Active Outline

General Information

Course ID (CB01A and CB01B)
C D D060.
Course Title (CB02)
Introduction to Children with Special Needs
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
Introduces the variations in development of children with special needs ages birth through eight and the resulting impact on families. Includes an overview of historical and societal influences, laws relating to children with special needs, and the identification and referral process.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is required for the Child Development Permit and is one of eight foundation courses required by the California Alignment Project. It belongs on the Child Development AA degree. This course builds a foundation for students to know the developmental characteristics of various disabilities, the laws governing working with children with special needs, and the resources available for supporting families who have children with special needs.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours3.06.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
36.0
Laboratory
0.0
Total
36.0
Course Out-of-Class Hours
Lecture
72.0
Laboratory
0.0
NA
0.0
Total
72.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

In-class exploration of Internet sites

Quiz and examination review performed in class

Homework and extended projects

Guest speakers

Collaborative projects

Student reflections

Assignments

  1. Weekly reading assignments in textbook
  2. Research report and oral presentation of a disability
  3. Critical Issue Term paper
  4. Observation of a child with exceptional needs
  5. Interview with a parent of a child with exceptional need
  6. Community agencies report

Methods of Evaluation

  1. Essay or combination essay and objective midterm or quizzes and final exam to evaluate comprehension and mastery of key terms and concepts as well as application of course content.
  2. Critical issue term paper to evaluate ability to analyze critically and synthesize.
  3. Research report and oral presentation of a disability to demonstrate the ability to gather information and synthesize data to be shared with an audience.
  4. Observation of a child with special needs to demonstrate the ability to record and interpret information.
  5. Interview a parent of a child with special needs to evaluate ability to critically analyze the grief process stages, challenges, needs, and assets of parents or primary caregivers.
  6. Community agencies report to demonstrate the ability to identify, use or share community resources, and gather community services information for practitioners and families.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Allen, K. Eileen., and Glynnis E. Cowdrey. "The exceptional Child: inclusion in early childhood education". 8th ed. Stamford, CT: Cengage Learning, 2015.

Examples of Supporting Texts and References

AuthorTitlePublisher
Cook, Ruth E., Tessier, Annette, & Klein, M. Diane. "Adapting Early Childhood Curricula for Children in Inclusive Settings". 5th Edition. Merrill-Prentice Hall, 2000.
Gargiulo, Richard M. & Kilgo, Jennifer. "Young Children with Special Needs". Delmar/Thompson Learning, 2004.
Gibb, Gordon S. & Taylor-Dyches, Tina. "Guide to Write Quality Individualized Education Programs: What's Best for Students with Disabilities?", Allyn and Bacon, 2000.
Hanson, Marci & Lynch, Eleanor W. "Early Intervention: Implementing Child and Family Services for Infants and Toddlers Who Are At Risk or Disabled". PRO-ED, Inc., 1995.
Hunt, Nancy & Marshall, Kathleen. "Exceptional Children and Youth". 4th Edition. Houghton Mifflin Company, 2006.
Kirk, Samuel A., Gallengher, James J. & Anastasio W. "Educating Exceptional Children". 11th Edition. Houghton Mifflin Company: Boston-NewYork, 2005.
Lynch, Eleanor W. & Hanson, Marci J. "Developing Cross-Cultuiral Competence: A Guide for Working with Young Children and Their Families". Paul H. Brookes Publishing Co., Inc. 1992.
"Project Exceptional". California Institute on Human Services. California Department of Education, 1995.
Richey, David D. & Wheeler, John J. "Inclusive Early Childhood Education". Delmar/Thomson Learning, 2000.
"Special Education Rights and Responsibilities". Community Alliance for Special Education and Protection and Advocacy, Inc. 7th Edition. CASE/PAI, 1998.
Ysseldyke, James E.,Algozzine, Bob & Thurlow, Martha L. "Critical Issues in Special education". 3rd Edition. Houghton Mifflin Company: Boston-New York, 2000.
California Early Start Program. "Central Directory of Early Intervention Resources: A Guide to State and Regional Publicly Funded Agencies and Resources in California". California Early Start Program: 2006.

