CHDV 44: Early Intervention for Children with Special Needs Section: 10961 (Winter Online 5 Weeks) Date: January 4- February 6, 2022 Office: N/A Canvas: www.ilearn.laccd.edu How to Reach Course Facilitator: *Preferred: Canvas email Email: smithmh@wlac.edu Website: https://www.smithwlac.com/ Conference Hours: E-mail any time on Canvas (M-F, 9-5pm) Zoom Conference by Appointment ● ● ● Dr. Marini Smith WELCOME to CHDV 44! Happy New Year! During this five-week session, you will develop your understanding of children with special needs and an overview of special education. You will also learn about the legal rights of people with disabilities, IEP’s and IFSP’s, early identification and assessment, the role of the educator, services in all disciplines and professions, and the importance of school and family partnerships, including culturally responsive curriculum and instruction. The goal is for you to become a better educator who is responsive, knowledgeable, and able to design and implement instruction by the end of this course. COURSE DESCRIPTION This course focuses on accommodating and adapting the physical environment, instructional strategies and curriculum to meet the needs of differently-abled children and their families. Legal mandates and the impact of laws and legislation will be examined in respect to the impact on children and their families. Understanding the process of assessment and developing an Individual Family Service Plan will be analyzed and discussed. This course covers the theoretical aspects of working with children with special needs. This course will focus on children ages 0-8 to encompass school age children as well infants through pre-school age children. 1 ● ● ● Inside the syllabus: Course content...…............page 2 Course Materials…………page 3 Course Assignments …..pages 4-5 Evaluation ...……… ……...page 5 Grading……………...…….page 6 Student Services Info……..page 7 Academic Policies… ..……page 8 COURSE OBJECTIVES (1) Identify historical, legal and physical issues for children with special needs. (2) Discuss major approaches to intervention and the implication of early intervention. (3) Discuss program guidelines and basic issues as they relate to a culturally and linguistically diverse society. (4) Review programs, classroom environments and strategies for children with specific special needs. (5) Identify specific exceptionalities and intervention techniques. (6) Advocate for children and their families. STUDENT LEARNING OUTCOMES 1. 2. 3. Adapt a program of study that best fits a child’s needs using appropriate learning and teaching styles. Students will able to identify a variety of disorders and disabilties and how to best assist the specific child in a classroom setting. Students will identify and describe the family systems approach to early intervention and develop a strategy to enhance family support and family professional partnerships in an early intervention program. INSTITUTIONAL STUDENT LEARNING OUTCOMES (A) Critical Thinking: Analyze problems by differentiating fact from opinions, using evidence, and using sound reasoning to specify multiple solutions and their consequences. (G) Cultural Diversity: Respectfully engage with other cultures in an effort to understand them. CHILD DEVELOPMENT STUDENT LEARNING OUTCOMES Demonstrate familiarity with appropriate materials, equipment, and teaching approaches that support optimum learning and development for young children. The student will justify the relevance and appropriateness of the activity in relationship to the objectives of the activity. What is this class about? Taking this class will help to shed light on the world of early intervention for children with special needs. Overview of programs providing special education services for children with special needs focusing on birth through school age. It will include a study of various early/care early intervention natural environments and educational settings, legislation, characteristics of various exceptionalities and educational implications. Observation in schools will be required. This course identifies the political and social implications that affect special education, and it identifies the different categories of disabilities.  What will you learn? During this five-week session, you will develop your understanding of the overall personal health and well-being of the exceptional child. The goal is for you to become a better educator who is responsive, knowledgeable, and able to design and implement instruction by the end of this course. The skills you learn will help you succeed both in and out of class. Successful college students are self-motivated and understand the importance of studying the material, coming to class prepared, and practicing the skills learned. I anticipate this to be a transformative journey for all of us, and I look forward to it! Why should you care? By understanding the theoretical and philosophical foundations of early intervention programs and the needs of exceptional children, we can better understand the how to maximize their learning and foster inclusive education. By taking this course, you will work towards developing and/or improving your competencies as a college student, early childhood teacher, child care personnel in inservice training programs, and parent. You will learn ways to work effectively with young children who may have exceptionalities in physical, cognitive, language, social, or behavioral development. You will also learn how to arrange the environment so that every child has developmentally appropriate learning opportunities.  2 Textbooks Read You will read the assigned text – see information listed below. You will also have additional assigned readings outside of the course text. Think/Ask/Discuss This is an interactive class, even though it is online (Canvas). I really encourage discussions and interactions which will foster a more engaging learning environment. I expect you to ask questions when you need clarification or more information, and feel comfortable to share your ideas freely. Observe You will conduct a minimum of three hours of observation in an early intervention setting*, which can include a preschool setting, therapy center, early intervention program, child-care center, etc. *This will be changed to a video observation due to the COVID-19 quarantine. Write Throughout the course, you will be writing responses to readings in a variety of forms (Canvas discussions, reflections, etc.) In addition, you will be writing a reflection and analysis based on a special education speaker panel, as well as your early intervention virtual observation TIPS FOR SUCCESSS TO BE SUCCESSFUL IN THIS CLASS 1. Read the assigned chapters each week. Outline and summarize the information. Be prepared to participate in forum discussions and activities based on the readings each week. For less expensive alternatives for the textbook, try amazon.com, textbooks.com, half.com, other discount textbook websites. 2. Use a Dictionary to look up any unfamiliar words. You may want to put dictionary.com on your phone or personal wireless device. 3. Use the textbook website to study vocabulary and take practice exams. 4. Form a virtual study group with some of your peers. Practice teaching each other what you have learned. 5. Be sure that study time is in your daily schedule. For every hour spent in a college course, you should be spending 2 hours studying/reviewing outside of class! Since this is a 5-week course, you should plan to spend a minimum of 18 hours per week on course requirements! 6. Pay attention to due dates and submit work at least 12 hours before it is due to account for technical difficulties. Give yourself enough time to proofread and rewrite your work. 7. Contact the facilitator to discuss any concerns or for additional information. You may contact me anytime on Canvas. Please allow for 24-48 hours (M-F) for a reply. One-on-one Zoom conferences are available by appointment. 8. Become acquainted with the online library resources. If needed, seek guidance for effective research methods. 3 9. Have fun, practice a growth mindset and know that YOU GOT THIS!! Our Class Assignment Schedule: Week of Topic Chapter(s) to be Read by class on Monday * Chapter 1 Assignment -Get Text Book! -Readings for next class -Canvas Discussion/ Activity -Begin IRIS Modules January 4 Netiquette/ Online Community Building Introduction to Special Education Syllabus Quiz Chapter 1- An Inclusive Approach to Early Education January 11 Chapter 2- Federal Legislation: Early Intervention and Prevention Chapter 2 -Readings for next class -Canvas Discussion/ Activity - DUE 1/14: Assignment #1: IRIS Modules - LC #1- Chaps 1 & 2 by 11: 59pm on 1/16 January 18 Chapter 3- Inclusive Programs for Young Children Chapter 3 Chapter 4 -Readings for next class -Canvas Discussion/ Activity DUE 1/21: Assignment #2- Panel Reflection LC #2- Chaps 3 & 4 by 11: 59pm on 1/23 Chapter 5 Chapter 6 -Readings for next class -Canvas Discussion/ Activity DUE 1/28: Assignment#3: Parenting an Exceptional Child LC #3- Chaps 5 & 6 by 11: 59pm on 1/30 Chapter 7 Chapter 8 -Readings for next class -Canvas Discussion/ Activity - DUE 2/4: Assignment #4: Early Intervention Observation -LC #4- Chaps 7 & 8 by 11: 59pm on 2/6 Chapter 4- Normal and Exceptional Development January 25 Chapter 5- Developmental Disabilities Chapter 6- Sensory Impairments: Hearing and Vision Chapter 9- Partnership with Families* February 1 Chapter 7- Physical Disabilities and Health Problems Chapter 8- Learning and Behavior Disorders Have a great spring semester! *Additional readings, such as articles and text excerpts are TBD and will be assigned throughout the semester. The instructor reserves the right to make adjustments and modifications to the course schedule and assignments as needed. Students should anticipate revisions and divergencies. 4 Course Assignments Please Read! * When you submit your course assignments, you have an opportunity to celebrate your learning; I look forward to celebrating with you! In order to provide you with timely feedback and to prepare you to complete subsequent assignments, it is important for you to submit assignments on time. Assignments should be submitted before midnight on the date specified and should be submitted in Canvas. Please do not e-mail assignments. While it is important for work to be submitted on time, I understand that life happens. In general, I do not accept late work. However, in extenuating circumstances, please contact me before an assignment is due if you need a little extra time and we can try to work something out. Please submit uploaded documents in Microsoft Word or PDF ONLY. I cannot accept assignments submitted in Pages, Notebook, etc. Assignments submitted in any format other than Word or PDF will receive not receive credit. Technology can be a great tool, but sometimes it may not work according to plan. I recommend submitting assignments at least 12 hours before the due date, just in case you need some tech support. Canvas Tech Support is great (I use them often), and they are available 24/7: 1-844303-5590. Assignment #1- IRIS Modules for Inclusive Education You will be required to go through the four designated IRIS modules and complete the corresponding activities that are assigned. DUE: January 14th. Table 2 IRIS Modules/Articles for Inclusive Education Module Name and URL What Do You See? Perceptions of Disability https://iris.peabody.vanderbilt.edu/module/da/ Assistive Technology: An Overview Description a. Explores potential biases against people with disabilities b. Focuses on strengths c. Assistive Technology Devices and Services d. Assistive Technology resources http://iris.peabody.vanderbilt.edu/at/chalcycle.htm The Pre-referral Process: Procedures for Supporting Students e. Purpose of pre-referral process f. Six stages of pre-referral process with Academic and Behavioral Concerns http://iris.peabody.vanderbilt.edu/preref/chalcycle.htm Early Childhood Environments: Designing Effective Classrooms g. Offers information on how to set up effective inclusive early childhood classroom environments for young children. https://iris.peabody.vanderbilt.edu/module/env/#content 5 Assignment #2- Panel Reflection You will view the video recording