Special Education 536

EDSP 536
Teaching Infants, Toddlers, and Preschoolers with Disabilities

1. Catalog Entry

EDSP 536
Teaching Infants, Toddlers, and Preschoolers with Disabilities

Credit hours (3)
Prerequisite: EDSP 360 or EDSP 651 or permission of the instructor

Addresses methods for providing developmentally- and exceptionality-appropriate instructional programming for young children with special needs in all areas of development.  Includes development of individualized education programs (IEPs) and individualized family service plans (IFSPs).

2. Detailed Description of Course

EDSP 536 is a required course in the Master of Science Degree in Special Education-Early Childhood Special Education option. Students learn to design interventions for infants, toddlers, and preschoolers with disabilities.  This includes promoting children’s learning, participation, and membership in natural environments; individualizing and adapting practices; developing individualized education programs (IEPs) and individualized family service plans (IFSPs); and the use of implementing systematic naturalistic teaching strategies. Additionally, the course addresses:
    1) Goals of early intervention
    2) Naturalistic methodology, including activity-based instruction, resource-based approaches,
        and others
    3) Instructional implications of exceptionalities, including: developmental delay, cognitive
        disabilities, gifted/talented, learning disabilities, attention deficit-hyperactivity
        disorder, autism, sensory integration dysfunction, behavior disorders, blindness and vision
        impairment, deaf or hard of hearing, communication disorders, and diversity of culture and
        language   
    4) Design of instructional environments, including consideration of assistive technology, physical
        space, materials, learning centers, scheduling, role of adults, as well as large group, small
        group, and individual opportunities
    5) Systematic strategies
    6) Data-based decision making

Graduate students enrolled in EDSP 536 concurrently with EDSP 436 will document completion of additional readings and complete an action research assignment project in which they apply course material to their current ECSE position.

3. Detailed Description of Conduct of Course

Instructional strategies will include: lecture, demonstration, discussion, audiovisual and web-based technologies, formal and informal writing, case studies, cooperative learning groups, observations and field studies, guest speakers, and student presentations.

4. Goals and Objectives of the Course

Goals, objectives, and assignments in the class address CAEP Standard 1: Content and Pedagogical Knowledge

Objectives below also include the following standards:           

Council for Exceptional Children (CEC/DEC)

Initial Preparation Standards
    1) Standard #1: Learner Development and Individual Learning Differences (ISCI/ECSE 1);
    2) Standard #2: Learning Environments (ISCI/ECSE 2);
    3) Standard #3: Curricular Content Knowledge (ISCI/ECSE 3);
    4) Standard #4: Assessment (ISCI/ECSE 4);
    5) Standard #5: Instructional Planning and Strategies (ISCI/ECSE 5);
    6) Standard #6: Professional Learning and Ethical Practice (ISCI/ECSE 6);
    7) Standard #7: Collaboration (ISCI/ECSE 7)

Virginia Department of Education (VDOE) Licensure standards
    1) Special Education: Early Childhood (birth through age 5): Competency 4: Instructional programs in early intervention

Virginia Department of Education (VDOE) Licensure standards
    1) Professional Studies requirements Competency 2: Curriculum and instructional procedures

Upon successful completion of EDSP 536, students will:
(Italics codes: CEC/EC = Council for Exceptional Children/Early Childhood; VDOE SE-ECSE = Virginia Department of Education ECSE competencies; VDOE Pro = Virginia Department of Education Professional Studies competencies)

