Syllabus


ECSE 425:

Early Childhood Special Education Strategies

(4 credits)

 Required Text

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Reference Documents

Teacher Education Department Framework

 Teacher Education Department Framework graphic

 ECSE 425 Course Outcomes/Assessments

Each student will:

Course Expectations

Because this is a 400-level course, we have high expectations for your learning and your performance. It is expected that each student will be prepared to fully participate in activity-specific discussion/responsibilities. All assignments submitted are expected to be professional in appearance and contain accurate, relevant information.

A student may receive passing scores on assignments but will not pass the class without demonstrating foundational competencies of an early childhood interventionist.

Learning Environment Expectations

Participation is Required for All Group Activities.

Late Work

Assignments are scheduled consistently throughout the semester and build upon one another. It is imperative that you plan ahead and do not fall behind with any assignment in this course. Be prepared to turn in all assignments at the specified due dates. Turning work in on time is a sign of professionalism and respect for not only your instructor but the other students in the class. Therefore, NO late work is accepted for full credit unless the family or child is unable to accommodate the schedule.

Professionalism

At this point in your academic program, you are making the transition from pre-professional to professional status. All aspects of this course require that your participation reflects professionalism – in attitude, in communication (both verbal and written), in respecting families and confidentiality, in your level of dependability, and in personal appearance. If you have any questions, please schedule a time to meet with the instructor. Working with families requires the utmost respect and professionalism! if any concerns arise, you must notify me the instructor as soon as possible (preferably within 24 hours) .

The Design of this Course

Complete these four phases each week

Here is a range of how you could complete the 4 phases of this assignment. Depending on your team and your family you could get everything done by Thursday. However, that is unlikely. Be respectful and understanding of your team members. You can work ahead on every thing except group work, so don’t blame others for not getting things done. Do everything you can to do your assignments and then meet as early as you can as a team. If you can’t meet til Saturday you can get everything else done and ready to submit before your team meeting. Enjoy meeting with your team and take antvantage of having a team meet with you to help you solve challenges that will arise.

 

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

next Mon.

Reading/Videos/Resources

 X

 X

 X

 

 

 

 

Case Child Visit

 

 X

 X

 X

 

X

Maybe early

 

Group Meeting & Assignments

 

 

 X

 X

 X

 X

 

Complete assignments & case documents

 

 

 

 X

 X

 X

Assignments

  1. Course Journal: Complete your journal: 1) include five insights from across all the readings, videos, and other resources assigned this week, 2) answer the reflective questions, and 3) answer the content questions, include your reasoning for your choice with multiple choice and true/false questions, if you feel your answer choice needs explanation. When you are finished,submit your response.
  1. Videotaping: You are required to videotape two (2) intervention sessions - one the weeks 7-9 and one the weeks 10-12. The reflection paper should be numbered to coincide with the video segments and must include your interpretation of what is/is not occurring within the intervention session.
    1. The first video should be analyzed be each team member and consider what is going well and what is not. Submit two five minute segments: each segment should provide evidence of one of the following: environmental interventions; behavioral interventions; instructional interventions; parental involvement; team collaboration: direct prompting. One that is going well and one that is may be a struggle.
    2. The Hierarchy of Prompting video will also be formatted into 30 second segments; within each segment identify the type and number of prompts used. Arrange segments to demonstrate intervention moving from most to least intrusive prompts or least to most intrusive.
  1. Research Into Practice: Each student will locate two current research articles defining/describing best practices or strategies for teaching young children with disabilities. You will be required to select strategies or practices identified in the article and implement them during three (3) intervention sessions. On dates indicated in syllabus, submit the article and a summary of its content. In addition, describe in detail how you applied the strategies/practices; reflect on the effectiveness or lack of effectiveness. Answer the following as you discuss application:
  1. Case Study: “Tell me and I forget. Teach me and I remember. Involve me and I learn.” -Benjamin Franklin
  1. Case Study Conference: Case Study Presentations. You will make a 20-minute professional presentation at our Case Study Conference.
  • An introduction to your case study child/family (including photos/video)
  • The goals/objectives addressed throughout the semester
  • Interventions employed
  • Child responsiveness & effectiveness of intervention (based on data gathered throughout the semester)
  • Statements of child progress by comparing pre- present levels of performance/functioning to post present levels of performance/ functioning.
  • Post Intervention reflection of insights, skills and competencies gained through applying principles and strategies taught throughout the semester

Education majors need to be aware that:

Title IX of the education amendments of 1972 prohibits sex discrimination against any participant in an education program or activity that receives federal funds, including federal loans and grants. Title IX also covers student-to-student sexual harassment. If you encounter unlawful sexual harassment or gender based discrimination, please contact the personnel office at 496-1130.

