SPED 3400 syllabus 03

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                              COURSE SYLLABUS
                                  FALL 2003
                      SPED 3400: EARLY EDUCATION FOR
                        CHILDREN WITH DISABILITIES
       Ruth Ashworth Wolery, Ph.D.
       Assistant Professor of the Practice of Special Education
       406A MRL Building
       Phone 343 – 0824; e-mail <ruth.wolery@vanderbilt.edu
       Tuesday: 5:30 – 8:20; 105 Mayborn
       Instructor will be available after each class meeting and at other times by
       appointment. Please call or e-mail to make an appointment.
       Publisher (1999). HELP for preschoolers: Assessment and Curriculum Guide.
       Palo Alta, CA: Vort Corporation.
       Wolery, M. & Wilbers, J. S. (1994). Including children with special needs in early
       childhood programs. Washington, DC: National Association for the Education of
       Young Children
       This course will provide an overview of issues related to early intervention for
       preschool-aged children with disabilities; typical and atypical development in the
       preschool years; methods of designing individualized, functional, instruction
       appropriate for a range of service delivery options; consultation models for early
       intervention; and transitions to next environment.
During and upon completion of this course, students will—through discussions, written
products, and examinations—demonstrate knowledge of and competency in the following:
Philosophical, Historical, and Legal Foundations of Special Education
1.   articulate the historical, philosophical, and legal basis of services for children ages 3-
     8 both with and without special needs. (EC1, S1)
2.   identify ethical and policy issues related to educational, social, and medical services
     for children ages 3-8 and their families. (EC1, S2)
3.   identify current trends and issues in early childhood education, early childhood
     special education and special education. (EC1, S3)
4.   identify legislation that affects children, families, and programs for children. (EC1,

5.   identify variations in beliefs, traditions, and values across cultures within society and
     the effect of the relationship among child, family, and schooling. (CC1, K2)
6.   identify issues in definition and identification procedures for individuals with
     exceptional learning needs including individuals from culturally and/or linguistically
     diverse backgrounds. (CC1, K3)
7.   identify rights and responsibilities of parents, students, teachers and other
     professionals, and schools as they relate to individual learning needs. (CC1, K5)
Characteristics of Learners
8.   discuss theories of child development, both typical and atypical, and apply current
     research with emphasis on cognitive, motor, social-emotional, communication,
     adaptive, and aesthetic development in learning situations in family and community
     contexts. (EC2, S1)
9.   apply knowledge of cultural and linguistic diversity and the significance of socio-
     cultural and political contexts for development and learning, and recognize that
     children are best understood in the contexts of family, culture, and society. (EC2,
10. demonstrate understanding of (a) developmental consequences of stress and trauma,
    (b) protective factors and resilience, (c) the development of mental health, and (d)
    the importance of supportive relationships. (EC2, S5)
11. identify differential characteristics of individuals with exceptionalities, including
    levels of severity and multiple exceptionalities. (CC2, K2)
12. discuss effects and exceptional condition(s) may have on an individual’s life. (CC2,
13. describe characteristics and effects of the cultural and environmental milieu of the
    child and the family including cultural and linguistic diversity, socioeconomic level,
    abuse/neglect, and substance abuse. (CC2, K5)
14. describe the effects of various medications on the educational, cognitive, physical,
    social, and emotional behavior of individuals with exceptionalities. (CC2, K6)
Assessment, Diagnosis, and Evaluation
15. describe methods for monitoring, summarizing, and evaluating the acquisition of
    child and family outcomes as outlined on the IFSP or IEP. (EC3, S8)
16. communicate options for programs and services at the next level and assist the
    family in planning for transition. (EC3, S10)
17. develop and use formative and summative program evaluation to ensure
    comprehensive quality of the total environment for children, families, and the
    community. (EC3, S12)
18. describe the relationship between assessment and placement decisions. (CC3, K8)

