methods for adapting early childhood activities and ... syllabi... · course description . methods...

F=Florida Educator Accomplished Practices Standards (FEAPS) I=Interstate New Teacher Assessment and Support Consortium Standards (INTASC) (K)=Knowledge (S)=Skill (D)=Disposition

ApprovedRevised 103007

Florida Agricultural and Mechanical University

Professional Education Unit Tallahassee Florida 32307

COURSE SYLLABUS Course Number EEX 4018 Prerequisite(s) EEX 3013 (EEC 4703)

Course Title Adaptations for Children with Special Needs

Course Credit 3 Course Hours 3 College Education Department Elementary Education

Required Text(s) The Exceptional Child Inclusion in Early Childhood Education K E Allen amp G E Cowdery 7th

Wadsworth Cengage Learning Ed 2012

BlackBoard Task Stream Supplies

Faculty Name Gwendolyn Dixon Ed D Term and Year Spring 2011 Place and Time MWF 905-955

Office Location Old DRS Bldg 166 Rm 2083

Telephone 850-599-3152 e-mail gwendolyndixonfamuedu

Office Hours Other By Appointment

Monday 1115AM -115

Tuesday 1-5 PM

Wednesday 1115AM -115

Thursday By Appt

Friday 1115AM -115

Saturday

Course Description

Methods for adapting early childhood activities and environments that meet the needs of children at risk for having disabilities screening selection and utilization of appropriate diagnostic and referral procedures for infants toddlers and preschoolers Prescriptive program planning for young children special emphasis on working with families inclusion and multicultural processes Required participation in selected activities and field experiences

Course Purposes



FAMU Professional Education Unit Conceptual Framework

THE CONCEPTUAL FRAMEWORK

The Conceptual Framework (CF) in the Professional Education Unit (PEU) at Florida AampM University is an integrated approach to providing educational experiences that result in exemplary professional educators The Framework is comprised of six themes with the mission of developing high quality classroom teachers administrators and support personnel The term ldquoexemplaryrdquo refers to the kind of graduates the PEU strives to produce The figure below provides a diagram of the Exemplary Professional Conceptual Framework

FAMU PEU Conceptual Framework Measurable Outcomes



bull CF 1 bull Through this focal area the FAMU professional education candidate will

DIVERSITY

CF

11 (K)

Understand diverse backgrounds of individuals F 567 I 3

CF

12 (SD)

Acquire the skills amp dispositions to understand amp support diverse student learning

F 57 I 38

CF

13 (SD)

Accept and foster diversity F 56 I 38

CF

14 (S)

Practice strategies such as acceptance tolerance mediation amp resolution

F 56 I 3

CF

15 (K S)

Establish a comfortable environment in which all students can learn F 5 7 9 10

I 5

TECHNOLOGY bullCF 2

bullThrough this focal area the FAMU professional education candidate will

CF

21 (S)

Use of available technology and software to support student learning

F 412

I 6



VALUES bullCF3


CF

31 (S)

Work with colleagues in a professional manner

F 6 I 25

CF

32 (S)

Interact with students families and other stakeholders in a manner that reflects ethical and moral standards

F116 I 910

CF

33 (SD)

Show respect for varied (groups) talents and perspectives

F 56 I 3

CF

34(D)

Be committed to individual excellence F 39 I 59

CRITICAL THINKING bullCF4

CF


42 (S)

Use a variety of instructionalprofessional strategies to encourage studentsrsquo development of critical thinking and performance

F27

I 4

CF

43 (D)

Value critical thinking and self-directed learning as habits of mind

F 4 I14

CF

45 (S)

Demonstrate the use of higher order thinking skills

I 4



F 8

bull

PROFESSIONALISM

bull

CF 5

Through this focal area the FAMU professional education candidate will

CF

51 (K)

Know the content F 8 I 1

CF

52 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn

F79 I 7

CF

55 (S)

Construct learning opportunities that support student development amp acquisition of knowledge amp motivation

F 7 I 5

CF

56 (S)

Display effective verbal amp non-verbal communication techniques to foster valuable interaction in the classroom

F 2 I 6

CF

57 (SD)

Display appropriate code of conduct including dress language and respective behavior

F 9 I59

Academic Learning Compact



1 FEAP Communication- Students will demonstrate the essential knowledge skills and dispositions required of teachers to effectively communicate with all children age three through eight and their families 2 ndash FEAP Diversity-Students will demonstrate the essential knowledge skills and dispositions required of teachers to effectively deal with diversity of all children age three through eight and their families 3 FEAP Ethics-Students will have the knowledge skill and disposition to adhere to the Professional Code of Ethics for Early Childhood Educators 4 FEAP Human Development and Learning Students will demonstrate the essential knowledge skills and dispositions required of teachers to effectively plan and facilitate a positive learning environment that supports intellectual personal and social development 5 FEAP Learning Environments-Students will demonstrate the essential knowledge skills and dispositions required of teachers to create and maintain a positive learning environment in which students are actively engaged in learning social interaction cooperative learning and self motivation 6 FEAP ndash Assessment-Students will demonstrate the essential knowledge skills and dispositions required of teachers to assess students and use the data to plan and provide learning activities and evaluate outcomes 7 FEAP Critical Thinking-Students will demonstrate the essential knowledge skills and dispositions required of teachers to support students in using higher level cognitive skills including problem solving and critical thinking 8 FEAP Knowledge of Subject Matter-Students will demonstrate the essential knowledge skills and dispositions required of teachers to work with students in the content areas of math science social studies reading language arts art music movement and drama 9 Role of the Teacher- Students will demonstrate the essential knowledge skills and dispositions required of teachers to

Overall Goals of the Course

At the conclusion of this course the student will be able to

1 demonstrate knowledge of the service delivery system for infants toddlers and preschoolers with special needs and their families including those for whom English is not their native language

