ࡱ>  [bjbj j2xxo. . qqqqq$Psku? 4s s s b!x! !jjjjjjj$mpPkq!b!b!!!kqqs s -k###!Fqs qs j#!j##.:bHis AhS!d@jCk0skdTpz#Lpipqi!!#!!!!!kk#!!!sk!!!!p!!!!!!!!!. 7:   Department of Curriculum, Culture, and Educational Inquiry (CCEI) Instructor: Office: Phone: E-mail: Office Hours: Class Day/Time: Class Location:  COURSE NUMBER: EEC 4313 COURSE CREDITS: 4 COURSE TITLE: Blended Early Childhood Methods: Birth-5 CATALOG DESCRIPTION: 4 semester hours. Prerequisites: Programmed BECE Major; EEC 3214 This course explores an organized approach to teaching young children with and without disabilities developmental, educational, and functional skills useful in natural environments including home and educational settings. Field Experience Required. COURSE CONNECTION TO CONCEPTUAL FRAMEWORK: This course provides students with information and opportunities to practice research-validated techniques in teaching developmental, educational, and functional skills to young children (informed and capable). Additionally, by engaging in continuous reflection about the link between information gathering and planning for individual children, students will develop and implement a professional development plan (capable). REQUIRED TEXTS: Cook, R. E., Klein, M. D., & Tessier, A. (2008). Adapting early childhood curricula for children in inclusive settings (7th ed.). Upper Saddle River, NJ: Prentice-Hall. RECOMMENDED TEXTS: Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC. Sandall, S., McLean, M. E., & Smith, B. J. (Eds.) (2000). DEC recommended practices in early intervention/early childhood special education. Longmont, CO: Sopris West. LIVETEXT REQUIRED Students in this course are required by the College of Education to have an active LiveText account to track mastery of programs skills, competencies and critical assignments and to meet program and college accreditation requirements. Students must have an account within: the first four (4) weeks of the fall or spring semester, within the first three (3) weeks of summer session, or after the first class of a fast track course. Students who do not have an active LiveText account may have an academic hold placed on their record. Information regarding account activation is provided on the College of Education website, HYPERLINK "http://coe.fau.edu/livetext"http://coe.fau.edu/livetext. AUDIO/VISUAL TECHNOLOGY: Computer: Blackboard Distance Learning Computer: E-mail (only your My鶹ƷƵemail address will be used). As per the University policies Students are responsible for checking their 鶹ƷƵemail on a regular basis and should clean out their email boxes diligently to ensure all mail is delivered. 鶹ƷƵemail should never be auto-forwarded to another email account. Computer: Word processing; Power Point Presentations LCD Projector, Document-Camera, Digital video, Podcasting. Video: Strategies for Preschool Intervention in Everyday Settings (SPIES) Ordering information: http://www.spies.cpd.usu.edu/Products.htm ELECTRONIC DEVICES Use of any electronic devices in the classroom should be limited to the content and activities taking place there. Inappropriate use of such devices may result in removal from the classroom, a reduction in your grade, or some other consequence, as determined by the professor. GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES: Council for Exceptional Children/Division for Early Childhood (CEC/DEC) NCATE Recommendations for Technology in Teacher Education = (NACATE-tech) National Association for the Education of Young Children (NAEYC) State of Florida Prekindergarten/Primary Education (Age 3) Through Grade Three (3) Specialization Competencies (PK/P) Florida Educator Accomplished Practices = (EAP) Subject Matter Content Standards for Floridas Teachers (ESOL) RELATIONSHIP BETWEEN THIS COURSE, THE ACADEMIC LEARNING COMPACTS, AND OTHER STANDARDS Academic Learning Compact OutcomesCourseAssignmentFEAP (2010)CEC/ DEC (2008) NAEYC (2011) New ESOL (2010)Content: Procedural Knowledge EEC 4313Activities, Strategies & Ongoing Assessment(a) 1.c. (a) 2.h. (a) 3 g.EC4S7 EC5S7 CC7S4 EC 5c EC 4c5.1.b. 5.3.a 5.3.b 5.3.cCritical Thinking EEC 4313 Activities, Strategies & Ongoing Assessment(a) 1.d. (a) 1.e. (a) 4.a. (a) 4.c.CC7S15 CC8S6 EC 4d EC 5a EC 6d5.1.a 5.1.d. COURSE OBJECTIVES: Students will identify 1. Social systems that influence and contribute to the development, delivery, and evaluation of curriculum appropriate for children of ages birth through 5 years. 2. Culturally-respectful strategies for involving families as providers of information and partners in the development and education of their young children. 3. Strategies for preparing learning environments based on childrens family background/ preferences, interests, learning needs, and developmental goals. 4. Strategies for communicating and interacting based on childrens interests and learning needs/goals. 5. Environmental and curricular adaptations based on childrens interests and learning needs/goals. 6. Strategies for providing assistance during individual and small group activities. 7. Materials and equipment available for use in early childhood settings, and be able to incorporate these materials and equipment when teaching young children. 8. Strategies for conducting on-going assessment of childrens progress. 9. NAEYC and CEC/DEC guidelines for professional conduct, and their interface with the Florida Educator Accomplished Practices (EAP). 10. Their learning needs and participate in a professional development activity.  