400

This course examines developmentally and individually appropriate strategies to foster the social, emotional, cognitive, communicative, and adaptive learning and motor development of young children with special needs in various settings, including the home, school, and community. Curriculum, instructional methods, and materials for teaching young children with special needs are examined. A variety of disabilities are addressed, and topics include compliance with pertinent legislation, team collaboration and practices, IFSPs and IEPs, accommodations and modifications for educating children in the least restrictive environment, individual and family-centered programming, and direct educational and behavioral intervention techniques. Ten hours of observation in an appropriate setting is required. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course provides an overview of screening and assessment of children with special needs. An examination of different kinds of measures, screenings, assessment for eligibility, and ongoing developmental assessment is included. Specific types of assessment instruments used for early intervention and other special education purposes are reviewed and implemented. Through hands-on practice with a variety of tools, students learn procedures and develop strategies for implementing nondiscriminatory assessment, utilizing valid and reliable measures when conducting formative and summative individual and program evaluation. Ten hours in an appropriate setting are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course provides an examination of the historical, philosophical, and legal basis for family participation in education and family-centered services. Students develop techniques for promoting positive, supportive relationships with parents of young children with special needs, including strategies for working with socially, culturally, and linguistically diverse families. Family systems theory is reviewed, as well as family stressors, grief, and coping. Emphasis is placed on models for building effective teams, strategies for facilitating consultation and collaboration among professionals, para-professionals, families, and other agencies, as well as techniques for supporting family strengths, addressing family needs, priorities and concerns, and accessing community resources. Ten field hours are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

In this course, students will be provided with the knowledge and skills necessary to implement recommended, evidence- based practices with young children with autism spectrum disorders and/or developmental delays in an inclusive setting. Etiology, diagnostic procedures, current theoretical approaches to intervention, and research on supporting young children with autism-spectrum disorders and/or developmental delays and their families, will be considered. The characteristics of special needs children are discussed in this course as well, including hearing, vision and speech impairment, emotional, behavioral, or learning disorders and cognitive issues, including brain trauma. Ten field hours are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours