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ECSP 202 (3 credits) Introduction to Early Intervention and Early Childhood Special Education Syllabus Summer, 2013

Location: TBA Jennifer Hurley Ph.D. Early Childhood Special Education Department of Education 537 Waterman University of Vermont Burlington, VT 05405-0160 office: (802) 656-4018 Please let me know if I can make any modifications to better serve you in this course. Copies of class notes are available on Blackboard and everyone may have as much time as needed for quizzes. I am happy to accommodate your learning needs. Course Description/Goals We will study how to support young children (0-5.11) with diverse abilities and their families. An overview of the history, trends, legal issues and policies affecting early childhood special education will be provided. Information will be covered on recommended and evidence-based practices for the following topics: cultural and linguistic diversity, natural environments, inclusion, family partnerships, collaboration, transition planning, assessment and child focused intervention. Students will research a variety of etiologies and make connections with educational strategies and supports. This course will include a range of viewpoints and sources and stress evidence based practice. Class Attendance and Readings: The students will be expected to attend class and complete the assigned readings before the class sessions. Students are responsible for getting a copy of notes and other handouts from a classmate due to absence. I will not review material missed due to an absence so you will need to work with a classmate. If you must miss a class, please notify me by e-mail as soon as possible and let me know your reason for missing. If you miss more than two classes you will be in danger of failing the course. Every topic covered in this course is required for licensure and is intended to assist you in your profession. Missing a class is very serious.

ECSE 202 is a Diversity 2 Course Credit

**This course will address interventions and/or techniques to serve the needs of diverse groups in society.** (Below are the diversity competencies this class will address) 2) An understanding of U.S. traditions of democracy, active citizenship and how they may serve as a means to understand and resolve conflicts linked to race, class, ethnicity, (ability) and gender issues. 3) An ability to describe the nature, historical patterns, and demographics of American society in terms of race, ethnicity, gender, (ability) and class differences. 6) Knowledge of the origins and systemic nature of prejudice, discrimination and oppression that has been directed toward people of diverse backgrounds (ability) and orientations. 7) A capacity to visualize and imagine public situations or issues involving diversity from multiple perspectives. The development of capacity to construct action plans for dealing with issues of diversity in the workplace, organizations, and the community. (inclusion of children with disabilities in settings typically reserved for children with typical development) 8) An understanding of the current experiences and issues in the United States of different racial groups (including discrimination in all forms (ability), (life experiences of racial groups and white privilege.)

Weekly Schedule (please note: guest speakers have not been confirmed for summer course and are subject to change.)
Date 6-18 Week Topic 1 Introductions, Review Syllabus, Sign up for class duties (country of origin and etiology reports) and discuss challenges for our field. History, Trends & Issues, Legislation and Policy affecting Young Children with Disabilities 6-19 2 Evidence Based Practice Early Childhood Education and Early Childhood Special Education How do we come together? Birth 3yrs. Natural Environments: Serving young children with disabilities in natural contexts. Including Samuel Assignments Due


Give me a copy of the evidence-based article you are going to review with your name on it. Etiology Etiology Etiology Etiology Country Etiology Etiology Country Etiology Etiology Country


3 8yrs. Inclusion: Serving children with disabilities in settings once reserved for children with typical development. Embedded Learning Opportunities (ELO) Caras Kit Beth Peloquin Etiologies Specific Approaches (focus on ASD) Julia Wayne Early Identification of ASD Jeanne and Earnestine Able (mother daughter team will discuss being on the receiving end of ECSP services) Transition Planning: What happens as our children with disabilities get older and move from Part C to Part B services? Social Emotional Domain: How can we accommodate social and emotional diversity? Adaptations/Interventions Positive Behavioral Supports (PBS) Pyramid Model Kate Rogers Social Emotional (Continued) and How can we accommodate diversity in childrens communication methods? Adaptations/Interventions




Embedded Learning Matrix Etiology Country Take Home Midterm



Jen and Kathryn from Trinity Childrens Center Second Step Social and Emotional Curriculum!! Motor Development: How can we accommodate diversity in childrens motor skills? Adaptations/Interventions Cognitive Domain and Early Literacy: How can we accommodate cognitive diversity and early literacy? Adaptations/Interventions Becoming a Culturally Competent Teacher: Culturally and Linguistically Diverse (CLD) Children and Families Poverty/Homelessness and Disability



Research to Practice Summary Paper Etiology Country Philosophy of Teaching Etiology Country





Take Home Final Etiology Country Etiology

Reading List
You will need to buy one copy of Caras Kit for $20.00. You will be able to buy a copy of Caras Kit from our guest speaker (Beth Peloquin) on Oct. 2nd when she comes to our class. All proceeds go to the Vermont Chapter of the Council for Exceptional Children (CEC) Division for Early Childhood (DEC) or you may buy a copy on your own on-line from the CEC/DEC web site.

