I. Course Title: Teaching Internships in Early Childhood Special Education: Home and
Community-Based Services
II. Course Number: EDSP 740
III. Credit Hours: 3 credits
IV. Prerequisites: Admission to the Teacher Education Program
V. Course Description:
This course provides students with supervised experiences at the early childhood level
with children with disabilities under the age of 3 in an early intervention, home-based,
school-based, or community-based setting. These are structured and supervised clinical
field experiences.
Course is graded A to F.
Note(s): A fee of $110 will be charged to students taking EDSP 740.
VI. Detailed Description of Content of the Course:
Students will be provided with supervised experiences at the early childhood level
with children with disabilities under the age of 3 in an early intervention, home-based,
school-based, or community-based setting.
Course content includes:
- Evidence-based and recommended practices for young children that make adaptations
to their unique developmental and learning needs, including those from diverse backgrounds;
- Development and matching of learning experiences and strategies to characteristics
of infants and young children;
- Development, implementation, and evaluation of individualized plans, with family members
and other professionals, as a member of a team;
- Facilitation of child-initiated development and learning;
- Implementation of developmentally and functionally appropriate activities, using a
variety of formations, based on systematic instructions;
- Integration of family systems theories and principles into professional practice;
- Evidence-based and recommended practices for young children that make adaptations
to their unique developmental and learning needs, including those from diverse backgrounds;
- Respect for family choices and goals; and
- Use of teacher-scaffolded and -initiated instruction to complement child-initiated
learning.
VI. Detailed Description of Conduct of Course:
Students work closely with their cooperating professionals each week to gain experience
and skills needed to be effective instructors of young children with disabilities
and their families. Students are required to participate in the full range of duties
of developmental service providers and service coordinators or public school teachers
in classrooms with 2 year olds for the duration of the placement and are expected
to demonstrate commitment to the professions鈥� code of ethical conduct.
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 provide supervised experiences at the early childhood level with children
with disabilities under the age of 3 in an early intervention, home-based, school-based,
or community-based setting, this course will prepare each student to:
- Advocate on behalf of infants and young children and their families.
- Develop an individualized plan that supports the child鈥檚 independent functioning in
the natural environments, as well as promote caregiver responsiveness.
- Implement family-oriented services based on the family鈥檚 identified resources, priorities,
and concerns; involve families in the educational process; and educate families on
their rights.
- Design intervention incorporating information from multiple disciplines which integrate
evidence-based practices.
- Develop, implement, and evaluate learning experiences and strategies that respect
the diversity of infants and young children, and their families.
- Provide consultation in settings with infants and young children.
- Use informal and formal assessment to make decisions about infants and young children鈥檚
development and learning.
- Participate as a team member to integrate assessment results in the development and
implementation of individualized plans.
- Use technology to enhance children鈥檚 learning and as a tool for professional productivity.
- Demonstrate understanding of service delivery models for infants, toddlers, and preschoolers
with special needs and their families, as well as transition practices and service
coordination.
- 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
to improve instruction and professional growth.
VIII. Assessment Measures:
Assessment measures may include, but are not limited to:
- Feedback, observations, and evaluations from cooperating professionals and university
supervisors
- Student self-analysis
- Attendance in placement and regularly scheduled seminar
- Written assignments applying best practices to instruction with children and families
- Key CAEP Performance Assessment: 鈥淭eaching Intern Evaluation,
- Key CAEP Performance Assessment: 鈥淧rofessional Characteristics and Dispositions
- Key CAEP Performance Assessment: 鈥淩esearch-Based Intervention for a Child with Disabilities:
Action Research Assignment
Review and Approval
Spring 2004
April 24, 2009
May 11, 2015
May 5, 2022