ECE 506 ; Adaptations for Diverse Needs

ECE 506 ; Adaptations for Diverse Needs

EASTERN CONNECTICUTSTATEUNIVERSITY

EDUCATION DEPARTMENT

COURSE SYLLABUS

Spring, 2014

Department: Education

Course Number: ECE 506

Course Title: Adaptations for Diverse Needs

Catalogue Description:

This course is an in-depth exploration of such topics as evaluation, program-planning, and curricular adaptations for young children with special needs. Application of current theories to practice will be individualized for students in ways which address their diverse backgrounds. This course is designed to provide (when combined with ECE 505) Masters level early childhood certification students with the background in special education which will meet requirements for dual certification, in the nursery school-kindergarten (N-K) range Field Experience required.

Course Prerequisites:

Admission to the Early Childhood Master’s Program, or permission of instructor.

Purpose of the Course:

This course will expand on the content covered in ECE 505 to address the needs of students seeking early childhood certification, which for the nursery school-kindergarten level is currently combined certification in Connecticut, including both special education and “general education”.

Student Outcomes:By the end of the course the students will:

1. Identify and describe major laws affecting young

children with special needs; gain information about

protocol used in special education.

1. Demonstrate ability to observe, evaluate, and write

reports on young children with special needs using

assessment instruments as appropriate.

3.Plan developmentally/individually appropriate curricular and environmental adaptations incorporated into written activity plans with information from assessments of children with challenging conditions-by classroom teachers and other professionals and agencies.

4.Write Individualized Education Plans/ Individualized

Family Service Plans, based on appropriate assessment, report writing, curricular adaptations, and incorporate these into plans and daily classroom activities/routines.

5.Consider family structure, class, and culture in planning and program implementation.

6. Communicate and collaborate effectively with

parents and families, child and family service professionals, and school systems in assessment, curriculum planning, and adaptations for individual children.

7.Understand the available resources of health, family

services, and other agencies and incorporate their approaches/services into an overall intervention plan.

8.Observe, reflect on, and demonstrate professional

practice, under the supervision of a teacher within a classroom that serves young children with special needs. (May be one of the two required field experiences in preschool and kindergarten. May be one of the two required field experiences in a program that serves children who are of historically under-represented groups and from urban neighborhoods.)

Required Text/Reference:

Grisham-Brown, J., M.L. Hemmeter, K. & Pretti-Frontczak (2005).Blended

Practices..Baltimore, MD: Paul H. Brookes.

Recommended: Paasche, C., L. Gorrill, & B. Strom (2004).Children with special needs

in early childhood settings. Clifton Park, NY: Thompson, Delmar

Other Readings as Distributed

Course Outline:

1. Creation of a milieu for diversity: Developmental and cultural

considerations.

Changing systems and organizations in special education; program models; theories; integrated curriculum. Resource gathering.

Patterns: reducing the over-representation of children from culturally-

diverse groups in special education. Reducing the effects of multiple

risk factors.

2. Legal and ethical considerations. From theory to practice.

Information on specific laws as they relate to practice.

Changes in policy and practice.

Special Education protocol. Terminology

3. Family involvement in planning and adaptations; Team building;

communication skills. Cultural considerations.

Respect for diverse perspectives.

4. Introduction to Curricular Adaptations

Application of developmental methodology to unique situations.

General principles and specific adaptations.

Creating a match between the individual characteristics of

each child and his or her needs regarding curricular

adaptations and strategies. SRBI/RTI

5. Evaluation/ Assessment

Play-based assessment; Naturalistic Observation; Family involvement in assessment; cultural factors.Functional Behavioral Assessment. Informal and formal measures.

Common Core Assessments

Data Teams

6. Adaptations for children with language delays; Communication

Assistive Technology; Language Delays; Deaf and Hard of Hearing; Augmentative and Alternative Communication.

Children who are blind or have visual impairment.

7. Play Interventions/ Social Emotional Competence; Autism; Serious

Emotional Disturbance.; AD/HD

Positive supports for healthy social interaction.

Positive School Climate

Positive Behavioral Supports

8. Interventions for children with cognitive difference:

Concept development; theories, stages; Multiple

intelligences;

Conditions: Learning Disabilities; Intellectual

Disabilities/Mental Retardation; Gifted and Talented.

9. Adaptations for children with Motor challenges;

Physical Development; Conditions and Adaptations;

Fine Motor; Gross Motor; Cerebral Palsy; Spina Bifida;

Muscular Dystrophy, etc.

