EXCEDUC 630: Survey of Early Intervention

Department of Exceptional Education

EXCEDUC 630: Survey of Early Intervention:

Young Children with Special Needs and Their Families

Credits:3 UG/G

Spring 2018

Wednesdays (01/22, 02/12, 04/02, 05/07)

5:00-7:40

Enderis Hall 674

UWM EARLY CHILDHOOD SPECIAL EDUCATION

Maximizing the Abilities of Children

By

Following Evidence-Based Practices

Building Partnerships with Families

Providing Culturally-Relevant Services

Instructor:

Janet Kalmer M.Ed.

Doctoral Candidate, Doctor of Education- Early Childhood Specialization

Associate Instructor

414-303-1506

Course Description:This online course with content on Desire 2 Learn (D2L) is an introduction to young children with disabilities and their families. It is designed for both teachers preparing for special education certification; and those preparing for regular education certification at the preschool/primary level. Basic information will be presented regarding the physiological, social, and psychological causes and consequences of disabilities and their effects on growth and development. The major themes to be considered include the etiology (causes) of disability, history of special education for young children, and the current educational practices, issues and trends for working with children ages 0-8 with disabilities and their families.

Course Objectives: Upon completion of this course the student will be able to:

• Articulate the historical, philosophical, and legal basis of services for young children both with and without special needs (DEC 5.1, DPI 6c).
• Identify legislation that affects children, families, and programs for children (DEC 5.4, DPI 6c).
• Identify ethical and policy issues related to educational, social, and medical services for young children and their families (DEC 5.2, DPI 6c).
• Use appropriate health appraisal procedures and recommended referral and ongoing follow-up to appropriate community health and social services (DEC 2.3.5, DPI 5c).
• Identify aspects of medical care for premature, low birth weight, and other medically fragile babies, including methods employed in the care of young children dependent on technology and implications of medical conditions on child development and family resources, concerns, and priorities (DEC 2.3.6., DPI 3).
• Identify a range of family-oriented services based on the family’s identified resources, priorities, and concerns (DEC 3.1.6, DPI 10d).
• Identify factors such as biological and environmental conditions that affect children’s development and learning (DEC 1.2, DPI 3).
• Understand role as advocates on behalf of young children and their families, improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood special educators (DEC 5.6, DPI 6c).
• Apply theories of child development, both typical and atypical, and apply current research with emphasis on cognitive, motor, socio-emotional, communication, adaptive, and aesthetic development in learning situations within family and community contexts (DEC 1.1, DEC 2 & 3).
• Identify specific disabilities, including the etiology, characteristics, and classification of common disabilities in young children, and describe specific implications for development and learning in the first years of life (DEC 1.3, DPI 3).
• Apply knowledge of cultural and linguistic diversity, and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society (DEC 1.4, DPI 1c).
• Use individual and group guidance and problem-solving techniques to develop positive and supportive strategies of conflict resolution, and to develop personal self-control, self-motivation, and self-esteem (DEC 2.2, DPI 5a).
• Select and implement methods of behavior support and management appropriate for young children with special needs, including a range of strategies from less directive, less structured methods (e.g. verbal support and modeling) to more directed, more structured methods (e.g. applied behavior analysis) (DEC 2.2.1, DPI 5a).
• Adhere to the profession’s code of ethical conduct DEC 5.5, DPI 6c).

Required Text:(Book available in bookstorefor purchase or rent online):

Gargiulo, Richard M., & Metcalf, Debbie (2013). Teaching in Today’s Inclusive Classrooms: A Universal Design Approach. California: Wadsworth, Centage Learning. (ISBN-13: 978-1-111-83797-6)

Other Text Textbook Chapters: (Selections can be found on D2L under “Readings and Websites”forthe weeks for which they are required):

Allen, K. Eileen & Cowdery, Glynnis Edwards. (2009). The Exceptional Child, Early Childhood Special Education. New York: Delmar Learning chpt.1.

Gargiulo, Richard M. & Kilgo, Jennifer L. (2013) An Introduction to Young Children With Special Need Birth through Age Eight. California: Wadsworth Cengage Learning. chpts. 1 & 2. (ISBN 13: 978-1-133-95925-0

Sapon-Shevin, M. (2007). Widening the circle: The power of inclusive classrooms. Boston: Beacon Press.

