EARLY CHILDHOOD INTERVENTION / ASSESSMENT
INITIAL LICENSURE PROGRAM for B.A. or B.S. Degrees
Education 579
Spring 2003 – Milligan College
Dr. Norma Morrison
Office 105: p#:
461-8769; fax# 461-8777
E-mail: njmorrison@milligan.edu
Home phone before
9:30 pm: 725-3167
Office Hours: Tues. –Thurs. 3:00 p.m. –4:00 p.m., Fri.—2:00 p.m.-4:00
p.m.
EDUC 232 is a required preprofessional level course in the Early
Childhood teacher education program of study.
The course provides instruction and experience leading to teacher
candidate competency related to the following program outcomes: 1. Knowledge of Development and Learning; 2.
Adapting Instruction for Individual Needs; 3. Multiple Instructional
Strategies; 4. Classroom Motivation and Management Skills; 5. Communication
Skills; 6. Instructional Planning Skills; 7. Assessment of Student Learning; 8.
Professional Commitment and Responsibility; 9. Partnerships; and 10. The
Teacher as a Reflecting and Caring Person – Milligan Model. The course is based on the Council for
Exceptional Children, the Division for Early Childhood; the International
Reading Association; Interstate New Teacher and Assessment and Support
consortium; National Association for the Education of Young Children; National
Council on Accreditation of Teacher Education; and the Tennessee Curriculum
Standards in Reading, Writing, and Elements of Language recommended
practices. This three hour course
examines the following areas:
assessment; family participation; IFSPs/IEPs; service delivery models;
general curriculum and intervention strategies. More specific interventions are covered in the following
areas: cognitive skills; social skills
and emotional development; adaptive behavior skills; motor skills; transition;
personal competence; and program evaluation.
This course also includes a study of diversity and its implications for
teaching and learning. The teaching of
children with exceptionalities is a key component of the course.
Class Hours: Section
232-001: Tues. 4:00 p.m.-6:20 p.m., Clark
102 and an Elementary School
Objectives (General) – The Learner Will:
1. Articulate knowledge of cognitive development
and that early experiences of children contribute to individual differences in
cognitive development. (INTASC outcome #2)
2. Explain biological and environmental factors
which influence development of exceptionalities in motor, sensory, cognitive,
and psycho-social development in the young child. (INTASC outcome #2, #3)
3. Conduct assessments of young children and
interpret results. (INTASC outcome #8)
4. Diagnose, evaluate, and interpret individual
child needs, capabilities, and expressed interests, (INTASC outcome #8)
5. Explain the utility and limitations of
screening tests administered to young children. (INTASC outcome #8)
6. Articulate the concept of developmental delay
and the rationale for early intervention services to children who are
developmentally delayed or at risk of developmental delay. (INTASC outcome #2,
#3)
7. Explain the role of related disciplines in
service delivery to young children; ability to work as a member of a
multidisciplinary team. (INTASC #10, #11)
8. Indicate knowledge of special education
services for the young child including prevention, early intervention,
integration into normal environments, and referral to specialized
programs. (INTASC outcome #3, #9, #10)
9. Recognize signs of emotional distress and
child abuse in young children. (INTASC outcome #2)
10. Illustrate a caring and reflective attitude
with the children’s portfolios. (INTASC outcome #9, #11)
11. The following specific reading skills will
be learned at the introductory level as specified in the Tennessee Reading
Standards Matrix as established by the Milligan College Early Childhood
Education faculty:
a.
Phonemic
awareness- the skills and knowledge to understand how phonemes, or speech
sounds are connected to print;
b.
Decoding
unfamiliar words embedded within continuous text and in isolation;
c.
Fluency-the
ability to read at a rate that supports comprehension of text.
d.
Background
information and vocabulary to foster reading comprehension;
e.
Comprehension-the
development of appropriate active strategies to construct meaning from print;
f.
Motivation to
read;
g.
Reading to
learn-informational and study skills;
h.
Demonstration
of knowledge about reading development and students’ reading difficulties; the
skills and strategies that are critical for learning to read, reading to learn
and reading to do; and tailoring reading programs for children who are not
responding to instruction;
i.
Recognition of
the characteristics of good readers and poor readers and apply that knowledge
to effective intervention strategies for all readers;
j.
Teaching of
word identification strategies, comprehension and literature appreciation;
k.
Use of
instructional activities to ensure the development of phonemic awareness;
l.
Use of
information to meet needs of diverse learners;
m.
Adaptation and
augmentation of lessons for diverse learners;
n.
Factors that
identify children at risk;
o.
Curriculum
based assessments;
p.
Modification of
instruction based on interpretation of assessments;
q.
Strategies to
support reflective practice;
r.
Evaluation of
instruction;
s.
Parental
involvement;
t.
Work with
school-based educators who practice research-based instructional strategies,
reflect on their practice and model a learning community;
u.
integration of
reading across the curriculum;
v.
Opportunities
to develop expertise.
12.
The following specific reading skill will be learned at the
developmental level as specified in the Tennessee Reading Standards Matrix as
established by the Milligan College education faculty:
a.