2 identify infant toddlers and preschoolers with special needs including ELL 3 demonstrate understanding of developmentally appropriate assessment diagnosis and evaluation of infants toddlers and preschoolers with special needs 4 demonstrate developmentally appropriate instructional planning and



implementation for children with special needs 5 demonstrate understanding of how exceptionality is viewed in various cultures 6 demonstrate an understanding of cultural response to intervention and the service delivery system

Specific Behavioral Objectives

At the conclusion of this course the student will be able to 1 define and identify the characteristics that contribute to the identification of a child with special needs including English language learner

2 delineate the processes of referral assessment and identification 3 identify programs and resources for early identification and intervention

4 identify characteristics of varied cultural groups and the affect and response of culture on exceptionality including those who do not speak English as their primary language 5 demonstrate the ability to work with families of children with special needs including those for whom English is not their native language

6 demonstrate the ability to develop program plans (IFSP) 7 demonstrate knowledge and skill in developing appropriate activities and programs for infants toddlers and young children including those who do not speak English as their primary language

8 demonstrate the ability to plan and manage the teaching and learning environment

9 identify laws statutes agencies facilities and resources protecting and serving children with special needs including English language learners

10 demonstrate the ability to evaluate appropriate use of technology with young children and ELLs including assistive and adaptive

Assignment Behavioral Objectives CEC NAEYC FEAP FTCE Conceptual

Framework ESOL

Consent Decree 19 2 5 58 23 32 73

123 5

Iris Module What Teachers Need to Know 478 46 13 58912 41

74 1 5

Article Critique 45 2 2 58 76 45 5

IFSP Development 256 58 235 2481011 51 73 83

3 9

DAP Lesson Plan and Instruction 7810 34567 14 2478910 45 46 6 8



47 71

Exceptionality Report 3 123 15 578 71 1 8

Field Experience 710 10 15 57811 71 74 76

1 8

Resource Manual Article reflections curriculum and assessment models

community resources video assessment

3578 8 13 158 74 62 125 189

National State and Institutional Standards Addressed in the Course

Professional OrganizationLearned Society Standards

Florida Educator Accomplished Practices (FEAPs) FEAP1

ACCOMPLISHED PRACTICE 1 Assessment FEAP2

ACCOMPLISHED PRACTICE 2 Communication FEAP4

ACCOMPLISHED PRACTICE 4 Critical-thinking FEAP5

ACCOMPLISHED PRACTICE 5 Diversity FEAP7

ACCOMPLISHED PRACTICE 7 Human Development and Learning FEAP8

ACCOMPLISHED PRACTICE 8 Knowledge of Subject Matter FEAP9

ACCOMPLISHED PRACTICE 9 Learning Environments FEAP10

ACCOMPLISHED PRACTICE 10 Planning

FEAP 11 ACCOMPLISHED PRACTICE 11 ROLE OF THE TEACHER FEAP 12 ACCOMPLISHED PRACTICE 12 TECHNOLOGY

Edit

Florida Teacher Certification Examination (FTCE) Subject Area Examination (SAE) Competencies and Skills

4 Knowledge of effective practices 1 Identify developmentally appropriate practices that guide effective instruction



2 Identify the components of effective organization and management such as classroom rituals routines and schedules

5Identify strategies for short- and long-term planning to set instructional goals in alignment with standards for developing teacher objectives

6Identify strategies for designing appropriate objectives and developing and implementing lesson plans

7 Identify activities that enrich and extend active learning through the selection and use of

developmentally and age-appropriate instructional materials 10Identify characteristics of play as it relates to childrens social emotional and cognitive

5 Knowledge of issues with and strategies for family and community involvement

1 Apply strategies for encouraging and facilitating family and community partnerships in all phases of school programs

6 Knowledge of developmentally appropriate curricula

2 Select developmentally appropriate curricula that provide for all areas of child development (ie physical emotional social linguistic aesthetic cognitive)

7 Knowledge of the diverse needs of all children and their families

1 Identify strategies to adapt curricula for children with diverse needs 3 Select resources and procedures that support children with diverse needs and their families 4 Identify programs curricula and activities that provide for the language needs of children and their families with limited English proficiency 5 Identify characteristics of children at risk for school failure and select appropriate intervention strategies for these children 6 Identify major trends in the education of children with exceptionalities and the application of such

trends in an early childhood setting 7 Identify strategies for working with children who are in foster care and children who are migrant abandoned or homeless 8 Knowledge of diagnosis assessment and evaluation 1 Select developmentally appropriate reliable and valid formal and informal screening progress monitoring and diagnostic instruments and procedures that measure specific characteristics 2 Identify procedures for accurately establishing maintaining and using formal and informal student records 3 Interpret formal and informal assessment data to make instructional decisions about the educational

needs of children 5 Identify procedures and legal requirements that provide for appropriate and effective family conferences

or home visits in accordance with due process and confidentiality regarding the assessment education growth and development of children

FAMU PEU Conceptual Framework (CF)



FL-FAMU-CF1 Diversity The exemplary professional understands diverse student backgrounds and has the skills and disposition to employ this understanding to support student learning Heshe accepts and fosters diversity The candidate practices strategies such as acceptance tolerance resolution and mediation and establishes a comfortable environment in which all students can learn

FL-FAMU-CF2 Technology The exemplary professional makes use of available technology to support student learning and uses technology to manage evaluate and improve instruction The candidate knows understands and uses fundamental concepts in technology and facilitates access to the use of electronic resources for students The candidate uses technology to manage evaluate and improve instruction

