ECE 21 - EARLY INTERVENTION PRINCIPLES & PRACTICES

Instructor: ; Dr. Phil Freneau

Phone: ; 465-2334

Office hours: See web page: http://redwoods.edu

Catalog description: This course is an overview and an introduction to caring for infants with high-risk situations and disabilities, birth to age three. Treatments, strategies and techniques used to serve children and families in the field of early intervention will be explored. The course is designed to support the training needs of early childhood educators. Early Intervention Assistant IIs, parents, and care providers who will serve this population. The course covers parent/professional relationships, the normal grief process associated with the diagnosis of a child with a disability, identification and assessment, community resources and developmental and emergent curriculum.

Course Outcomes/Objectives:

1. Give an overview of current legislation and laws including:

a. Implications of ADA (Americans with Disabilities Act) on programs serving children and their families

b. Implementation of IDEA (Individuals with Disabilities Education Act) PL102-119

c. Facilitation of interagency coordination and the IFSP (Individual Family Services

Plan)

2. Identify children at risk for developmental concerns including:

a. Assess development for typically developing children birth to age three

b. Examine specific disabilities including but not limited to: prenatal complications, birth trauma, chromosome abnormalities, sensory and orthopedic disabilities, failure to thrive, seizure disorders, medical frailties, and undiagnosed disabilities

c. Identify child behaviors that indicate emotional stress

d. Use of observation, interdisciplinary team assessment and record keeping

e. Selection and application of intervention strategies for supporting children 0-3 with disabilities in early care settings enhancing optimal access to full range of experiences

3. Develop family partnerships using knowledge of the following:

a. The normal grief process and changing dynamics within the family, addressing the needs of the changing family and crisis intervention

b. Communication strategies and relationship building

c. Work with the parents to plan and implement the IFSP based on family’s priorities, needs, concerns and strengths

d. Respect and valuing diverse cultures, languages and family structures

e. Professional ethics and confidentiality

4. Understand and utilize all available community resources

a. Identification of services needed by the child and the family and referral processes to access those services

b. Advocacy

5. Plan and adapt curriculum and learning environment

a. Explain the role of the IFSP in the development and implementation of early intervention strategies

b. Evaluate program services available to support the IFSP

c. Implement developmentally and culturally appropriate play-based curriculum, activities and schedules which provide equal access to all experiences

d. Adapt natural environments and inclusive classroom to accommodate the child with special needs

e. Assist families in preparation for successful transitions to other programs in cooperation with other community early intervention programs

Class Projects
Child Observation

Choose a place to observe a child between the ages of birth and 3 years of age. It can be a child care center, family child care home or other program serving infants, toddlers and their families. Each observation must be a minimum of four (4) 5-minute periods and then 1 minute of write-up of the observation.

Write a 3-5 page paper that includes a narrative summary of the behaviors observed (1 page limit), reflections on the impact of the child’s interaction with the environment and materials in the setting, the impact of the child’s interaction with other children; the impact of the child’s interaction with staff. Be sure to include the demographics of the child that you observed – age, sex, location of observation and time of day. Attach to the paper, the typed observation recordings you conducted. Plan a 2-3 minute presentation to give orally in class.

Outcomes for child observed

Using the form and developmental scale provided in class, write up proposed goals, minimum of 2, for the child that you observed. Plan a 2-3 minute presentation to give orally in class.

Special Needs Study

Scenarios will be provided in class. Write a 4-page paper in which you explain the child’s diagnosis, social and potential long-term ramification and underlying causes. Research the situation described in your scenario, services available to the child, support for the family, best practice recommendation or what is done in Del Norte County.

The research must be limited to maximum of 4 references of which only 2 can be internet sources. Additional sources can include journal articles and books. A reference list (in addition to 4 pages) must be included in your paper. Prepare a 10 minute oral report for class presentation.

ASSIGNING GRADES

Your final grades will be based on your accumulated point totals. Completing all assignments and consistently attending and participating in class work in your favor when you have a borderline grade. All assignments must be typed, using double spacing and 12 point font. Late assignments will be subject to a 5-point deduction for each week that it is late. Final grades will be assigned as follows:

Attendance/questions of the day 20 points

Observation paper & presentation 40 points

Outcome paper and presentation 40 points

Disability Study & presentation 100 points

200 points

A = 200-180 points

B = 179-160 points

C = 159-140 points

D = 139-120 points

Below 120 points

Schedule:

Overview of course

Reading assignment: Chap. 1 & 4

Family dynamics – family panel

Reading assignment: Chap. 5

Family partnerships

Reading assignment: Chap. 2 & 3; pgs. 118-121; 138-145

Handout Scenarios

ADA; IDEA; IFSP

Reading Assignment: Chap. 10 & 12

Learning Differences: Cognitive/Developmental Delays

Reading Assignment: Chap. 11, 16, 17

Communication – Language differences; feeding issues; hearing & vision

Reading Assignment: Chap. 9 & 22

Sensory Integration; emotional behavioral

Reading Assignment: Chap. 14 & 15

Observation presentations ½ hr.

Motor differences; health issues

Reading Assignment: pgs. 188-189

Observation presentations ½ hr.

Autism; behavioral differences

Reading Assignment: Chap. 6

Observation presentations ½ hr.

Assessing & screening development

Reading Assignment: Chap. 7

Community resources; developing the plan; interdisciplinary team

Reading Assignment: Chap. 24

Handout: Goal Form

Implementing the plan; curriculum; working with community resources in the classroom; working with the family

Reading Assignment: Chap. 18

Outcomes presentations ½ hr.

Curriculum activities in classroom

Reading Assignment: Chap. 23

Outcomes presentations ½ hr.

Hands-on curriculum adaptations; hands on activity building

(supplies to be provided)

FINAL PRESENTATIONS