Luzerne County Community College

Standard Course Syllabus

 

 

Course Number: CHD 21 0

Course Title: Children with Disabilities

Department: Child Development, Social Science/History

Credits: 3
Lecture hours:3
Laboratory hours:0
Clinical hours:0

Prerequisites: CHD 100

Corequisites: None

 

Course Description:

This course defines and analyzes exceptional conditions in young children. Emphasis is placed on the purposes and legislation for early intervention, the IEP/IFSP process, and the interdisciplinary team approach including the role of the family and community. The course includes assessment and instructional techniques as well as current issues and trends in early childhood education.

 

Course Goals:

This course provides students the opportunity to:
  1. recognize the theoretical and legal rationale for early intervention for children with disabilities.
  2. recognize the diversity and role of families in the delivery of services for children with special needs.
  3. recognize benefits of the variety of intervention options and team approaches.
  4. identify and analyze factors and exceptionalities affecting typical development.
  5. identify and analyze assessment approaches and techniques.
  6. use effective methods and curriculum for students with exceptionalities.

 

Student Learning Objectives or Outcomes

Upon successful completion of this course, students will be able to:

Goal 1:

  1. understand and explain the theoretical rationale for early intervention.
  2. understand and apply the six provisions of the law (IDEA) to early intervention services for children with disabilities.

Goal 2:

  1. apply family centered principles in providing services for children with special needs.

Goal 3:
  1. identify the benefits of the variety of service delivery options, including community-based settings.
  2. recognize the role of the variety of professional disciplines in the service plan for children with disabilities.
  3. use strategies in servicing children with special needs to foster team collaboration.

Goal 4:
  1. identify milestones in each of the developmental domains.
  2. identify factors affecting typical development in early childhood.
  3. analyze the impact of exceptional conditions in each of the developmental domains.

Goal 5:
    recognize a variety of formal and informal assessment tools.
  1. apply informal assessment techniques with children with disabilities.

Goal 6:
  • apply effective methods and accommodations for students with exceptionalities.
  • recognize components of the IEP/IFSP.
  • incorporate IEP/IFSP goals and objectives into early childhood curriculums.

    •  

    Sequence of Topics:
    1. Theoretical Rationale
    2. Individuals with Disabilities Education Act and the Law
    3. Partnerships with Families
    4. Typical vs. Atypical Development
    5. Sensorimotor Development and Children with Disabilities
    6. Autism
    7. Adaptive Skill Development
    8. Physical Disabilities
    9. Cognitive Development in Children with Disabilities
    10. Mental Retardation
    11. Communication in Children with Disabilities, Communication Disorders
    12. Social Emotional Development in Children with Disabilities, Emotional and Behavioral Disorders
    13. Comprehensive Evaluation, Assessment
    14. Individualized Education Plans and Individualized Family Service Plans
    15. Service Delivery Options, Inclusion, and Team Models

    Assessment and Grading

    The following are acceptable assessment methods for this course:
    1. Quizzes
    2. Exams
    3. Projects
    4. Site Visits
    5. Interviews with Professionals, Parents, Individuals with Disabilities
    6. Reaction Essays to Guest Speakers, Films, Assigned Readings
    7. Journal Article Reviews
    8. Lesson Plans for Children with Disabilities
    9. Class Presentations
    10. Small Group Assignments
    11. Research Projects
    12. Attendance and Participation

    Reference, Resources, and Learning Materials

    Suggested Texts:

    Hooper Stephen R. and Umansky, Warren. Young Children with Special Needs.

    (3rd edition). Columbus, Ohio: Prentice Hall, 1998.

     

     

    Additional References:

    Cilley, Melissa and Turnbull, Rud. Explanations and Implications of the 1997

    Amendments to IDEA. Columbus, Ohio, Merril, 1999.

     

     

    Doorlag, Donald H. and Lewis, Rena B. Teaching Special Students in General

    Education Classrooms. New Jersey: Merril, 1999.

     

     

    Howard, Vikki, F.; Lepper, Cheryl; Port, Patricia D. and Williams, Betty Fry. Very

    Young Children with Special Needs. New Jersey: Merril, 1997.

     

     

    Miller, Regina. The Developmentally Appropriate Inclusive Classroom in Early

    Education. New York: Delmar Publishing, 1996.

     

     

    Raver, Sharon A. Intervention Strategies for Infants and Toddlers with Special Needs A Team Approach. (2nd edition). New Jersey: Prentice Hall, 1999.

     

     

    Required Equipment.:

    None

    Computer Software:

    None

    Other Course Requirements:

    None