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School of Education
Houston Baptist University
Course Syllabus
EDSP 5335, Growth Abnormalities Identification and Evaluation in Early Childhood
Fall, 2014
COURSE DESCRIPTION
This course is required of those graduate students seeking Supplementary, and all level
Special Education Certification, or certification as an educational diagnostician. All
students enrolled in the class must have a completed degree plan, deficiency plan, or Post
Baccalaureate plan and an application to the teacher education program on file in the
appropriate offices.
DATE AND TIME OF CLASS MEETINGS:
Wednesdays: 5:00 PM 7:25 PM
ROOM NUMBER
Hinton 216
INSTRUCTOR INFORMATION
Name/Title:
E-mail:
cfontenot@hbu.edu
Office Phone:
281-649-3084
Office Location:
Hinton 320
Office Hours:
Twitter:
LEARNING RESOURCES
Course Text(s):
Hooper, S. and Umansky, W. (2009). Young Children with Special Needs (5th ed.).
Upper Saddle River, New Jersey: Pearson.
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Wortham, S. (2012). Assessment in Early Childhood Education (6th ed.). New Jersey:
Pearson.
OTHER COURSE REQUIREMENT:
Join a professional organization Council for Exceptional Children HB CEC; #1237
RELATION TO THE MISSION OF THE UNIVERSITY
The mission of Houston Baptist University is to provide a learning experience that instills in
students a passion for academic, spiritual, and professional excellence as a result of our central
confession, Jesus Christ is Lord.
In relation to the mission of the University, this course will help promote skills and knowledge
learning activities, assessment procedures, and classroom environment that treat the
students with respect and kindness. Assessments and standards will be consistent,
challenging, fair, and performance-based when appropriate ensuring a strong foundation
with a strong pedagogical grounding with
students actively involved in the learning with activities designed for a variety of learning
styles.
RELATION TO THE SPECIAL POPULATION DEPARTMENTAL GOALS AND PURPOSES
The mission of the Department of Special Populations is to develop quality teachers who honor
and respect diversity, seek to meet the needs of each learner, value lifelong learning, and exhibit
their faith in the service of educating others.
To accomplish this mission, we will provide students with the following:
courses containing essential concepts and teaching strategies to assist non-native English
speakers to succeed ;
courses designed to promote equitable learning experiences for students with varying
exceptionalities through accurate diagnosis, assessment, and differentiated instruction; and
an understanding of their faith in action through serving the needs of diverse students.
1. Identify and describe the legal mandates that govern the delivery of education to early
childhood special education students;
2. Demonstrate knowledge of the characteristics of a variety of disabilities and their
implications for functioning within the early childhood educational setting;
3. Demonstrate knowledge of issues and theories related to implementation of an early
childhood/PPCD program;
4. Demonstrate knowledge of appropriate assessment instruments for the PPCD
population for both cognitive and behavioral components;
5. Demonstrate ability to use the results of evaluation to plan curricular interventions for
the student with a disability by writing appropriate IEPs for early childhood.
For Graduate Students seeking initial certification, the following Standards are being
addressed:
TExES Competencies for Field Special Education EC 12: #163
Special Education (EC-12, Stand Alone): #161
DOMAIN I UNDERSTANDING INDIVIDUALS WITH DISABILITIES AND
EVALUATING THEIR NEEDS
Competency 001: The special education teacher understands and applies
knowledge of the characteristics and needs of students with disabilities.
DOMAIN II PROMOTING STUDENT LEARNING
Competency 004: The special education teacher understands and
knowledge of procedures for managing the teaching and learning
environment, including procedures related to the use of assistive
technology.
DOMAIN IV FOUNDATIONS AND PROFESSIONAL ROLES AND
RESPONSIBILITIES
Competency 011: The special education teacher applies knowledge of
professional roles and responsibilities and adheres to legal and ethical
requirements of the profession.
Competency 012: The special education teacher knows how to
communicate and collaborate effectively.