All other readings listed below are available on Blackboard.

Week 2 The Blending of ECE/ECSE and Evidence Based Practice DeVore, S., Miolo, G. & Hader, J. (2011). Individualizing inclusion for preschool children using collaborative consultation. Young Exceptional Children, 14 (4), 3143. Brown-Grisham, J. Hemmeter M. L, & Pretti-Frontczak, K. (2005). Designing Quality Curriculum Frameworks. In Blended Practices for Teaching Young Children in Inclusive Settings. (pp. 17-48). Baltimore: Brooks Publishing. Week 3 Evidence Based Practice (cont.) and Birth 3 yrs. Natural Environments Keilty, B. (2008). Early intervention home-visiting principles in practice: A reflective approach. Young Exceptional Children, 11 (2), 29-40. Gatti, S. N., Watson, C. L., & Siegel, C. F. (2011). Step back and consider: Learning from reflective practice in infant mental health. Young Exceptional Children, 14 (2), 32-45. Week 4 3-8yrs. Inclusion DEC NAEYC Joint Position Statement on Early Childhood Inclusion Byington, T. A. & Whitby, P.J.S. (2011). Empowering families during the early intervention planning process. Young Exceptional Children, 14 (4), 44-56. Week 5 Embedded Learning Opportunities Caras Kit: Creating Adaptations for Routines and Activities Beth Peloquin will bring copies to class that you can purchase for $20.00 or you can find your own copy on line.

Grisham-Brown, J., Pretti-Frontczak, K., Hemmeter, M. L., & Ridgley, R. (2002). Teaching IEP goals and objectives in the context of classroom routines and activities. Young Exceptional Children, 6, (1), 18-27. Week 6 - Etiology Specific Approaches Ganz, J. B. & Flores, M. M. (2010). Supporting the play of preschoolers with autism spectrum disorders: Implementation of visual scripts. Young Exceptional Children, 13 (2) 58-70. Barton, E. E., Reichow, B., Wolery, M. & Chen, C.-I. (2011). We can all participate! Adapting circle time for children with autism. Young Exceptional Children, (14), 2, 2-21. Week 7 Transition Planning Connelly, A. M. (2007). Transitions of families from early intervention to preschool intervention for children with disabilities. Young Exceptional Children, 10, (3), 10-16. Week 8 Social Emotional Domain and Adaptations/Intervention and Positive Behavioral Supports Hemeter, M. S., Ostrosky, M. M. & Corso, R. M. (2012). Preventing and addressing challenging behavior: Common questions and practical strategies. Young Exceptional Children, 15 (2), 32-46. Center on the Social and Emotional Foundations for Early Learning (n.d.) Retrieved from You should read the article while referring to the accompanying web site. Allow yourself plenty of time to become familiar with the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Web site. Jamison, K. R., Forston, L. D., Stanton-Chapman, T. L. (2012). Encouraging social skill development through play in early childhood special education classrooms. Young Exceptional Children, 15 (2), 3-19. Allen, K. E & Cowdery, G. E. (2009). Nurturing communication skills. In The Exceptional Child: Inclusion in Early Childhood Education. (pp. 484-512.)