CONTENT OUTLINE: WeekTopic(s)ReadingAssignment1 Introductions, review syllabus and assignments Legal mandates and service delivery systems Services for children w/ and w/out Special Needs in Early Education Cook, Klein, & Tessier Chapter 1 Review Appendix A in Cook, Klein, & Tessier Identify participants for your class assignments: One child (b-5 years) with a disability; One child (b-5 years) without a disability; Parent/family member(s) of each child to interview; Teacher of each child to interview.2 In Partnership with FamiliesCook, Klein, & Tessier Chapter 2Begin observations of both children and interviewing; make raw notes; complete logs.3 Assessing childrens abilities Recognizing Special Needs and Monitoring Progress Cook, Klein, & Tessier Chapter 3 Review Appendices B, C, & D in Cook, Klein, & TessierContinue observations of both children and interviewing; make raw notes; complete logs.4 Developing individualized intervention plans and ProgramsCook, Klein, & Tessier Chapter 4 Continue observations of both children and interviewing; make raw notes; complete logs.5 Intervention across the day Implementing intervention plan Cook, Klein, & Tessier Chapter 5 Continue observations of both children and interviewing; make raw notes; complete logs. Write Child Observation Summary Paper.6 Promoting Emotional and Social DevelopmentCook, Klein, & Tessier Chapter 6Submit Child Observation Summary Papers (for child with disability & child w/out Disability) Write the reflection paper for child observation.7 Helping Young children Develop Motor and Self Help skillsCook, Klein, & Tessier Chapter 7 Review notes and readings for Midterm.Submit Child Observation Reflection Papers (for child with disability & child w/out Disability) Continue interviewing parents/family and teachers; make raw notes; complete logs. Start writing Interview Summary Papers.8 Midterm Exam: Weeks 1-7, Readings, activities, assignments. Continue interviews with parents/family and teachers; make raw notes; complete logs. Complete Interview Summary Papers.9 Nurturing Communication SkillsCook, Klein, & Tessier Chapter 8Submit Parent/Family and Teacher Interview Papers (for both children) Write the reflection papers for parent/family and teacher interviews.10 Encouraging the Development of Cognitive Skills and Literacy Cook, Klein, & Tessier Chapter 9Submit Parent/Family and Teacher Interview Reflection Papers (for both children) Start writing the four daily activity plans (two for each child).11 Teaming: Collaboration, Problem Solving, and ConsultationCook, Klein, & Tessier Chapter 10 Review Appendix F in Cook, Klein, & TessierContinue writing the four daily activity plans; Implement one for each child.12 Finalize daily activity plans assignment.Continue writing the four daily activity plans; Implement one for each child.13 Using help strategies Using incidental teaching strategies Methods in keeping track of progress Complete an IFSP or IEP form for the child with a disability (for practice only, and not for official use) Review IEP/IFSP Forms (provided)-be prepared to complete one for your child with a disability in class.Submit the 2 daily activity plans you implemented (one for each child) for feedback.14 Arranging the environment to promote independence and interaction Managing challenging behaviors Review notes and readings for Final exam.Implement one daily activity plans (second set for scoring) for each child. 15 Final exam: Weeks 9-14, Readings, activities, assignments. Submit the additional 2 daily activity plans you implemented (one for each child) for scoring. COURSE REQUIREMENTS: Activities, strategies, and on-going plans: This is the CRITICAL ASSIGNMENT for this course, meant to fulfill the Academic Learning Compact Indicators of: (a) Critical Thinking: Students will collect, analyze, synthesize, and make inferences from data collected. (b) Procedural Knowledge: Student will plan activities with identified performance and learning outcomes. See Evaluation Rubric for this assignment at the end of the syllabus. 1. Activities, strategies, and on-going plans for a child without disability (45 points). Observe and take anecdotal and/or running notes of a young child (b-5 years old) without disability for a total of 6 hours (same child at different locations and multiple times). Observation & Reflection: Make raw notes with dates, times, and locations of observations. Objectively and accurately note the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. Write a summary of the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. See appendix A for the format for writing the Child Observation Summary. Submit raw notes and the child summary-on due date (see CONTENT OUTLINE) Write a paper reflecting on the effectiveness of the observation process, learning needs, and plan for improvement. See appendix D for format for writing the Interview Reflection Paper. Submit Reflection - on due date (see CONTENT OUTLINE) For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. For formatting guidance, you may consult the following APA resource: HYPERLINK "http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf"http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf Interview parents/family members about their childs learning needs (current abilities/skills, interests, likes/dislikes, and emerging skills). Make interview notes with content, dates, times, and locations of interview. Write a summary of the parents/familys perspectives about the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. See appendix B for the format for writing the Parent/Family Interview Summary. Submit raw notes and the parent/family interview summary- on due date (see CONTENT OUTLINE) Write a paper reflecting on the effectiveness of the interview process, learning needs, and plan for improvement. See appendix D for format for writing the Interview Reflection Paper. Submit Reflection - on due date (see CONTENT