Special Education 538

EDSP 538
Program Management in Early Childhood Special Education

1. Catalog Entry

EDSP 538
Program Management in Early Childhood Special Education

Credit hours (3)
Prerequisite: EDSP 360, EDSP 361, or EDSP 651 or permission of the instructor

Addresses administrative aspects of service delivery systems for young children with disabilities or at-risk conditions and their families. Examines legal requirements, funding mechanisms, service coordination, resource acquisition, interagency coordination, integration with peers without disabilities, child find, transition facilitation, professional development and program evaluation. Includes techniques for working with children, families, educators, related services providers and other human service professionals.

2. Detailed Description of Course

EDSP 538 is a required course in the Master of Science Degree in Special Education: Early Childhood Special Education option. Students gain knowledge and skills in administrative aspects of service delivery to infants, toddlers, and young children with disabilities or at-risk conditions and their families. The course will include the study of legal requirements, funding mechanisms, service coordination, resource acquisition, interagency coordination, integration with peers without disabilities, child find, transition facilitation, and program evaluation. Techniques for working with children and families, general and special education teachers and administrators, related services providers, and other human services professionals will be addressed.  Culturally-competent, family-centered service delivery, collaboration, and the use of technology to access resources will be integrated throughout the course. Additionally, the course addresses:
    1) Historical perspectives and current issues and trends in services to infants, toddlers, and young
        children with disabilities or at-risk conditions and their families, including eligibility
        categories and accessing services in parts B and C of the Individuals with Disabilities Education
        Improvement Act (IDEIA), placement options, funding, and administrative oversight for
        services
    2) Legal aspects of services for infants, toddlers, and young children with disabilities and their
        families, including IDEIA, Americans with Disabilities Act, Section 504 of the Rehabilitation Act,
        case law , and Virginia Special Education Regulations and policies and procedures for early
        intervention
    3) Early intervention and special education processes including child find, child study and
        screening, referral, evaluation, eligibility determination, development of IFSP or IEP,
        placement, ongoing evaluation and assessment, and exiting services
    4) Placement options for young children, including least restrictive (LRE) and natural
        environments (NE), history of LRE and NE implementation, service delivery models,
        consultation and collaboration, planning for inclusion, and interagency and intra-agency
        coordination and agreements
    5) Development and implementation of  program evaluation and family involvement in program
        evaluation
    6) Transition from EI to ECSE including issues, legal requirements, referral, and strategies for
        preparing the child and family
    7) Service coordination, including models thereof, roles of the service coordinator, legal
        requirements, and strategies for enabling and empowering families, including families with
        diverse culture and language
    8) Accessing national, state, and local information resources, training and technical assistance
        resources, and obtaining information through the internet
    9) Procedural safeguards in Parts B and C of IDEIA including parental rights and responsibilities,
        mediation, due process hearings and complaint procedures
    10)Professional roles and responsibilities relating to professional organizations, advocacy, and
        in-service training

Graduate students enrolled in EDSP 538 concurrently with EDSP 438 will document completion of additional readings and projects applying course material to their current ECSE position.

3. Detailed Description of Conduct of Course

Instructional strategies will include: lecture, discussion, audiovisual and web-based technologies, case studies, guest speakers, and readings.

4. Goals and Objectives of the Course

Goals, objectives, and assignments in the class address Council for the Accreditation of Educator Preparation (CAEP) Standard 1: Content and Pedagogical Knowledge (1.1 and 1.3)

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 # 4: Assessment (ISCI/ECSE 4);  
    3) Standard #6: Professional Learning and Ethical Practice (ISCI/ECSE 6);
    4) Standard #7: Collaboration (ISCI/ECSE 7)

Virginia Department of Education (VDOE) Licensure Standards:
    1) Special Education: Early Childhood (birth through age 5) – Competency 2: Foundations of Legal
        Aspects; and Competency 10: Family-Centered Intervention
    2) Professional Studies: Competency 4: Foundations