Instructional Content and Practice
19. plan and implement developmentally and individually appropriate curricula and
     instructional practices based on knowledge of individual children, the family, the
     community, and curricula goals and content. (EC4, S1)
20. develop an IFSP or IEP, incorporating both child and family outcomes in partnership
     with family members and other professionals. (EC4, S2)
21. incorporate information and strategies from multiple disciplines in the design of
     intervention strategies. (EC4, S3)
22. develop and select learning experiences and strategies that affirm and respect family,
     cultural, and societal diversity, including language differences. (EC4, S4)
23. plan for and link current developmental and learning experiences and teaching
     strategies with those of the next educational setting. (EC4, S5)
24. select intervention curricula and methods for children with specific disabilities
     including motor, sensory, health, communication, social-emotional, and cognitive
     disabilities. (EC4, S6)
25. implement developmentally and functionally appropriate individual and group
     activities using a variety of formats, including play, environmental routines, parent-
     mediated activities, small-group projects, cooperative learning, inquiry experiences,
     and systematic instruction. (EC4, S7)
26. develop and implement an integrated curriculum that focuses on children’s needs
     and interests and takes into account culturally valued content and children’s home
     experiences. (EC4, S8)
27. employ pedagogically sound and legally defensible instructional practices. (EC4,
28. use appropriate health appraisal procedures and recommend referral and ongoing
     follow-up to appropriate community health and social services. (EC4, S12)
Planning and Managing the Teaching and Learning Environment
29. make specific adaptations for the special needs of children who have unique talents,
    learning and developmental needs, or specific disabilities. (EC5, S1)
30. select, develop, and evaluate developmentally and functionally appropriate
    materials, equipment, and environments. (EC5, S3)
31. establish and maintain physically and psychologically safe and healthy learning
    environments that promote development and learning. (EC5, S4)
32. provide a stimulus-rich indoor and outdoor environment that employs materials,
    media, and technology, including adaptive and assistive technology. (EC5, S5)
33. organize space, time, peers, materials, and adults to maximize child progress in
    group and home settings. (EC5, S6)
Managing Student Behavior and Social Interaction Skills
34. use guidance and problem-solving techniques to develop positive and supportive
    relationships with children; to encourage and teach positive social skills and

     interaction among children; to promote positive conflict resolution strategies; and to
     develop personal self-control, self-motivation, and self-esteem. (EC6, S1)
35. support and facilitate family and child interactions as primary contexts for learning
    and development. (EC6, S3)
Communication and Collaborative Partnerships
36. collaborate/consult with other professionals and with agencies in the larger
    community to support children’s development, learning, and well being. (EC7, S10)
37. apply models of team process in diverse service delivery settings. (EC7, S11)
38. employ various team membership roles. (EC7, S12)
39. identify functions of teams as determined by mandates and service delivery needs of
    children and families. (EC7, S13)
40. identify structures supporting interagency collaboration, including interagency
    agreements, referral, and consultation. (EC7, S14)
41. participate as a team member to identify dynamics of team roles, interaction,
    communication, team building, problem solving, and conflict resolution. (EC7, S15)
42. employ two-way communication skills. (EC7, S16)
Professionalism and Ethical Practices
43. adhere to the profession’s code of ethical conduct. (EC8, S1)
44. serve as advocates on behalf of young children and their families, improved quality
    of programs and services for young children and enhanced professional status and
    working conditions for early childhood special educators. (EC8, S2)
45. reflect upon one’s own professional practice and develop, implement, and evaluate a
    professional development plan. (EC8, S3)
46. participate actively in professional organizations. (EC8, S4)
47. read and critically apply research and recommended practices. (EC8, S5)
     Vanderbilt’s Honor Code governs all work in this course. If you have any doubts
     about how the Honor Code applies to class assignments please ask me--not another
     student—for clarification. The Vanderbilt University Honor Council offers
     additional information about the honor code.
    The format for this course will use a combination of lectures, discussions, and
    student presentations.
 1. Class attendance and participation is required. Students are expected to come to
    class prepared to ask questions and discuss assigned readings, to make presentations
    in a professional manner, and to participate in all other class activities. One-half
    point will be given each week for class attendance and participation (total 6