of a question-answer panel that took place in my previous CD 44 in-person class (YouTube link will be provided). Panelists will consist of experts in the field of early intervention, as well as parents of exceptional children. You will prepare questions ahead of time (based on speaker bios). You will write a two to three-page reflection on your analysis of the panel discussion and make connections to personal experiences and concepts discussed in the course. DUE: January 21st. Assignment #3- Parenting an Exceptional Child (SLO #3) Congratulations! This year a child with exceptional needs will join your family! You will write about your (fictional) child and his/her specific condition, disability, or exceptionality. You will select the exceptionality from a list and using the family systems approach, you will write about that exceptionality through the lens of your fictional child and your family. You will investigate the need and collect resources that assist professionals by providing information and suggestions for meeting needs. (How you share is up to you, i.e. Padlet, Adobe Sparks, brochure, Weebly, PowerPoint, Prezi, website, podcast, etc. Your final product will also be made available to your classmates). DUE: January 28th. Assignment #4- Special Education VIDEO Observation Assignment You will conduct approximately three hours of virtual, video observations of classrooms/educational settings that include children with special needs. The videos will be provided by your instructor and range from ten minutes to one hour in length. You will view each of these videos and compile your notes, checklist, analysis, and reflection. DUE: February 4th. Canvas Discussions- Each week you will be asked to participate in discussion forums, as well as submit reflective responses to course readings. Due Weekly. Extra Credit- Extra credit may be available for students who submit all assignments on time and with a grade “C” or better. Please refer to Canvas announcements for possible extra credit opportunities which are approved by the course facilitator. Some extra credit assignments (i.e. Discussions) may be available on Canvas, as well. Incompletes may be requested in extenuating circumstances only. In order to request an Incomplete, you must be earning at least a 75% in the course and are allowed to only have missed the last two assignments (including weekly discussions). Verifying documentation may be required. EVALUATION OF STUDENT PERFORMANCE Assignment Point Values Assignment #1: 80 Assignment #2: 40 Assignment #3: 60 Assignment #4: 100 Learning Celebration (4 x 25): 100 Participation/Canvas: ≥80 Total Points: ≥460 Grading: A=90-100 % B= 80-89 % C=70-70 % D= 60-69 % F= 59 % and below Please Note: It is expected that you will turn in your assignments on or before their deadlines. Please notify me before an assignment is due if you do not think you can submit it on time. Most issues can be resolved with good communication. I understand life happens, so if you recognize that a due date might be a problem to make, contact me right away to advocate for your success. To be equitable, point deductions may apply. 6 Grading Your grade will be based on your performance on the four Learning Celebrations (previously known as exams), four assignments, and class participation in Canvas discussions/assignments. Written work will be graded on the substance of what you write (e.g., accuracy of information, inference and reasoning, etc.) and on the skill with which you write (e.g., organization, syntax, spelling, etc.). You are expected to produce writing assignments that meet college-level standards. Some assignments will be scored holistically, and for some assignments, the scoring guidelines and criteria are outlined in a rubric that you must read very carefully. Remember that it is better to turn something in – even if you think you may fail – 59 points towards your total is a lot better than 0 points. Even though they are both and F – the 59 points do matter! Participation and Online Conduct Students must participate regularly and as required in discussion forums, tests, and any other required activity posted in Canvas for this course. If the instructor does not see the required participation activities within the first week of class, the student is subject to being dropped by the instructor. If the student does not participate in the class by the drop deadline date, the student may be dropped from the class by the instructor. If the student shows little activity throughout the course, the student may be dropped from the class and will receive a W on the transcript. Please note, it is ultimately the student’s responsibility to drop a course. At no time are you to belittle, judge, or criticize another student in the discussion forum. If this occurs, the discussion post will be eliminated and it will not count towards your posting of the three minimum posts required per week. House Rules: Netiquette Rules: It is essential that you pay close attention to your written communication in an online community. It is extremely important to communicate effectively and clearly to be successful in an online program. Also, it is important that every student follow the Netiquette (online etiquette) requirements. Please adhere to the following Netiquette rules: • Respectful: Remember, the written word can be offensive so treat each other with respect. Review your comments before submitting them to ensure that your opinion is expressed, but in a respectful manner. Your comments and discussions should be focused on enhancing the learning environment. Do not judge, but challenge. You can challenge a comment, but do it respectfully. • Encouraging: Comments should allow others to agree or disagree with your statements. Encourage peers who express their thoughts and validate them. Recognize good work and critical thoughts. • Observe: Recognize that everyone has different experiences in life and will bring that experience into the discussion. Sometimes words are misinterpreted so if you disagree or are offended by a comment, ask a question for clarification so that your responses will be based on facts and information. Observe before defending your position. • Disagree politely: While comments such as “I agree” or “I disagree” should always be followed with a reasonable and valid explanation, do this politely and by using facts, not opinion. • No Yelling: Make your points, but do not YELL! Writing in all caps indicates that you are yelling at the reader. Also, avoid using exclamation marks or any other sign that indicates you are upset. Remember, this is a public forum where everyone is trying to learn. • No Profanity: Online learning is not a place to use profanity or to discriminate. This will not be allowed and such communication will not be tolerated. In addition, no points will be earned for discussions or replies that include profanity. • Signature: Always sign your name. Make sure you use only your real name as specified by your application to the college. • Shine: Make yourself look good through words. Remember, you are only known through your written 7 words so represent yourself in a professional manner. Negative behavior will not be rewarded so please adhere to the Netiquette rules and be respectful to one another. 8 Grade Tracker – Fill in the total points from each assignment. Divide by the total possible points to get your grade on that assignment. To get your final grade, add all of your points and divide by 460 (or total possible; whichever is greater). Assignment #1 Total Points Total Possible 40 Assignment #2 80 Assignment #3 60 Assignment #4 100 Canvas/Participation 80 Learning Celebration 100 Total ≥460 Course Contacts: Name: _______________________________________________________________________________________ Phone: __________________________________ Email: _______________________________________________ Name: _______________________________________________________________________________________ Phone: __________________________________ Email: _______________________________________________ Name: _______________________________________________________________________________________ Phone: __________________________________ Email: _______________________________________________ Student Services Offices Student Services provides a wide array of programs and services to fulfill the needs of WLAC’s diverse student body. Visit the link below to explore all Student Service programs in details. http://wlac.edu/services-resources/index.aspx Admissions & Records EOPS/CARE Transfer Center Assessment & Matriculation Financial Aid TRIO Programs Bookstore Health Center - Educational Talent Search Business Office International Student Program - TRIO STEM CalWORKs/GAIN Outreach and Recruitment - Upward Bound Counseling Puente Program Veterans Services Disabled Students Program & 9 Services DO YOU NEED ASSISTANCE? If you need assistance with writing for your courses – check out THE WRITING CENTER. Need money for books, living expenses, course fees? The FINANCIAL AID office may be able to help. A ACOMMODATIONS STATEMENT : Office of Disabled Student Programs and Services (DSP&S) The DSPS Office is located in Student Services Building, SSB, 3rd floor, room 320, phone, 310 287 4420. “Students with disabilities who need any assistance or accommodations should contact the instructor. Students should also contact the Disabled Student Programs & Services (DSPS) center located in SSB 320 or call 310-287-4420.” dsps@wlac.edu. Academic Policies ACADEMIC DISHONESTY AND PLAGIARISM Academic Honesty/Plagiarism Statement: All students are expected to adhere to West Los Angeles College standards of academic honesty. This includes plagiarism, the unlawful copying and failure to give credit to (cite) sources that you may use in the research and writing performance of your class work. Cheating and other forms of misconduct are covered under this statement. Failure to do so may result in failed assignment and/or a failed grade in this class. Diversity and Discrimination Statement This course is a place where you will be treated with respect and I welcome people of all ages, backgrounds, beliefs, ethnicities, genders, gender identities, national origins, races, religious affiliations, sexual orientations, abilities, and other visible and non-visible differences. All members of this course shall contribute to a respectful, welcoming, and inclusive environment for all participants. If you feel that you have been subjected to discrimination and/or harassment, in this course or on any LACCD campus, please visit the following webpage for more information on how to report and get help: http://www.wlac.edu/Policies/Discrimination.aspx 10 CHICANO 008: Mex-Am In Us Hist 2 1# Check-in Icebreaker Assignment To Receive full credit, you will need to write at least 200 words. This icebreaker assignment will be used for two purposes. First, it is a check-in assignment to let the instructor know that you are present in the first day of class and, therefore, are working through your Canvas modules so you will not be dropped. As a result, if you fail to complete this check in assignment by the due date, you will be automatically dropped from the class. Secondly, this check-in assignment will also serve to get to know each other by answering the discussion question and responding to a classmates' discussion post. Please be respectful and collegial. Instructions ● When you have composed your discussion post, please post it into the discussion forum so others can see your response. ● Click the "Reply" button at the top of the introduction thread at the bottom of this page. The Initial Post and response is due on Tuesday. Discussion: INITIAL POST: Add a new discussion topic; In your post please include the following: 1. A brief summary of why you are taking this class, what is your major, and tell us a bit about yourself. Share things about yourself that you feel comfortable in sharing with the entire class such as favorite foods, hobbies, things you like to do with your free time, the last movie you watched, the last book you read, last and future travels, what motivates you to be in college, why are you taking an online class etc. 2. Share anything interesting about yourself. REPLY: Please reply to at least two of your peer's posts. How do I reply to a discussion? In each reply, please do the following: 1. Note something you have in common with your peer. 2. Share some feedback in response to their thoughts or feelings about taking an ChS course . CH DEV 044: Early Interv For Children With Special Needs 1# Welcome Video Check-In Due Tuesday ( 5 pts) https://www.youtube.com/watch?v=cqd8Z8QG044 After watching the welcome video in its entirety, please answer the following question: 1. What were two "tips for success" mentioned in my welcome video? **You will earn five points if you can correctly name two of the "tips" from the video.