10. Complex health impairments; Children with multiple disabilities.

Conditions; accommodations

11. Working in teams; Roles: Making a referral: P.P.T. Process

Record-keeping and special education protocol

12. Individualized Education Plan Development

(working in teams, in class)

13. Guest Speaker; Student presentations (Resource Files).

Key Experiences:

1. Literature Review: You will write two reviews of literature, a journal article, chapter, or web-based resource, on a chosen topic. The topic will include recommendations for classroom adaptations/ interventions. Sources must be high-quality. Each literature review will be 1 ½ to 2 (typed) pages long. Each review will identify key points, and provide an overview of the article or website. The publication information must be clearly presented. The primary purposes for this assignment are to provide an opportunity to identify high-quality resources, to identify key points, and to summarize the authors’ perspectives. You may, if you wish, express your own point of view but must clearly differentiate this from what the authors state.

If you wish, you may combine two articles into one review, as long as both are covered thoroughly in your discussion.

9- Professional and Ethical Practice: ICC9K4; EC9K1;EC9S3

2. Assessment/Case Study

Purpose

The purpose of this project is to provide you with opportunities to 1) observe and analyze the characteristics of young child with special needs within a classroom setting,

2) examine and reflect on influences on the development and behavior of this child, including classroom practices, families, cultural background, socioeconomic status, and individual strengths, interests and challenges, and 3) practice the assessment techniques of observing recording and case study writing in naturalistic settings. This will also familiarize you with the process of writing educational reports using a style and format that may be expected by school systems.

NAEYC Standards addressed: 1a, 1b, 2a, 2c, 3b, 3c, and 4a.

CEC/DEC standards addressed: ICC2K3, EC8S6, ICC8S7, EC8S1, EC8S5, EC8S2

Steps for Completion

You will conduct a full observation/assessment of a child demonstrating characteristics of exceptionalities within your practicum classroom. (You and your cooperating teacher will discuss good options for a focus child and you will have parents’ consent before initiating this project.) Please note: it is very important that you make it clear you will not be doing the “official” assessment required by Federal Law. You will gather information on this child, using a variety of methods, including, but not limited to, work samples, observation, developmental instruments such as the Ages and Stages Questionnaire, as well as conversations with professionals and parents. Language samples, documentation of social interaction, and examples of problem-solving strategies can be included to provide a thorough overview of this child’s current level of performance . Specific information about documented concerns as well as areas of strength in all domains will be included, providing clear and comprehensive information regarding the child’s development. Developmental levels in the domains of language (both receptive and expressive), social and emotional interactions, cognitive/problem solving strategies, fine and gross motor skills will be included in ways that are understandable, avoiding jargon when possible. Information about eligibility for special services will be part of the report, along with methods to monitor developmental progress over time. If you have consent to review existing educational files, you may include relevant content, with specific citations. This might include previous developmental status, etc. (A sample Educational Report will be distributed.)

Reflection

Based on information gathered about the child, a case study will be written in a format that is generally used for educational reports in school systems, addressing characteristics in all developmental domains as well as factors related to family and culture. The report will include a discussion of family life, structure, culture, and class background, as well as an examination of health and social services available to parents and teachers within the community. The report will include a description of how recommendations for intervention would be integrated into an Individualized Education Plan (IEP) and/or individual curriculum planning.

3. Adapted Activity Plans:

Please take three activity plans you have developed, and for each integrate/embed possible strategies for adaptations. Please focus on one set of characteristics (for a child/specific condition) , and go through the entire activity, noting what, if anything, you would/might do differently for this child to differentiate instruction.

The strategies for adaptation should relate to the characteristics of the challenge. For example, if a child has trouble sustaining attention, strategies would address this difficulty. If a child has trouble processing verbal directions, strategies would be used to address this, such as using gestures, picture cues, prompts, etc. You may write strategies throughout in a different font, different color, or bold print. These are to be integrated into every part of your activity plan. The key is to match the strategies with the child’s challenges/needs. If you choose to do adaptations for more than one child/set of characteristics, these can be presented in a different font or color, to make it clear which adaptations are for which child. Please keep in mind that when you write proposed strategies in your plans, it does not mean you will have to use them all.

Be very comprehensive in your planning. Be prepared to provide support. If a child can engage without your support, let him or her do it independently.

The four activity plans may be related to each other, as part of a unit, or they can be distinctly different from each other. Evaluation of this assignment will focus primarily on the appropriateness of the proposed strategies for adaptation, as well as the “match” between child’s characteristics and what you propose. Obviously, the activities should be developmentally appropriate. You will see the criteria in the rubric.

Adapting your activities based on the needs of an actual child in your program is the best way to do this, rather than having your proposed strategies be hypothetical.

You will present the activity plans using two formats: the first is that which is required by the State Department of Education, with “Differentiated Instruction” at the end; the second is with the same adaptations (content) integrated into the body of the activity, using a different font and/or color. This is easy to doing using the copy and paste function on your computer.