2.  Assignments are to be submitted at the beginning of class on the date the assignment
    is due. A 15% penalty is assessed to any assignment turned in late. Assignments
    more than two weeks late are not accepted without prior approval from the instructor
    and approval is given only for extreme emergencies.
 3. All written products must be typed and double spaced. Products that are not typed
    will be returned and a late penalty assessed. Students are responsible for retaining a
    copy of all materials submitted to the instructor.
 4. People first language should be used in all written products; and all products should
    follow APA style.
       Three quizzes will be given over material from the course readings, lectures, and
       discussions. A variety of question formats (true/false, multiple choice, and short
       answer) will be used.
A total of 100 points can be earned in this course. Grading will be based on the following
         A+ = 97.5 & above
         A = 94.5 – 97.4
         A- = 91.5 – 94.4
         B+ = 88.5 – 91.4
         B = 85.5 – 88.4
         B- = 82.5 – 85.4
         C+ = 79.5 – 82.4
         C = 76.5 – 79.4
         C- = 73.5 – 76.4
         F = Below 64.5 points

     When it becomes necessary to assign a grade of Incomplete, University regulations
     must be followed. It is the student’s responsibility to ensure procedure is followed
     and forms are submitted on time. Failure to submit a completed Incomplete Grade
     Request Form before the end of the semester will result in a non-reversible grade
     of F being assigned. If you need to request an incomplete grade you should obtain
     the request form from the Special Education Department Secretary. You then need
     to (a) make an appointment with the instructor to complete the form by developing
     a contract for completion of the course, (b) obtain the necessary signatures, and (c)
     submit the form on time.

                                    ASSIGNMENT ATTACHMENT
 1. The purpose of this assignment is to familiarize you with peer-reviewed research in
     ECSE and to provide you with opportunity to discuss with your peers how research
     can be applied in classroom settings. Students are encouraged to work in dyads,
     however there is no penalty should you choose to work independently.
 2. There will be four Research-to-Practice (R2P) discussion nights during the semester,
     each focusing on different developmental domains. For each R2P discussion
     students will read a selected intervention article and come to class prepared to
     discuss their article with the class.
 3. For each assignment, select an intervention article from one of the following peer
     reviewed journals: Education and Treatment in Mental Retardation and
     Developmental Disabilities; Journal of Applied Behavior Analysis; Journal of
     Behavioral Education; Journal of Early Intervention, Topics in Early Childhood
     Special Education). Prior to selecting an article review it to ensure it meets the
     following criteria:
     Participants are young children (birth to Age 8) with disabilities
     Intervention focuses on the assigned domain (see course outline for domain and
     Child performance data are clearly displayed in a table or figure
 4. After article is selected read the article and complete an article summary sheet that
     includes the following information:
        a. Article reference (APA style)
        b. Purpose statement
        c. Participant characteristics
        d. Independent variable: In intervention research the researchers are trying to
            change something and the independent variable is the procedure they use to
            make that change. In medical studies the independent variable (or
            intervention) is the medical procedure; in teaching studies it is the teaching
            procedure. For this assignment you want to identify that teaching procedure.
        e. Dependent variable: This is the behavior the researchers are trying to change.
            It is called the dependent variable because the change depends on the
            intervention (or independent variable). In most educational studies the
            dependent variable is the behavior on which data are being collected. For this
            assignment you want to identify the behavior the researchers are trying to
        f. Measurement procedures – this describes how the researchers are determining
            if their intervention has resulted in any change. Did they measure child
            performance using a standardized procedure, or did they design a
            measurement procedure for the study? For this assignment you want to
            describe the measurement procedure.
        g. Results – this describes what happened. For this assignment you want to
            highlight important aspects of the results.