FL-FAMU-CF3 Values The exemplary professional values the worth and dignity of every person Heshe works with colleagues in a professional manner and interacts with students families and other stakeholders in a manner that reflects ethical and moral standards The candidate shows respect for varied talents and perspectives and is committed to individual excellence The candidate values the role of the students in promoting each otherrsquos learning and recognizes the importance of peer relationships in establishing a climate for learning

FL-FAMU-CF4 Critical Thinking The exemplary professional understands and uses a variety of instructional strategies to encourage studentsrsquo development of critical thinking and performance The candidate values critical thinking and self-directed learning as habits of mind

FL-FAMU-CF5 Professionalism Exemplary professionals know the content and uses appropriate pedagogy to provide all students with the opportunity to learn The exemplary professional is committed to professional growth and development The candidate uses major concepts principles theories and research related to development of children to construct learning opportunities that support studentsrsquo development and acquisition of knowledge and motivation The candidate displays effective verbal and nonverbal communication techniques to foster valuable interaction in the classroom

ESOL FL 1 FL 5 FL 8 FL 9 Topical Outline

Topical Outline I Historical Overview II Philosophies of Early Childhood and Early Childhood Special Education

FASAC CEC FASAC CEC

NAEYCNCATEIII Identification

A ChildrenFamiliesCulture FASAC CEC FEGC PEAP ESOL

B Incident and Prevalence C Risk Factors IV Research and Efficacy of Early Intervention NAEYCV Legal Mandates

NCATE

VI Individual and Family Rights FASAC CEC

VII Individual and Family Assessment FASAC CEC NAEYCNCATE ESOL

VIII Methods for Intervention FASAC CEC FEGC ESOL

A Planning Delivery Managing FASAC CEC NAEYCNCATE FEGC PEAP ESOL

B Technology IX Strategies for Intervention in the Developmental Areas FASAC CEC SSS

Physical NAEYCNCATE PEAP FEGC ESOL

Cognitive



Communication SocialEmotional Sensory Adaptive

Teaching Methods

Lecture discussion individual and group presentations demonstration role playing audio-visual technology observation

Field Exper ience

The preprofessional teacher will demonstrate an understanding of community programming and resources for young children by visiting the early intervention clinic Field experience also includes observation of family assessment and collaboration planning and implementing developmentally appropriate instruction at school or early intervention site Methods of Evaluation

Read all assigned readings

Reflection on Consent Decree Down load the ESOL Consent Decree from the Web DOE-Consent Decree httpwwwfldoeorgaalalulacasp -Read Section III Equal Access to Appropriate Categorical and Other Programs for ELL Students Part C Exceptional Student Education Exceptional student education and prepare a reflective statement guided by the following

bull State the mandates or requirements of the decree in your own words as you understand them There are several mandates or requirements included in the decree Each must be addressed

bull Download and review FEAP 9 Learning Environment and FEAP 10 Planning State how this information relates each of them

bull State how this information increase your competency in FEAP 9 Learning Environment and FEAP 10 Planning

bull State how you as a teacher might use the mandates to benefit (increase learning outcome) English Language Learners that you will teach Be Specific

Web Modulerdquo ldquo Culturally and Linguistic Differences What Teachers Should Knowrdquo httpirispeabodyvanderbiltedu This module examines the ways in which culture influences the daily interactions including challenges that occur across all classrooms and provides practice for enhancing culturally responsive teaching Complete in writing



initial thoughts work through each of the challenge activities Follow through with the assessment questions by responding in writing to each Submit as directed by course calendar

Resource Manual 15 Pts

The resource manual must be of any ringed binding Tabbed sections should include available agencies and services articles notes from videos shown in class or on reserve in the media center or curriculum lab etc Do not use sheet protectors

Content

Grading will assess content and organization

I Provider Agencies and Services II Articles

Current News Articles Article Critiques Article Summaries III Program Models

IV Video and Web reviews V Technology Lab Survey Visit FDLRS technology Research and describe five assistive tech aids for ELL

I Provider Agencies and Services Available agencies and services-Research the availability of services to infants toddlers and preschoolers

Name of agency location and funding source

in Leon County Tallahassee or Florida (minimum of five) Provide the following descriptors

Exceptionality served Ages served Cost to participants Nature of services provides Involvement of family Services for English language learners andor families for whom English

is not their primary language

II Articles

A of early identification andor early intervention (birth -age 5) and a brief reflection on

Currents articles from newspapers magazines newsletters that focus on some aspect

each Minimum of 2

BBanks R Santos R amp Roof V (2003) Discovering Family concerns priorities and resources Sensitive family information gathering

Critique the following article using the critique guide provided



Young Exceptional Children

6(2)11-19

C who are ELL

Two-paragraph summary of reserve articles on working with children and families

Baarrera I (2000) Honoring differencesEssential features of appropriate ecse services for young children from diverse sociocultural environments Young Exceptional Children 3(4) 17-24

Reserve

Ryan S et al (2006) The way of the human being Supporting Alaska native families who have a child with a disability Young Exceptional

Children 9(2) 12-19

Riojas-Cortez M (2000) Itrsquos all about talking Oral language development in a bilingual classroom Dimensions of Early Childhood

15 29 (1)11-

III Program Models

A Assessment Instruments Minimum of 5 each

Address all of the following questions name author or developer publisher age range screening or diagnostic instrument what developmental areas it assesses (give three examples of assessment items for each age group) what data it yields how assessment results can be used who can administer is the family involved in the assessment if so how was it designed for children with disabilities is the instrument culturally and linguistically appropriate and bias-free B Curriculum Address the following name author or developer publisher age range or developmental level what developmental areas are covered (give three examples of curriculum items for each age group) is it for a specific population what approach does the curriculum take is the family involved if so how Adaptation for English language learners

IV Web assignments

Complete video review forms of videos shown in class on reserve in the media center or curriculum lab or on Web Submit via Blackboard