Turnbull, A., Turnbull, H.R., & Wehmeyer, M. (2010). Exceptional Lives: Special Education in Today's Schools. New Jersey: Pearson Education, Inc.

Required Articles:(Can be found on D2L in content under “Readings and Websites”for the weeks for which they are required, and below):

Blueprint for a Comprehensive and Aligned System for Screening and Assessment of Young Children: Retrieved August 14, 2014 from Collaborating Partners Website:

Categories of Disability. Retrieved January 5, 2015, from Center for Parent Resources website:

Required Web Sites: (Links can be found on D2L and on the schedule under each week’s “Readings and Websites” section-NOTE: If the quick links on D2L do not work, attempt to find these websites by clicking on the links below or on the schedule)

ASD Video glossary: Retrieved August 19, 2009 from Autism Speaks website:

Center for Applied Technology (CAST):

Center for Social and Emotional Foundations for Early Learning (CSEFEL) website:

Sensory Processing Disorder Foundation Website:

Speech and Language Disorders website:

Supports, Modifications, and Accommodations for Students: Retieved January 5, 2015 fromCenter for Parent Information and Resources Website:

Technical Assistance Center on Social and Emotional Intervention (TACSEI) website:

Wisconsin Department of Public Instruction website:

Wisconsin DPI website on Child Find:

Wisconsin Department of Public Instruction Eligibility Criteria CESA 7 website:

Policies and Procedures:

Class Format:

Class time will be devoted to lecture and discussion regarding areas listed in the course description and course objectives. On campus classes will be conducted four times throughout the semester. During the online weeks there will be no in-class attendance, but you will be expected to use the time to work on projects, assignments, quizzes, and discussion posts. There are a few weeks where you will be working through some modules on the UDL approach.

Attendance:

Attendance is required for on campus weeks. If anticipated absences are necessary, please contact mebefore the class you will miss. In the case of a last minute illness or emergency, please call me (leave a voice message), or email as soon as possible. In order to receive credit for the missed week you must read the PowerPoint on D2L and then email me a 2-3-paragraph summary of it, and complete any other assignments, etc. required for that week. Point reduction for absences will be made according to the following: unexcused absence = five (5) point reduction from the total; excused = three (3) point reduction until summary of PowerPoint is submitted; 3 absences = incomplete for the course.

Class participation and Reading Assignments:

Active participation in class discussion is expected. Lively discussion is the essence of this course. Read the assigned materials before class in order to be prepared for discussion and this active participation. Part of your grade will be based on class participation and attendance.

Email Correspondence: I will communicate frequently with you via your UWM panther email account. You must check your email on a very regular basis (preferably daily). If you have another private email account, please consider forwarding your panther email to this account so that you do not miss any time sensitive email.

Special Needs Learners: I want to fully include all students in this class. If you have an identified disability that may affect your performance in this class, schedule an appointment (no later than the second class) so that provisions can be made to insure that you have an equal opportunity to meet all the requirements of this course. All discussions will remain confidential. Students who require further assistance should contact the Student Accessibility Center (SAC) at 229-6287.

Assignments/Projects/Quizzes/Discussion Board: Assignments/Projects should be uploaded into the D2L drop box by midnight of the assigned due dates. Quizzes will be posted and must be completed during the weeks for which they are assigned by midnight on the due dates. Please note that you will have two attempts for each quiz. Your results will appear once you have submitted the quiz and you can decide if you are satisfied with your first attempt or want to use your second attempt to improve your grade. You will be assigned the higher grade from the two attempts. The discussion board can be found on D2L and postings must be made by midnight on the due dates. A 10% deduction in overall point value will be applied for each week the assignment is late. I am firm about this consequence as late assignments are unfair to peers and cause considerable difficulty in the grading process. You are responsible for awareness of due dates. There is a special Community Awareness Project that will be required. Details will be forthcoming during the first on campus class.

All written assignments must be word-processed and should adhere to APA standards. Assignments should be double-spaced using 12-point Times New Roman font with 1” margins. People first language must be used when writing or speaking about individuals with disabilities (see Guidelines for Speaking and Writing about People with Disabilities).Also, confidentiality must be observed when referring to students, families, teachers, and specific school placement. Use first or fictitious names only for students, and do not identify any teachers or support staff by name in the paper.