For Graduate Students seeking Educational Diagnostician Certification the following
Standards are being addressed:
TExES Competencies for Field #153: Educational Diagnostician
DOMAIN I STUDENTS WITH DISABILITIES
Competency 002 The educational diagnostician understands and applies
knowledge of ethnic, cultural, linguistic, and socioeconomic diversity and
the significance of individual diversity for evaluation, planning, and
instruction.
DOMAIN II ASSESSMENT AND EVALUATION (approximately 33%)
C.
E-5
E-6
TOPICAL OUTLINE
A course agenda is included at the end of this syllabus. It includes the following topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
The content of this outline and the attached schedule are subject to change at the discretion of
the professor.
TEACHING STRATEGIES
Course Requirements.
Learning
Objective(s)
Standards 2
Point
Value
Exams
1, 2, 3, 4, 5
40%
1, 2, 3, 4, 5
25%
Class Assignments3
ARD Observation
PPCD Classroom Observation
PPCD Teacher Interview
ePortfolio
1, 2, 3, 4, 5
Class Participation
Attendance
Discussion Boards
1, 2, 3, 4, 5
Assignment 1
Descriptions and rubrics for assignments are included at the end of this document.
20%
15%
These assignment/activities develop and/or assess state and national standards including
TExES competencies, IDA reading standards, TEKS and/or ISTE standards (listed
previously).
Each of these will result in a 1-100 score and an average of these scores will be
determined. This average will count 20% of the final grade.
Grading Standards
Assessments in this course are designed to correlate to the rigor and expectations addressed
within the School of Education Graduate Comprehensive Examination.
94 -100=A; 90-93=A-; 87-89=B+; 83-86=B; 80-82=B-; 77-79=C+; 73-76=C; 70-72=C-; 69 and
below=F
It is the students individual responsibility to be aware of his/her current grade standing in the
class and to confer with the professor regarding any assessment concerns/questions during
designated office hours.
Detailed descriptions/rubrics regarding every assessment are provided towards the end of this
syllabus.
LATE WORK STATEMENT. Late work will be penalized. You should not miss any
exams. If you are sick, you need to notify the professor in advance. The professor
reserves the right to administer a different exam, deduct points for taking the exam late,
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and/or schedule the makeup for a later date. Missing an exam without giving prior notice
will result in a zero for that test, with no makeup.
All assignments submitted after the due date will be assessed a 10 point penalty. Please ensure
that all assignments are submitted on time.
Missed Tests. Plan to take all exams at the scheduled time. If you must miss an exam, notify the
instructor by telephone within 24 hours of the scheduled exam. Acceptable reasons for making
up an exam are as follows (documentation is required to verify the reason for your absence):
1.
Serious illness (hospitalization).
2.
A death in the family.
Acceptable reasons do NOT include the following:
1.
Doctor's appointments for a non-emergency.
2.
I didn't have time to study.
Use of Electronic Devices. During class sessions, electronic devices are only to be used
to support class activities. Other uses (texting, surfing the web, etc.) will result in the
device not being allowed in the classroom.
_______07/06/2014_______________
Instructors Signature
Date
EDSP 5335
TENTATIVE SCHEDULE
Date
Task(s)/Assignments
8/27/14
Submit Syllabus
Acknowledgement
Statement and Cheating
and Plagiarism Pages
on Bb by 11:55 pm on
Sunday
9/03/14
9/10/14
Exam 1
9/24/14
10/01/14
PPCD Observation
Report Due
10/08/14
Social/Emotional H & U Ch 7
10/15/14
Exam 2
10/22/14
10/29/14
11/05/14
11/12/14
11/19/14
11/26/14
12/3/14
12/10/14
PPCD Teacher
Interview Assignment
Due
Autism/Behavior
ARD Observation
Assignment Due
The instructor reserves the right to modify this syllabus and course agenda and will notify the class of any changes in a
timely manner.