V Technology Lab Survey

Visit FDLRS technology lab and complete the Assistive Technology Overview form In addition research and describe five assistive and instructional technology aids for ELL

ObservationsField Experience Ten (10) hours of field experience are required for successful completion of the course The experience will consist of two parts observation at a medical clinic for young children and observing and interacting with students with exceptionalities



Part I You will observe the assessment and planning process for a young child and family (IFSP) Following the visit you are to complete the assigned field experience form found on Blackboard Part II You will be assigned to a center or school that provides services to young children with special needs You are expected to work with children individually or in small groups as directed by the classroom teacher Activities you may be involved in include developing lesson plans for a child or group of children instructing supervising on playground in classroom assisting with meals or snacks or assisting children with self-care or adaptive skills You are expected to schedule a specific time (day and time) with the cooperating teacher and follow through with assigned task that includes weekly lesson planning with the teacher Each week you will complete and submit the lesson plan and field experience content area form (refer to Developmental Instructional Plan form found on Blackboard) Refer to calendar for due date of observations

Technology Lab (during class period hence will not be counted in required field hours Complete FDLRS Assistive Technology Overview form Special attention should be paid to assistive and adaptive materials for ELL

Refer to calendar for due date of observations IFSP Family Assessment IDEA requires individualized educational planning (IFSP) for children with special needs PL 99-457 mandates (if family agrees) a statement of family priorities concerns and resources as they relate to the enhancement of their childrsquos development This plan is known as an Individualized Family Service Plan (IFSP) Read the article ldquoDiscovering Family Concerns Priorities and Resources Sensitive Family Information Gathering by Banks Santos amp Roof Prepare a written critique of the article Then provide a videotape of a mock assessment of a family and individualized planning for the child in the case study provided You may use the interview process or any other formal or informal method Submit video of a maximum length of twenty minutes This assigned will be assessed for your ability to develop relationship (rapport) with the family enhance participation of the family members as stimulated by open-ended questions their statements of their concerns needs priority and goal setting for the child Complete a family assessment and develop individualized plans utilizing the case history and forms provided by instructor Write a narrative statement that describes strategies that you would utilize with the family for whom English is not the primary language Refer to calendar for due date Lesson Plans and Mock Teaching and Clinical Teaching



Integrated Lesson Plans Use the COE lesson plan format to develop plans for each of the following areas Communication Cognitive Physical and SocialEmotional and Adaptive Each lesson plan must show how you would adapt it for a specific disability in your assigned group and for an English language learner Refer to instruction sheet for further details Mock Teaching and Clinical Teaching Mock Teaching-Develop a lesson plan related to your exceptionality (area) and be prepared to teach it when that content area is covered in class Clinical Teaching-In consultation with the teacher of your assigned site determine what developmental area your lesson will cover Present the lesson to the instructor for approval prior to teaching You are to use the Florida School Readiness Performance Standards VPK or the Next Generation Sunshine State Standards (NGSSS) Language Arts Through ESOL Chapter VIII where appropriate Use of Technology All assignments must be word processed Technology such as power point and transparency must be used for all class presentations Indicated assignments must be submitted via FAMU Blackboard Grading 90-100 A 80-89 B 70-79 C 60-69 D 59 amp below F

Grade of ldquoIrdquo (incomplete) must have met guidelines outlined in University Catalog no exceptions

Course Requirements Evaluation Procedure Consent Decree 25 Points Article Critique 25 Points Instructional PlansMock Teaching 20 Points ObservationField Experience 10 Points Resource Manual 15 Points Provider Agencies

Articles Video and Web Assessment Technology Lab Survey IFSPFamily Assessment 10 Points



Tests 20 Points Final exam 20 Points

Course Policies Dispositions- As a component of student assess the College of Education has instituted a system for monitoring the professional dispositions Professionalism Effective Communication Respectful Behavior Ethical Behavior and Reflective Behavior At the end of each instructor will fill an assessment instrument for each which will be tuned in to the department and kept in the studentrsquos file If a problem arises during the semester a disposition feedback form may be completed by an instructor or school personnel and turned in to the studentrsquos department chair The severity of the behavioral deficiency will influence the chairpersonrsquos handling of the situation (See Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information This policy includes provisions for professional dress attendance punctuality use of cell phones etc)

1 CLASS ATTENDANCE IS COMPULSORY FOR ALL STUDENTS (SEE FAMU CATALOG PP 26-27) 2 ALL ASSIGNMENTS ARE DUE AT THE BEGINNING OF THE CLASS PERIOD 3 STUDENTS ARE RESPONSIBLE FOR ALL ASSIGNMENTS QUIZZES AND EXAMINATIONS AT THE TIME THEY ARE DUE AND MAY NOT USE THEIR ABSENCE FROM CLASS AS A PLEA FOR EXTENSIONS OF TIME TO COMPLETE ASSIGNMENTS OR FOR PERMISSION TO TAKE MAKE-UP EXAMINATIONS OR QUIZZES 4 ABSENCE FROM CLASS FOR CAUSE INCLUDES PARTICIPATION IN RECOGNIZED UNIVERSITY ACTIVITIES PERSONAL ILLNESS PROPERLY CERTIFIED OR EMERGENCIES (properly certified) CAUSED BY CIRCUMSTANCES OVER WHICH THE STUDENT HAS NO IMMEDIATE CONTROL Assignments due during such absence must be submitted within one (1) week upon returning to class