Upon successful completion of EDSP 538, 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) Demonstrate knowledge of the national and state requirements for early childhood special
        education in the implementation of IDEIA, including regulations, judicial mandates, legal
        decisions, and policy issues. (CEC/EC ISCI 3 K3; ISCI 6 K3-5; ECSE 6 K1, 3, S8; VDOE SE-ECSE
        2a, b, c; VDOE Pro 4)
    2) Describe the Early Intervention (EI) and Special Education processes including child find, child
        study and screening, referral, multidisciplinary evaluation, eligibility determination,
        development of IFSP or IEP, placement/services, ongoing evaluation and assessment, and
        exiting services. (CEC/EC ISCI 4 K3; ECSE 2 S7; ECSE 4 S1, 3, 4, 6, 8, 9, 11; ECSE 7 K1;
        VDOE SE-ECSE 2d)
    3) Demonstrate knowledge of funding for services under IDEIA and other state and federal
        legislation. (CEC/SE-ECSE 4 K3; ECSE 7 S3; VDOE SE-ECSE 2a, d; VDOE Pro 4)
    4) Demonstrate understanding of procedural safeguards in IDEIA. (CEC/EC ECSE 6 K3, S8; VDOE
        SE-ECSE 2d, 10; VDOE Pro 4)
    5) Identify the rationale for integration/inclusion both at the system and child levels, the benefits,
        and barriers and supports to implementation. (CEC/EC ISCI 2 S3; ISCI 5 S13; ISCI 6 K5; ECSE 6
        K3; VDOE SE-ECSE 2)
    6) Identify and describe exemplary models of inclusion and explain the relative strengths and
        weaknesses of each. (CEC/EC ISCI 2 S3; ISCI 5 S13; ISCI 6 K5; ECSE 6 K3; VDOE SE-ECSE 2a )
    7) Exhibit a thorough understanding of the procedures used in successful development of
        inclusive service delivery options. (CEC/EC ISCI 2 S3; ISCI 5 S13; ISCI 6 K5; ECSE 6 K3;
        VDOE SE-ECSE 2)
    8) Demonstrate an understanding of the various roles in ECSE service delivery including serving
        as a consultant, using a consultant, and collaborating with paraprofessionals, related services
        providers, and administrators. (CEC/EC ISCI 7 K1,4, S3-11; ECSE 7 K1, S1, 4, 6, 7; VDOE SE-ECSE
        2)
    9) Describe the role of the service coordinator in EI, models of service coordination, and
        recommended service coordination practices for infants and toddlers and their families.  
        (CEC/EC ISCI 6 K6; ECSE 6 S4, 8; ECSE 7 K1, S3; VDOE SE-ECSE 2)
    10) Use internet and other technology to identify state and national resources, agencies, and
         organizations related to service delivery in ECSE, and options for participation, service, and
         advocacy. (CEC/EC ISCI 6 K6; ECSE 6 K4, S4, 8; ECSE 7 K1, S3; VDOE SE-ECSE 2)
    11) Identify steps in developing and evaluating child find programs for children ages birth through
         five. (CEC/EC ISCI 6 K5, 7; ECSE 7 S5; VDOE SE-ECSE 2d )
    12) Demonstrate knowledge of transition planning for young children with disabilities and their
         families. (CEC/EC ISCI 5 S18; ECSE 5 S4; ECSE 7 S8, 9; VDOE SE-ECSE 10)
    13) Develop processes for formative and summative evaluation of early intervention/ECSE
         programs and program components. (CEC/EC ISCI 4 S7; ECSE 4 K1, S2, 11; ECSE 7 S5; VDOE
         SE-ECSE 2d)
    14) Demonstrate understanding of needs assessment, planning, implementing, and evaluating in-
         service training and professional development plans. (CEC/EC ISCI 2 S15; ISCI 6 K13, S11; ISCI
         7 S11; ECSE 6 S5)
    15) Access and critically apply research and recommended practices. (CEC/EC ISCI 3 K1; ISCI 6 S1;
         ECSE 1 S1; ECSE 5 K2)
    16) Seek opportunities to grow professionally by locating and using appropriate professional
         literature, organizations, resources, and experiences to inform and improve practice. (CEC/EC
         ISCI 6 K13, 14, S3, 10, 11; ECSE 6 S5)
    17) 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)
    18) Demonstrate professional behaviors in interactions with course instructor, classmates, 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) 2 exams
    2) 2 case study and family interview application assignments on multicultural issues
    3) Search and evaluate online resources
    4) Read research-based articles on early intervention program design and family-based
        interventions
    5) Key CAEP Performance Assessment: “Evaluation of Recommended Practices in Site Based
        Settings”
 
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. This course may also be offered concurrently with EDSP 438.

Review and Approval

April 29, 2009

May 11, 2015