** 2# Syllabus Quiz (10 pts) Questions 10 Time Limit 15 Minutes due Wednesday 3# Discussion post by Wednesday and response by Thursday Student Introductions: Reflections on 2021 Happy New Year! I think we can all agree, the year 2021 was another year of unexpected surprisespositive and not so positive. As we enter into a new year, we may be inspired to reflect on the past and make goals for the future (i.e. the ubiquitous "New Year's resolutions"). There's a saying that "hindsight is 20/20" which means that things always seems clearer when you look back and reflect on them versus when you are in the moment experiencing them. This saying is fitting as we enter into the year 2022 and leave 2021 behind, but for this task, we will reflect both on 2021 and look forward to this new year. It is important to build a classroom community of learners to help us to engage in discourse, learn from one another, and to feel safe to take academic risks. We can begin to create such a community by participating in activities like this one. YOUR TASK: Help us get to know you and introduce yourself to the class by first sharing your major (Child Development) and why you are taking this course. You will then complete the following three statements in a minimum of 7-10 sentences (your intro as a whole should be at least 7-10 sentences): "My favorite memory from 2021 was..." "Something I am happy to leave behind from 2021 is..." "Something I hope for in 2022 is..." For example, a sample response can read something like (this was my example from last year): "Hello, class! My name is Marini Smith and I am taking this class because I want to know how to best support the needs of the exceptional students in my classes. I know that every child is different so I want to equip myself with as much knowledge as possible regarding different exceptionalities and the best practices to support those exceptionalities. My favorite memory from 2020 happened just recently when my husband and I bought our first house. We moved in just a couple of weeks before Christmas. Being a homeowner in Los Angeles isn't something I thought would happen for us anytime soon-- much less during a pandemic-- so I am really proud and extremely grateful. We saved really hard and looked at over 50 homes before we were finally able to find something within our budget that could work for our family. Something I am happy to leave behind in 2020 is the leadership of our country (POTUS) and the pandemic. Without getting too political here, I will just say that I did not always agree with the policies made and the regard for the diverse people in our country. I am so relieved that this country will inaugurate a new president this month. And this pandemic has been devastating and scary in so many ways. I just lost a dear cousin to COVID on 12/31, and I have a son who is medically fragile and high-risk. Something I hope for in 2020 is to get more organized and to get healthier. I have to manage lots of paperwork, projects, etc. for both home and school, and sometimes it can be overwhelming. I think I can really benefit from coming up with ways to keep these things more organized, especially as we continue the 'safer at home' orders. I loved the show "The Home Edit" on Netflix and my husband got me a couple of The Home Edit books for Christmas! I also would like to incorporate more exercise and better eating into my daily life. I'm not getting any younger, and I know that making these changes with improve my quality of life, overall." You can type your response directly into Canvas OR you can earn more points (+5) and allow us to get to know you even better by posting a video (no more than 30 seconds to 1 minute, please!) of yourself sharing your response. There are many ways to upload a video, but probably the simplest is by using the Rich Content Editor right here in Canvas! See the instructions by clicking on the blue hyperlink below: *** One other helpful note: after you have recorded your video and you click the "Save" button, be patient. It may take a couple of minutes for the video to process and upload. *** As you can see by my video (I recorded using a program called Screencast-OMatic and then uploaded to YouTube), you don't have to be a pro or doing anything fancy- just give us an opportunity to get to know a little something about you. SEE MY EXAMPLE HERE from two years ago: Reflections from 2019(Links to an external site.) And for some reason, the audio in the video of my son, Coco, saying "I love you" that I reference above in the Reflections video didn't come through, so I am posting that video here separately, as well. The magic happens at 0:30, but you haven't to listen closely or you'll miss it (I did; it wasn't until after I shared it that a friend messaged me that she heard it, and I re-listened, did I even notice it!)! Coco Says "I Love You" Pre-Op (Links to an external site.) Please respond to at least two students by telling them something you have in common, OR a connection you made to what they shared, OR something you thought was interesting. **Please make sure your original reply is posted by Wednesday of each week to give the rest of your classmates opportunities to reply and be replied to. ***Also note: to ensure authenticity of replies and encourage original thought, you must post your response before seeing the replies of your classmates. **Criteria for posts: For all discussion forum posts (you will have them each week), be sure to respond in at least 250 words (about 2 paragraphs) for each original response. When you are asked to respond to a classmate's post, your post must be at least 150 words (about a paragraph) to earn full points. Please refer to the word counter you will see on the bottom right of the text box as you type your response. All posts must be your own work, and should show depth of thought and include relevant details and examples to receive maximum points. Simply replying, "I agree" or "I disagree" will not suffice. You may begin with, "I agree with _____ because...." and go on to give detailed reasons for your agreement. Following this format, you will earn points accordingly: Up to 6 points for submitting your reply Up to 2 points for responding to Student #1 Up to 2 points for responding to Student #2 CH DEV 44: Early Interv For Children With Special Needs (*START HERE) Canvas Basics and Website Information Please check out these tutorials that will: Help you navigate my Canvas courses, in general: Canvas Basics (Links to an external site.) Show you what's available on my Education/Child Development website: Smith CD Website Intro (Links to an external site.) INTRO TO CANVAS: How to Navigate This Course Please view this video tutorial giving instructions on how to navigate this Canvas course. Before moving on to this course, there are three things you should update in your Canvas account: 1. Take a minute to update your profile information, including a picture or avatar of yourself. You will be participating in numerous discussion forums throughout the course and having a picture along with the post helps build community. You can learn about updating your profile. 2. While you are in your account setting, decide if you would like to add a personal email address. You can add a personal email address to your Canvas account so that you will be notified of announcements, new content, grades, etc. 3. Finally, set up your notification settings for Canvas. You can decide if you would like to be notified immediately, with a daily summary, or with a weekly summary for due dates, announcements, content changes, and more. 4. Additionally, the time zone for this course is set to Pacific time (Los Angeles, California). If you live in another area and would like to see the deadlines for assignments and exams listed in your local time zone. to learn how to set a time zone in your user account. ~Dr. Smith Welcome Video Here's a brief video that welcomes you to the course, tells you a bit about me, and also shares some tips for success in the course. Make sure you view the video and pay attention- you will have to answer a couple of questions on the next page. ;-) https://youtu.be/cqd8Z8QG044 (Links to an external site.) Syllabus- Assignments * When you submit your course assignments, you have an opportunity to celebrate your learning; I look forward to celebrating with you! In order to provide you with timely feedback and to prepare you to complete subsequent assignments, it is important for you to submit assignments on time. Assignments should be submitted before midnight on the date specified and should be submitted in Canvas. Please do not e-mail assignments. While it is important for work to be submitted on time, I understand that life happens. In general, I do not accept late work. However, in extenuating circumstances, please contact me before an assignment is due if you need a little extra time and we can try to work something out. Please submit uploaded documents in Microsoft Word or PDF ONLY. I cannot accept assignments submitted in Pages, notebooks, etc. Assignments submitted in any format other than Word or PDF will receive not receive credit. Technology can be a great tool, but sometimes it may not work according to plan. Assignment #1- IRIS Modules for Inclusive Education You will be required to go through the four designated IRIS modules and complete the corresponding activities that are assigned. DUE: January 14th. Table 2 IRIS Modules/Articles for Inclusive Education Module Name and URL Description What Do You See? Perceptions of Disability a. Explores potential biases against people with disabilities https://iris.peabody.vanderbilt.edu/module/da/ (Links to an external site.) Assistive Technology: An Overview http://iris.peabody.vanderbilt.edu/at/chalcycle.htm (Links to an external site.) b. Focuses on strengths c. Assistive Technology Devices and Services d. Assistive Technology resources The Pre-referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns e. Purpose of pre-referral process http://iris.peabody.vanderbilt.edu/preref/chalcycle.htm f. Six stages of prereferral process (Links to an external site.) Early Childhood Environments: Designing Effective Classrooms g. Offers information on how to set up effective inclusive early childhood https://iris.peabody.vanderbilt.edu/module/env/#conten classroom environments t(Links to an external site.) for young children. Assignment #2- Panel Reflection You will view the video recording of a question-answer panel that took place in my previous CD 44 in-person class (YouTube link will be provided). Panelists will consist of experts in the field of early intervention, as well as parents of exceptional children. You will prepare questions ahead of time (based on speaker bios). You will write a two to three-page reflection on your analysis of the panel discussion and make connections to personal experiences and concepts discussed in the course. DUE: January 21st. Assignment #3- Parenting an Exceptional Child (SLO #3) Congratulations! This year a child with exceptional needs will join your family! You will write about your (fictional) child and his/her specific condition, disability, or exceptionality. You will select the exceptionality from a list and using the family systems approach, you will write about that exceptionality through the lens of your fictional child and your family. You will investigate the need and collect resources that assist professionals by providing information and suggestions for meeting needs. (How you share is up to you, i.e. Padlet, Adobe Sparks, brochure, Weebly, PowerPoint, Prezi, website, podcast, etc. Your