OUTLINE) For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. For formatting guidance, you may consult the following APA resource: HYPERLINK "http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf"http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf Interview teachers about the childs learning needs (current abilities/skills, interests, likes/dislikes, and emerging skills). Make interview notes with content, dates, times, and locations of interview. Write a summary of the teachers perspectives about the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. See appendix C for the format for writing the Teacher Interview Summary. Submit raw notes and the interview summary- on due date (see CONTENT OUTLINE) Write a paper reflecting on the effectiveness of the interview process, learning needs, and plan for improvement. See appendix D for format for writing the Interview Reflection Paper. Submit Reflection - on due date (see CONTENT OUTLINE) For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. For formatting guidance, you may consult the following APA resource: HYPERLINK "http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf"http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf 2. Activities, strategies, and on-going plan for a child with disability (45 points) Observe and take anecdotal and/or running notes of a young child (b-5 years old) without disability for a total of 6 hours (same child at different locations and multiple times). Observation & Reflection: Make raw notes with dates, times, and locations of observations. Objectively and accurately note the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. Write a summary of the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. See appendix A for the format for writing the Child Observation Summary. Submit raw notes and the child summary-on due date (see CONTENT OUTLINE) Write a paper reflecting on the effectiveness of the observation process, learning needs, and plan for improvement. See appendix D for format for writing the Interview Reflection Paper. Submit Reflection - on due date (see CONTENT OUTLINE) For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. For formatting guidance, you may consult the following APA resource: HYPERLINK "http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf"http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf Interview parents/family members about their childs learning needs (current abilities/skills, interests, likes/dislikes, and emerging skills). Make interview notes with content, dates, times, and locations of interview. Write a summary of the parents/familys perspectives about the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. See appendix B for the format for writing the Parent/Family Interview Summary. Submit raw notes and the parent/family interview summary- on due date (see CONTENT OUTLINE) Write a paper reflecting on the effectiveness of the interview process, learning needs, and plan for improvement. See appendix D for format for writing the Interview Reflection Paper. Submit Reflection - on due date (see CONTENT OUTLINE) For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. For formatting guidance, you may consult the following APA resource: HYPERLINK "http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf"http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf Interview teachers about the childs learning needs (current abilities/skills, interests, likes/dislikes, and emerging skills). Make interview notes with content, dates, times, and locations of interview. Write a summary of the teachers perspectives about the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. See appendix C for the format for writing the Teacher Interview Summary. Submit raw notes and the interview summary- on due date (see CONTENT OUTLINE) Write a paper reflecting on the effectiveness of the interview process, learning needs, and plan for improvement. See appendix D for format for writing the Interview Reflection Paper. Submit Reflection - on due date (see CONTENT OUTLINE) For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. For formatting guidance, you may consult the following APA resource: HYPERLINK "http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf"http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf 3. Write/Implement Daily Activity Plans (30 points) In total, you will create four Daily Activity Plans, two for each child. However, first, you will write and implement two of the four plans (one for each child), then submit for feedback from the instructor/participating teacher. Then you will use the feedback from the first two plans to make improvements in implementing the remaining two plans. You will submit these second two plans to the instructor for scoring. For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. For formatting guidance, you may consult the following APA resource: HYPERLINK "http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf"http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf Critical Assignments The Department of Exceptional Student Education and the Department of Curriculum, Culture, and Educational Inquiry have identified competencies that must be mastered to continue in the Bachelors in Early Care and Education Degree Program. For this course, the Academic Learning Compact Competencies (Critical Thinking and Written Communication) will be measured by the Test Administration and Interpretation Project, which is the Critical Assignment. Please carefully read the departmental policy (below) on Critical Assignments. Departmental Policy on CRITICAL ASSIGNMENT(S): Assessment criteria: A student must earn a minimum grade of 73% of the points allotted for the Critical Assignment to