Ilene Sharon Schwartz
Provides students with a comprehensive overview of major aspects of the field of early childhood special education. Theoretical foundations and program development and implementation are presented in an approach that integrates theory, research, and practice. Offered: W.
This course consists of lectures, readings, and discussions on the history, philosophy, legislation, and practices of early childhood special education. The purpose of this course is to provide an overview of the field's history, current trends, and future directions; and to provide students with an opportunity to begin to shape their own philosophy of early intervention. More specifically, the course will cover (1) federal legislation and policy related to early childhood, (2) models of service delivery in early childhood special education, (3) outcome and efficacy of early childhood special education, (4) handicapping conditions and conditions that put children at-risk, (5) the role of the family, (6) integration/inclusion, (7) transition, and (8) social issues and societal events that affect early childhood special education programming.
Student learning goals
General method of instruction
Faculty lecture, whole class discussion and small class discussion are the primary methods of instruction used in this class.
Upper division undergraduates and beginning graduate students are most likely to be successful in this class. Experience working with young children is recommended, but not required.
Class assignments and grading
Students are required to complete the following written assignments: 1) an annotated bibliography 2) a book review 3) a take home final exam.
In addition students are required to conduct 2 observations in early childhood programs and complete written observation reports.
Ten percent of the grade is based on class attendance and participation. The rest of the grade is based on the written assignments. Grading for this course is based on absolute, rather than comparative criteria.