ECED-211 Adapt Early Child Curricula - The Special Needs Child

Credits 3 / 5 Contact Hours
Pre-requisite: Placement into ACRD-090, ACRD-091 or ACRD-092, completion of ELAP-110 with a minimum grade of 2.0, or successful completion of ACRD-080. Pre-requisite: Minimum grade of 2.0 in ECED-110 and PSYC-184; Students must have current Child Abuse/Neglect Central Registry (CA/NR) clearance or LARA eligibility letter obtained from the Michigan Department of Human Services to be presented in the first class. A copy must be on file in the Fine Arts/Social Sciences Office, MMB 2005. Students must meet all state licensing health requirements prior to start of their lab experience. Must have transportation to/from lab worksite.
This course is an introduction to the theoretical principles of child development and the implications of children’s disabilities on the developmental process and teaching strategies/techniques for working with young children with special needs. Observing and
measuring variations in development and recognizing opportunities to use evidence-based practices to support inclusion will be covered. Adapting and accommodating environments and interactions to support individual children and prevent challenging behavior will also be emphasized. Additionally, this course includes an outside lab consisting of 45 hours in an approved Headstart or Michigan Great Start Readiness Program where students will design, implement and reflect on curriculum plans based on evidence-
based practices and the use of assistive tools and technology.

Course Outcomes
I. Analyze the early intervention and early childhood special education processes 

Indicators:

1. Analyze laws and components of the IFSP and IEP processes (federal and state)
2. Define components of each process including least restrictive environment, procedural due process, referral, evaluation, planning, progress monitoring, and transition
3. Apply the definition and defining features of inclusion in home, program and community settings

Competence will be demonstrated by:

• Using written assignments
• Discussion Board

II. Apply an understanding of Universal Design for Learning and other evidence-based practices that support inclusion 

Indicators:

1. Identify and apply key components of Universal Design for Learning (UDL)
2. Identify and apply evidence-based practices including assistive tools, embedded instruction, peer supports, and scaffolding

Competence will be demonstrated by:

• By a written form
• Completing worksheets
• Discussion Board

III. Practice the use of evidence-based practices for children who have diverse abilities, including  young children who are gifted and talented, young children with learning disabilities, and young children with: ADHD, autism, health impairments, physical disabilities, communication disorders, hearing loss, and visual impairments

Indicators:

1. Design inclusive environments that support children of diverse abilities
2. Identify and apply practices that support interactions for children of diverse abilities
3. Identify and apply practices for individualizing learning for children of diverse abilities
4. Identify and apply practices for monitoring the progress of individual children in home and school environments

Competence will be demonstrated by:

• Written assignments
• Lab participation summaries
• Case studies
• Discussion Board postings

IV. Understand and apply the evidence-based practices for supporting the social-emotional development of young children, including the use of positive behavioral supports

Indicators:

1. Define and explain the role of behavior in young children
2. Identify and apply practices for using environments, expectations, and interactions to minimize challenging behaviors
3. Analyze the connections between behavior and the rates of suspension/expulsion of young children of color

Competence will be demonstrated by:

• Written form
• Discussion Board postings

V. Apply evidence-based family practices to engaging and supporting the families of young children of diverse abilities

     Indicators:

1. Identify and apply family engagement practices
2. Identify and apply practices that support family-professional collaboration and effective communication
3. Identify community resources for children with disabilities in Michigan
4. Identify services and supports available for young talented and gifted children in Michigan

Competence will be demonstrated by:

• Written form
• Case studies
• Discussion Board Postings