receive a passing grade of C or better in this course. In other words, a student cannot earn a C or better in this course without successfully completing the Critical Assignment. Remediation policy: If a student is passing the course, but has failed to pass the Critical Assignment with a minimum of 73% of the possible points for the assignment, the student will receive an I in the course until the Critical Assignment is successfully redone (only one attempt allowed). The conditions and time frame for the resubmission of the assignment will be determined by the instructor. However, the second attempt must be completed within one semester. Upon successful completion of the resubmitted assignment, the I will be changed to a grade for the course and the student may continue in the sequence of courses. The original points earned for the initial attempt at the Critical Assignment will be used to calculate the final grade in the course. If the resubmitted Critical Assignment is not successfully passed, the grade for the course will be C- or below regardless of the total points earned in the course. If a student is does not have a grade of C or better, and has failed to pass the Critical Assignment with a minimum of 73% of the possible points, the student will not be allowed to resubmit the Critical Assignment. The student will need to repeat the course and the Critical Assignment. Exams (100 points) There will be a midterm and a final exam (not cumulative). Format TBA Weekly reading assignments/participation (28 points) Students are responsible for all assigned readings (this includes chapter readings and any additional readings assigned) prior to coming to class. Students should come to class with homework assignments completed, ready to discuss the content in the readings, and to participate in the in-class activities/discussions (2 points per session= 30 points). Please note: For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. ASSESSMENT PROCEDURES: AssignmentPoints%tage of Critical Assignment% of Course GradePlan for a child without disability Observation: Raw notes, log, summary, reflection (15) Parent Interview summary/reflection (15) Teacher Interview summary/reflection (15)4537.5%18Plan for a child with disability Observation: Raw notes, log, summary, reflection (15) Parent Interview summary/reflection (15) Teacher Interview summary/reflection (15)4537.5%18Implementation of Activity Plans Implement two for feedback Implement two for scoring (15 pts each)3025%12Critical Assignment Subtotal:120100%Exams Midterm (50) Final (50)100100%40Weekly reading assignments/participation (Check-In assignment, responses to inquiries, participation in in-class activities, completion of course readings, late assignments etc) 2 points each session3011Total250100 Acceptance of late assignment(s) is solely at the discretion of the instructor; If accepted, assignments that are late will be deducted 10% of the point value for each day late. GRADING SCALE: Scores for each assignment are cumulative and the grade scale represents percentage of total points earned. If you do not complete all assignments, you will not be able to earn an A in this course. A = 93-100A- = 90-92B+ = 87-89B = 83-86B- = 80-82C+ = 77-79C = 73-76C- = 70-72D+ = 67-69D = 63-66D- = 60-62F = Below 60 Expectations: ATTENDANCE AND PARTICIPATION: Students are expected to attend all of their scheduled University classes and to satisfy all academic objectives as outlined by the instructor. The effect of absences upon grades is determined by the instructor, and the University reserves the right to deal at any time with individual cases of nonattendance. Attendance includes active involvement in all class sessions, class discussions, and class activities, as well as professional conduct in class. Students are responsible for arranging to make up work missed because of legitimate class absence, such as illness, family emergencies, military obligation, court-imposed legal obligations, or participation in University-sponsored activities (such as athletic or scholastic team, musical and theatrical performances, and debate activities). It is the students responsibility to give the instructor notice prior to any anticipated absence, and within a reasonable amount of time after an unanticipated absence, ordinarily by the next scheduled class meeting. Instructors must allow each student who is absent for a University-approved reason the opportunity to make up work missed without any reduction in the students final course grade as a direct result of such absence. Religious Accommodation Florida Law requires that the University provide reasonable accommodations with regard to class attendance, examinations, and work assignments to students who request such consideration in order to observe their religious practices and beliefs. The details of this policy appear on the 鶹ƷƵonline University Catalog under Academic Policies and Regulations: HYPERLINK "http://www.fau.edu/academic/registrar/catalog/"http://www.fau.edu/academic/registrar/catalog/ Punctuality Students are expected to be on time and to remain for the duration of each class session. Since late arrivals and early departures are disruptive, they will be treated as absences and may affect your grade. STUDENTS WITH DISABILITIES: In compliance with the Americans with Disabilities Act (A.D.A.), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca - SU 133 (561-297-3880), in Davie - MOD I (954-236-1222), or in Jupiter SR 117 (561-799-8585) and follow all OSD procedures. The purpose of this office is to provide reasonable accommodations to students with disabilities. Students who require assistance should notify the professor immediately by submitting a letter from the Disabilities Office to your instructor requesting your need of specific assistance. Without such letter, the instructor is not obligated to make any accommodations for students. PLAGIARISM AND CHEATING: ACADEMIC HONESTY Students at 鶹ƷƵ are expected to maintain the highest ethical standards. Academic dishonesty, including cheating and plagiarism, is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty, which may include an F on the assignment, an F in the course, or even removal from the degree program. 