final product will also be made available to your classmates). DUE: January 28th. Assignment #4- Special Education VIDEO Observation Assignment You will conduct approximately three hours of virtual, video observations of classrooms/educational settings that include children with special needs. The videos will be provided by your instructor and range from ten minutes to one hour in length. You will view each of these videos and compile your notes, checklist, analysis, and reflection. DUE: February 4th. Canvas Discussions- Each week you will be asked to participate in discussion forums, as well as submit reflective responses to course readings. Due Weekly. Extra Credit- Extra credit may be available for students who submit all assignments on time and with a grade “C” or better. Please refer to Canvas announcements for possible extra credit opportunities which are approved by the course facilitator. Some extra credit assignments (i.e. Discussions) may be available on Canvas, as well. Incompletes may be requested in extenuating circumstances only. In order to request an Incomplete, you must be earning at least a 75% in the course and are allowed to only have missed the last two assignments (including weekly discussions). Verifying documentation may be required. Syllabus- Course Description This course focuses on accommodating and adapting the physical environment, instructional strategies and curriculum to meet the needs of differently-abled children and their families. Legal mandates and the impact of laws and legislation will be examined in respect to the impact on children and their families. Understanding the process of assessment and developing an Individual Family Service Plan will be analyzed and discussed. This course covers the theoretical aspects of working with children with special needs. This course will focus on children ages 0-8 to encompass school age children as well infants through pre-school age children. Syllabus- Course Schedule Our Class Assignment Schedule: Week of Topic Chapter(s) to be Read by class on Monday * Assignment January 4 Netiquette/ Online Community Building Chapter 1 -Get Text Book! Introduction to Special Education Syllabus Quiz Chapter 1- An Inclusive Approach to Early Education -Readings for next class -Canvas Discussion/ Activity -Begin IRIS Modules January 11 Chapter 2- Federal Legislation: Early Intervention and Prevention Chapter 2 -Readings for next class -Canvas Discussion/ Activity - DUE 1/14: Assignment #1: IRIS Modules - LC #1- Chaps 1 & 2 January 18 Chapter 3- Inclusive Programs for Young Children Chapter 3 -Readings for next class Chapter 4 -Canvas Discussion/ Activity Chapter 4- Normal and Exceptional Development DUE 1/21: Assignment #2- Panel Reflection LC #2- Chaps 3 & 4 January 25 Chapter 5- Developmental Chapter 5 Disabilities Chapter 6 Chapter 6- Sensory Impairments: Hearing and Vision Chapter 9- Partnership with Families* -Readings for next class -Canvas Discussion/ Activity DUE 1/28: Assignment#3: Parenting an Exceptional Child LC #3- Chaps 5 & 6 February 1 Chapter 7- Physical Disabilities and Health Problems Chapter 7 -Readings for next class Chapter 8 -Canvas Discussion/ Activity Chapter 8- Learning and Behavior Disorders Have a great spring semester! - DUE 2/4: Assignment #4: Early Intervention Observation -LC #4- Chaps 7 & 8 *Additional readings, such as articles and text excerpts are TBD and will be assigned throughout the semester. The instructor reserves the right to make adjustments and modifications to the course schedule and assignments as needed. Students should anticipate revisions and divergencies. Syllabus- Textbook and Learning Objectives Textbook: The Exceptional Child: Inclusion in Early Childhood Education, 8th or 9th Edition, by Allen & Cowdery Link on Amazon: https://www.amazon.com/Exceptional-Child-Inclusion-ChildhoodEducation/dp/1285432371/ref=sr_1_3?crid=1UX5ZH7CUHIA3&keywords=the+excepti onal+child+inclusion+in+early+childhood+education+8th&qid=1578182243&sprefix=th e+exceptional+chil%2Caps%2C214&sr=8-3 (Links to an external site.) Course Objectives: (1) Identify historical, legal and physical issues for children with special needs. (2) Discuss major approaches to intervention and the implication of early intervention. (3) Discuss program guidelines and basic issues as they relate to a culturally and linguistically diverse society. (4) Review programs, classroom environments and strategies for children with specific special needs. (5) Identify specific exceptionalities and intervention techniques. (6) Advocate for children and their families Student Learning Outcomes (SLO's): 1. Adapt a program of study that best fits a child’s needs using appropriate learning and teaching styles. 2. Students will able to identify a variety of disorders and disabilties and how to best assist the specific child in a classroom setting. 3. Students will identify and describe the family systems approach to early intervention and develop a strategy to enhance family support and family professional partnerships in an early intervention program. Institutional Student Learning Outcomes (ILO's): (A) Critical Thinking: Analyze problems by differentiating fact from opinions, using evidence, and using sound reasoning to specify multiple solutions and their consequences. (G) Cultural Diversity: Respectfully engage with other cultures in an effort to understand them. Child Development Student Learning Outcomes: Demonstrate familiarity with appropriate materials, equipment, and teaching approaches that support optimum learning and development for young children. The student will justify the relevance and appropriateness of the activity in relationship to the objectives of the activity. We're in the News! As the parent of a child who is medically fragile and a Professor of Child Development and Education, I feel very strongly that I must advocate for the rights of exceptional children. I am very fortunate to have had some recent opportunities to get my story out and to share awareness around issues that affect the uniquely-abled community. I'd like to share that here: 1. I was recently interviewed about the IEP Process: EDUCATION DIVE ARTICLE ABOUT IEP PROCESS 2. In this course, we discuss inclusion and accessibility. Research in child development also tells us how important play is in the development of young children and beyond. More and more professionals are demonstrating the understanding of the value of these two concepts, and we are seeing more accessible playgrounds popping up around Los Angeles and around the world. Here is one playground located in Carson that had its grand opening on Thursday, January 16th. We went and it was awesome. We were pictured in an article in the Daily Breeze newspaper (Links to an external site.) 3. After the recent COVID-19 quarantine, I was interviewed by Speak Up, a parent-led advocacy group. I shared about the challenges of homeschooling as a parent of an exceptional child. The article can be accessed here.(Links to an external site.) 4. The article garnered so much awareness, that our family was interviewed by three different news stations! See the KCAL news segment here(Links to an external site.) I encourage each of you to continue to learn and grow in this field of special education. It is complex and ever-changing. It is so very important for us to speak out for those who may not be able to speak for themselves and to continue to bring awareness to the uniquely-abled individuals in our community. CHDV 44: Early Intervention for Children with Special Needs Section: 10961 (Winter Online 5 Weeks) Date: January 4- February 6, 2022 Office: N/A Canvas: www.ilearn.laccd.edu How to Reach Course Facilitator: *Preferred: Canvas email Email: smithmh@wlac.edu Website: https://www.smithwlac.com/ Conference Hours: E-mail any time on Canvas (M-F, 9-5pm) Zoom Conference by Appointment ● ● ● Dr. Marini Smith WELCOME to CHDV 44! Happy New Year! During this five-week session, you will develop your understanding of children with special needs and an overview of special education. You will also learn about the legal rights of people with disabilities, IEP’s and IFSP’s, early identification and assessment, the role of the educator, services in all disciplines and professions, and the importance of school and family partnerships, including culturally responsive curriculum and instruction. The goal is for you to become a better educator who is responsive, knowledgeable, and able to design and implement instruction by the end of this course. COURSE DESCRIPTION This course focuses on accommodating and adapting the physical environment, instructional strategies and curriculum to meet the needs of differently-abled children and their families. Legal mandates and the impact of laws and legislation will be examined in respect to the impact on children and their families. Understanding the process of assessment and developing an Individual Family Service Plan will be analyzed and discussed. This course covers the theoretical aspects of working with children with special needs. This course will focus on children ages 0-8 to encompass school age children as well infants through pre-school age children. 1 ● ● ● Inside the syllabus: Course content...…............page 2 Course Materials…………page 3 Course Assignments …..pages 4-5 Evaluation ...……… ……...page 5 Grading……………...…….page 6 Student Services Info……..page 7 Academic Policies… ..……page 8 COURSE OBJECTIVES (1) Identify historical, legal and physical issues for children with special needs. (2) Discuss major approaches to intervention and the implication of early intervention. (3) Discuss program guidelines and basic issues as they relate to a culturally and linguistically diverse society. (4) Review programs, classroom environments and strategies for children with specific special needs. (5) Identify specific exceptionalities and intervention techniques. (6) Advocate for children and their families. STUDENT LEARNING OUTCOMES 1. 2. 3. Adapt a program of study that best fits a child’s needs using appropriate learning and teaching styles. Students will able to identify a variety of disorders and disabilties and how to best assist the specific child in a classroom setting. Students will identify and describe the family systems approach to early intervention and develop a strategy to enhance family support and family professional partnerships in an early intervention program. INSTITUTIONAL STUDENT LEARNING OUTCOMES (A) Critical Thinking: Analyze problems by differentiating fact from opinions, using evidence, and using sound reasoning to specify multiple solutions and their consequences. (G) Cultural Diversity: Respectfully engage with other cultures in an effort to understand them. CHILD DEVELOPMENT STUDENT LEARNING OUTCOMES Demonstrate familiarity with appropriate materials, equipment, and teaching approaches that support optimum learning and development for young children. The student will justify the relevance and appropriateness of the activity in relationship to the objectives of the activity. What is this class about? Taking this class will help to shed light on the world of early intervention for children with special needs. Overview of programs providing special education services for children with special needs focusing on birth through school age. It will include a study of various early/care early intervention natural environments and educational settings, legislation, characteristics of various exceptionalities and educational implications. Observation in schools will be required. This course identifies the political and social implications that affect special education, and it identifies the different categories of disabilities.  