Turn in edited versions of your work, not draft copies unless specifically requested to do so. You are encouraged to seek feedback on your assignments from others. Carefully proofread your work prior to turning it in. Assignments are evaluated on a variety of measures such as clarity, writing style, creativity, organization of thought, grammar, ability to analyze and synthesize class concepts, and overall professional quality. It is expected that your submissions will be college level in quality. Assignments that are submitted with substantial errors in typographical, spelling, grammar, sentence structure, or careless presentation will be returned once for reworking and the overall grade will be automatically reduced by 10%. The final grade will then be based on the rewrite minus that 10% reduction.

If you have difficulty with the writing process, you are encouraged to access the support available to all students at the Writing Center, Curtin Hall 382 or Library East Wing Satellite, 229-4339 ( The Writing Center offers one-on-one assistance. Students may go directly online to the website to make appointments, email, phone or stop in. Walk-ins are welcome if a tutor is available.

Formal papers must have the following information on the first page (except for the mid-term which is form that requires filling in information in the provided blank spaces):

EXCEDUC 630, Survey of Early Intervention

Assignment Name

Your name

Date assignment due

***NOTE: When completing your projects you will need to have a compatible word processing program (content is in Microsoft Word and PDF formats). Therefore, if you do not have Microsoft Word on the computer that you use for assignments, you will need to download a free program called OpenOffice from the Internet. It is compatible with the content of this course, including the forms. Instructions for downloading and using it are available on D2L.

Guidelines for Speaking and Writing about People with Disabilities:Language relating to people with disabilities has changed over the years. It is no longer acceptable to use a disability as an adjective describing the person (e.g., handicapped student, disabled person) or as a noun describing a group of persons (e.g., the autistics, the TMRs, the ED room). This language can inadvertently elicit stereotypicalperceptions that overshadow an individual’s true abilities. Language in class and in written form should reflect a people first language (e.g. people with disabilities, a student with a learning disability).

Initially, you may find people first language cumbersome and more difficult to use than common expressions (e.g., LD student). However, over time you will find that this way of speaking and writing will become second nature to you. Please note that this has nothing to do with being “politically correct”, but rather showing respect for people.

Exceptions: The deaf community, as a whole, sees itself as a separate culture and often refers to themselves as the deaf. Generally when working with any person with a disability, you will find that s/he may have an individual preference for how you refer to him/her.

***Note: People on the Autism Spectrum sometimes refer to themselves Autistics, Aspies or Aspergians and to those not on the spectrum as neuro-typicals. It is only respectful to use these terms by one who is on the spectrum.

Graduate Credit:

To receive graduate credit for this course, you must have graduate status and meet the special graduate course requirements indicated in this syllabus. You must be registered for graduate credit when enrolled in this course - retroactive graduate credit is not an option.

Grading Scale:

94-100% A / 82-84% B- / 69-71% D+
92-93% A- / 78-81% C+ / 66-68% D
88-91% B+ / 75-77% C / 60-65% D-
85-87% B / 72-74% C- / Below 60% F

Assignment/Project/Quiz/Discussion Board List:

Item / Due / Where / Point Value / % of final grade
Online quizzes / Weeks 3, 4, 6, 12 / D2L / 10 per question / 5
Discussion posts / Weeks 2, 7, 11, 13 / Discussion board / 10 per quiz / 5
Reflections (clear and muddy points) / Weeks 5 & 10
(Wed. midnight) / Drop box / 10 per submission / 5
Community Awareness Project proposal (short paragraph synopsis of your project) / Week 4 / Drop box / 1% of project
Final Project proposal (short paragraph synopsis of your project) / Week 6 / Drop box / 1% of project
Mid-term Project (Resource Guide) / Week 7 / Drop box / 20
UDL Teacher Checklist / Week 9 / Drop box / 20 / 10
Community Awareness Project / Week 12 / Drop box / 20 / 25
Final Project (written portion-three choices) / Week 13 / Drop box / 20 / 30
Total percent (%) / 100
Graduate Project (written portion) / Week 13 / Drop box / 20 / 40
Presentations (Final and/Grad) / Week 14 / In class / See above