Students will adapt activity plans for children with exceptionalities. Each activity plan will have strategies specifically related to characteristics of children integrated throughout. For this assignment, you will take existing activity plans, and add/embed adjustments you might make for children with specific challenging conditions/characteristics. It will help if you have an actual child in mind. Consider the characteristics of a child with certain challenges, and make relevant adjustments. Will you need to allow more time? Is positioning an issue? Will the materials be different? Will extra help be needed? Are the objectives for the activity appropriate for this child? The proposed adaptations can be embedded into the activity plan by using a different font, bold print, italics, or a different color, in the body of your activity plan. (These will later be organized into a file which will also include ideas and materials for adapting classroom activities and material for all major exceptionalities considered in the course, including developmental delays. The model used for making adaptations does not require classification.) The strategies for adaptations will be embedded into each of three activity plans.

NAEYC Standards addressed: 1a, 1b, 1c, 4b, 4d; 5

CEC Standards addressed: ICC4K1, ICC4S1, ICC4S2, ICC4S3, ICC4S4, ICC4S6, EC4S1, EC4S2, EC4S3, ICC5A16, EC5S4, EC6S1, EC7S1, EC7S2, EC7S3, EC7S4, EC3S1

4.Individualized Education Plans

This is a team activity. You will work with others in a group during class time to discuss a child and his/her characteristics. You will then develop goals and objectives based on the child’s needs, with support, as needed, from faculty. You will complete one Goal sheet from the State Department of Education IEP forms.

CEC/DEC Standards addressed:

1- Foundations: ICC1K6; Instructional Planning: ICC7S3; ICC7S4; EC7S1; Assessment: EC8S5; 10- Professional Development: ICC10K2 ; ICC10S5; ICC10S2 .

5., 6.Resource File and Brochure

You will identify issues about which you would like to learn more. Through outreach, both via Internet and community agencies, you will gather material/resources. This will be organized in a way that is functional , relevant, and accessible. This is not a duplication of any previous resource files. You are encouraged to gather resources on as many conditions as possible, so you will be very well-prepared to teach in inclusive early childhood settings. This will include information about working with families. Materials should include information in more than one language, when possible.

Web-based resources may be integrated into group web-page.

You will create at least one brochure providing information on one or more challenging condition, the laws, and/or family supports. You will develop a user-friendly format that will be functional, and something you would be proud of sharing with families and/or colleagues.

1-Foundations: EC1K2; EC1K3; 3- Instructional Strategies: ICC4K1; 9- Professional Development: ICC9K3; EC9K1; EC9S5

7. Observations/Reflections on Classroom Adaptations:Students will observe and teach young children-including children with special needs- within the field placement. They will keep a journal of observations and reflections, as well as completing assignments for the course, described above. (This may be one of the two required field experiences in preschool and kindergarten. It may be one of the two required field experiences in a program that serves children who are of historically under-represented groups and from urban neighborhoods.) This will be handed in one time before end of semester, for review. (This is not a separate assignment, it is documentation of your 15 hour experience.)

CEC/DEC Standards addressed: Instructional PlanningICC7S10;ICC7S13; ICC8S9;

EC8S3; Standard 9- Professional and Ethical Practice: ICC9K1ICC9S1; ICC9S2;

8. Field Work: Supervised by a classroom teacher, students will observe and teach within a program that serves young children- including children with special needs- for at least 15 hours, over the course of at least five weeks. This may be one of the required field experiences in preschool and kindergarten. It may be one of the two required field experiences in a program that serves children who are of historically under-represented groups and from urban neighborhoods.

Course Outcomes

Course Outcomes Aligned with the Education Department’s Performance Expectations, NAEYC