Week 9 Motor Development Adaptations/Interventions Thompson, S. D., & Rains, K. W. (2009). Learning about sensory integration dysfunction: Strategies to meet young childrens sensory needs at home. Young Exceptional Children, 12, (2), 16-26. Spencer, E. J., Goldstein, H. & Kaminski, R. (2012). Teaching vocabulary in storybooks: Embedding explicit vocabulary instruction for young children. Young Exceptional Children, 15 (1), 18-32. Week 10 Cognitive and Literacy Development and Adaptations/Interventions Chandler, L. K., Young, R. M., Nylander, D., Shields, L, Ash, J. et al., (2008). Promoting early literacy skills within daily activities and routines in preschool classrooms. Young Exceptional Children, 11, (2), 2-16. Desjardin, J. L., Ambrose, S. E. (2010). The importance of the home literacy environment for developing literacy skills in young children who are deaf or hard of hearing. Young Exceptional Children, 13, (5), 28-44. Week 11 Cultural Reciprocity in ECSP Hurley, J., Medici, A., Stewart, E. & Cohn, Z. (2011) Supporting preschoolers and their families who are recently resettled refugees. Multicultural Perspectives, 13 (3), 1-7. Banerjee, R. & Guiberson, M. (2012). Evaluating young children form culturally and linguistically diverse backgrounds for special education services. Young Exceptional Children, 15 (1), 33-45. Week 12 Poverty/Homelessness and Disability Parish, S. L., Rose, R. A., Richman, E. L., & Andrews, M. E. (2008). Material hardship in U.S. families raising children with disabilities. Council for Exceptional Children, 75, (1), 71-92. Swick, K. J. (2010). Responding to the voices of homeless preschool children and their families. Early Childhood Education Journal, 38, 229-304.

Class Assignments and Grading System ECSP 202 Projects Weight Positive Community X1

Grading Schedule A = 93 - 100

Membership Reading Quizzes Embedded Learning Matrix Midterm Philosophy of Teaching Etiology Fact Sheet Undergraduates only Refugee Country of Origin Fact Sheet Graduate Students Only Research to Practice Summary Paper Final

X2 X3 X5 X5 X5 X5

B = 85-92 C = 75-84 D = 70-74 F = 69 or less *Plus and minus will be given based on instructor's discretion.

X5 X5

Positive Community Membership: We all come to class with a range of experiences and knowledge and ideally we will create a community where everyone is comfortable sharing their unique perspective. The field of early childhood special education is filled with sensitive issues that elicit a range of powerful emotions and opinions and positive community membership entails tolerating a range of views and opinions. It was not long ago that serving children in inclusive versus self-contained settings was considered radical so we must stay open. Positive community membership also means helping classmates with assignments. I do not mind students working on assignments together and the ability to collaborate with other is essential for good teaching. Classmates will be responsible for sharing material and collecting hand-outs with others who miss class content due to absence. Reading Quizzes: You will have quizzes based on the readings assigned for a particular day. Quizzes will be completed independently without collaborating with classmates. Embedded Learning Matrix: You will create an embedded learning matrix for a child with an IEP. I will provide you with the hypothetical child and IEP goals and objectives. You will complete the matrix so that it could hypothetically be used by classroom teachers to provide targeted instruction during everyday routines and promote child engagement and learning throughout the day without the use of pull-out services. Midterm: Your midterm will stress material learned through your readings, lectures and class activities. Research to Practice Papers: You will get to know how to use the library to find appropriate professional journal articles. The past 25 years have afforded our field with rich empirically based evidence on which we can base our practice. Early childhood special education practices do not have to be based on guess work and hunches about what we hope will help a child. When we have a pedagogical question we can consult the evidence based literature!!! So, during this class I want you to report on a journal article that you find interesting that addresses a topic relevant to working with young

children (e.g., technology, health and safety, early literacy, social skills, communication, working with families ). Make sure the article you pick is not already one of the articles we are reading for class. Step one: give a copy of your articles to me for approval. Step two: write the papers. Papers should: a) be 3-4 pages in length with an additional reference page in APA style, b) about 2 pages providing a summary of the article, c) about 2 pages describing how you could use the information in your teaching practice, d) please use 12 point font, regular margins and double space and e) please proof your writing (e.g. have a friend edit, go the writing center and read it out loud). Tip: If you go to the UVM library web pages you can click on E-Journals and search for the journal Young Exceptional Children. Then you can go through past issues until you find an article that interests you and print it out from home! Philosophy of Teaching: Your teaching philosophy is a document in progress. Your teaching philosophy will grow and develop as you grow, gain field experiences and learn about the evidence based literature in our field. You philosophy should be 2-3 pages and cover topics of relevance to Early Childhood Education, Early Childhood Special Education and Early Intervention. Most teaching philosophies will address but not be limited to the following topics: (a) role of families, (b) importance of evidence-based practices, (c) collaboration, (d) on going professional development and professional organizations, (e) role of the environment, (f) curricular approaches, (g) cultural and linguistic diversity, (h) universal design and (i) inclusion.