鶹ƷƵ Regulation 4.001, Honor Code, Academic Irregularities, and Students Academic Grievances is strictly adhered to in this course. The regulation states: (1) Academic irregularities frustrate the efforts of the faculty and serious students to meet University goals. Since faculty, students and staff have a stake in these goals, the responsibility of all is to discourage academic irregularities by preventative measures and by insuring that appropriate action is taken when irregularities are discovered. Thus, 鶹ƷƵhas an honor code requiring a faculty member, student or staff member to notify an Instructor when there is reason to believe an academic irregularity is occurring in a course. The Instructors duty is to pursue any reasonable allegation, taking action, as described below, where appropriate. (2) The following shall constitute academic irregularities: (a) The use of notes, books or assistance from or to other students while taking an examination or working on other assignments unless specifically authorized by the Instructor are defined as acts of cheating. (b) The presentation of words or ideas from any other source as ones own an act defined as plagiarism. (c) Other activities which interfere with the educational mission within the classroom. Link to University Academic Integrity Policy HYPERLINK "http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf"http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf In the Publication Manual of the American Psychological Association (APA, 2009), plagiarism is defined as: Plagiarism (Principle 6.22). Psychologists do not claim the words and ideas of another as their own; they give credit where credit is due. Quotation marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text. BIBLIOGRAPHY: Bhagwanji, Y., Santos, R. M., & Fowler, S. A. (2000). Culturally and linguistically sensitive Practices in motor skills interventions for young children (CLAS Technical Report #1). Champaign, IL: University of Illinois at Urbana-Champaign, Early Childhood Research Institute on Culturally and Linguistically Appropriate Services. Barnett, D. W., Carey, K. T., & Hall, J.D. (1993). Naturalistic intervention design for young children: Foundations, rationales, and strategies. Topics in Early Childhood Special Education, 13(4), 430-434. Berry, J. (1987). Strategies for involving parents in programs for young children using augmentative and alternative communication. Augmentative and Alternate Communication, 3, 90-93. Brown, W. H., & Odom, S. L. (1994). Strategies and tactics for promoting generalization and maintenance of young childrens social behavior. Research in Developmental Disabilities, 15, 99-118. Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community live and childrens naturally occurring learning opportunities. Journal of Early Intervention, 23(3), 151-164. Guralnick, M. J. (1993). Developmentally appropriate practice in the assessment and intervention of childrens peer relations. Topics in Early Childhood Special Education, 13(3), 344-371. Malmskog, S., & McDonnell, A. P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19(4), 203-216. McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention of toddlers with autism. Journal of the Association for Persons with Severe Handicaps, 24(3), 133-146. Warren, S., Yoder, P., Gazdag, G., Kim, K., & Jones, H. Facilitating prelinguistic communication skills in young children with developmental delay. Journal of Speech and Hearing Research, 36, 83-97. Washington, K., Schwartz, I. S., & Swinth, Y. (1994). Physical and occupational therapists in naturalistic early childhood settings: Challenges and strategies for training. Topics in Early Childhood Special Education, 14(3), 333-349. Appendix A: Copy and paste the information below to form the basis of your written paper. Items in bold are to be your paragraph headers Child Observation Summary Paper Pseudonym for child (do not use real name). Raw notes In paragraph format and for each observation time/setting, objectively and accurately note the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. Observations Log keep a running log with the information below for each child Date Time Began End timeTotal timeObservation Setting(s) Pertinent demographic information about child Describe the child (age, educational setting, temperament, etc) Indicate if this is the child with or with a disability. If it is the child with a disability, describe the diagnosis, disability, and related characteristics. The remaining paragraphs should be your summary (based upon your observations across settings) of the child as it relates to Use language related to the five developmental domains. The childs current abilities The childs emerging skills The childs interests, likes, and dislikes The childs learning/behavioral needs Note: You are to complete 2 Child Observation Summary papers (one for each child). For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. Appendix B: Copy and paste the information below to form the basis of your written paper. Items in bold are to be your paragraph headers Parent/Family Interviews Summary Paper Pseudonym for child (do not use real name). Indicate family member(s) interviewed. For