Introduction to Exceptional Children: Early Years

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Based on empirical information, describe or explain individual behavior or social conditions, contexts, or institutions.
• Using the theories of the social and behavioral sciences, analyze individual behavior or social conditions, contexts, or institutions.
• Demonstrate knowledge of the philosophical, historical, and legal issues in the fields of child development, early childhood education, early childhood special education, and early intervention.
• Demonstrate knowledge of etiology, identifying characteristics, range and complexity of different disabilities (e.g. mild, moderate, severe, profound) and risk factors and their influences on development.
• Demonstrate understanding that families are the first and most important teachers and key decision makers for their children.
• Demonstrate knowledge of Individualized Education Plans (IEPs) and Individualized Family Service Plans (IFSPs).
• Demonstrate an awareness of the importance of showing respect for cultural preferences and socioeconomic influences when identifying family resources, concerns, and priorities.
• Demonstrate an awareness of showing respect for diverse cultural values and family structures
• Demonstrate an understanding of the role of family as a partner in promoting the child’s development, sharing information, making decisions, and implementing and evaluating program plans for their child.
• Demonstrate awareness of resources, range of services, and program options available to families and procedures for guiding families in choice making or decision-making and the importance of transitions for families and their children.
• Demonstrate an understanding of the relationship of special education to the organization and function of educational agencies
• Demonstrate knowledge of the rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs.
• Demonstrate knowledge of definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.
• Demonstrate awareness of issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services.
• Demonstrate an understanding of the potential impact of differences in values, languages, and customs that can exist between the home and school.
• Demonstrate knowledge of law and policies that affect young children, families, and programs for young children.
• Demonstrate an understanding of the trends and issues in early childhood education and early childhood special education.
• Demonstrate an awareness of the different types of transitions experienced by families of young children with special needs and how to facilitate such transitions.
• Demonstrate an understanding of the different disciplines and types of professionals who work with children under five with special needs and their families.
• Demonstrate an understanding of the importance of designing curriculum and learning environments that are accessible for all young children.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Introduction Slide	10 points
Quizzes (20 points each)	60 points
Reaction Papers (10 points each)	50 points
Self-selected assignments (two at 15 points, one at 10 points)	40 points
Community Exploration Project	60 points
Total	220 points

Attendance/Participation:

Attendance/participation is not a graded component included in the student's final grade for this course.

Course Materials Purchased by the Students:

Turnbull, A., Turnbull, R., Wehmeyer, & Shogren, K. A. (2020). Exceptional Lives: Special Education In Today’s Schools (9th Ed.). Pearson Merrill: Columbus, Oh. ISBN: 9780134984339