Brigham Young University-Idaho is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the services for students with disabilities office, 496-1158. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by this office. If you need assistance or if you feelyou have been unlawfully discrimated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the personnel office at 496-1130.

In compliance with applicable disability law, qualified students with a disability may be entitled to “reasonable accommodations.” It is the student’s responsibility to disclose to the teacher any special need she/he may have before the end of the first week of class.

Building Blocks Model – adapted

A framework to conceptualize the interventionist’s role

The Model for this Class

The strategies and interventions that are to be learned and applied in this course are closely dependent on five levels of intervention addressed in the field/empirical research of Early Childhood Special Education. Four of the five levels are formalized in a Building Blocks model by Susan R. Sandall & Ilene S. Schwartz and others (2002). The model if effectively applied, empowers the interventionist to realize how they can successfully intervene by establishing high quality early childhood program, embed learning opportunities into the environment/curriculum, modify and accommodate the curriculum and employ child focused instructional strategies. These seem to encompass what the interventionist is doing to maximize learning and development for the child in early childhood setting. In addition to the four levels that Sandall & Schwartz advocate, the interventionist must also nurture the development of self efficacy in their students/children by teaching behavioral compensatory techniques and providing assistive technologies and adaptive equipment. The interventionist should also approach the child with the attitude that will promote maximum empowerment of the child that in turn encourages them to be more responsive and have greater access to the curriculum and other life experiences.  

Establish a high-quality early intervention program

Embed learning opportunities

(ELO; ABI; EI)

Modify and adapt the curriculum / environment

Effectively employ

child-focused instructional strategies

Nurture human

self-efficacy

  • Professional collaboration
  • Family collaboration
  • Developmentally Appropriate Practices
  • Engaging interactions
  • Responsive and predictable environment
  • Multiple opportunities for learning
  • Teaching is matched to the child and the activity
  • Safe and hygienic practices
  • Appropriate levels of child guidance
  • Clarify learning objective and criteria for level of mastery
  • Identify current level of performance
  • Embedded interventions
  • Activity-based interventions
  • Routine-based learning
  • Activity based learning
  • Implement learning opportunities
  • (Measure # of opportunities as well as child’s responsiveness)
  • Environmental supports
  • Adapting materials
  • Simplifying the activity (task analysis)
  • Using child preferences
  • Providing special equipment
  • Adult support
  • Peer support
  • Invisible support
  • Scaffolding
  • Child guidance
  • Time delay
  • Model, self-talk, parallel talk, expansions
  • Mand-model
  • Miliue teaching
  • Levels of prompting
  • Backward chaining
  • Shaping and reinforcement
  • Peer-mediated strategies
  • Sabotage
  • Teach compensatory techniques
  • Self-determination
  • Adaptive behavior (assistive technologies; adaptive equipment)
  • Outer-directedness
  • Self-reliance (avoid learned helplessness)

 A modified version of the model designed by Sandall and Schwartz (2002) Building Blocks for Teaching Preschoolers with Special Needs

Final Case Study Grading Performance Rubic

Areas

                                                Questions for self evaluation

                                                Did I do the following?

                                                Did I document the following?

                        At what level of performance did I employee the following?

Rating: 0-absent -

1-2.9-weak >

3-3.9-average +/>

4-4.5-professional +

4.6-5- high quality++

Effective application of course content

·       Using task analysis

·       Embedding learning objectives into DAP activities- (Activity Matrix)

·       Integrating technology and evidence based practices & strategies

·       Using prompting hierarchy  

·       Implementing modification & Accommodations

·       Environmental, Adult, Peer and other supports.

 

Documentation of change

·       Able to establish and compare pre and post present levels

·       Able to explain child’s response to intervention.

·       Able to determine and document objectively the child’s current performance on target goals/objectives.

 

Implementation of interventions and Documentation of its impact.

·       Illustrate the connection between the interventions and the child’s responsiveness.

·       Illustrate environmental, instructional/curricular, and child focus strategies.

·       Collaboration with professionals and families for increased implementation of strategies.

 

Assessing and Planning

  • Assesses and documents appraisal of intervention sessions
  • Determines if the child is responsive or not
  • Determines if there is too little or too much assistance and makes plans to adjust
  • Determines changes in prompting, environment, and other dynamics to increase target behavior.
  • Follows through with plans.

 

Responsiveness to instructors comments

  • Makes changes quickly and accurately to suggestions
  • Implements appropriate intervention strategies

 

Reflective Depth

  • Able to reflect on the contributing factors of progress or lack of progress.
  • Able to consider variables in effective delivery of strategies.
  • Able to explain the intervention process and the child’s responsiveness.
  • Able consider the dynamics of collaboration
  • Consider the dynamics of system theory in meeting the child, the program and families needs.
  • Able to reflect on own learning and the impact of this experience
  • Able to explain conclusions drawn from lessons learned

 

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