      h. Discussion – generally researchers will discuss what they think about the
          results. They also often discuss interpretation cautions or limitations. For this
          assignment you want to highlight aspects of the discussion that are worthy of
5. Come to class prepared to ―present and discuss‖ your article. Bring copies of your
   summary sheet for everyone in the class.
6. Evaluation: Each R2P assignment is worth 7 points. Zero to 4 points will be given
   for presentation and discussion and 0-3 points for summary handout. Students
   working in dyads will each receive the same grade.
1. The case study assignment will provide you with experience working as a team to
    problem solve a realistic ECSE problem. The group will be given a case scenario
    will need to consult the literature and develop a solution. The case and solution
    will be presented to the undergraduate students during combined class time.
2. As a graduate student group you must decide how you will distribute the work,
    however each student should contribute equally.
3. Evaluation: The case is worth 15 points. To encourage everyone to collaborate and
    contribute equally to the team, each student will assign a collaboration and
    contribution score of 0-5 to every student. Scores for each student will be averaged
    for a mean score. The remaining 10 points will be a group score of 2-5 points
    assigned by the undergraduate students and 2-5 points assigned by the instructor.
    The following scoring rubric will be used.
          5 points: case presented clearly and problem easily understood; roles of
          individual players explained and logically match the case; in the team meeting
          simulations all players contribute to development of the solution plan by
          presenting findings from their literature review; simulations of team meetings
          appeared well planned and organized; solution plan is clearly presented,
          logical, and utilizes research findings; data presentation matches solution plan
          and is easily understood; discussion and recommendations are logical,
          reasonable, and well presented; annotated bibliography appears to be very
          4 points: case presented clearly and problem easily understood; roles of
          individual players explained and logically match the case; in the team meeting
          simulations most players contribute to development of the solution plan by
          presenting findings from their literature review; simulations of team meetings
          appeared planned, but not well organized; solution plan is clearly presented,
          but does not utilize much of the research (with no rationale given); data
          presentation matches solution plan and is easily understood; discussion and
          recommendations are logical, reasonable, and well presented; annotated
          bibliography appears to be useful.
          3 points: case is not presented clearly and problem not understood; roles of
          individual players explained but hard to determine if they logically match the
          case; team meeting simulations appear unplanned; solution plan is not clearly
          presented and does not utilize much of the research (with no rationale given);
          data presentation difficult to understand; discussion and recommendations are

           not logical or presented clearly; annotated bibliography appears to contain
           some useful resources.
           2 points: case is not presented clearly and problem not understood; roles of
           individual players not explained; team meeting simulations appear
           improvised; data presentation difficult to understand; discussion and
           recommendations are not logical or presented clearly; annotated bibliography
           is just a reference list.
 1. The purpose of this assignment is to familiarize students with a variety of curricula
     that are available for use in inclusive ECSE settings. The ―Curriculum Fair‖ will
     occur on the final class session and will combine with the undergraduate students
     who have a ―Disability Awareness Fair.‖ Presentations will consist of posters and
 2. Graduate students will be provided with a variety of curriculum materials to review
     along with guidelines for reviewing curricula. After reviewing the curriculum
     students will prepare their posters depicting the curriculum. Posters must contain
     information by the publisher that highlights the ―selling features‖ of the curriculum
     along with a critical review that presents both the positives and negatives of the
     curriculum, especially as it relates to young children with disabilities. Graphics and
     examples from the curriculum should be provided to support your critique. You
     also must be familiar enough with the curriculum to discuss it your classmates who
     will tour the Fair (in effect you should be both the company representative and a
     consumer watchdog). You may work individually or in groups for this assignment,
     however, each curriculum must be represented completely.
 3. Evaluation: This assignment is worth 12 points. Undergraduate students will
     assign 6 points and the instructor will assign 6 points. The following scoring rubric
     will be used:
           6 points: Poster presents enough information for a consumer to make an
           informed decision about purchasing; Poster is attractive and handouts are
           impressive. Presenter is knowledgeable about both the benefits and
           limitations of the curriculum.
           5 points: Poster presents a lot of information but mostly the poster ―sells‖ and
           a consumer would need more information before making an informed
           decision about purchasing; Poster and handouts are attractive; Presenter is
           somewhat knowledgeable about both the benefits and limitations of the
           4 points: Poster presents adequate information to describe the curriculum but
           a consumer would need a lot more information before making an informed
           decision about purchasing; Poster and handouts are adequate, but not
           impressive; Presenter not very knowledgeable about both the benefits and
           limitations of the curriculum.
           3 points: Poster presents minimal information about the curriculum; Poster
           and handouts are unimpressive; Presenter not knowledgeable about either the
           benefits or limitations of the curriculum

During the course of the semester many professional development opportunities
are available to graduate students. To encourage students to take advantage of
these opportunities, one point will be given for attending a presentation and
writing a one- page reflection paper. Up to four points can be earned in this way.

