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Center for Curriculum and Transfer Articulation
Introduction to the Exceptional Young Child: Birth to Age Eight
Course: EED222

First Term: 2024 Fall
 Lecture   3.0 Credit(s)   3.0 Period(s)   3.0 Load  
Subject Type: Academic
Load Formula: S - Standard Load


Description: Overview of the exceptional learner (birth - age eight), one who differs from the average or the norm, with emphasis on observation, techniques, characteristics, identification, types of programs, and work with families. Issues related to learning exceptionalities, sensory and communication disorders, social and emotional problems, physical and health related disorders, and giftedness. Includes practicum designed to explore the field of early childhood education.



MCCCD Official Course Competencies
1. Describe the historic and current public policies, funding, attitudes, and programs in early childhood education for exceptional children (birth to age eight). (I)
2. Identify the use of observational records in working with young children (birth to age eight) in varied settings. (II)
3. Describe the processes of identification, referral and assessment. (II, IV)
4. Explain typical language, speech, and communication development. (II, IV)
5. Identify specific areas of exceptional functioning in young children (birth to age eight), including learning exceptionalities, sensory and communication disorders, social and emotional problems, and physical and health related disorders, and giftedness. (III)
6. Describe qualities and characteristics of gifted young children (birth to age eight). (III)
7. Identify early intervention priorities, programs, strategies, and research. (III, IV)
8. Describe the Individual Family Services Plan (IFSP) and Individual Education Plan (IEP). (IV)
9. Describe social and emotional support systems and resources for families. (IV)
10. Identify needs of families of special needs children (birth to age eight). (IV)
11. Distinguish between the Arizona Early Intervention Program (AzEIP) and school district responsibilities. (IV)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.
 
MCCCD Official Course Outline
I. Historical perspectives in exceptional children (birth to age eight)
   A. Interpretation of exceptionality
   B. Response and responsibility
   C. Social policy
      1. Legislation
         a. Public Law 94-142
         b. Individuals with Disabilities Education Act (IDEA)
         c. Americans with Disabilities Act (ADA)
      2. Litigation and historical cases
II. Identification and referral (birth to age eight)
   A. Informal observation
   B. Language communication and language delay
   C. Professional ethics and confidentiality
   D. Roles of early childhood personnel
   E. Assessment and decision-making
III. Areas of exceptionality (birth to age eight)
   A. Speech and language
      1. Psychological and behavioral characteristics
      2. Causes and assessment
      3. Educational consideration
   B. Learning disabilities
      1. Psychological and behavioral characteristics
      2. Causes and assessment
      3. Educational consideration
   C. Sensory and communication disorders
      1. Psychological and behavioral characteristics
      2. Causes and assessment
      3. Educational consideration
      4. Assistive technology
      5. Augmentative communication devices
   D. Social/emotional problems
      1. Psychological and behavioral characteristics
      2. Causes and assessment
      3. Educational consideration
   E. Physical and health-related impairments
      1. Psychological and behavioral characteristics
      2. Neurological, musculoskeletal, congenital, accidental causes
      3. Educational consideration
      4. Classroom adaptations and ancillary equipment
   F. Giftedness
      1. Psychological and behavioral characteristics
      2. Perspectives toward gifted children
      3. Educational and social considerations for classroom placement
   G. Additional exceptionalities
      1. Autism spectrum disorders (ASD)
      2. Fetal alcohol spectrum disorders (FASDs) and Teratogens
      3. Down syndrome
      4. Other multiple and severe disabilities
      5. Pervasive developmental disorders (PDD)
IV. Family, community, and state impact
   A. Family understanding and interpretation
      1. Identification
         a. Arizona Early Intervention Program (AzEIP)
         b. School districts
         c. Child find
      2. Assessment
      3. Decision-making and placement
   B. Impact on families
      1. Financial resources
      2. Emotional/social needs
      3. Participation and rights in planning
   C. Impact on community and state
      1. Economic responsibilities
      2. Requirements
         a. Individual Family Services Plan (IFSP)
         b. Individual Education Plan (IEP)
      3. Social support systems
         a. Support groups
         b. Community organizations
         c. Respite services
         d. Other
   D. Investigation of causation and prevention
      1. Prenatal
      2. Genetic
      3. Environmental
         a. Child maltreatment and neglect
         b. Lead poisoning
         c. Fetal alcohol syndrome (FAS)
         d. Teratogens
   E. Other
 
MCCCD Governing Board Approval Date: November 28, 2023

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.