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COURSE ACKNOWLEDGEMENTS
Syllabus Statement
I am aware of all topics described in the course syllabus. These include, but are not limited to the following:
course description; course sequence in the curriculum and prerequisite information;
relation to the mission of the University and to the goals and purposes of the College of Education
and Behavioral Sciences;
course learning objectives;
state and national standards covered (TExES competencies, IDA standards, etc);
additional policies for this class: attendance, late work, missed tests and electronic devices;
the possibility of changes to the syllabus. [The content of this syllabus and the attached agenda are
subject to change at the discretion of the professor.]
copy a paper/project from the Internet and turn them in as your own;
copy another paper/project (or cut and paste parts of Internet articles), make changes to it, and submit
it as your own;
include the work of others without documentation/reference (If seven or more words are taken
directly from another source it must be quoted and referenced.);
submit a paper/project or large parts of a paper/project you have done for another class at HBU or
another institution to this class. (Always get a professors approval before using a prior work or topic
from a different class.);
have someone write parts or all of your paper/project/work
By signing this page, I affirm that I have read and understand the contents of this course Syllabus
Statement, the Professional Integrity Statement, and the University Class Policies. I understand that
at any time during the course, I may request clarification, if needed.
Printed Name
Signature
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Date
[After reading the course syllabus and this page, please print and sign this form then turn it in to the professor.]
Curriculum Topic
TAC 228.30
Essential Components
II, IV
1.Reading Instruction
Programs are encouraged to select
from a variety of theories and
methods appropriate for teaching
these five essential components of
reading instruction.
2. Code of Ethics
I, II, III
3. Child Development
I, II, III,
4. Motivation
I, II, III
5. Learning Theories
I, III
I, III
eI, II, IV
6. TEKS Organization,
7. Content TEKS
8. TAKS Responsibilities
http://ritter.tea. state.tx.us/teks/
http://ritter.tea. state.tx.us/teks/
http://www.tea.state.tx.us/ click on Testing/ Accountability, click on
Texas Essential Knowledge and Skills for much more information.
I, II, III
I, III
II, IV
I, II, III,
IV
III, IV
I, III
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Learning
Experiences/
Products
Exam
Exams,
Discussion
Boards,
Lecture,
Assignments
Exams
ePortfoli,
Discussion
Boards,
Lecture
Lecture,
Discussion
Boards,
Assignments
Lecture,
Discussion
Boards,
Assignments
Exams,
Assignments
Lecture
Lecture,
Discussion
Board
I, III, IV
I, II, III,
IV
IV
15.Pedagogy/
Instructional Strategies
http://olc.spsd.sk.ca/DE/PD/instr/inde
x.html
16. Differentiated Instruction
Lecture,
Exams
Lecture,
Assignments,
Exams
Discussion,
Lectures
student
Quality of
Work
Submitted
A: Exemplary
A = 94-100;
A- = 90-93
B: Proficient
B+ = 87-89; B =
83-86; B- = 80-82
Adherence to
Assignment
Criteria
30% of Grade
The extent to
which work
meets the
assigned
criteria.
Assimilation
and Synthesis
of Ideas
50% of Grade
The extent to
which the work
reflects:
Understanding
of the
assignments
purpose
Assignment meets
or exceeds all
criteria.
Assignment meets
all criteria.
Students work
demonstrates a
clear and deep
understanding of
the assignments
purpose.
Understanding
of material
presented in
course videos,
readings, Web
resources, and
discussions
Application,
analysis, and
synthesis of
concepts/strate
gies presented
College-Level
Writing and
Mechanics
20% of Grade
The extent to
which the
writing
demonstrates
C: Minimal (needs
improvement)
C+ = 77-79; C =
73-76; C- = 70-72
Assignment mostly
meets the criteria.
F: Work
Submitted but
Unacceptable
F = 69 and below
Assignment does
not meet the
criteria.
Students work
demonstrates a
solid
understanding of
the assignments
purpose.
Students work
demonstrates some
understanding of the
assignments
purpose.
Students work
demonstrates little
or no
understanding of
the assignments
purpose.