EXCEPTIONS ARE RARE AND CARRY A

5 THE RESPONSIBILITY FOR PROMPT CLASS ATTENDANCE AND 5 POINT PER DAY PENALTY

PARTICIPATION IS CONSIDERED AN IMPORTANT ELEMENT OF THE STUDENTrsquoS DEVELOPMENT AND TRAINING AS AN EXEMPLARY PROFESSIONAL PROMPT CLASS ATTENDANCE AND PARTICIPATION ARE IMPORTANT FOR THE SUCCESSFUL COMPLETION OF THIS COURSE COURSE GRADE WILL BE NEGATIVELY AFFECTED BY ABSENCE TARDINESS EARLY EXIST FROM CLASS AND DISRUPTIVE BEHAVIOR Disruptive behavior includes but not limited to use of profanity verbal outburst and conversations between students (verbal or written) 6 CELLULAR PHONES PAGERS AND OTHER DISTRACTING COMMUNICATION



DEVICES ARE DISRUPTIVE AND ARE NOT PREMITTED IN CLASS USE WILL RESULT IN AN AUTOMATIC 20 POINTS FROM COURSE GRADE FOR EACH INFRACTION 7 ACADEMIC DISHONESTY WILL RESULT IN NO VALUE FOR THE ASSIGNMENT OR COURSE WORK INCLUDED BUT NOT LIMITED TO ARE PLAGIARISM CHEATING ON EXAMS SUBMITTING WORK DONE BY SOMEONE ELSE OR FROM THE INTERNET ACADEMIC DISHONESTY WILL BE REPORTED TO THE DEAN OF THE COLLEGE 8 ALL ASSIGNMENTS MUST BE TYPED UNLESS SPECIFIED BY THE PROFESSOR 9 ASSIGNMENTS WITH MULTIPLE PAGES MUST BE SECURED TO EACH OTHER 10

All ASSIGNMENTS WILL BE ASSESSED FOR CORRECT SPELLING GRAMMAR AND NEATNESS REPEATED ERRORS WILL BE PENALIZED

Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race religion color age disability sex marital status national origin veteran status and sexual harassment as prohibited by state and federal statutes This shall include applicants for admission to the University and employment

Academic Honor Policy The Universityrsquos Academic Honor Policy is located in the FANG Student Handbook under the Student Code of Conduct- Regulation 2012 section beginning on page 55-56

ADA Compliance

To comply with the provisions of the Americans with Disabilities Act (ADA) please advise instructor of accommodations required to insure participation in this course Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC) For additional information please contact the LDEC at (850) 599-3180



Tentative Course Calendar

Topical Calendar Spring 2011 Allen amp Cowdery

Date Content ReadingResearch Assignment Due

Week 1 14

Introduction Early Childhood

Video I Am Your Child

Week 2 110

Special Education Chapter 1

Week 3 117

Inclusion Legal and Historical Perspectives Culture and Diversity

Chapter 2 Reflective statement on Florida Consent Decree (BB)

Week 4 124

Inclusive Program Curriculum

Chapter 3 Test 1

Week 5 131

Family Partnership Culture and Diversity

Chapter 9 -Iris Module ldquoTeachers at the Loom Culturally and Linguistically Diverse Exceptional Studentsrdquo(BB)

Week 6 27

Assessment Child and Family

Chapter 10

Week 7 214

Assessment Child and Family IFSP

Chapter 10 Banks R Santos R amp Roof V (2003) Discovering Family concerns priorities and resources Sensitive family information gathering Young Exceptional Children 6 (2) 11-19 Ryanrdquo The way of the Human Beinghelliprdquo

Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221

Effective Inclusive Teachers

Chapter 11 Assessment amp Planning Project IEPIFSP

Week 9

228 Approaches to Teaching

Chapter 12 13

Field Exper ience Repor t-Overview



Learning Environment

Week 10 37

Spring

Week 11 314

Physical and Motor Assistive Adaptive Technology

Supplement

Test 3

Week 12 321

Self-Care amp Adaptive Assistive Adaptive Technology

Chapter 14

Field Exper ience Repor t amp Lesson PlanPhysical Mock Teaching

Week 13 328

Social amp Emotional Assistive Adaptive Technology

Chapter 15 Article Positive Behavior Support

Field Exper ience Repor t amp Lesson Plan Adaptive Mock Teaching Test 4

Week 14 44

Communication Chapter 16 Hanline M (2007) Augmentative and alternative communication in the early childhood years Young Children 62 (4) 78-82 Cheatham G Santos R amp Ellie Ro Y (2007) Home language acquisition and retention for young children with special needs Young Exceptional Children 11(1) 27-39

Field Exper ience Repor t amp Lesson PlanSocEmo Mock Teaching

Week 15 411

Cognitive Chapter 17 Lane SJ amp Mistrett S (2002)

Letrsquos play Assistive technology interventions for play Young Exceptional Children 5

(2) 19-27

Field Exper ience Repor t amp Lesson Plan Communication Mock Teaching

Week16

418

Behavior Chapter 18

Field Exper ience Repor t amp Lesson Plan Cognitive Mock Teaching Resource Manual



425 Final Exam Revised 11011 The instructor reserves the right to change dates when deemed necessary When possible students will be involved in the process Test Day Monday Assignment Due Day Friday All assignments are due at the beginning of the class period

References

Anderson L (2004) Appropriate and inappropriate interpretation and use of test scores in

early intervention Journal of Early Intervention 27 (1) 55-68 Applequist KL amp Bailey D B (2000) Navajo caregiversrsquo perceptions of early intervention services Journal of Early Intervention 23910 47-61 Baarrera I (2000) Honoring differencesEssential features of appropriate ecse services for young children from diverse sociocultural environments Young Exceptional Children 3Banks R Santos R amp Roof V (2003) Discovering Family concerns priorities and resources Sensitive family information gathering

(4) 17-24Reserve

Young Exceptional Children 6Bono Katherine etal (2005) Early intervention with children prenatally exposed to cocaine Expansion with multiple cohorts