                        SPED 3400; FALL 2003 - COURSE OUTLINE

DATE      CLASS TOPIC                    READINGS               ASSIGNMENT

Sept. 2   Introductions;
          History of ECSE
          Law related to ECSE
Objectives Covered: C1,EC8;S1-S5; CC1;K2,K3,K5

Sept. 9   Inclusion in ECSE              *Bailey etal., (1998)
           Rationale for inclusion      ECRQ, 13, 27-48
           Contextual variations
           Supports for effective       *Odom & Bailey (in
               inclusion                 Guralnick 2001)
           Teacher competencies in      *Dunst (in Guralnick
               effective inclusion         2001)
Objectives Covered: EC1,EC8;S1-S4;S8,S10-S16;CC1;CC3,K2,K3,K5,K8

Sept.     Recommended practices         *DAP Ch. 1 &            R2P discussion &
16         NAEYC (DAP)                 *DEC Ch. 3              summary – social skills
           DEC                         *Atwater et al., (in    (7 points)
           Mergers, myths, and issues  Mallory & New 1994)
Objectives Covered: EC1,EC3,EC8;S1-S3,S5,S8,S10,S12;CC3;K8

Sept.     Curriculum Issues in ECSE     Wolery, McWilliam, &    Quiz 1 (14 points)
23         Broad elements of a         Bailey Ch. 9 (draft;
              curriculum                to be provided)
           Critical domains            *NAEYC: interactions
           Critical issues             *NAEYC: curriculum
Objectives Covered: EC2,EC4;S1-S8,S10,S12;CC1,CC2;K2,K4,K5

Sept.     Classroom Design & Operation  Wolery, McWilliam,
30        in ECSE                       Bailey Ch. 11 (draft;
           Structuring the physical    to be provided)
           Structuring the temporal    *NAEYC: physical
              environment               environments
           Structuring the social
           Fundamental competencies
Objectives Covered: EC2,EC4;S1-S8,S10,S12;CC1,CC2;K2,K4,K5

Oct. 7    Activity Based Interventions in   *Wolery (2001)         R2P discussion &
          ECSE                              embedding              summary – motor skills
           Underlying assumptions          *Odom (2002) chapter   (7 points)
           Activity X goal matrix          4
           Embedding instruction

Objectives Covered: EC2,EC4,S1-S8,S10,S12,CC1;K3,K4

Oct. 14   Issues around transition          Wolery & Wilbers,
                                            Chapter 8

Objectives Covered: EC3,EC4;S1-S8,S10,S12;CC3;K8

Oct. 21                      Fall Break – No Class 
Oct. 28   Promoting Engagement              Wolery & Wilbers,
          Robin McWilliam. Ph.D.            Chapter 5
          Guest Speaker
Objectives Covered: EC4,S1,S2,S3,S4,S5,S6,S7,S8,S10,S12
Nov. 4    Individualized interventions  Readings to be             R2P discussion &
           Phases of learning          assigned                   summary – language skills
           Reinforcement based                                    (7 points)
              interventions (high p
              procedure, correspondence
              trng. Response shaping)
           Group friendship activities
           Peer mediated strategies
Objectives Covered: EC2,EC4,S1-S8,S10,S12,CC1;K3,K4

Nov. 11 Individualized interventions    Readings to be             Quiz 2 (12 points)
          (con’t)                       assigned
           Response prompting
Objectives Covered: EC4,S1-S8,S10,S12;CC2;K4,K5
Nov.      Collaboration                  Wolery & Wilbers          R2P discussion &
18.        With other professionals     chapters 2 & 3            summary – student choice
           With teaching assistants     *DEC chapters 5 & 5       (7 points)
           With families
           Other agencies (transitions)
Objectives Covered: EC2,EC4,S1-S8,S10,S12,CC1;K3,K4

Nov. 25 No Class – Happy Thanksgiving Holidays

Dec 2     Promoting Literacy              Readings to be         Case Study Presentation
          Development in ECSE             assigned               (15 points)
Objectives Covered: EC4,S1,S2,S3,S4,S5,S6,S7,S8,S10,S12

Dec 9     Promoting Literacy              Readings to be         Curriculum Fair (12
          Development in ECSE (con’t)     assigned               points)
Objectives Covered: EC4,S1,S2,S3,S4,S5,S6,S7,S8,S10,S12

Dec. 17   Take Home Quiz Due Dec 12th May be submitted earlier

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