Rubrics:

***Included on a separate document located on D2L under “Content” for Week 1.

-Class schedule on following pages-

Fall 2017 Class Schedule:

Week/Date/Content / Outcomes/Objectives / Readings and Websites / Assignments, projects, quizzes, discussions
Week 1: 01/22
On campus
Course Overview
Intro to EC Special Education / Students will…
-Understand course requirements
-Be able to navigate D2L
-Understand the basic concepts of early intervention & how it affects the progress of young children with special needs / -Read PowerPoint
-ReadAn Introduction to Young Children With Special Needs by Richard M. Gargiluo & Jennifer L. Kilgo, chpts. 1 & 2 (on D2L) / -In class: “Syllabus Scoop”-a game (hint: read and bring your syllabus and assignment rubrics documents)
Week 2: 01/29
Birth to 5:
Early Identification of and Programming for Students with Special Education Needs / Students will…
-Recognize factors that contribute to developmental delays children may display & be able to determine when to make an appropriate referral for evaluation of special education needs
-Understand how young children are identified for special education services
-Know what programs are available for studentsages birth to 5
-Better understand why inclusive programming is a preferred intervention approach for students with special needs / -Read PowerPoint
-Read Jimmie’s profile
-Visit Wisconsin DPI website on Child Find & Read the info on that page and the three links:
- ReadBlueprint for a Comprehensive and Aligned System for Screening and Assessment of Young Children (on D2L)
-Visit peruse DPI EC website / Post response to discussion question by midnight Tuesday and response to peer by midnight, Thursday:
Question about “Jimmie”
Week 3: 02/05
IFSP/IEP & 504 plans / Students will…
-Understand the process of referral, evaluation, identification, and placement of children in special education programs
-Recognize the components of the IFSP and IEP and how these documents provide the basis for effective intervention
-Understand the basics of the 504 plan for students who do not meet criteria for special education programming / -Read PowerPoint
-Read Gargiulo & Metcalf chpt. 3 / Complete IEP quiz by midnight, Thursday
Week 4: 02/12
On campus
Low incidence disabilities / Students will recognize the basic characteristics of the various low incidence disabilities including hearing impairment, visual impairments, physical and health disabilities, traumatic brain injury, autism spectrum disorder / -Read PowerPoint
-Read Gargiulo & Metcalf, chpt. 5
-Visit the DPI CESA 7 website for disabilities eligibility criteria and Read information about the disabilities for this week: / -Complete Low incidence disability quiz by midnight, Thursday
-Community Awareness project proposal in drop box by midnight, Thursday
Week 5: 02/19
Spotlight on low incidence disabilities:
-Learners with Autism Spectrum Disorder / Students will…
-Recognize the signs & symptoms of autism
-Understand that autism is a neurobiological disorder, not a behavior or emotional disorder, & therefore intervention methods must include a different approach than that taken with EDB
-Recognize the significance of the communication, cognitive, sensory, & social challenges people with autism face & be able to identify effective intervention strategies
-Recognize the impact sensory integration challenges may have on children with autism & be able to identify some effective intervention strategies / -Read PowerPoint
-Visit DPI CESA 7 website & Read Autism eligibility criteria:
-Visit Autism Speaks website & view clips: (Do systems check, click on “login”, register. Then, watch 2 overview video clips & at least 3 sets under each heading-i.e social interaction, communication, etc.):
-Visit the Sensory Processing Disorder websiteRead “About SPD” & “Treatment” sections:
/ -Reflections in drop box by midnight, Wednesday
Week 6: 02/26
High incidence disabilities / Students will recognize basic characteristics of the high incidence disabilities including intellectual disabilities, learning disabilities, speech language impairments, & emotional/behavioral disabilities / -Read PowerPoint
-Read Gargiulo & Metcalf, chpt. 4
-Visit the DPI CESA 7 website for disabilities eligibility criteria and read information about the disabilities for this week:
/ Complete high incidence disabilities quiz by midnight, Thursday
-Final project proposals in drop box by midnight Thursday
Week/Date/Content / Outcomes/Objectives / Readings and Websites / Assignments, projects, quizzes, discussions
Week 7: 03/05
Spotlight on high incidence disabilities:
