CD 352: Parent-Child Relationships (3 Units)

CLDDV 163: Curriculum and Strategies for Children with Special Needs (3 Units)

Section: 5549

HYBRID: TH 8:30 am – 9:50 am

Muir 159

Fall 2016

Instructor: Debbie Laffranchini Office: 157 D

Email:

Website: http://laffranchinid.faculty.mjc.edu

Office Hours:

W 9:00 am – 10:00 am

3:30 pm – 4:30 pm

5:30 pm – 6:00 pm

9:05 pm – 10:05 pm

TH 1:10 pm – 3:10 pm

REQUIRED TEXT AND MATERIALS:

Ø The Exceptional Child: Inclusion in Early Childhood Education, 8th edition. Allen, K. Eileen; Cowdery, Glynnis E., Delmar Thomson Learning, Publisher: Wadsworth, Cengage Learning

o One copy is on reserve in the East and West Campus Library

o Book Loan Program: See Alycia Murguia Administrative Specialist in Child Development Office 157

o Students have to be working in a paid position in a licensed facility with

children ages 0-5 or in a latch key program if K-6

o Employment verification is required

o Form found at: http://fcs.sites.mjc.edu/

Ø Additional readings (including web articles) beyond the required text may be

assigned

Materials

1. 2 – Scantron #882-E forms for weekly tests and Final

2. #2 pencils

STUDENT AUDIENCE:

Child Development majors, future multiple/single subjects teachers, parents, community members interested in the development of children.

COURSE DESCRIPTION:

The course will provide an introduction to inclusion of children with special needs, from infancy to adolescence, in the home, school, and community. Students will have an understanding of applicable laws, policies, and range of disabilities. There will be an emphasis on cognitive, social, emotional, and physical development for the child with disabilities in educational settings; as well as collaboration with parents as partners and methods for working with professionals.

COURSE OBJECTIVES:

Upon successful completion of the course, students will have the preparation to:

1. Describe inclusion in early childhood programs

2. Review historical and policy foundations guiding educational services for children with disabilities

3. Investigate the special education process with regard to legislation, assessment, and inclusion

4. Identify categories of special needs

5. Examine ethnic and cultural influences on the inclusion of children with special needs

6. Develop considerations for meeting exceptional needs, including teacher competencies, instructional strategies, and parent involvement in the context of cultural diversity

7. Analyze the role of the professional, including Early Interventionists

8. Apply adaptive curricula in an inclusive early childhood program

CLASS FORMAT:

The class format is Hybrid, which means that students will receive all assignments through Blackboard and submit all work there. In addition, students must attend weekly meetings at the time and place listed above. The face-to-face class will include: lecture, student participation, small group activities, large group activities, individual and group presentations, and parent and professional speakers. In-class participation is essential. The knowledge you acquire from participation will give you skills that you will be able to apply when working with children and their families in your current or future careers. In-class activities cannot be made up. If you are absent from class, tardy, or need to leave early, it is your responsibility to obtain class announcements or notes from another student. I recommend exchanging phone numbers with two other students, students that you do not carpool with.

COURSE LEARNING OUTCOME:

Outcome:

1. In a 10 minute time period, students will describe, in paragraph format, the benefits, and concerns of inclusion. This will be demonstrated through the completion of pre- and post- assessments.

INSTRUCTIONAL METHODS AND ASSIGNMENTS:

1. Law Pamphlet 15 points

2. Sensory Integration Article 15 points

3. Parent Panel Participation 15 points

4. Two Out-of-Class Videos 20 points

5. Literacy Activity or Adapted Material 25 points

6. Disability Presentation 25 points

7. In-Class Activities 10 points each

8. Chapter Worksheets 10 points each

9. Quizzes 10 points each

10. Final 25 points

1. Law Pamphlet:

Design a flier/pamphlet highlighting the laws designed to protect the educational rights of children with disabilities. You will b.e graded on appropriateness of laws you think are important, attractiveness of pamphlet, and spelling and grammar. Please do not feel that you have to produce a professional-looking product. This activity is to provide you the opportunity to tell me what you know about the laws and also the opportunity to use the computer to continue developing your computer skills. There are many resources available on the internet to help you create a flier, use clip art, etc. Please do not feel intimidated by this activity; it’s actually VERY fun! I will provide a workshop for students who would like to develop the skills to complete this project.

