SPRING 1999

Instructor: Elizabeth Delaney, Ed.D

Office: ECSW 3119

Voice Mail: (312) 996-4677

E-mail: bdelaney@uic.edu

Office Hours: Wednesday 1:00 p.m. to 4:00 p.m.

Class Location: ECSW 1433

Class Time: Thursday, 5:00 p.m. to 8:00 p.m.

Class Web Page: www.uic.edu/classes/sped/sped506/

• Texts
• Course Description
• Course Objectives
• Course Requirements
• Assignments
• Grading Policy
• Schedule
• Field Experience
• Interesting Web Sites

McLean, M., Bailey, D. B., & Wolery, M. (1996). Assessing infants and preschoolers with special needs. Englewood Cliffs, NJ: Merrill.

Widerstrom, A. H., Mowder, B. A., & Sandall, S. R. (1997). Infant development and risk: An introduction. Baltimore: Paul H. Brookes.

COURSE RATIONALE & DESCRIPTION

This is the first course in a three-course sequence designed to prepare students to provide effective early intervention services for young children with disabilities. Developmentally appropriate intervention efforts with infants and toddlers require that practitioners have a range of special knowledge and skills. In order to be effective, professionals must demonstrate an in-depth understanding of: (a) theoretical foundations of learning and instruction; (b) typical and atypical child development, (c) appropriate interventions and program models, (d) child and family assessment, (e) collaborative strategies suitable for the effective operation of multidisciplinary teams, and (f) the rights of families and individuals as defined by federal, state, and local legislation. Your program of study will focus on these and related topics

In this course you will first examine some of the history that lead to the development of the special education system in general, and the history and efficacy that supports the field of early childhood special education. This will lead to an examination of the theories of learning and instruction that provide a foundation for quality educational services. The bulk of the semester will be spent studying child development from birth to age six, across four domains: cognitive, communication, motor, and social-emotional. The relationship between genetics and biological development will be considered throughout the semester. As we examine each domain, we will discuss assessment and evaluation related to that domain.

A secondary goal of this course is to learn to utilize educational research. Research studies in early childhood special education are important tools to be used for the development and evaluation of early intervention programs. As professionals, developing a familiarity with sources of high quality research will improve your own knowledge of education and allow you to continue learning long after you have completed your degree.

COURSE OBJECTIVES

Through written products and class discussion, students will demonstrate knowledge of:

1. The social/political origins of early intervention and the legal, theoretical, and philosophical rationale for providing early intervention services.
2. Theories of development and learning.
3. Theories of instruction.
4. Theories of assessment.
5. The methodological adequacy of early childhood special education research.
6. Appropriate ECSE learning environments.
7. The identification of children and families who qualify for ECSE services.
8. Issues related to assessing children and families from different cultures.
9. Environmental assessment and observation.
10. The relationship between certain disability conditions and development.
11. The importance of collaboration among professionals and parents.

COURSE REQUIREMENTS

1. All students are expected to attend class. Excessive absences will result in a reduction of final course grade, regardless of point total.
2. All students are expected to participate in discussions and class activities and to come prepared for these discussions by completing readings and outside assignments.
3. All written assignments must be handed in at the specified time. Late assignments must be approved in advance and will result in a loss of points.

1. Critique Research Articles. All students will be required to prepare a critique of five research articles that are presented in class. These critiques should conform to the guidelines presented by Dr. Delaney and should be approximately one typed page in length.

10 points/critique; 50 points total

2. Class Discussion. All students will be required to lead a class discussion about a research article. Students are required to make copies of the article to be critiqued and distribute them to their classmates at least one week prior to the presentation. A written summary of the critique will be presented to Dr. Delaney on the day of the presentation. Students are required to choose a topic for discussion outside of their current area of expertise.

50 points

3. Child Observations. These assignments are designed to allow you to complete an in-depth observation of children and settings. These will include one birth-3 observation and one 3-5 observation. Observations will be documented in a typed report (2-3 pages) and conform to the format provided by the instructor.

50 points/observation; 100 points total

4. Exams. Two take home exams will be given. The format and content of the exams will be discussed in class.

100 points/exam; 200 points total

5. Class Participation. Complete all required readings and be prepared to discuss each reading during the class meeting.

A total of 450 points is possible (400 points for assignments and 50 points for class participation). Grading will be as follows:

A = 405 to 450

B = 360 to 404

C = 315 to 359

D = 270 to 314

F = Less than 270

FIELD EXPERIENCE REQUIREMENTS

In order to develop your practical skills in the area of early childhood special education, all students registered for this course are required to complete 15 hours of practicum experience. In order to fulfill this requirement, students will be required to observe in an early intervention or early childhood special education setting. One assignment will be attached to this practicum:

Practicum Log/Diary: Record each visit to setting(s) you visit. The record should include: (a) date and time of visit, (b) persons present during your visit, (c) your role during the visit, (d) impressions of the time spent at the program. Your impressions should include a brief description of the activity observed, the goal of activity, and whether or not you thought that the activity was appropriate for the goal and child(ren).

Practicum Logs will be graded as satisfactory or unsatisfactory. If a grade of unsatisfactory is given, the log must be resubmitted until a satisfactory grade has been earned.

American Association on Mental Retardation

American Board of Examiners in Clinical Social Work

American Speech-Language Hearing Association

Association for Behavior Analysis

American Occupational Therapy Association

American Physical Therapy Association

American Psychological Association

The Association for Persons with Severe Handicaps

The Council for Exceptional Children

The Division for Early Childhood of the Council for Exceptional Children

Early Childhood Special Education Resources

Federal Resources for Educational Excellence

Head Start Home Bureau Page

John F. Kennedy Center on Human Development

National Association for the Education of Young Children

The National Information Center for Children and Youth with Disabilities

United States Department of Education

United States Department of Special Education Research

University of Virginia Special Education Resources

Waisman Center: Early Intervention