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

First Term: 2008 Summer I
Lecture   3 Credit(s)   3 Period(s)   3 Load  
Course Type: Academic
Load Formula: S


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 field experience



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. Describe the processes of identification, referral and assessment. (II and IV)
3. 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)
4. Describe the Individual Family Services Plan (IFSP) and Individual Education Plan (IEP). (IV)
5. Describe social and emotional support systems for families. (IV)
6. Explain normal language, speech, and communication development. (II and IV)
7. Identify unique needs of families of special needs children (birth to age eight). (IV)
8. Describe qualities and characteristics of gifted young children (birth to age eight). (III)
9. Distinguish between the Arizona Early Intervention Program (AzEIP) and school district responsibilities. (IV)
10. Identify early intervention priorities, programs, strategies, and research. (III and IV)
11. Identify and describe the use of observational records in working with young children (birth to age eight) in varied settings. (II)
 
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 (PL)94-142
         b. Individuals with Disabilities Education Act (IDEA)
         c. Americans with Disabilities Act (ADA)
      2. Litigation
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. Attitudes Toward Gifted
      3. Educational Consideration
      4. Classroom Placements
   G. Other Disabilities
      1. Autism Spectrum
      2. Fetal Alcohol Syndrome
      3. Pervasive Developmental Delay
      4. Other Multiple and Severe Disabilities
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
         d. Other
 
MCCCD Governing Board Approval Date:  6/24/2008

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.