2. Sensory Integration Article Summary/Reflection Paper:

Each student will write a summary of an article provided. The article will be posted on the web page two weeks before due. Guidelines for the summary will be provided.

3. Parent Panel Participation:

A parent panel will present during class.

4. Two Out-of-Class Videos (10 points each)

You will watch two movies outside of class. You will write a one-page summary and a one paragraph response on each video. In your response, compare the disability portrayed in the movie to the text and evaluate the authenticity of the portrayal. Movies may include (with my rating of 1 – 10):

10 -- Door to Door (Bill Parker), Ray, My Left Foot, The Other Sister, Autism is a World, Autism the Musical, Silver Lining Playbook, Temple Grandin, Color of Paradise (foreign), Eighth Day (foreign, French), Rain Man, Mr. Holland’s Opus, Lorenzo’s Oil, Station Agent, Shower, Elling, Philadelphia Story, Children of a Lessor God, King Gimp, Sound and Fury, Mask, Dominick and Eugene, Elephant Man, Beautiful Mind, Being There, Snowblind, Oasis, Babel, Hear and Now, Little Brother, Praying with Lier, Black, Dance Like Nobyd’s Watching, Precious, The Miracle Worker, Nell, Mockingbird Don’t Sing, Wild Child, Misunderstood Minds, Yellow Brick Road, Just Like Anyone, The Soloist, Quid Pro Quo

9 -- Regarding Henry, Benny and June, Radio

8 -- What’s Eating Gilbert Grape, The Boy Who Could Fly

Fly

7 -- Forrest Gump, I Am Sam, Ordinary People, One Flew Over the Cuckoo’s Nest, Born on the Fourth of July

My Life in Pink

Mercury Rising

Vengo

Antwone Fisher

** There are several foreign films, (Farsi is one of them, vision impairment) that address disability. Strongly recommended. Check google.com under disability movies, films disability, foreign films disability and you can read some good reviews. http://mubi.com/lists/disability-in-film

5. Literacy Activity OR Adapted Material:

Students will adapt a children’s book that would be appropriate to have in an early childhood environment. Students will have the option of doing one of the following with the book:

· Create an enhancement activity for the book as a curriculum idea in the classroom

· Adapt the book for a child with a specific disability or a set of books for varying disabilities

· The points awarded will reflect appropriateness of adaptation, level of effort (15 hours on average), durability of adaptation, and creativity. Pinterest is a great resource for ideas.

`Students will create a material that is adapted for a specific unique need. Points will be awarded based on level

of effort, durability of adaptation, and creativity. The adaptation should appear to have required 15 or more

hours of effort.

More details will be provided on Blackboard. Examples will be on display in the storefront windows of Room

159 and in a powerpoint presentation.

Some helpful websites:

Pinterest, enter “Occupational Therapy ideas for young children”

http://www.ucpnyc.org/info/agency/healthcaremed.cfm

http://www.ableapparel.com/

http://www.adaptive-apparel.com/

http://www.adaptiveclothing.com/productCat0.ivnu

http://dmoz.org/Shopping/Health/Disabilities/Assistive_Technology/Low_Vision_Aids/

http://hd_caregiving.tripod.com/huntingtonsdisease_caregiving/id51.html

http://www.wisdomking.com

http://www.wisdomking.com/product16120c250.html

6. Disability Presentation:

Students will work independently or with one other student. Students will select a disability to research from a predetermined list. Please do not choose a disability that you already know a great deal about. This is your opportunity to stretch your level of expertise. If you have already presented on a disability in another class, please do not choose that again for this class. Each member of the group must participate equally in all phases of the project. Groups will be given a minimum amount of time in class to collaborate on this assignment. Students will present a 4- (independent) to- 7-minute presentation (pair), with a minimum of a 10-slide power point; clear and audible to all students in the class. Students will be timed so any information you have beyond the seven minutes will not be graded.