-Learners with Speech and Language Impairments / Students will…
-Understand the basics of typical speech & language development
-Be able to identify the signs and symptoms of a speech & language impairment
-Recognize the difference between speech & language
-Recognize how social language use (pragmatics) is an essential component of day to day communication / -Visit the American Speech & Language website (Typical Speech & Language Development page)
1. Read the sections under What Is Language? What Is Speech? Communication Development: K-5th gr. (just K-3rd gr. section); Reading & Writing (Literacy); Social Language Use (Pragmatics); Learning More Than One Language; Late Blooming or Language Problem; Information for Parents
2. Click on “Child Speech and Language” on the left & Read just the definitions and the signs and symptoms sections of each of the items under “Speech Disorders and Language Disorders”: / Post response to discussion question by midnight Tuesday and response to peer by midnight, Thursday: Speech and Language Impairment
-Mid-term projects in drop box by midnight, Thursday
Week 8: 03/12
Universal Design for Learning/ Differentiated Instruction / Students will…
-Be able to identify the basic components of the UDL/DI approach to learning
-Be able to navigate the CAST website
-Complete the UDL teacher checklist assignment / -Read Gargiulo & Metcalf: chpt. 2
-Follow procedures for Week 8 on D2L under content / -Follow specific instructions posted in the “Content “ section under week 8. Post the completed the UDL teacher checklist assignment to the drop box by midnight, Thursday of Week 9.
Week 9: 03/19
Continuation of Universal Design for Learning/ Differentiated Instruction / Students will…
-Understand components of an effective UDL lesson plan & how to differentiate instruction to meet the needs of all their students / -RereadGargiulo & Metcalf: chpt. 2, p. 48-49 on Differentiated Instruction
-Read Gargiulo & Metcalf: chpt. 8
-Read Watts et al article (on D2L) / -UDL teacher checklist assignment due in drop box by midnight tonight.
Week 10: 03/26
Classroom Management
-PBIS / Students will…
-Be able to develop a successful classroom environment that supports positive student behavior
-Be able to provide the basic positive behavior interventions & supports to students with more significant behavioral challenges / -Read PowerPoint
-Read Gargiulo & Metcalf, chpt. 11
-Visit and investigate:
1. TACSEI website:
2. CSEFEL website:
3. RTI website: / -Reflections in drop box by midnight, Wednesday
Week/Date/Content / Outcomes/Objectives / Readings and Websites / Assignments, projects, quizzes, discussions
Week 11: 04/02
On campus
Inclusion: Rationale, Historical Perspectives, and Programs / Students will…
-Understand the rationale for inclusive practices
-Recognize the benefits and challenges of inclusion
-Be able to identify effective inclusive practices & strategies, including appropriate adaptations for students with special needs / -Read PowerPoint
-Read Allen & Cowdery, chpt. 1
-Visit Center for Parent Information and Resources website and Read Supports, Modifications, and Accommodations for Students:
Visit OSEP website Read the page: (See D2L for link) / Post response to discussion question by midnight Tuesday and response to peer by midnight, Thursday: Inclusive practices
Week 12: 04/09
-Collaboration
-Community Awareness Project submission / Students will….
-Understand the key components of good collaboration with other teachers and staff in the development of an effective special education program
-Be able to work with parents in a partnership to support their children / -Read PowerPoint
-Read Gargiulo & Metcalf, chpt. 7 / -Complete collaboration quiz by midnight Thursday
-Community Awareness Project in drop box by midnight Thursday
Week 13: 04/16
-Cultural and Linguistic Diversity
Final and Grad Project write-up submission / Students will…
-Be culturally responsive to students & parents on a day to day basis
-Recognize that we all have cultural biases & must be sensitive to the different belief systems & cultural experiences of our students & their parents / -Read Turnbull, Turnbull, & Wehmeyer: chpt.3, Addressing diversity in schools: culturally responsive pedagogy / -Post response to discussion question by midnight Tuesday and response to peer by midnight, Thursday: Cultural and Linguistic Diversity
-Final and grad written projects (including presentations) in drop box by midnight Thursday
Week 14: 05/07
On campus
-Final & grad presentations
-Guest speaker or FBA/BIP / Final & grad presentationsin class

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