Reference to course
readings, videos,
and other resources
is purposeful,
accurate, and
extensive.
Reference to
course readings,
videos, and other
resources is
appropriate and
reasonably
thorough.
Reference to course
readings, videos,
and other resources
is limited in scope
and quality.
Reference to
course readings,
videos, and other
resources is
inappropriate or
missing.
Students work
shows abundant
evidence of
insightful reflection
and sophisticated
critical thinking
throughout.
Writing is
exceptionally clear,
coherent, well
organized, and
logical.
Students work
shows evidence of
reflection and
critical thinking
throughout.
Students work
shows some
evidence of
reflection and
critical thinking.
Students work
shows little or no
evidence of
reflection and
critical thinking.
Writing is
generally clear,
coherent, and well
organized.
Writing is coherent
but loosely
organized and
sometimes lacks
clarity.
Writing lacks
coherence and
organization.
Citations,
Citations,
Citations,
Citations,
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coherence and
clarity of
thought;
effective
organization
and expression
of ideas; use of
proper
grammar and
writing
mechanics; and
use of APA
format in
resource
citations.
references, and
formatting adhere
to APA guidelines,
with virtually no
errors.
references, and
formatting adhere
to APA guidelines
with a few minor
errors.
references, and
formatting generally
adhere to APA
guidelines, but
errors are
significant.
references, and
formatting do not
adhere to APA
guidelines.
Virtually no errors
in grammar,
mechanics or
syntax are present
in the assignment.
A few minor
errors in grammar,
mechanics, or
syntax are present
in the assignment.
Significant errors in
grammar,
mechanics, or
syntax are present in
the assignment.
Extensive errors in
grammar,
mechanics, or
syntax make it
difficult to read
the assignment.
ePORTFOLIO ASSIGNMENT
Development of an electronic portfolio related to legal mandates that govern the delivery of
education to early childhood special education student, categories of disabilities and their
implication s for functioning within the early childhood educational setting; issues and theories
related to implementation of an early childhood (PPCD) program; assessment instruments for the
PPCD population for both cognitive and behavioral components; planning instruction for early
childhood individuals with disabilities; web sites and organizations that support early childhood
services. You should also include information about various organizations (federal, state, and
local) that assist disabled persons in your notebook. You are also required to create and submit
a Rubric that will be used to access your portfolio.
Be creative!
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2)
3)
4)
5)
6)
7)
8)
Points Earned
/80
Additional Comments:
DAYC2
ASQ
YCAT
CDI (Child Development Inventories)
KABC2
Bailey Infant & Toddler Scales
WPPSI
Leiter
Hawaii Early Learning Profile
ABAS
Parents Evaluation of Developmental Status
Brigance for Achievement
Kent Inventory of Developmental Skills---3rd Edition (KIDS)
Birth to Three Assessment and Intervention 2nd Edition
(BTAIS-2) Screening Test of Developmental Abilities
ESP: Early Screening Profile
Infant-Toddler and Family Instrument (ITFI)
Infant-Toddler Development Assessment
Denver Developmental Screening Test II (DDST II)*
Early Screening Inventory
2.
1)
2)
3)
4)
5)
6)
7)
8)
Mechanics
10 Points
Points Earned
/10
16
pts.)
PowerPoint Presentation
10 Points
Points Earned
/10
(2 pts.)
Effective Delivery and remained within the allocated time frame (2 pts.)
Total
100 Points
Points Earned
/100
Schwartz, Sue, A guide for Parents and Teachers, The New Language of Toys, Teaching
Communication Skills to Children with Special Needs. Bethesda, MD: Woodbine House,
2004.
Willis, Clarissa, Teaching young Children with Autism Spectrum Disorder. Beltsville, MD:
Gryphon House, Inc, 2006.
Weiss, Amy, Preschool Language Disorders Resource Guide, Specific Language Impairment.
United States: Singular-Thompson Learning, 2001.
Weitzman, Elaine, Learning Language and Loving It. Toronto, Ontario: A Hanen Centre
Publication, 1992.
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