What will you learn? During this five-week session, you will develop your understanding of the overall personal health and well-being of the exceptional child. The goal is for you to become a better educator who is responsive, knowledgeable, and able to design and implement instruction by the end of this course. The skills you learn will help you succeed both in and out of class. Successful college students are self-motivated and understand the importance of studying the material, coming to class prepared, and practicing the skills learned. I anticipate this to be a transformative journey for all of us, and I look forward to it! Why should you care? By understanding the theoretical and philosophical foundations of early intervention programs and the needs of exceptional children, we can better understand the how to maximize their learning and foster inclusive education. By taking this course, you will work towards developing and/or improving your competencies as a college student, early childhood teacher, child care personnel in inservice training programs, and parent. You will learn ways to work effectively with young children who may have exceptionalities in physical, cognitive, language, social, or behavioral development. You will also learn how to arrange the environment so that every child has developmentally appropriate learning opportunities.  2 Textbooks Read You will read the assigned text – see information listed below. You will also have additional assigned readings outside of the course text. Think/Ask/Discuss This is an interactive class, even though it is online (Canvas). I really encourage discussions and interactions which will foster a more engaging learning environment. I expect you to ask questions when you need clarification or more information, and feel comfortable to share your ideas freely. Observe You will conduct a minimum of three hours of observation in an early intervention setting*, which can include a preschool setting, therapy center, early intervention program, child-care center, etc. *This will be changed to a video observation due to the COVID-19 quarantine. Write Throughout the course, you will be writing responses to readings in a variety of forms (Canvas discussions, reflections, etc.) In addition, you will be writing a reflection and analysis based on a special education speaker panel, as well as your early intervention virtual observation TIPS FOR SUCCESSS TO BE SUCCESSFUL IN THIS CLASS 1. Read the assigned chapters each week. Outline and summarize the information. Be prepared to participate in forum discussions and activities based on the readings each week. For less expensive alternatives for the textbook, try amazon.com, textbooks.com, half.com, other discount textbook websites. 2. Use a Dictionary to look up any unfamiliar words. You may want to put dictionary.com on your phone or personal wireless device. 3. Use the textbook website to study vocabulary and take practice exams. 4. Form a virtual study group with some of your peers. Practice teaching each other what you have learned. 5. Be sure that study time is in your daily schedule. For every hour spent in a college course, you should be spending 2 hours studying/reviewing outside of class! Since this is a 5-week course, you should plan to spend a minimum of 18 hours per week on course requirements! 6. Pay attention to due dates and submit work at least 12 hours before it is due to account for technical difficulties. Give yourself enough time to proofread and rewrite your work. 7. Contact the facilitator to discuss any concerns or for additional information. You may contact me anytime on Canvas. Please allow for 24-48 hours (M-F) for a reply. One-on-one Zoom conferences are available by appointment. 8. Become acquainted with the online library resources. If needed, seek guidance for effective research methods. 3 9. Have fun, practice a growth mindset and know that YOU GOT THIS!! Our Class Assignment Schedule: Week of Topic Chapter(s) to be Read by class on Monday * Chapter 1 Assignment -Get Text Book! -Readings for next class -Canvas Discussion/ Activity -Begin IRIS Modules January 4 Netiquette/ Online Community Building Introduction to Special Education Syllabus Quiz Chapter 1- An Inclusive Approach to Early Education January 11 Chapter 2- Federal Legislation: Early Intervention and Prevention Chapter 2 -Readings for next class -Canvas Discussion/ Activity - DUE 1/14: Assignment #1: IRIS Modules - LC #1- Chaps 1 & 2 by 11: 59pm on 1/16 January 18 Chapter 3- Inclusive Programs for Young Children Chapter 3 Chapter 4 -Readings for next class -Canvas Discussion/ Activity DUE 1/21: Assignment #2- Panel Reflection LC #2- Chaps 3 & 4 by 11: 59pm on 1/23 Chapter 5 Chapter 6 -Readings for next class -Canvas Discussion/ Activity DUE 1/28: Assignment#3: Parenting an Exceptional Child LC #3- Chaps 5 & 6 by 11: 59pm on 1/30 Chapter 7 Chapter 8 -Readings for next class -Canvas Discussion/ Activity - DUE 2/4: Assignment #4: Early Intervention Observation -LC #4- Chaps 7 & 8 by 11: 59pm on 2/6 Chapter 4- Normal and Exceptional Development January 25 Chapter 5- Developmental Disabilities Chapter 6- Sensory Impairments: Hearing and Vision Chapter 9- Partnership with Families* February 1 Chapter 7- Physical Disabilities and Health Problems Chapter 8- Learning and Behavior Disorders Have a great spring semester! *Additional readings, such as articles and text excerpts are TBD and will be assigned throughout the semester. The instructor reserves the right to make adjustments and modifications to the course schedule and assignments as needed. Students should anticipate revisions and divergencies. 4 Course Assignments Please Read! * When you submit your course assignments, you have an opportunity to celebrate your learning; I look forward to celebrating with you! In order to provide you with timely feedback and to prepare you to complete subsequent assignments, it is important for you to submit assignments on time. Assignments should be submitted before midnight on the date specified and should be submitted in Canvas. Please do not e-mail assignments. While it is important for work to be submitted on time, I understand that life happens. In general, I do not accept late work. However, in extenuating circumstances, please contact me before an assignment is due if you need a little extra time and we can try to work something out. Please submit uploaded documents in Microsoft Word or PDF ONLY. I cannot accept assignments submitted in Pages, Notebook, etc. Assignments submitted in any format other than Word or PDF will receive not receive credit. Technology can be a great tool, but sometimes it may not work according to plan. I recommend submitting assignments at least 12 hours before the due date, just in case you need some tech support. Canvas Tech Support is great (I use them often), and they are available 24/7: 1-844303-5590. Assignment #1- IRIS Modules for Inclusive Education You will be required to go through the four designated IRIS modules and complete the corresponding activities that are assigned. DUE: January 14th. Table 2 IRIS Modules/Articles for Inclusive Education Module Name and URL What Do You See? Perceptions of Disability https://iris.peabody.vanderbilt.edu/module/da/ Assistive Technology: An Overview Description a. Explores potential biases against people with disabilities b. Focuses on strengths c. Assistive Technology Devices and Services d. Assistive Technology resources http://iris.peabody.vanderbilt.edu/at/chalcycle.htm The Pre-referral Process: Procedures for Supporting Students e. Purpose of pre-referral process f. Six stages of pre-referral process with Academic and Behavioral Concerns http://iris.peabody.vanderbilt.edu/preref/chalcycle.htm Early Childhood Environments: Designing Effective Classrooms g. Offers information on how to set up effective inclusive early childhood classroom environments for young children. https://iris.peabody.vanderbilt.edu/module/env/#content 5 Assignment #2- Panel Reflection You will view the video recording of a question-answer panel that took place in my previous CD 44 in-person class (YouTube link will be provided). Panelists will consist of experts in the field of early intervention, as well as parents of exceptional children. You will prepare questions ahead of time (based on speaker bios). You will write a two to three-page reflection on your analysis of the panel discussion and make connections to personal experiences and concepts discussed in the course. DUE: January 21st. Assignment #3- Parenting an Exceptional Child (SLO #3) Congratulations! This year a child with exceptional needs will join your family! You will write about your (fictional) child and his/her specific condition, disability, or exceptionality. You will select the exceptionality from a list and using the family systems approach, you will write about that exceptionality through the lens of your fictional child and your family. You will investigate the need and collect resources that assist professionals by providing information and suggestions for meeting needs. (How you share is up to you, i.e. Padlet, Adobe Sparks, brochure, Weebly, PowerPoint, Prezi, website, podcast, etc. Your final product will also be made available to your classmates). DUE: January 28th. Assignment #4- Special Education VIDEO Observation Assignment You will conduct approximately three hours of virtual, video observations of classrooms/educational settings that include children with special needs. The videos will be provided by your instructor and range from ten minutes to one hour in length. You will view each of these videos and compile your notes, checklist, analysis, and reflection. DUE: February 4th. Canvas Discussions- Each week you will be asked to participate in discussion forums, as well as submit reflective responses to course readings. Due Weekly. Extra Credit- Extra credit may be available for students who submit all assignments on time and with a grade “C” or better. Please refer to Canvas announcements for possible extra credit opportunities which are approved by the course facilitator. Some extra credit assignments (i.e. Discussions) may be available on Canvas, as well. Incompletes may be requested in extenuating circumstances only. In order to request an Incomplete, you must be earning at least a 75% in the course and are allowed to only have missed the last two assignments (including weekly discussions). Verifying documentation may be required. EVALUATION OF STUDENT PERFORMANCE Assignment Point Values Assignment #1: 80 Assignment #2: 40 Assignment #3: 60 Assignment #4: 100 Learning Celebration (4 x 25): 100 Participation/Canvas: ≥80 Total Points: ≥460 Grading: A=90-100 % B= 80-89 % C=70-70 % D= 60-69 % F= 59 % and below Please Note: It is expected that you will turn in your assignments on or before their deadlines. Please notify me before an assignment is due if you do not think you can submit it on time. Most issues can be resolved with good communication. I understand life happens, so if you recognize that a due date might be a problem to make, contact me right away to advocate for your success. To be equitable, point deductions may apply. 