Application of
knowledge base on teaching reading;
b.
Use of
information to meet needs of diverse learners;
c.
Adaptation and
augmentation of lessons for diverse learners;
d.
Knowledge of
factors that identify children at risk;
e.
Strategies to
support reflective practice;
f.
Evaluation of
instruction.
The knowledge
base of early intervention is as follows:
Algozzine, Bricker, Hanson, Lynch, Ysseldyke,
Batshaw, Perret, Noonan, McCormick, Cripe, Barnett, Carey, Benner, Berger,
Cook, Tessier, Klein, McClean, Odom, Nelsen, Norton, D.E., Norton, S.,
Deiner, the Reggio Approach, Clay,
Routman, Renzel and Cooter, Adams, Burns, Roe, and Cooper.
Text: Deiner, P.L. (1999). Resources
for Educating Children with Diverse Abilities. 3rd Ed.
Harcourt/Brace.
Attendance Policy:
Students are expected to conduct themselves
as preservice teachers and attend all classes.
No makeup exams will be given unless previous arrangements are made or
medical excuses are provided.
Assistance with Quizzes and Assignments:
Text study objectives and specific
instructions for course assignments will be provided in a timely manner to
assist you. If you need individual
assistance in studying for exams or in preparing written assignments, please
contact the instructor for an appointment.
Assignments:
Due dates for assignments are clearly noted
in the course outline. You must turn in
journals after each field experience ( place them in your folder) . Assignments received after the due date will
be graded lower. Students should retain
a copy of any journal entry turned in to protect against loss. There should be at least one picture a week
of each child being tutored with a specific explanation of what the child is
doing and learning. The picture should
also be dated. Activities must
include three different levels for each child.
You should share your ideas and materials in order to save yourself time
and money. Assessment must determine
what and how you teach the child you are tutoring. This process must be obvious to the instructor (no last minute
activities that are not aligned with goals and objectives on the IEP of the
child and the needs / abilities of the child).
All documentation of the assessments, intervention, strategies,
children’s work, photos, and a summary report of the intervention must be
combined in a folder or binder.
Grading:
Final grade is an average of the last ten
journal entries and performance in the field (100 pts.), and exams. Grade scale is:
A
= 95 – 100
A- = 90 – 94
B+ = 87 – 89
B = 84 – 86
B- = 80 – 83
C+ = 77 – 79
C = 74 – 76
C- = 70 – 73
D+ = 67 – 69
D = 64 – 66
D- = 60 – 63
F
= 00 – 59
Schedule
Subject to Changes:
Jan.
21 Introduction; Ch.1, Educating and
Caring for Young Children in a Changing Society; Ch. 2, Historical Bases for
Inclusive Care and Education
Jan.
28 Ch. 3, Moving Toward Inclusion
Ch. 4, Understanding Families as a
System; Ch. 5, Family-Centered Collaboration
Feb
4 Exam on Ch. 1-5
Feb.11 Ch. 6, Assessment
Ch. 7, Individualizing Planning
Feb.
18 Ch. 8, Program Planning in Inclusive
Settings
Feb. 25 Exam on Ch. 6,7 and 8
March
4 Ch 9, Children with Emotional and
Behavioral Differences
Ch.10, Children with Learning Differences ADHD
March
18 Ch. 11, Children with Communication
and Language Differences
Ch. 12, Children with Cognitive and
Developmental Delays
April 1
Ch. 13, Children with Advanced Cognitive Development
Ch. 14, Children with Health Impairments
April 8,
Ch. 15, Children with Orthopedic Impairments
Ch. 16, Children with Hearing Impairments
Ch. 17, Children with Visual Impairments
March 26-May 2 Field Work- 6
wks. @ 3 hrs. /wk.= 18 hrs.; one journal entry for each hour of intervention
with a child with a disability
April
18-22 Easter Break
May 6 – Final, 4:00-5:10 in our
classroom; All field journals are due.
References:
Badian, Nathlie
A. (2000). Prediction and Prevention of Reading Failure. York Press, Inc.
Barr, Rebecca,
Blachowicz, Camille L. Z., Katz, Claudia, Kaufman, Barbara. (2002).
Reading Diagnosis For Teachers.
(4th ed.), Allyn & Bacon.
Bear, Donald R.,
Invernizzi, Marcia, Templeton, Shane, and Johnston, Francine. (2000).
Words Their Way. (2nd
ed.), Merrill Prentice Hall.
Beers, Kylene. (2003).
Why Kids Can’t Read and What Teachers Can Do. Heinemann.
Bricker, D., and
Cripe, J.J.W. (1992). An Activity-Based Approach to Early Intervention.
Baltimore: Paul H. Brookes Publishing
Co., Inc., LC 4019.2.B74
Christophersen,
Edward R. and Mortweet, Susan L.
(2001) Treatments That Work
With Children. American
Psychological Association.
Cole, Arthur
Davis. (2002). Better Answers. Stenhouse Publishers.