Learning Outcomes and Objectives

Course Objectives

  • Examine the key contributions of developmental theorists, advocates and legal decisions in influencingbest practices in early childhood special education.
  • Explain various strategies that support collaborative practices in promoting the optimal development of children within the context of their family and community.
  • Identify and describe characteristics of specific disabilities.
  • Describe the sequence of development and the interrelationships among developmental areas.
  • Examine the skills needed by early childhood special education workers and teachers.
  • Summarize the steps in the referral process including observation, documentation, screening, and assessment.
  • Identify family, service and cultural issues in early intervention and special education; and benefits of using a strength based approach in working with children with special needs and their families.
  • Identify issues related to reviewing IFSPs and IEPs.
  • Describe brain development research and the implications for working with young children.
  • Identify community resources that meet the needs of children with special needs and their families.

CSLOs

  • Recognize various exceptionalities and conditions of children and identify interventions based on the developmental continuum.

  • Evaluate the role of history and society in shaping current policies related to best practices of inclusion and serving children with special needs.

  • Communicate with families and community members in supporting inclusion of children with special needs.

Outline

  1. Examine the key contributions of developmental theorists, advocates and legal decisions in influencing

    best practices in early childhood special education.
    1. Section 504 of the rehabilitation act of 1973
    2. Legal issues and Landmark Legislation
    3. National Educational Goals Reflected in Special Education Practices
    4. Americans with Disabilities Act and related California Statutes
  2. Explain various strategies that support collaborative practices in promoting the optimal development of children within the context of their family and community.
    1. The System of Personnel
      1. Allied health
      2. Special education
      3. Community services
    2. Summarize the steps in the referral process including observation, documentation, screening, and assessment.
  3. Identify and describe characteristics of specific disabilities.
    1. Autism
    2. Children who are deaf, deaf/blind, severe and moderate, hard of hearing and/or have severe speech and language problems
    3. Visual Impairments (blind and partially sighted)
    4. Severe orthopedic disabilities
      1. Congenital Disabilities
      2. Acquired disabilities
    5. Serious emotional disturbances
      1. Influencing factors (biological, social and emotional)
      2. Types of emotional disorders
    6. Severe developmental disability
    7. Health Impairments
    8. Learning Disabilities
      1. Learning disorders
      2. ADD-ADHD
    9. Developmental Disabilities (delays and differences)
    10. Other disabilities not served
    11. Other special needs eligible for services
      1. Gifted and talented
      2. Second language learners
  4. Describe the sequence of development and the interrelationships among developmental areas.
    1. Prenatal development and risk factors.
    2. Genetically inherited conditions.
    3. Environmental factors.
    4. Cognitive.
    5. Communication and language
    6. Social and emotional
    7. Mental health.
    8. Physical
  5. Examine the skills needed by early childhood special education workers and teachers.
    1. Cultural awareness: reflecting on your values
    2. Certification and training option for early intervention
    3. Characteristics of the "effective interventionist"
  6. Summarize the steps in the referral process including observation, documentation, screening, and assessment.
    1. Observation as the basis for understanding and assessing children
      1. Observational techniques defined and practice (running record, anecdotal records, ABC narratives, time and event samples, rating scales and checklists, interviews, and case studies)
      2. Determining the most appropriate observational technique
    2. Developmental screenings and assessments.
    3. Facilitating learning
      1. Adaptive devices
      2. Accommodations
      3. Classroom management
      4. Teaching tools
      5. Community agencies and other support
      6. Environment for success
      7. Individualized Family Service Plan (IFSP) and the Individualized Education Plan (IEP)
        1. Definitions
        2. Requirements
        3. Components
  7. Identify family, service and cultural issues in early intervention and special education; and benefits of using a strength based approach in working with children with special needs and their families.
    1. Improving the service delivery and standards
    2. Alternative education for children with special needs
    3. The perspectives in classifying children: categories and labeling
    4. Issues regarding assessment, instruction and early intervention
    5. Grief, stress and coping strategies.
    6. Supporting families.
  8. Identify issues related to reviewing IFSPs and IEPs.
    1. Diversity in early intervention
      1. Diverse approaches to disability and the implementation of related services
      2. Importance of linguistically appropriate services
      3. Expectations of families in different cultures
      4. Values and attitudes of diverse families
      5. Goal setting
      6. Using local resources, FIRST 5 System of Care
    2. Parents as Advocates
      1. Informing parents about laws and regulations
      2. Providing advocacy tools
  9. Describe brain development research and the implications for working with young children.
    1. Plasticity of the brain and early experience
    2. The role of experience in brain development
    3. Environmental factors such as human stimulation and interaction, nutrition, stress
  10. Identify community resources that meet the needs of children with special needs and their families.
    1. Inclusion early education programs.
    2. Respite care.
    3. Recreational programs.
    4. Other community agencies and support.
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