6 Grading Your grade will be based on your performance on the four Learning Celebrations (previously known as exams), four assignments, and class participation in Canvas discussions/assignments. Written work will be graded on the substance of what you write (e.g., accuracy of information, inference and reasoning, etc.) and on the skill with which you write (e.g., organization, syntax, spelling, etc.). You are expected to produce writing assignments that meet college-level standards. Some assignments will be scored holistically, and for some assignments, the scoring guidelines and criteria are outlined in a rubric that you must read very carefully. Remember that it is better to turn something in – even if you think you may fail – 59 points towards your total is a lot better than 0 points. Even though they are both and F – the 59 points do matter! Participation and Online Conduct Students must participate regularly and as required in discussion forums, tests, and any other required activity posted in Canvas for this course. If the instructor does not see the required participation activities within the first week of class, the student is subject to being dropped by the instructor. If the student does not participate in the class by the drop deadline date, the student may be dropped from the class by the instructor. If the student shows little activity throughout the course, the student may be dropped from the class and will receive a W on the transcript. Please note, it is ultimately the student’s responsibility to drop a course. At no time are you to belittle, judge, or criticize another student in the discussion forum. If this occurs, the discussion post will be eliminated and it will not count towards your posting of the three minimum posts required per week. House Rules: Netiquette Rules: It is essential that you pay close attention to your written communication in an online community. It is extremely important to communicate effectively and clearly to be successful in an online program. Also, it is important that every student follow the Netiquette (online etiquette) requirements. Please adhere to the following Netiquette rules: • Respectful: Remember, the written word can be offensive so treat each other with respect. Review your comments before submitting them to ensure that your opinion is expressed, but in a respectful manner. Your comments and discussions should be focused on enhancing the learning environment. Do not judge, but challenge. You can challenge a comment, but do it respectfully. • Encouraging: Comments should allow others to agree or disagree with your statements. Encourage peers who express their thoughts and validate them. Recognize good work and critical thoughts. • Observe: Recognize that everyone has different experiences in life and will bring that experience into the discussion. Sometimes words are misinterpreted so if you disagree or are offended by a comment, ask a question for clarification so that your responses will be based on facts and information. Observe before defending your position. • Disagree politely: While comments such as “I agree” or “I disagree” should always be followed with a reasonable and valid explanation, do this politely and by using facts, not opinion. • No Yelling: Make your points, but do not YELL! Writing in all caps indicates that you are yelling at the reader. Also, avoid using exclamation marks or any other sign that indicates you are upset. Remember, this is a public forum where everyone is trying to learn. • No Profanity: Online learning is not a place to use profanity or to discriminate. This will not be allowed and such communication will not be tolerated. In addition, no points will be earned for discussions or replies that include profanity. • Signature: Always sign your name. Make sure you use only your real name as specified by your application to the college. • Shine: Make yourself look good through words. Remember, you are only known through your written 7 words so represent yourself in a professional manner. Negative behavior will not be rewarded so please adhere to the Netiquette rules and be respectful to one another. 8 Grade Tracker – Fill in the total points from each assignment. Divide by the total possible points to get your grade on that assignment. To get your final grade, add all of your points and divide by 460 (or total possible; whichever is greater). Assignment #1 Total Points Total Possible 40 Assignment #2 80 Assignment #3 60 Assignment #4 100 Canvas/Participation 80 Learning Celebration 100 Total ≥460 Course Contacts: Name: _______________________________________________________________________________________ Phone: __________________________________ Email: _______________________________________________ Name: _______________________________________________________________________________________ Phone: __________________________________ Email: _______________________________________________ Name: _______________________________________________________________________________________ Phone: __________________________________ Email: _______________________________________________ Student Services Offices Student Services provides a wide array of programs and services to fulfill the needs of WLAC’s diverse student body. Visit the link below to explore all Student Service programs in details. http://wlac.edu/services-resources/index.aspx Admissions & Records EOPS/CARE Transfer Center Assessment & Matriculation Financial Aid TRIO Programs Bookstore Health Center - Educational Talent Search Business Office International Student Program - TRIO STEM CalWORKs/GAIN Outreach and Recruitment - Upward Bound Counseling Puente Program Veterans Services Disabled Students Program & 9 Services DO YOU NEED ASSISTANCE? If you need assistance with writing for your courses – check out THE WRITING CENTER. Need money for books, living expenses, course fees? The FINANCIAL AID office may be able to help. A ACOMMODATIONS STATEMENT : Office of Disabled Student Programs and Services (DSP&S) The DSPS Office is located in Student Services Building, SSB, 3rd floor, room 320, phone, 310 287 4420. “Students with disabilities who need any assistance or accommodations should contact the instructor. Students should also contact the Disabled Student Programs & Services (DSPS) center located in SSB 320 or call 310-287-4420.” dsps@wlac.edu. Academic Policies ACADEMIC DISHONESTY AND PLAGIARISM Academic Honesty/Plagiarism Statement: All students are expected to adhere to West Los Angeles College standards of academic honesty. This includes plagiarism, the unlawful copying and failure to give credit to (cite) sources that you may use in the research and writing performance of your class work. Cheating and other forms of misconduct are covered under this statement. Failure to do so may result in failed assignment and/or a failed grade in this class. Diversity and Discrimination Statement This course is a place where you will be treated with respect and I welcome people of all ages, backgrounds, beliefs, ethnicities, genders, gender identities, national origins, races, religious affiliations, sexual orientations, abilities, and other visible and non-visible differences. All members of this course shall contribute to a respectful, welcoming, and inclusive environment for all participants. If you feel that you have been subjected to discrimination and/or harassment, in this course or on any LACCD campus, please visit the following webpage for more information on how to report and get help: http://www.wlac.edu/Policies/Discrimination.aspx 10 Week 1/CH DEV 44: Early Interv For Children With Special Needs Chapter 1- PowerPoint VIDEO LECTURE Please view the PowerPoint VIDEO LECTURE where you will both see and hear me go over the concepts in the chapter. https://youtu.be/7-WmVxnQxLY (Links to an external site.) Chapter 1- PowerPoint Please review Chapter 1 of the text. Chapter 1- Notes Section I: Early Intervention and Public Policy CHAPTER 1 An Inclusive Approach to Early Education CHAPTER OUTLINE An Inclusive Approach to Early Education ● Inclusion Defined ● Historical Perspective of Inclusion Early attitudes Forget and hide Screen and segregate Identify and help Include and support ● Rationale for Inclusive Early Education The ethical issue The socialization issue Developmental issues Sensitive periods Teachable moments Imitation The cost issue ● Supporting Inclusion: Implications for Teachers Structuring child-to-child interactions Planning activities Professional collaboration ● Benefits of Inclusion Benefits for children with disabilities Benefits for typically developing children Developmental progress Peer tutoring Developing sensitivity Benefits for families Benefits for society ● Concerns and Challenges of Inclusion Will special needs be served? Concerns about inappropriate behaviors Will children with special needs be teased? A final word about inclusion ● ● ● ● ● Summary Key Terms Student Activities Review Questions Helpful Websites COMMENTS AND SUGGESTIONS This chapter sets the philosophical tone for the entire book. In this chapter we stress, “Inclusion is not merely a place, or an instructional strategy, or a curriculum; inclusion is about belonging, being valued, and having choices. Inclusion is also about accepting and valuing human diversity and providing the necessary support so that all children and their families can participate successfully in the programs of their choice.” It may be useful to spend some time discussing this statement in relation to preconceived notions that students may bring with them about inclusion and to programs that they may have observed that serve children with and without disabilities but are not inclusive. The two main components of this definition are belonging and support. Therefore, programs that serve children with and without disabilities but do not facilitate belonging or community building and support children’s participation are not truly inclusive programs. An inclusive approach to early education is imperative for young children in that they are developmentally malleable and resilient and in need of every possible opportunity to learn from children who are typically developing. To speak convincingly about inclusion and its benefits, many instructors find it is helpful to discuss what inclusion is and what inclusion is not. See Cullen’s list at the end of Chapter 1 for a list of worst practices in inclusion. Additionally, instructors may want to address the benefits and child outcomes not only for those children with disabilities and developmental delays but also those children who are typically developing. DISCUSSION POSSIBILITIES ● Select four examples from students’ written records made during their observation in an integrated early childhood classroom (assignments for Chapter 1). Discuss these in terms of particular children, their classroom challenges, their strengths, and the learning opportunities available to them during the observation. ● Haring and McCormick (1994; see References at end of Chapter 1) point out: “separating young children with handicaps from normal experiences creates distance, misunderstanding, and rejection. . . . Moreover, separating these youngsters from the real world means there must be reentry. Reentry problems can be avoided by not removing the child from normal settings” (p. 102). Probe this statement, drawing from students as many firsthand examples and experiences as possible. To prepare for this discussion the instructor might want to read Guralnick’s (1990) cogent article on the socialization issue (see Selected References below). Promote an open discussion on the pros and cons of inclusion. As arguments against inclusion arise try to help students determine whether the problems are the failure of inclusion per se or of inadequate or inappropriate classroom practices and support. Refer to Cullen’s list at the end of Chapter 1. ● Discuss the key points from the DEC/NAEYC Joint Position Statement on Inclusion (below in the resources). Are they feasible? Do the students see these key points in practice in the classrooms they have observed in? SELECTED REFERENCES AND PRINTED RESOURCES Blackman, J. A. (2005). Innovations in practices in early childhood education. Austin, TX: Pro-Ed. This book offers a good description of specific clinical models of early intervention programs aimed at high-risk infants and families. It focuses primarily on transition between hospital and community early intervention programs. The purpose is to provide the reader with specific examples of successful early intervention programs. Federal legislation, specifically Public Law 99-457, is empha-sized, and the authors show how to implement this legislation. Buysee, V., & Bailey, D. B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of the literature. Journal of Special Education, 26, 434–461. This literature review is the most current and comprehensive comparison of outcomes for children in integrated and segregated settings. The results suggest that cognitive gains may be equal, but gains in social and communication are better in integrated programs. DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. This position paper highlights what the DEC and NAEYC believe to be the best practices of inclusion and access to programming for young children with disabilities and special learning needs. http://www.decsped.org/uploads/docs/about_dec/position_concept_papers/PositionStatement_Inclus ion_Joint_updated_May2009.pdf (Links to an external site.) Diamond, K. E. (1994). Evaluating preschool children’s sensitivity to developmental differences in their peers. Topics in Early Childhood Education, 14(1), 49–63. This study reports findings, derived from the Pictorial Scale of Perceived Competence and Social Acceptability of Young Children (Harter & Pike, 1984), of typically developing children’s views of the abilities and likeability of classmates with developmental problems. Drinkwater, S., & Demchak, M. A. (1995). The preschool checklist: Integration of children with severe disabilities. Teaching Exceptional Children, 28, 4–8. Using specific checklist strategies, teachers can assist all children—with and without disabilities—to participate more fully in all aspects of an inclusive early childhood program. Duffy, C., Heltzel, C., & Smith, B. (2002).Welcoming all children: A closer look at inclusive practices. Produced by the South Dakota Systems Change Program, Center for Disabilities, Department of Pediatrics, University of South Dakota School of Medicine. This document for child care providers introduces the concept of providing child care services for children with disabilities along with the children with whom they are already working. Specific topics include strategies and interventions that will increase a provider’s ability to care for all children. This resource is available on the Web at http://www.usd.edu (Links to an external site.). Garnett, K. (n.d.). Thinking about inclusion and learning disabilities: A teacher’s guide. Arlington, VA: CEC. This short guide looks at how classroom structure and instruction affect students. For ordering information contact: CEC Publications, 1110 North Glebe Rd, Suite 300, Arlington, VA 22201; tel. (888) 232-7733; http://www.cec.sped.org (Links to an external site.). Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention, 14, 3–14. This is an interesting article suggesting that the only way handicapped children can achieve social competence is in the social context provided by mainstreamed programs. Guralnick, M. J. (1994). Mothers’ perceptions of the benefits and drawbacks of early childhood mainstreaming. Journal of Early Intervention, 18, 168–183. This survey reports that mothers of children with and without disabilities are generally supportive of early childhood mainstreaming. Mothers did report some perceived drawbacks; specifically, the mothers of children with disabilities were concerned that their children may not receive the amount of specialized services they would in a segregated setting. Hanson, M. J, Horn, E., Sandall, S., Beckman, P., Morgan, M., Marquart, J., Barnwall, D., & Chou, H.Y. (2001). After preschool inclusion: Children’s educational pathways over the early school years. Exceptional child, 68, 65–83. The article examines decision making regarding young children’s participation in inclusive programs. Inclusion times: For children and youths with disabilities. This newsletter focuses on serving children with disabilities in inclusive learning environments. There are four issues a year and they address a variety of issues, including teaming/collaboration, research, school restructuring, and model programs. For ordering information contact: National Professional Resources, Inc., 25 South Regent St., Port Chester, NY 10573; tel.(800) 453-7461. Lipsky, D. K., & Gartner, A. (1997). Inclusion and school reform: Transforming America’s classrooms. Baltimore, MD: Brookes. This book offers multiple views of inclusive education, from the historical perspective to present-day accomplishments to future outlooks. Such issues are covered as program implementation and court decisions. For ordering information contact: Brookes Publishing, PO Box 10624, Baltimore, MD 21285-0624; tel. (800) 638-3775; http://www.brookespublishing.com (Links to an external site. Mangino, M., Petrigala, M., Rainforth, B., & Syryca, S. (1994). Promoting the instructional inclusions of young children with disabilities in the primary grades. Journal of Early Intervention, 18, 311–322. This study uses case studies to describe a process of curriculum adaptation that facilitates the inclusion of children with disabilities in elementary school. Marchant, C. (1995). Teachers’ views of integrated preschools. Journal of Early Intervention, 19, 61–73. This study examined the views of preschool teachers in integrated preschool programs. The results suggest that integrated programs looked different in different communities and that relationship issues posed greater barriers than instructional issues. Mills, P. E., Cole, K. N., Jenkins, J. R., & Dale, P. S. (1998). Effects of differing levels of inclusion on preschoolers and disabilities. Exceptional Children, 65 (1), 79–90. This study looks at the effects of three levels of inclusion on the cognitive and language development of preschoolers and finds that integrated special education produces significant gains. Odom, S. L., Horn, E. M., Marquart, J. M., Hanson, M. J., Wolfberg, P., Beckman, P., Lieber, J., Li, S., Schwartz, I., Janko, S., & Sandall, S. (1999). On the forms of inclusion: Organizational context and individualized service models. Journal of Early Intervention, 22(3), 185–199. Multiple forms of inclusion for children with and without disabilities are described, and variations in programs are examined. The authors found that programs varied in organizational context and individualized service models. Odom, S. L., & Karnes, M. B. (Eds.). (1988). Early intervention for infants and children with handicaps. Baltimore, MD: Brookes. This text, in its entirety, will be especially useful throughout this course as it presents practical research findings on issues discussed in the mainstreaming text. A chapter by Guralnick is an outstanding review of the efficacy of integrated early childhood programs. . For ordering information contact: Brookes Publishing, PO Box 10624, Baltimore, MD 21285-0624; tel. (800) 6383775; http://www.brookespublishing.com (Links to an external site.). Ransey, P. G. (1995). Growing up with the contradictions of race and class. Young Children, 50(6), 18–22. A quote from this article sums it up well: “As we teach children to see and challenge the contradictions and injustices of our world, we need to work with colleagues and communities to expand our own understanding and to reflect on our teaching practices.” Salisbury, C. L. (1991). Mainstreaming during the early childhood years. Exceptional Children, 58(2), 146–155. This article explores current issues related to mainstreaming; it focuses on ways professionals can provide quality services to young children with developmental disabilities in mainstream settings. Schnorr, R. F. (1990). Peter? He comes and goes . . .: First graders’ perspectives on a part-time mainstreamed student. Journal of the Association for Persons with Severe Handicaps, 15, 231–240. This article provides a qualitative look inside a first-grade classroom and asks children about mainstreaming. This is an excellent example of what happens when adults plan a program without thinking about how children perceive the outcomes. Schwartz, I. S., Staub, D., Gallucci, C., & Peck, C. A. (1995). Blending qualitative and behavior analytic research methods to evaluate outcomes in inclusive schools. Journal of Behavioral Education, 5(1), 93–106. This article describes an outcome framework for inclusive education that identifies relationships, membership, and development as the primary domains of behavioral change. Topics in Early Childhood Education is a professional journal published by Pro-Ed, 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. The 1990 summer issue, entitled “Mainstreaming revisited,” contains many good articles dealing with the past, present, and future of mainstreaming young children. Ysseldyke, J. E., & Algozzine, R.F. (2006). Public policy, school reform, and special education: A practical guide for every teacher. Thousand Oaks, CA: Corwin. This book describes how and why special education services are driven more by social, political, and economic factors than by actual changes in education, and the ways in which society’s values and beliefs affect the distribution of limited resources. SELECTED AUDIOVISUAL MATERIALS Bittersweet waltz. This is a tool for parents who are faced with the reality of placing their children in an inclusive classroom. View-points come from the teachers and the students. For ordering information contact: National Down Syndrome Society, 666 Broadway, 8th Floor, New York, NY 10012; tel. (800) 221-4602. Circle of inclusion. (1995). This video portrays the full inclusion of young children with severe and multiple disabilities in a community-based Montessori preschool. For ordering informa-tion contact: Learner Managed Designs, PO Box 747, Lawrence, KS 66044; tel. (800) 467-1644. Collaborating for change: Creating an inclusive school. (1996). Produced by the San Francisco Unified School District. The first video in this set, Including all of our students, addresses concerns and questions regarding inclusion through interviews with teachers, parents, students, and administrators. The second video, Instructional strategies for all students, demonstrates practical strategies and teaching approaches in an inclusive classroom. For ordering information contact: Brookes Publishing, PO Box 10624, Baltimore, MD 21285-0624; tel. (800) 638-3775; http:// www.brookespublishing.com (Links to an external site.). Educating Peter. (1992). Oscar-winning documentary chronicles the third-grade year of Peter, who has Down syndrome and is fully included in a general education classroom. Originally produced by HBO, this documentary is available in video stores. Face of inclusion. (1995) This video provides a parents’ unique and moving perspective of inclusion. The Vargos share their personal experience and identify the programmatic supports that made inclusion successful for their family Including Samuel. (2008). This is a video documentary by Dan Habib demonstrating the life of his son Samuel who has been diagnosed with cerebral palsy. The film discusses issues and challenges the family has encountered as well as concerns and successes of Samuel being fully included in his local elementary school. The videographer also documents the lives of several other individuals of varying ages and varying diagnoses. For ordering information, contact: The Including Samuel Project at the Institute on Disability, University of New Hampshire 56 Old Suncook Road, Suite 2, Concord, NH 03301 or www.includingsamuel.com. Inclusion: Legislation and litigation. (1998). This 30-minute video provides an overview of issues pertaining to inclusive classrooms, such as least restrictive environment and strategies for successful classrooms. For ordering information contact: Insight Media, 2162 Broadway, New York, NY 10024-0621; tel. (800) 233-9910; http://www.insightmedia.com (Links to an external site.). Regular lives. (1988). A videotape of children with mental retardation and other disabilities that focuses on their inclusion in leisure and employment situations. For ordering information contact: Council for Exceptional Children, Division on Autism and Developmental Disabilities, 1110 North Glebe Rd., Suite 300, Arlington, VA 22201. http://www.dddcec.org Sean’s story: Ready for school. (1994). Two families compare their decisions to opt for inclusion or a special school. For ordering information contact: ABC News; tel. (800) 505-6139. HELPFUL WEBSITES AND ORGANIZATIONS Child Care Plus+: The Center on Inclusion in Early Childhood. The University of Montana Rural Institute, 700 SW Higgins Ave, Suite 250, Missoula, MT 59803; tel. (800) 235-4122 or (406) 243-6355; http://www.ccplus.org (Links to an external site.). Child Care Plus+ offers support and resources for the inclusion of young children with disabilities in early childhood programs. The organization also offers products, technical assistance, and outreach, as well as in-service training on inclusion for early childhood providers in their local areas. Child Care Plus+ includes among its resources tip sheets on such topics as attitudes towards inclusion, adapting toys and play materials, implementing individual family service plans (IFSPs) and individual education programs (IEPs) in child care, working with parents;, and helping young children learn about differences. Circle of Inclusion. A user-friendly Web site featuring articles and reproducible data sheets that can be easily downloaded. This site also contains information for development of IEPs and instruction. Also available in Spanish. The Council for Exceptional Children (CEC). 