(Undergraduate Students Only) Etiology Fact Sheet: On the first night of class we will divide up a list of etiologies so that each student has an equal number of etiologies. You are to take the individual etiologies and conduct literature and web research. Using multiple resources you need to develop a one-to-two page fact sheet for each of your etiologies. At a minimum the fact sheets should include: Name (including common names), brief definition, associated characteristics, known or suspected causes, impact on learning and/or daily living, and additional resources citations (article and/or web sites). You should make enough copies for all your class mates and the instructor. Here is the list of etiologies to be divided: Cri-du-chat Hurler Syndrome Lesch-Nyhan Syndrome Osteogenesis Imperfecta Prader-Willi Syndrome Turner Syndrome Cytomegalovirus VATER association Rhett syndrome Trisomy 13 Syndrome

Traumatic brain injury Menkes Syndrome Tay-Sachs disease Kertnicterus Kinefelter Syndrome Floating Harbor Syndrome Hunters Syndrome Anencephaly Arthogyrposis multiplex congentia Fragile X syndrome Penylketonuria Spina Bifida Usher Syndrome Williams Syndrome Fetal Alcohol Syndrome Autism Epilepsy Juvenile rheumatoid arthritis Angelman syndrome CHARGE association ADHD Dandy Walker Malformation Dyslexia Reyes Syndrome Maple Syrup Urine Disease Adrenoleukodystrophy Hydrocephalus Smith-Magenis Duplication 15q (Graduate Students Only) Refugee Country of Origin Fact Sheet On the first night of class each graduate student will select a country. You are to take the country and conduct literature and web research. Using multiple resources you need to develop a two or more page fact sheet for your country of origin. At a minimum the fact sheets should include: (a) Provide a brief overview of what life was like in the country before the people became refugees (e.g., typical housing, food, occupational options, education and other points of interest). (b) What natural or human made disaster has led to people having to flee their country? (c) What was the exodus like? Have the refugees from this country stayed in camps? What might a typical journey to the U.S. have looked like? (d) What languages are spoken by the refugees who come from this country? (e) Approximately how many refugees have arrived from this country and are there any trends in their rate of arrival?

(f) Are there any important rules of etiquette that a service provider should know before visiting a families home? (g) Provide all other information that would be helpful for service providers to know about the culture of the refugee families (e.g. social stratification, gender roles and status, marriage, family, kinship, child raising, education, religion, medicine and healthcare). You should make enough copies for all your class mates and the instructor. Here is the list of countries of origin to be divided: Burundi, Burma, Congo, Ethiopia, Iraq, Kenya, Somalia, Sudan

Final: Your final will stress material learned through your readings, lectures and class activities.
UVM Policies, Course Assignments and Requirements Values and Ethical Statements: The instructor and students will be required to use a person-first terminology in all verbal and written interactions. This philosophy supports the belief and value that we work, support, and facilitate the learning and developmental growth of individuals/students who are children first and have a disability or at-risk condition second. This person-first terminology also applies to families who have challenges or at-risk conditions. Examples baby exposed to drugs (appropriate phrasing); crack baby (not appropriate phrasing). Family with mental health concerns (appropriate phrasing); dysfunctional family (not appropriate phrasing). See also or For more resources if this is new to you. The course will also present the range of ethical considerations and cultural and value laden beliefs for a variety of issues in support of young children, birth through six, with diverse abilities and their families. Academic Honesty and Professionalism The principal objective of the policy on academic honesty is to promote an intellectual climate and support the academic integrity of the University of Vermont. Academic dishonesty or an offense against academic honesty includes acts that may subvert or compromise the integrity of the educational process. Such acts are serious offenses that insult the integrity of the entire academic community. Offenses against academic honesty are any acts that would have the effect of unfairly promoting or enhancing one's academic standing within the entire community of learners which includes, but is not limited to, the faculty and students of the University of Vermont. Academic dishonesty includes knowingly permitting or assisting any person in the committing of an act of academic dishonesty. The policy distinguishes between minor and major offenses. Offenses purely technical in nature or in which the instructor does not perceive intent to achieve advantage are deemed minor and handled by the instructor. Major offenses are those in which intent to achieve academic advantages are perceived. A full statement of the policy can be found in the Cat's Tale. Each student is responsible for knowing and observing this policy.