each family member you interviewed, list and describe the relationship to the child, how often the person is in contact with the child, and other pertinent information describing the relationship. Raw notes In paragraph format and for each interview time/setting, objectively and accurately note the information provided by the family member(s) about the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. Interview Log keep a running log with the information below for each interview session. Date Time Began End timeTotal timeInterview Setting(s) Pertinent demographic information about child provided by the family Describe the child (age, educational setting, temperament, etc) If this is the child with or with a disability, have them indicate information about the childs disability (i.e. describe the diagnosis, disability, and related characteristics). The remaining paragraphs should be your summary of the family member(s) description of the child as it relates to Use language related to the five developmental domains. The childs current abilities The childs emerging skills The childs interests, likes, and dislikes The childs learning/behavioral needs Note: You are to complete 2 Parent/Family Interview Summary papers (one parent/family for each child). For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. Appendix C: Copy and paste the information below to form the basis of your written paper. Items in bold are to be your paragraph headers Teacher Interview Summary Paper Pseudonym for child (do not use real name). Teacher(s) interviewed For each teacher you interviewed, list and describe the relationship to the child, how often the person is in contact with the child, and other pertinent information describing the relationship. Raw notes In paragraph format and for each interview time/setting, objectively and accurately note the information provided by the teacher about the childs current abilities/skills, interests, likes/dislikes, emerging skills, and learning needs. Interview Log keep a running log with the information below for each interview session. Date Time Began End timeTotal timeInterview Setting(s) Pertinent demographic information about child provided by the teacher Describe the child (age, educational setting, temperament, etc.) If this is the child with or with a disability, have the teacher indicate information about the childs disability (i.e. describe the diagnosis, disability, and related characteristics). The remaining paragraphs should be your summary of the teachers description of the child as it relates to Use language related to the five developmental domains. The childs current abilities The childs emerging skills The childs interests, likes, and dislikes The childs learning/behavioral needs Note: You are to complete 2 Teacher Interview Summary papers (one teacher for each child). For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. Appendix D: Copy and paste the information below to form the basis of your written paper. Items in bold are to be your paragraph headers Observation/Interview Reflection Paper Write 1-2 paragraph(s) describing what you did particularly well. Write 1-2 paragraph(s) describing what you could have done better. Write 1-2 paragraph(s) describing steps that you can take to improve documentation of running notes/interviews. Note: You are to complete 3 reflection papers per child (one for child observation, one for parent/family interview; one for teacher interview) For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. Appendix E Copy and paste the information below to form the basis of your written paper. Items in bold are to be your paragraph headers Daily Activity Plan Pseudonym for child (do not use real name). Date for Implementation Objective for the child (based on observation, family interview, and/or teacher interview) Daily routines in within which to implement objective Activity/activities within daily routines Describe how you will utilize/gain childs interests as basis for engagement Describe technique(s) for creating teaching opportunities Describe help strategy/strategies Describe natural consequences Describe method of keeping track of progress Note: Each Daily Activity Plan should be no longer than 1 page, and, you are to complete 4 plans in total (2 for each child). For all written assignments you are to use 12 point New Times Roman font, Microsoft WORD, 1 margins and double space, and include a title page. Careful attention to spelling/grammar is expected. Appendix F TEACHING METHODOLOGIES: Modeling Guided Practice Case studies Research Role playing Lecture Discussion Internet communication (use of e-mail, web sites, distance learning) Power Point presentations by instructor Use of LCD projector, Docu-Cam, videos, computer, and other media JOURNALS: Select Journals in ECE and ECSE Augmentative and Alternate Communication Journal of the Association for Persons with Severe Handicaps Journal of Early Intervention Journal of Speech and Hearing Research Research in Developmental Disabilities Topics in Early Childhood Special Education INTERNET SITES: National Association for the Education of Young Childrens (NAEYC) Position Statements on Ethical Conduct: HYPERLINK "http://www.naeyc.org/positionstatements/ethical_conduct"http://www.naeyc.org/positionstatements/ethical_conduct Division for Early Childhood Code of Ethics: http://dec-sped.org/uploads/docs/about_dec/position_concept_papers/Code%20of%20Ethics_updated_Aug2009.pdf Evaluation Rubric for Critical Assignment: Activities, Strategies, and On-going Assessment Description of Assignment: Based upon child observations, family interviews, teacher reports, and available assessment data, students will write two daily activity plans (one for a child with a disability and one for a child who is typically developing). 