that the student assumes active control of his/her own learning and is professional in his/her behaviors at all times. Therefore, the student is expected to completely familiarize him/herself with the course requirements, actively manage the course calendar and assignment due dates, attend every live class meeting prepared to discuss assigned work, participate actively (in live and online discussions), complete assignments on time, communicate special circumstances (lateness, absence, etc.) to the instructor in a timely and professional manner, and be professional in his/her conduct toward instructors and peers. All assignments are to be submitted on the due date (unless otherwise specified). No late assignments will be accepted. In the event of an absence, assignments should be submitted electronically to the instructor on the due date. Cell phones and other electronic devices are to remain off during class time. Course Requirements And Assignments: Course content is covered in class lectures, readings, discussion/small group activities, community speakers, video resources, and field experience. Students need to complete the reading assignments in order to participate in the course activities/discussions. Each student is evaluated on the quality and quantity of their course work. The final grade is based on the completion of ALL assignments. Each omitted assignment results in a letter grade reduction. 1. Attendance and Participation 16 classes (160 points) Credit is given for attendance at each class and participation in class work/discussions. 2. Legislation summary (20 points) Purpose: To become familiar with laws that apply to ECSE.

You will be assigned a specific legislation. Summarize the law and state the implications for early intervention/early childhood special education. 3. Lessons reflection/analysis (220 points) Purpose: To analyze and synthesize ECSE scenarios. Read each of the 11 lessons from the Kostelnik et al. text. Create a 3 column table noting the child's profile of typical/atypical behaviors, label/diagnosis and interventions. Write a summary to include the lessons you learned from each story. 4. DEC Recommended Practices Scenarios (100 points) Purpose: To familiarize student with DEC practices and application. Each student is to write a descriptive definition of each of the 5 DEC recommended practices (assessment, child-focused practices, family-based practices, interdisciplinary models and technology). The definition is followed by a vignette or descriptive narrative illustrating how the practice is used/applied in an early childhood setting. 5. Preschool Inclusion Observation Report (180 points) Purpose: to evaluate the readiness of a preschool program for including children with developmental disabilities/delays. Read: Watson/McCathren article: Including Children With Special Needs: Are You and Your Early Childhood Program Ready? Schedule a 2 hour observation at an early childhood program serving children ages 3-5. Include site name, date/time of visit, number of children, and number of adults. Write an introduction summarizing the overall environment and classroom make-up (typical vs. atypical). Complete the Preschool and Kindergarten Inclusion Readiness Checklist providing evidence/examples for each question. Based on the checklist results, write a summary that describes the strengths and readiness of the program as well as recommendations for improvements for inclusion readiness. 6. Field Report - Case Study (200 points) Purpose: To assess typical/atypical behaviors of a special needs child, analyze domain development and develop an individualized plan. Identify a child with a disability/developmental delay. Complete 18 hours of observation/interaction with daily journal entries. Case study summary should note a description of the child, behaviors/skills relevant to the 5 domain areas (cognitive, language (communication), physical, social/emotional, self-help (adaptive), and subsequent individualized plan for each domain. Summative reflection should include the most important thing you learned from this field experience. 7. Final exam (20 points) Purpose: Measure understanding of course terminology and concepts. Grading Scale: Grading Scale A+ 98-100 A 94-97 A91-93 819-900 points B+ 88-90 B 84-87 B81-83 729-818 points C+ 78-80 C 74-77 C71-73 639-728 points D+ 68-70 D 64-67 D61-63 549-638 points E <60

Accommodations Policy For Students With Disabilities: In accordance with University policy and the equal access laws, I am available to discuss appropriate academic accommodations that you may be eligible for as a student with a disability. Please contact me for an appointment to discuss possible accommodations. Students must

register with the Office for Students with Disabilities for disability verification and determination of reasonable accommodations. Requests for accommodations must be done in a timely manner and are not retroactive. The OSD is located in Sacred Heart Hall in room 303. Relationship Of The Course To Liberal Arts Learning Outcomes The goal of Sienas Liberal Arts Curriculum is to give all Siena Heights University students opportunities to explore, develop and apply values, knowledge, and skills derived from academic study, cultural heritages, and life experiences. In one sense this course is not considered to be a Liberal Arts course, however, in another sense, all courses should be looked at as contributing to the Liberal Arts Curriculum of the institution. In this light, SED 344 addresses the following Liberal Arts Outcomes. Creativity: Students will create scenarios aligned with DEC recommended practices. Critical Thinking: Students will think critically while reflecting and analyzing text information and site observations. Communication: Students will communicate effectively with children, families, on-site supervisor/staff and university coordinator. Technology: Students will demonstrate effective use of technology. Ethical Integration: Students will examine legislation and ethical issues related to young children and special needs. Diversity in Community: Students will understand the diversity and interdependence of culture as it relates to young children with developmental delays, disabilities, and learning challenges. Social Responsibility: Students will realize the importance and demands of social responsibility.