(2)11-19

Journal of Early Intervention 27

Bruns D amp Gallagher E (2003)Having their piece of the piie Promoting the communicative behaviors of young children with autismpdd

(4) 268-284

Young Exceptional Children 6

Buysse V amp Wesley P (2004) A framework for understanding the consultative process Stage-by-stage

(2) 20- 27

Young Exceptional Children 7Cheatham G A amp Santos R M (2005) A-b-Cs of bridging home and school expectations For children and families of diverse backgrounds

(2) 2-9


Cheatham G Santos R amp Ellie Ro Y (2007) Home language acquisition and retention for young children with special needs

(3) 3- 11

Young Exceptional ChildrenConnelley A (2007) Transitions of families from early intervention to preschool intervention for children with disabilities

11(1) 27-39

Young Exceptional Children 10Corsello C (2005 Apr-Jun) Early intervention in autism

(3)10-16 Infants amp Young Children 18

Deiner P(2005) Resources for Educating Children with Diverse Abilities Birth through Eight 4

(2) 74

th

Diamond K amp Hwang H (2005Jan-Mar) Preschoolersrsquo ideas about disabilities Ed CanadaThomson

Infants amp

Young Children 18Duvall E (2006) Including students with disabilities in a foreign language class

(1) 37 Teaching

Exceptional Children 38Garcia E (2005) Bilingualism is Not the Arithmetic Sum of Two Languages

(6) 42-49 In Teaching and



learning in two languagesBiningualism amp schooling in the United State NYTeachers College Press

s (pp 23-38)

Garcia E (2005) BilingualBicultural US Deaf Students In Teaching and learning in two languagesBiningualism amp schooling in the United State

Genishi C (2002) Young english language learnersResources in the classroom

s (pp 71-76) NYTeachers College Press

Young Children 57GrahamBrown J (2002) Interdisciplinary teams and diverse families Practices in early intervention personnel preparation

(4) 66-72 Reserve

Young Exceptional Children 6Hains A Rhyner PMcLean M (2005) Intervention to promote peer social interactions in preschool settings

(1) 18-27

Young Exceptional Children 8Hanline M(2007) Augmentative and alternative communication in the early childhood years

(4) 2-10

Young ChildrenHollingsworth H (2002) Intervention to promote peer social interactions in preschool settings

62(4)78-82

Young Exceptional Children 9Jung L (2007) Writing individuaslized family service plan strategies that fit into the routine

(1) 2-11

Young Exceptional Children 10Kaczmarek LA (2007) A team approach Supporting families of children with disabilities in inclusive programs Spotlight on Young Children and Families NAEYCWashingtonDC

(3) 2-9

Katz Laurie amp Schery Teris (2006) Including children with hearing loss in early childhood programs Young Children 61Lamorey S The effects of culture on special education services Evil eyes prayer meetings and ieps (2002)

(1) 86-95

Teaching Exceptional Children 34Lane SJ amp Mistrett S (2002) Letrsquos play Assistive technology interventions for play

(5) 67-71 Young

Exceptional Children 5Language Arts Through ESOL A guide for teachers and administrators A companion to the

(2) 19-27

Sunshine State Standards for Language Arts (1999) Fl DOE Lynch E W amp Hanson M (2004) Developing cross-cultural competences A guide for working with young children and their families (3rd

McCormick K Jolivette K amp Ridgley R (2003) Choice making as an intervention strategy for yound children

Ed) Baltimore Paul H Brookes

Young Exceptional Children 6Medical News Today (29 Apr 2005) Specific behaviors seen in infants can predict autism

(2) 11-19

new research shows wwwmedicalnewstodaycomprinterfriedly newsphpnewsod+23 Mickel J amp Griffin J (2007) Inclusion and disability awareness training for educator in the kids like you kids like me program Young ChildrenMiller Darcy(2006) Students with fetal alcohol syndrome Updating our knowledge improving their programs

62(4) 42-45

Teaching Exceptional Children 38Mueller T (2009) IIP facilitation AS promising approach to resolving conflicts between families and schools

(4)12-18

Teaching Exceptional Children 41Neilsen S amp McEvoy M (2004) Functional behavioral assessment in early education settings

(3) 60-67

Journal of Early Intervention 26(2) 115-131



Neuman S (2007) Changing the oddsResearch-based principles of early intervention explode the myth that nothing works for economically disadvantaged children Association for Supervision and Curriculum DevelopmentOdom SL amp Diamond K E(1998) Inclusion of young children with special needs in early childhood educationThe research base

16-21

Early Childhood Research Quarterly13Odom SL Teferra T amp Kasul S (2004) An overview of international approaches to early intervention for young children with special needs and their families

(1)3-25

Young

Children 58Olive M (2004) Assessment and intervention for young children with nonphysiological feeding concerns

(5) 38-43

Young Exceptional Children 7 Pelco LE amp Reed-Victor E (2003) Understanding and supporting differences in child

(4) 10-20

temperament Strategies for early childhood environments

Young Exceptional Children6

Ramey C amp Ramey S (1992) At risk does not mean doomed National HealthEducation Consortium

(3) 2-11

Raver S (2003) Keeping track Using routine-based instruction and monitoring


RaverS (2004) Monitoring children progress in early childhood special education settings

(3) 12-20

Teaching Exceptional Children 36Ray J Pewitt-Kinder J amp George S 2009 Partenering with families of children with special needs Young Children 64(5) 16-22

(6) 52-57

Riojas-Cortez M (200) Itrsquos all about talking Oral language development in a bilingual classroom Dimensions of Early Childhood 29 (1)11-15 Russell-Fox J (1997 May) Together is better Specific tips on how to include children with various types of disabilities Young ChildrenRyan S et al (2006) The way of the human being Supporting Alaska native families who have a child with a disability Young Exceptional Children 9(2) 12-19

81-83

Sheldon K (1996) ldquoCan i play toordquo Adapting common classroom activities for young children with limited motor abilities Early childhood Education Journal 24

Skau L amp Cascella P (2006) Using assistive technology to foster speech and language skills at home and in preschool

(2) 115- 120

Teaching Exceptional Children 38 Smart

(6) 12-17 Maya Payne (2010) The Word and the World Technology Aids

English-Language Learners A growing number of software programs and Web tools help educators teach academic English httpwwwedutopiaorgtechnology-software-english-language-learners Smith L (Spring 2002) Partners for child passenger safetyChildHealthTalkStanton-Chapman T L Chapman D A amp Scott K (2001) Identification of early risk factors for learning disabilities

1-2




Stuart S Flis L amp Rinaldi C (2006) Connecting with families Parents speak up about preschool services for their children with autism spectrum disorder Teaching Exceptional Children 39Sutterby J amp Frost JL (2002) Making playgrounds fit for children and children fit on playgrounds

(1) 46-51

Young Children 57Suttterby J A (2005) Scaffolding play for English language learners Dimensions of Early Childhood 33(1) 24-29

(3) 36-42

Stormont M Lewis t amp Beckner R (2005) Positive behavior support systems Applying key features in preschool settings Teaching Exceptional Children 37Tabor PO (1997) One child two languages A guide for preschool educators of children learning English as a second language BaltimorePaul H Brookes

(6)42-49

Turnbull A etal (2007) Family supports and services in early intervention A bold vision Journal of Early Intervention 29Woods J Kashinath S amp Goldstein H (2004) Effects of embedding caregiver- implemented teaching strategies in daily routines on childrenrsquos communication outcomes

(3) 187-206

Journal of Early Intervention 26Woods J J amp McCormick (2002) Toward an integration of child and family- centered practices in the assessment of preschool childrenWelcoming the family

(3) 175-193

Teaching Young Exceptional Children 5

(3) 2-11

Resources Websites See Young Children 57(3) 42 Early Childhood Reseach Institute on Culturally and Linguistically Appropriate Services wwwclasuiucedu Early Childhood Research Institute on Inclusion wwwinformumdeduEDUCDeptsecrii IDEA wwwideapracticesorg National Early Intervention Longitudinal Study wwwsricomneils Exceptional Children Councilwwwdec-spedorg United Cerebral Palsywwwucpaorg NICHEYwwwnicheyorg No Child Left Behindwwwnochildleftbehindgov National Center for Educational Outcomeswwweducationumnedunceo National Early Childhood Technology Assistance Center wwwnectacorgtopicsfamiliesfamiliesasp httpwwwedutopiaorgtechnology-software-english-language-learners DOE-Consent Decree wwwfldoeorgaalacdpage2



Artifacts

Artifact 1

DAP Instructional Plans and Teaching

Artifact 2

IFSP Development

Artifact 3

Exceptionality Report CHANGE SPRING 2011 FIELD EXPERIENCE

Professional Education Unit Conceptual Framework (CF) FL-FAMU-CF1

Diversity The exemplary professional understands diverse student backgrounds and has the skills and disposition to employ this understanding to support student learning Heshe accepts and fosters diversity The candidate practices strategies such as acceptance tolerance resolution and mediation and establishes a comfortable environment in which all students can learn



Edit

Florida Educator Accomplished Practices (FEAP) FEAP2






ACCOMPLISHED PRACTICE 9 Learning Environments



FEAP10 ACCOMPLISHED PRACTICE 10 Planning

National Association Standards CEC2002EC3

STANDARD INDIVIDUAL LEARNING DIFFERENCES CEC2002EC4

STANDARD INSTRUCTIONAL STRATEGIES CEC2002EC5

STANDARD LEARNING ENVIRONMENTS AND SOCIAL INTERACTIONS CEC2002EC6

STANDARD LANGUAGE CEC2002EC7

STANDARD INSTRUCTIONAL PLANNING


Professional Education Unit

Tallahassee Florida 32307

COURSE SYLLABUS

Prerequisite(s) EEX 3013 (EEC 4703)

Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES

93TCRITICAL THINKING

93TPROFESSIONALISM






Florida Educator Accomplished Practices (FEAPs)



References


Artifacts

Artifact 1

Artifact 2

Professional Education Unit Conceptual Framework (CF)

Florida Educator Accomplished Practices (FEAP)

National Association Standards




THE CONCEPTUAL FRAMEWORK

The Conceptual Framework (CF) in the Professional Education Unit (PEU) at Florida AampM University is an integrated approach to providing educational experiences that result in exemplary professional educators The Framework is comprised of six themes with the mission of developing high quality classroom teachers administrators and support personnel The term ldquoexemplaryrdquo refers to the kind of graduates the PEU strives to produce The figure below provides a diagram of the Exemplary Professional Conceptual Framework





DIVERSITY

CF

11 (K)


CF

12 (SD)


F 57 I 38

CF

13 (SD)


CF

14 (S)


F 56 I 3

CF

15 (K S)


I 5

TECHNOLOGY bullCF 2


CF

21 (S)


F 412

I 6



VALUES bullCF3


CF

31 (S)


F 6 I 25

CF

32 (S)


F116 I 910

CF

33 (SD)


F 56 I 3

CF

34(D)



CF


42 (S)


F27

I 4

CF

43 (D)


F 4 I14

CF

45 (S)


I 4



F 8

bull

PROFESSIONALISM

bull

CF 5


CF

51 (K)


CF

52 (S)


F79 I 7

CF

55 (S)


F 7 I 5

CF

56 (S)


F 2 I 6

CF

57 (SD)