Cook, R., Tessier,
A., and Klein M. (1996). Adapting Early Childhood Curricula for Children in
Inclusive Settings. N.J.: Pretice
Hall, Inc. LC 4019.2.B74
Cooper, J. David and
Kiger, Nancy D. (2001). Literacy Assessment: Helping Teachers Plan Instruction. Houghton Mifflin Company.
Crawley, Sharon J.
and Merritt, King. (2000). Remediating Reading Difficulties. (3rd ed.), McGraw Hill.
E.C. Task Force on
Recommended Practices (1993). DEC Recommended Practices: Indicators of Quality in Programs for
Infants and Young Children with Special Needs and Their Families. Reston,
VA: Council for Exceptional Children.
Falk-Ross, Francine
C. (2002). Classroom-Based Language and Literacy Intervention. Allyn and Bacon.
Fox, Barbara J. (2000).
Word Identification Strategies:
Phonics from a new Perspective.
(2nd ed.), Merrill Prentice Hall.
Garder, Howard,
Feldman, David Henry, and Krechevsky, Mara.
(1998). Project Zero
Frameworks For Early Childhood Education.
Teachers College Press.
Gargiulo, R.M. and
Kilgo, J. (2000). Young Children with Special Needs. Albany, NY: Delmar.
Gould, Patti and
Joyce Sullivan. (1999). The Inclusive Early Childhood
Classroom: Easy Ways to Adapt Learning
Centers for All Children.
Beltsville, Maryland: Gryphon
House
Guidance and
Discipline (1993). [Videorecording]. Published by Magna Systems, Inc.
Gunning, Thomas
G. (2002). Assessing and Correcting Reading and Writing Difficulties. (2nd ed.), Allyn and Bacon.
Handleman, Jan S.
& Sandra L. Harris (Eds.)
(2001). Preschool Education
Programs for Children With Autism.
(2nd ed.), PRO-ED, Inc.
Hanson, M.J., and
Lynch, E.W. (1995). Early Intervention:
Implementing Child and Family Services for Infants and Toddlers Who are
at Risk or Disabled. Austin, TX:
Pro-Ed.
Hayes, Deborah and
Jerry L. Northern. (1996). Infants and Hearing. San Diego, CA: Singular Publishing.
Heilman, Arthur
W. (2002). Phonics in Proper Perspective. (9th ed.), Merrill Prentice Hall.
Herrell, Adrienne
and Jordan, Michael. (2002). Active Learning Strategies for Improving
Reading Comprehension. Merrill
Prentice Hall.
Hull, Goldhaber, and
Capone. (2002). Opening Doors: An Introduction to Inclusive Early Childhood Education. Houghton Mifflin Company.
Hunt, Nancy and
Marshall, Kathleen. (2002). Exceptional Children and Youth. (3rd ed.), Houghton Mifflin
Company.
Jacobson, Jennifer & Raymer, Dottie. (1999). The Big Book of Reproducible Graphic Organizers. Scholastic.
Kane, Sharon. (2003).
Literacy & Learning in the Content Areas. Holcomb Hathaway Publishers.
Kostelnik,
Majorie. (2002). Children With Special Needs: Lessons for Early Childhood Professionals. Teachers College Press.
Kuder, S. Jay and
Hasit, Cindi. (2002). Enhancing Literacy for All Students. Merrill Prentice Hall.
Lerner, Janet W.,
Lowenthal, Barbara, and Egan, Rosemary.
(1998). Preschool Children
With Special Needs: Children At-Risk,
Children With Disabilities. (2nd
ed.), Allyn & Bacon
Lenski, Susan Davis,
and Johns, Jerry L. (2000). Improving Writing. Kendall/Hunt Publishing.
Meyerson, Maria J.
and Kulesza, Dorothy L. (2002). Strategies for Struggling Readers. Merrill Prentice Hall.
Noonan, M.J., and
McCormick, L. (1993). Early Intervention in Natural Environments: Methods and Porcedures. Pacific Grove,
CA: Brooks/Cole Publishing.
Norton, D.E., and
Norton, S. (1994). Language Arts Activities for Children. New York,
NY: Merrill. LB 1576.N844.
Opitz, Michael
F. (2000). Rhymes & Reasons:
Literature and Language Play for Phonological Awareness. Heinemann.
Peck, C.A., Odom,
S.L., Bricker, D. (1993). Integrating Young Children with Disabilities into
Community Programs. Baltimore, MD:
Brookes.
Pinnell, Gay Su. (2003). Phonics Lessons: Letters, Words, and How They Work.
Rasinski, Timothy
and Padak, Nancy. (2000). Effective Reading Strategies. (2nd ed.), Merrill Prentice Hall.
Raver, S.A. (1999). Intervention
Strategies for Infants and Toddlers with Special Needs. Upper Saddle River,
NJ: Merrill.
Trusdell, Mary Louise and Horowitz, Inge W. (2002). Understanding Learning Disabilites. York Press.
Wolf, Maryanne. (2001). Dyslexia, Fluency, and the Brain. York Press.
Infants and Young Children: An Interdisciplinary Journal of Special Care
Practices.
James Blackman, Editor. Aspen Publication.