鶹ƷƵAcademic Learning Compact (ALC) Indicators: Critical Thinking: Students will collect, analyze, synthesize, and make inferences from data collected. (Procedural) Knowledge: Student will plan activities with identified performance and learning outcomes. Directions: Enter scores earned in each cell.Exceeds Expectation (91-100%) Meets Expectations (73- 90%) Does Not Meet Expectations (<72%) Critical ThinkingChild (w/o disability) Observation: Raw notes & Log 2.5 points totalProvided raw notes with documentation for dates, times, and locations. Provided justification for each date, time, and location selected; and a minimum 6 observation hours are reflected. 2.0-2.5 pointsProvided raw notes with documentation for dates, times, and locations. Provided some justification for date, time, and locations selected; and a minimum 6 observation hours are reflected. 1-1.5 pointsMinimum 6 hours of observations and times not documented on notes; inadequate or no justification provided; or, Student did not attempt assignment. 0-.5 pointChild (w/disability) Observation: Raw notes & Log 2.5 points totalProvided raw notes with documentation for dates, times, and locations. Provided justification for each date, time, and location selected; and a minimum 6 observation hours are reflected. 2.0-2.5 pointsProvided raw notes with documentation for dates, times, and locations. Provided some justification for date, time, and locations selected; and a minimum 6 observation hours are reflected. 1-1.5 points Minimum 6 hours of observations and times not documented on notes; inadequate or no justification provided; or, Student did not attempt assignment. 0-.5 pointChild (w/o disability) Observation: Summary 10 points totalProvided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is accurately organized by developmental domains. 9-10 points Provided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is organized. 7-8 pointsDid not provide pertinent demographic information; or summary did not provide concrete information, nor is clearly organized; or, student did not attempt assignment. 0- 6 points Child (w/disability) Observation: Summary 10 points totalProvided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is accurately organized by developmental domains. 9-10 points Provided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is organized. 7-8 pointsDid not provide pertinent demographic information; or summary did not provide concrete information, nor is clearly organized; or, student did not attempt assignment. 0- 6 pointsCritical Thinking Child (w/o disability) Observation: Reflection paper 2.5 points totalIdentified strengths, needs, and developed a specific plan for improving the observation process. 2-2.5 points Identified strengths, needs, and developed a general plan for improving the observation process. 1-1.5 pointsDid not identify strengths, needs, or a plan for improving the observation process; or, student did not attempt assignment. 0-.5 point Child (w/disability) Observation: Reflection paper 2.5 points totalIdentified strengths, needs, and developed a specific plan for improving the observation process. 2-2.5 points Identified strengths, needs, and developed a general plan for improving the observation process. 1-1.5 pointsDid not identify strengths, needs, or a plan for improving the observation process; or, student did not attempt assignment. 0-.5 point Critical Thinking Child (w/o disability) Parent/Family interview: Raw notes & Log 2.5 points total Provided raw notes with documentation for dates, times, and locations. Provided justification for each date, time, and location selected; and a minimum 6 observation hours are reflected. 2-2.5 pointsProvided raw notes with documentation for dates, times, and locations. Provided some justification for date, time, and locations selected; and a minimum 6 observation hours are reflected. 1-1.5 pointsMinimum 6 hours of observations and times not documented on notes; inadequate or no justification provided; or, student did not attempt assignment. 0-.5 point Child (w/disability) Parent/Family interview: Raw notes & Log 2.5 points total Provided raw notes with documentation for dates, times, and locations. Provided justification for each date, time, and location selected; and a minimum 6 observation hours are reflected. 2-2.5 pointsProvided raw notes with documentation for dates, times, and locations. Provided some justification for date, time, and locations selected; and a minimum 6 observation hours are reflected. 1-1.5 pointsMinimum 6 hours of observations and times not documented on notes; inadequate or no justification provided; or, student did not attempt assignment. 0-.5 point Critical Thinking Child (w/o disability) Parent/family Interview: Summary 10 points totalProvided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is accurately organized by developmental domains. 9-10 points Provided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is organized. 7-8 pointsDid not provide pertinent demographic information; or summary did not provide concrete information, nor is clearly organized; or, student did not attempt assignment. 0- 6 points Child (w/disability) Parent/family Interview: Summary 10 points totalProvided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is accurately organized by developmental domains. 9-10 points Provided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is organized. 7-8 pointsDid not provide pertinent demographic information; or summary did not provide concrete information, nor is clearly organized; or, student did not attempt assignment. 