F 9 I59





















Framework ESOL

Consent Decree 19 2 5 58 23 32 73

123 5


74 1 5



3 9




47 71



1 8



3578 8 13 158 74 62 125 189













Edit





























FASAC CEC FASAC CEC




NCATE







Cognitive




Teaching Methods


Field Exper ience














Content










II Articles



each Minimum of 2






6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2







DIVERSITY

CF

11 (K)


CF

12 (SD)


F 57 I 38

CF

13 (SD)


CF

14 (S)


F 56 I 3

CF

15 (K S)


I 5

TECHNOLOGY bullCF 2


CF

21 (S)


F 412

I 6



VALUES bullCF3


CF

31 (S)


F 6 I 25

CF

32 (S)


F116 I 910

CF

33 (SD)


F 56 I 3

CF

34(D)



CF


42 (S)


F27

I 4

CF

43 (D)


F 4 I14

CF

45 (S)


I 4



F 8

bull

PROFESSIONALISM

bull

CF 5


CF

51 (K)


CF

52 (S)


F79 I 7

CF

55 (S)


F 7 I 5

CF

56 (S)


F 2 I 6

CF

57 (SD)


F 9 I59





















Framework ESOL

Consent Decree 19 2 5 58 23 32 73

123 5


74 1 5



3 9




47 71



1 8



3578 8 13 158 74 62 125 189













Edit





























FASAC CEC FASAC CEC




NCATE







Cognitive




Teaching Methods


Field Exper ience














Content










II Articles



each Minimum of 2






6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2






VALUES bullCF3


CF

31 (S)


F 6 I 25

CF

32 (S)


F116 I 910

CF

33 (SD)


F 56 I 3

CF

34(D)



CF


42 (S)


F27

I 4

CF

43 (D)


F 4 I14

CF

45 (S)


I 4



F 8

bull

PROFESSIONALISM

bull

CF 5


CF

51 (K)


CF

52 (S)


F79 I 7

CF

55 (S)


F 7 I 5

CF

56 (S)


F 2 I 6

CF

57 (SD)


F 9 I59





















Framework ESOL

Consent Decree 19 2 5 58 23 32 73

123 5


74 1 5



3 9




47 71



1 8



3578 8 13 158 74 62 125 189













Edit





























FASAC CEC FASAC CEC




NCATE







Cognitive




Teaching Methods


Field Exper ience














Content










II Articles



each Minimum of 2






6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2






F 8

bull

PROFESSIONALISM

bull

CF 5


CF

51 (K)


CF

52 (S)


F79 I 7

CF

55 (S)


F 7 I 5

CF

56 (S)


F 2 I 6

CF

57 (SD)


F 9 I59





















Framework ESOL

Consent Decree 19 2 5 58 23 32 73

123 5


74 1 5



3 9




47 71



1 8



3578 8 13 158 74 62 125 189













Edit





























FASAC CEC FASAC CEC




NCATE







Cognitive




Teaching Methods


Field Exper ience














Content










II Articles



each Minimum of 2






6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2























Framework ESOL

Consent Decree 19 2 5 58 23 32 73

123 5


74 1 5



3 9




47 71



1 8



3578 8 13 158 74 62 125 189













Edit





























FASAC CEC FASAC CEC




NCATE







Cognitive




Teaching Methods


Field Exper ience














Content










II Articles



each Minimum of 2






6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2






47 71



1 8



3578 8 13 158 74 62 125 189













Edit





























FASAC CEC FASAC CEC




NCATE







Cognitive




Teaching Methods


Field Exper ience














Content










II Articles



each Minimum of 2






6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2






























FASAC CEC FASAC CEC




NCATE







Cognitive




Teaching Methods


Field Exper ience














Content










II Articles



each Minimum of 2






6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2







Teaching Methods


Field Exper ience














Content










II Articles



each Minimum of 2






6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2









Content










II Articles



each Minimum of 2






6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2







6(2)11-19

C who are ELL



Reserve


Children 9(2) 12-19


15 29 (1)11-

III Program Models



IV Web assignments






























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2





























ADA Compliance







Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2









Week 1 14



Week 2 110


Week 3 117



Week 4 124


Chapter 3 Test 1

Week 5 131



Week 6 27


Chapter 10

Week 7 214



Banks

Article Critique 1

Test 2 Tech Lab

Week 8 221



Week 9


Chapter 12 13





Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2







Week 10 37

Spring

Week 11 314


Supplement

Test 3

Week 12 321


Chapter 14


Week 13 328




Week 14 44



Week 15 411



(2) 19-27


Week16

418

Behavior Chapter 18





References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2







References



(4) 17-24Reserve


(2)11-19



(4) 268-284



(2) 20- 27


(2) 2-9



(3) 3- 11


11(1) 27-39




(2) 74

th


Infants amp


(1) 37 Teaching






s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2







s (pp 23-38)





(4) 66-72 Reserve


(1) 18-27


(4) 2-10


62(4)78-82


(1) 2-11


(3) 2-9


(1) 86-95


(5) 67-71 Young


(2) 19-27





(2) 11-19


62(4) 42-45


(4)12-18


(3) 60-67





16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2







16-21


(1)3-25

Young


(5) 38-43


(4) 10-20




(3) 2-11




(3) 12-20


(6) 52-57


81-83



(2) 115- 120




1-2





(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2







(1) 46-51


(3) 36-42


(6)42-49


(3) 187-206


(3) 175-193


(3) 2-11




Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2






Artifacts

Artifact 1


Artifact 2

IFSP Development

Artifact 3






Edit




















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2
















COURSE SYLLABUS


Course Description



93TDIVERSITY

93TTECHNOLOGY

93TVALUES


93TPROFESSIONALISM









References


Artifacts

Artifact 1

Artifact 2




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