1110 North Glebe Road, Suite 300, Arlington, VA 22201-5704; tel. (888) CECSPED (toll free), (703) 620-3660 (local), (866) 915-5000 (TTY, text only); fax (703) 264-9494; http://www.cec.sped.org (Links to an external site.). CEC publishes Exceptional Children and Teaching Exceptional Chil­dren. Of particular interest to early childhood educators is one of CEC’s affiliate groups, the Division for Early Childhood http://www.dec-sped.org. (A number of other divisions also focus to some extent on issues related to young children.) The Early ChildhoodTechnical Assistance Center (ECTA). http://ectacenter.org/ (Links to an external site.) The Early Childhood Technical Assistance Center is funded by the Office of Special Education Programs (Links to an external site.) to improve state early intervention and early childhood special education service systems, increase the implementation of effective practices, and enhance the outcomes of these programs for young children and their families. Early Childhood Research Institute on Inclusion (ECRII). http://www.fpg.unc.edu (Links to an external site.) . ECRII was a national research project to study the inclusion of preschool children with special needs in typical preschool, child care, and community settings. It focused on identifying what facilitates or blocks the inclusion of young children with special needs and on developing strategies to support inclusion in classrooms and communities. While some of the articles are old, they are still useful. The Web site continues to host information about inclusion, project publications, and research results. Parents Helping Parents: The Parent-Directed Family Resource Center for Children with Special Needs. 1400 Parkmoor Ave, Suite 100, San Jose, CA 95126; tel. (408) 727-5775; http://www.php.com (Links to an external site.). Parents Helping Parents is a parent-directed family resource center serving children with special needs, their families, and the professionals who serve them. The Web site contains resources, information on support groups and classes, and information regarding the organization. Chapter 1 Review Questions After actively reading Chapter 1, take a moment to answer the Review Questions on pages 26-27. After responding, compare your answers with those below: ANSWERS TO REVIEW QUESTIONS PART 1. SHORT ANSWERS 1. Inclusion means that children with disabilities should be educated with normally developing children to the maximum extent possible while, at the same time, providing for their special needs. 2. Some of the possible outcomes of inclusion include growth in the areas of relationships, membership, and development that are embedded in more active participation in the rituals and routines of the classroom. 3. The four stages of public perception in reference to children with disabilities are: 1. Forget and Hide: Until the mid-twentieth century, children with disabilities were kept out of sight and often institutionalized 2. Screen and Segregate: In the 1950s, public schools began custodial care of children with disabilities 3. Identify and Help: In the 1960s, political and social movements began an attempt to find children with disabilities and provide necessary assistance 4. Include and Support: In the 1980s and 1990s, there was an increase in case law as well as research to support the inclusion of children with disabilities in their neighborhood classrooms 4. Inclusion and anticultural bias both call for all children (all individuals) to have equal social status and educational rights and privileges appropriate to their individual differences, backgrounds, and experiences. 5. Teachable moments are those brief periods when a child seems especially interested and able to learn a particular skill. Learning to skip is very nearly impossible for most three-year-olds; somewhere during kindergarten or first grade most children, all of a sudden, seem to become highly motivated to learn to skip and will practice indefatigably until the skill is mastered. 6. Peer tutoring is one child teaching another; it can be spontaneous, as when a child says, “I can show you how it works,” or it can be teacher planned and initiated (but always with the interest and consent of the child who will serve as tutor). 7. Inclusion in early childhood serves society in three major ways: 1. promoting a better ethical and moral climate by respecting the legal and constitutional rights of all citizens 2. building a more accepting and tolerant future generation by allowing young children to grow up accepting other young children who are different 3. increasing the number of early childhood programs: there is no mandate to provide early education for normally developing children as there is for children with developmental problems who are to be served in an inclusive setting; hence, there could be many more preschool slots available for all children as PL 99-457 comes into full implementation. PART 2. LISTS (Other correct answers are possible, many of which are both explicit and implicit in the text.) 1. Teacher responsibilities in an inclusive preschool: 1. to individualize children’s programs 2. to avoid labeling children on the basis of their problem (stereotyping) 3. to provide a balance of curriculum activities 4. to consciously structure interactions between children with developmental problems and developing children 5. to reinforce imitation of appropriate behaviors 2. Parents and teachers in an integrated classroom sometimes express concerns that 1. the special needs of children with disabilities will not be met adequately. 2. there will not be enough teacher time or attention to go around. 3. children may learn maladaptive behaviors through imitation. 3. Arguments in favor of inclusion for children with developmental problems include 4. more stimulating and responsive learning environment. 5. developmental curriculum model in contrast to a deficit model. 6. opportunities to work and play with typically developing children who provide good models for basic developmental skills. 7. motivation to try a little harder. 8. opportunities to learn from children who are closer in skill levels and motor dexterity than adult teachers. Watch the Link: https://www.cdc.gov/ncbddd/childdevelopment/facts.html Chapter 1 An Inclusive Approach to Early Education ©2015 Cengage Learning. All Rights Reserved. Inclusion Defined • Inclusion means that children with special needs attend school with typically developing peers. • Inclusion is belonging, being valued, and having choices. • Inclusion is accepting children and families and supporting their participation. ©2015 Cengage Learning. All Rights Reserved. Historical Perspective of Inclusion • Forget and hide—children with disabilities were placed in institutions, and families were told to forget about them. • Screen and segregate—people with disabilities now had civil rights. ©2015 Cengage Learning. All Rights Reserved. Historical Perspective (continued) • Identify and help—children were now identified earlier, so treatment could begin earlier. • Include and support—Americans with Disabilities Act is passed and inclusion begins. ©2015 Cengage Learning. All Rights Reserved. Rationale for Inclusive Early Education • Ethical issue—segregated classes for children with disabilities often do not have the materials, funding, and support of regular classrooms, making their education inadequate. ©2015 Cengage Learning. All Rights Reserved. Rationale for Inclusive Early Education (continued) • Socialization issue—through inclusion equal social status is implied: – Children of varying abilities grow up together, and acceptance is mainstream. – Re-entry into the social norms is not necessary because they are already a part of the norm. ©2015 Cengage Learning. All Rights Reserved. Rationale for Inclusive Early Education (continued) • Developmental issues – Children with and without disabilities are provided lessons that enhance their level of development. – Children learn from each other. – Children model appropriate interactions with others. ©2015 Cengage Learning. All Rights Reserved. Rationale for Inclusive Early Education (continued) • Cost issue—cost is actually reduced, because existing program structures are already in place. – Segregating typical and atypical children would be a setback. – Not enough quality programs to serve all children in segregation. ©2015 Cengage Learning. All Rights Reserved. Supporting Inclusion: Implications for Teachers • Structuring child-child interactions – The teacher needs to structure his/her activities on encouraging play between children with and without disabilities. – After a period of imitating each other’s behaviors, children will begin to play together on their own. ©2015 Cengage Learning. All Rights Reserved. Supporting Inclusion: Implications for Teachers (continued) • Planning activities – Activity-based approach has the teacher develop lessons based on typical preschool activities and incorporate IFSP and IEP goals at the same time. ©2015 Cengage Learning. All Rights Reserved. Supporting Inclusion: Implications for Teachers (continued) • Professional collaboration – Interdisciplinary teams are developed and must work together to meet the needs of the individual child. – Interdisciplinary teams partner with families. – Professionals share their strengths to improve the child’s educational outcomes. ©2015 Cengage Learning. All Rights Reserved. Benefits of Inclusion • Benefits for children with disabilities – Gains are made in • • • • • social competence social play developmental domains higher levels of play higher academic achievement ©2015 Cengage Learning. All Rights Reserved. Benefits of Inclusion (continued) • Benefits for typically developing children – Developmental progress • not adversely affected. • improved quality in teaching has positive impacts. ©2015 Cengage Learning. All Rights Reserved. Benefits of Inclusion (continued) • Peer tutoring – Both children receive significant benefits. – Provides social interactions. – Promotes acceptable play behaviors. – Promotes appropriate and enhanced use of materials. ©2015 Cengage Learning. All Rights Reserved. Benefits of Inclusion (continued) • Developing sensitivity – Understanding differences – Becoming aware of own strengths and weaknesses ©2015 Cengage Learning. All Rights Reserved. Benefits of Inclusion (continued) • Benefits for families – Parents’ attitudes become more positive over time as they see • their children become more accepting of differences • their children become more comfortable around all people ©2015 Cengage Learning. All Rights Reserved. Benefits of Inclusion (continued) • Benefits for society – As the children grow into adults, they are • more accepting of individual differences • more mature in their responses around others • able to respect others for what they can do ©2015 Cengage Learning. All Rights Reserved. Concerns and Challenges of Inclusion • Will special needs be served? – Parents and professionals often feel that they cannot meet the needs of the child. – Are specialized services going to be available? – How well are the teachers prepared? – If so much time is spent on children with disabilities, will the typical children feel shortchanged? ©2015 Cengage Learning. All Rights Reserved. Concerns and Challenges of Inclusion (continued) • Concerns about inappropriate behaviors – Typically developing children will begin to imitate inappropriate behaviors of children with disabilities. • This is unfounded and false. • Children will not imitate unusual or stereotypical behaviors. ©2015 Cengage Learning. All Rights Reserved. Concerns and Challenges of Inclusion (continued) • Will children with special needs be teased? – Not if given good role models who answer questions honestly and support friendships ©2015 Cengage Learning. All Rights Reserved. Final Thoughts • Inclusion is the law. • There are more benefits than downfalls. • Society will be more accepting of all individuals. • Cost should not be a deterring factor. • Try it; you might like it. ©2015 Cengage Learning. All Rights Reserved. Please take a moment to write your name on the piece of paper and fold it to create a name tent. Int...
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