0- 6 pointsCritical Thinking Child (w/o disability) Parent/family Interview: Reflection paper 2.5 points total Identified strengths, needs, and developed a specific plan for improving the interview process. 2-2.5 points Identified strengths, needs, and developed a general plan for improving the interview process. 1-1.5 pointsDid not identify strengths, needs, or a plan for improving the interview process; or, student did not attempt assignment. 0-.5 pointChild (w/disability) Parent/family Interview: Reflection paper 2.5 points total Identified strengths, needs, and developed a specific plan for improving the interview process. 2-2.5 points Identified strengths, needs, and developed a general plan for improving the interview process. 1-1.5 pointsDid not identify strengths, needs, or a plan for improving the interview process; or, student did not attempt assignment. 0-.5 pointCritical Thinking Child (w/o disability) Teacher Interview: Raw notes & Log 2.5 points totalProvided raw notes with documentation for dates, times, and locations. Provided justification for each date, time, and location selected; and a minimum 6 observation hours are reflected. 2-2.5 points Provided raw notes with documentation for dates, times, and locations. Provided some justification for date, time, and locations selected; and a minimum 6 observation hours are reflected. 1-1.5 pointsMinimum 6 hours of observations and times not documented on notes; inadequate or no justification provided; or, Student did not attempt assignment; or, student did not attempt assignment. 0- .5 pointChild (w/disability) Teacher Interview: Raw notes & Log 2.5 points totalProvided raw notes with documentation for dates, times, and locations. Provided justification for each date, time, and location selected; and a minimum 6 observation hours are reflected. 2-2.5 pointsProvided raw notes with documentation for dates, times, and locations. Provided some justification for date, time, and locations selected; and a minimum 6 observation hours are reflected. 1-1.5 pointsMinimum 6 hours of observations and times not documented on notes; inadequate or no justification provided; or, Student did not attempt assignment; or, student did not attempt assignment. 0-.5 pointCritical Thinking Child (w/o disability) Teacher Interview: Summary 10 points totalProvided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is accurately organized by developmental domains. 9-10 points Provided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is organized. 7-8 pointsDid not provide pertinent demographic information; or summary did not provide concrete information, nor is clearly organized; or, student did not attempt assignment. 0- 6 points Child (w/disability) Teacher Interview: Summary 10 points totalProvided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is accurately organized by developmental domains. 9-10 points Provided pertinent demographic information and concrete details of childs abilities, interests, and learning needs. Summary is organized. 7-8 pointsDid not provide pertinent demographic information; or summary did not provide concrete information, nor is clearly organized; or, student did not attempt assignment. 0- 6 pointsCritical ThinkingChild (w/o disability) Teacher Interview: Reflection paper 2.5 points totalIdentified strengths, needs, and developed a specific for improving the interview process. 2-2.5 points Identified strengths, needs, and developed a general plan for improving the interview process. 1-1.5 pointsDid not identify strengths, needs, or a plan for improving the interview process; or, student did not attempt assignment. 0-.5 point Child (w/disability) Teacher Interview: Reflection paper 2.5 points totalIdentified strengths, needs, and developed a specific plan for improving the interview process. 2-2.5 points Identified strengths, needs, and developed a general plan for improving the interview process. 1-1.5 pointsDid not identify strengths, needs, or a plan for improving the interview process; or, student did not attempt assignment. 0-.5 pointProcedural KnowledgeDaily Activity Plan for child w/out disability 15 points totalClearly and accurately identified and described all 8 components of the activity plan (i.e. appropriate learning objective, activity, strategies, on-going assessment method, etc). 14-15 pointsClearly and accurately identified and described 6-7 components of the activity plan (i.e. appropriate learning objective, activity, strategies, on-going assessment method, etc). 11-13 points Clearly and accurately identified and described 5 or fewer components of the activity plan (i.e. appropriate learning objective, activity, strategies, on-going assessment method, etc); or, student did not attempt assignment. 0-10 points Daily Activity Plan for child w/disability 15 points totalClearly and accurately identified and described all 8 components of the activity plan (i.e. appropriate learning objective, activity, strategies, on-going assessment method, etc). 14-15 pointsClearly and accurately identified and described 6-7 components of the activity plan (i.e. appropriate learning objective, activity, strategies, on-going assessment method, etc). 11-13 points Clearly and accurately identified and described 5 or fewer components of the activity plan (i.e. appropriate learning objective, activity, strategies, on-going assessment method, etc); or, student did not attempt assignment. 0-10 points  Live Text Results Directions: Record total Score for each ALC Indicator in the applicable cell.Exceeds Expectation (91-100%) 41-45 pointsMeets Expectations (73- 90%) 33-40 pointsDoes Not Meet Expectations (<72%) 0-32 pointsAcademic Learning Compact IndicatorsCritical Thinking. 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