I. Course Title: Instructional Programming to Teach Infants, Toddlers, and Preschoolers
with Disabilities
II. Course Number: EDSP 686
III. Credit Hours: 3 credits
IV. Prerequisites: None
V. Course Description:
This course develops students鈥� understanding of the methods for providing instructional
programs for early intervention and early childhood special education in all areas
of development.
VI. Detailed Description of Content of the Course:
Students will develop an understanding of the methods for providing instructional
programs for early intervention and early childhood special education in all areas
of development.
Course content includes:
- Service delivery options
- Development of individualized education programs (IEPs) and individualized family
service plans (IFSPs)
- Curriculum development and implementation to ensure developmentally appropriate intervention
techniques in the areas of self-help, motor, cognitive, social and emotional, and
language
- Service delivery to support success and functionality in all settings where same age,
typically developing peers would be located
- Identification and documentation of children鈥檚 interests, strengths and challenges
- Utilization of learning strategies that stimulate curiosity, promote thinking, and
encourage participation in exploration and play
VI. Detailed Description of Conduct of Course:
This course may include a lecture format with class discussion, audio/visual presentations,
simulations, audiovisual and web-based technologies, formal and informal writing,
case studies, cooperative learning groups, observations and field studies, guest speakers,
and student presentations.
VII. Goals and Objectives of the Course:
Goals, objectives, and assignments address the Virginia Department of Education regulations
for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation
Standards and Specialty Set Knowledge and Skill Items. Specialty set included in this
course cover competencies for Early Childhood Special Education.
In order to gain an understanding of the methods for providing instructional programs
for early intervention and early childhood special education in all areas of development,
this course will prepare each student to:
- Describe the trends and issues in early intervention and early childhood special education,
family systems and the role of families in intervention, and legal requirements for
IEPs and IFSPs according to the Individuals with Disabilities Education Improvement
Act.
- Compare and contrast the scope and sequence of general and special curricula, including
national, state, and local curricula standards and universal design for learning,
and describe how the model(s) can be adapted for children with developmental disabilities,
as well as the theories and research behind curricula development.
- Use functional and ongoing formative assessments to sequence, implement, and evaluate
instruction, as well as create and maintain records and gather information from multiple
sources and environments which can be used to modify instruction as needed.
- Design and modify safe, equitable, positive, stimulus-rich, and supportive learning
environments that encourage independence and active participation, using peer models
proximity and responsive adults to promote interactions among peers, parents, and
caregivers.
- 澳门老奇人论坛 evidence-based and DEC recommended practices for infants and young children
including those from diverse backgrounds to align goals with developmental and academic
content and select and adapt instructional objectives, strategies, and materials to
facilitate maintenance and generalization of skills across learning environments.
- Develop, implement, and evaluate intervention plans and strategies that include input
from other professionals and families which include the families鈥� resources, priorities,
and concerns, and strategies to help address those concerns as they communicate effectively
with families from diverse backgrounds and assist them to become active participants
on the educational team.
- Demonstrate sensitivity to the primary culture and individual differences of children,
families, and professionals during all contacts and support caregivers in their interactions
with their children.
- Use verbal, nonverbal, and written language effectively.
- Demonstrate ethical professional behaviors in interactions in class, with children
and families, and professionals within the community and reflect upon their practices
in improve instruction and professional growth.
- Understand the principles of online learning and online instructional strategies and
the application of skills to deliver online instruction shall be included.
- Demonstrate proficiency in the use of educational technology for instruction.
VIII. Assessment Measures:
Assessment measures may include, but are not limited to:
- Class participation in discussion and small group activities
- Analysis and development of a collaborative IEP or IFSP
- Application assignments and written drafts related to data collection and analysis,
and instructional programming in preparation for Action Research Assignment
Review and Approval
April 29, 2009
May 11, 2015
May 5, 2022