CCCT and CEC/DEC Standards and with Related Key Experiences

Outcomes
By the end of the institute students will: / Candidate Proficiencies / National Association for the Education of Young Children
And Council for Exceptional Children
Standards / SDE Pre-service
Teacher Competencies/
Connecticut CCT: / Key Experiences
1. Identify and describe major laws affecting young children with special needs; gain information about protocol used in special education. / CNK 1.1; 1.2; 1.3; PDK 2.1; 2.2; 2.3; 2.4; 2,5; 2.7; 2.9;
INT 3.1; 3.2; 3.3; 3.4; TTT 4.1; 4.2; 4.3; DIV 5.1; 5.2; 5.3; 5.4;
PRF 6.2; 6.3; 6.4; 6.7 / NAEYC:1; 6
CEC/DEC: EC1:ICC9;
EC9 / PTC: 5
CCT: 1; 6 / Adaptations File
Brochure
Class Discussions
2. Demonstrate ability to observe, evaluate, and write reports on young
children with special needs using assessment instruments as appropriate. / CNK 1.2;
PDK 2.1; 2.6; 2.7; 2.8; 2.9; 2.11; 2.12; INT 3.1; 3.4;
TTT 4.1;
DIV 5.1; 5.2; 5.3; 5.4;
PRF 6.3; 6.4; 6.6; 6.7; 6.8 / NAEYC: 1; 2; 3; 6
CEC/DEC 2: ICC2: ICC8;
EC8 / PTC: 4; 5
CCT: 5 / Assessment
Class Discussions
3. Plan and implement developmental-ly/individually appropriate curricular and environmental adaptations incorporated
into written activity plans with information from assessments of children with challenging conditions
by classroom teachers and other professionals and agencies. / CNK 1.2;
PDK 2.1; 2.6; 2.7; 2.8; 2.9; 2.11; 2.12; INT 3.1; 3.4;
TTT 4.1;
DIV 5.1; 5.2; 5.3; 5.4;
PRF 6.3; 6.4; 6.6; 6.7; 6.8 / NAEYC: 1; 2; 3; 4; 5;
6
CEC/DEC 3: EC3; ICC4; EC4: ICC5; EC6: EC7 / PTC: 2; 3
CCT: 3; 4 / Adapted Activity Plans
Class Team Activities
Class Discussion
4. Write Individualized
Education Plans based on appropriate assessment, report writing, curricular adaptations, and incorporate these into plans and daily classroom activities/routines. / PDK 2.9;
DIV 5.1; 5.2; 5.3; 5.42;
PRF 6.2; 6.3; 6.5; 6.8 / NAEYC: 6
CEC/DEC 1: ICC7; EC7; EC8: ICC10 / PTC: 4; 5
CCT: 5; 6 / Team Activity
Class Discussions
5.Consider family structure, class, and culture in planning and program implementation. / PDK 2.9;
DIV 5.1; 5.2; 5.3; 5.42;
PRF 6.2; 6.3; 6.5; 6.8 / NAEYC: 1; 2; 3; 4; 5;6
CEC/DEC
ICC1; EC1 ICC2;
EC2:ICC3; EC3; EC4; ICC5
: ICC7;ICC9; ICC10; EC10 / PTC: 2; 5
CCT: 1; 6 / Class Video
Assessment
Adapted Activity Plans
Readings
Class Discussions
Classroom
Setting Interactions
6. Communicate and collaborate effectively with parents and families, child and family service professionals, and school systems in assessment, curriculum planning, and adaptations for individual children. / CNK 1.2;
PDK 2.1; 2.6; 2.7; 2.8; 2.9; 2.11; 2.12; INT 3.1; 3.4;
TTT 4.1;
DIV 5.1; 5.2; 5.3; 5.4;
PRF 6.3; 6.4; 6.6; 6.7; 6.8 / NAEYC: 1;2; 6
CEC/DEC-
ICC5; ICC7
ICC9; ICC10; EC10 / PTC: 5
CCT: 1; 6 / Class Discussions
Adapted Activity Plans
Assessment
Field Experiences
Classroom setting interactions
7. Understand the available resources of health, family services, and other agencies and incorporate their approaches/services into an overall intervention plan. / PDK: 2.1; 2.2; 2.4; 2.5; 2.8; 2.11;
DIV: 5.1; 5.3;
PRF: 6.1; 6.2; 6.3; 6.4; 6.5; 6.6; 6.7; 6.8 / NAEYC: 2; 6
CEC/DEC- ICC9; EC9; ICC10 / PTC: 5
CCT: 1; 6 / Adaptations File
Brochure
Assessment
Individual Education Program
Literature and website Reviews
8. Observe, reflect on, and demonstrate professional practice, under the supervision of a teacher within a classroom that serves young children with special needs. / CNK: 1.1; 1.2; 1.3; PDK: 2.1; 2.2; 2.3; 2.4; 2.5; 2.6; 2.7; 2.8; 2.9; 2.10; 2.11;
INT: 3.1; 3.2; 3.3; 3.4;
TTT: 4.1; 4.2; 4.3; DIV: 5.1; 5.2; 5.3; 5.4;
PRF: 6.1; 6.2; 6.3; 6.4; 6.5; 6.6; 6.7; 6.8 / NAEYC:1; 2; 3; 4; 5;6
CEC/DEC- ICC2; ICC5;EC5;ICC6;
ICC7 / PTC: 2; 3; 5
CCT: 6 / Classroom setting interactions
Class discussions
Written reflections/journal
Activity Plans

Adapted Activity Plans