Including pictures adds interest to your presentation. You may use a maximum 2-minute video if your presentation is 7 minutes long. Use the “6/6/36 Rule”: put no more than 6 lines, no more than 6 words per line, with a maximum of 36 words per slide. A workshop will be held for students to develop the skill of creating powerpoint presentations for students who would benefit from the workshop.

Attendance for day(s) of presentation is mandatory. If one member misses one pre-arranged meeting with the other student, the pair will be dissolved and will present individually. It is much more difficult to get full points for an individual report. Be responsible with your team: if you agree to meet, be on time, stay the entire time, keep your cell phone off, and be prepared when you meet. If a team shares a challenge with a member, we will solve the problem as a team, following the National Association for the Education of Young Children Code of Ethical Conduct: using positive conflict resolution and respectful dialog, seeking clarity through a “clarity meeting”.

Students will take notes during the presentations. The final examination will be based on the presentations and students can use their notes taken during the presentations.

7. In-Class Activities:

Class attendance is vital and may be recorded on a "Student Sign-In Sheet” at the end of each class session. Your signature, class projects, and weekly activities verify your attendance. In-class activities cannot be made up. If you are absent from class, tardy, or need to leave early, it is your responsibility to obtain class notes and handouts that were missed from another student.

There are several in-class activities planned:

Vision impairment

E-LAP Assessment Tool

Early Childhood Environment activity

Feeding

Community Building

Creating Inclusive Environments

Guest speakers

8. Chapter Worksheets:

Some chapters will have worksheets that students will complete. Some will be completed individually as homework and some will be completed in class in pairs.

9. Quizzes:

Quizzes will be from assigned readings and lectures. The test will consist of multiple choice and true/false questions. Answers will be submitted on Scantron #882-E forms. There will be no make-ups for a missed test; including late arrivals.

10. Final

True/false, multiple choice, and matching questions from student presentations on disabilities Students can take notes during presentations and use those notes for the final. (25 – 50 questions)

· Students are encouraged to consider donating their literacy activity and/or adapted equipment for schools in Uganda and Kenya. No extra points are awarded, no special consideration is given to students who donate the material that will be hand-carried by me this summer to schools serving children with disabilities for the first time in their history. What students derive from donating the material is feeling connected to a larger world of disabilities outside of our own community and the opportunity to consider all learning materials in a culturally responsive manner.

· Assignments are collected at the beginning of class on the due date. Late submission papers are accepted two class periods following the due date for a 10% deduction for each class day late.

· Students not attending until the end of the class period risk missing critical information that can determine the successful completion of the course.

· Absolutely no cell phone use during class time. Students will put cell phones at the top of their desk and must be visible at all times. Students not complying with this and using their phones during class will be asked to leave. If a second event occurs, student will meet with instructor and instructor will follow the Student Code of Conduct for disorderly conduct during class. If you have an emergency and you believe you need to keep your phone on vibrate, please see me.

· Don’t cheat. All cheating will be responded to.

Welcome!

Here because I choose to be here,

Here because I love to be here,

Here because you deserve my very best.

I commit to give you my very best each class!

Student Tracking Sheet

CLDDV 163: Curriculum and Strategies for Children with Special Needs

Laffranchini, Professor

Possible My Points

1. Law Pamphlet 15 points ______

2. Sensory Integration Article 15 points ______

3. Parent Panel /Participation 15 points ______

4. Two Out-of-Class Videos (10 pts each) 20 points ______

______

5. Literacy Activity or Adapted Equipment 25 points ______

6. Disability Presentation 25 points ______

7. In-Class Activities 10 points each ______

______

8. Quizzes 10 points each ______

______

9. Final 25 points ______

A = 90%

B = 80 – 89%

C = 70 – 79%

D = 60 – 69%

F = <60%