    1) Students will describe the goals of early intervention, the role of families in intervention, and
        legal requirements for IEPs and IFSPs according to the Individuals with Disabilities Education
        Act. (CEC/EC ISCI 1 K4; ISCI 5 S2; ECSE 6 K1-3; VDOE SE-ECSE 2a, 2b, 2d)
    2) Students will compare and contrast, using current research, prominent EC, EI and ECSE
        curriculum models commonly used in the profession, and will describe how the model(s) can be
        adapted for children with developmental disabilities.  (CEC/EC ISCI 3 K2, 3, S1; ECSE 5 K2;
        VDOE SE-ECSE 4c)
    3) Students will use a variety of explicit instructional strategies including environmental
        assessment, discrepancy analysis, task analysis, antecedent prompts, instructional strategies,
        response prompts, and error correction, while affirming and respecting family, cultural, and
        linguistic diversity. (CEC/EC ISCI 4 S2, 5, 6, 8-9; ISCI 5 S3-5; ECSE 4 S3, 5, 6, 10; VDOE
        SE-ECSE 4 b)
    4) Students will demonstrate knowledge of exceptionalities and implications for learning and
        instruction, and will select and adapt instructional objectives, strategies, and materials,
        using technology where applicable, according to the needs of individual children and according
        to developmentally appropriate guidelines for children, birth to age five. (CEC/EC ISCI 5 K2,
        S15; ISCI 6 K14, S13; ECSE 5 S10, 16; ECSE 6 S5; VDOE SE-ECSE 4b; VDOE Pro 2)
    5) Students will construct intervention plans that include innovative and research-based
        intervention strategies and input from families and multiple disciplines, with specific
        activities for infants, toddlers, and preschoolers with disabilities, and will identify
        strategies for embedding IEP and IFSP objectives into daily activities and data collection.
        (CEC/EC ISCI 2 K6; ISCI 3 K12; ISCI 5 S3, 15; ISCI 6 K7; ISCI 7 K3, S4, 10; ECSE 1 S2;
        ECSE 4 S1; ECSE 5 S7, 11; ECSE 7 S2; VDOE SE-ECSE 4a & b)
    6) Students will design and modify learning environments to meet the needs of individual
        children, using technology where applicable, and to promote student independence,
        self-regulation, and developmental progress. (CEC/EC ISCI 2 K7, S1, 4, 8, 9; ISCI 5 S12, 21;
        ECSE 2 S5; ECSE 4 S11, 17; ECSE 5 S15; VDOE SE-ECSE 4c)
    7) Students will design data collection strategies in order to evaluate instruction and monitor
        progress of children with exceptional learning needs. (CEC/EC ISCI 4 S8; ISCI 5 S21; ECSE
        4 S11; VDOE SE-ECSE 4c)
    8) Students will design and implement an integrated instructional plan linking a prepared
        environment, content, accommodations/modifications, IEP objectives, embedded learning
        opportunities, explicit instruction, and data-based decision making. (CEC/EC ISCI 2 K3;
        ISCI 3 S1; ISCI 5 S6; ECSE 5 K3; VDOE SE-ECSE 4 b & c)
    9) Students will generalize course content via the analysis and evaluation of curricula and
        interventions used in their work settings. (CEC/EC ISCI 3 K1-3; ECSE 5 K2, S10; VDOE
        SE-ECSE 4a & b)
    10)Students will read and critically apply research and recommended practices to services for
        young children with disabilities and their families. (CEC/EC ISCI 3 K1; ISCI 6 S1; ECSE 1
        S1; ECSE 5 K2)
    11)Students will demonstrate sensitivity to the primary culture and individual differences of
        children, families, and professionals during all contacts. (CEC/EC ; ISCI 1 K15; ISCI 4 S6;
        ISCI 5 S6; ISCI 6 S6; ISCI 7 K4, S10; ECSE 1 S3; VDOE SE-ECSE 10a, b; VDOE Pro 2)
    12)Students will use verbal, nonverbal, and written language effectively. (CEC/EC ISCI 6 S8)
    13)Students will demonstrate ethical professional behaviors in interactions in class, with children
        and families, and professionals within the community. (CEC/EC ISCI 6 S11, 12)

5. Assessment Measures

Assessment measures may include, but are not limited to, the following:    
    1) Class participation in discussion and small group activities
    2) Analysis and development of one collaborative IEP and IFSP
    3) Application assignments and written drafts related to data collection and analysis, and
        instructional programming in preparation for Action Research Assignment (see Key CAEP
        Performance Assessment below)
    4) Key CAEP Performance Assessment: “Research-Based Intervention for a Child with Disabilities:
        Action Research Assignment”

6. Other Course Information

This course is included in the Virginia Consortium for Early Childhood Special Education funded by the Virginia Department of Education and is offered in cooperation with Radford University’s consortium partner, Lynchburg College. It can also be offered concurrently with EDSP 436.

Review and Approval

November 2003

April 29, 2009

May 11, 2015