Contact Information

Instructor: Ms. Bohnsak

Email: lbohnsak@bcconline.com

User Name and Password: 　

You must use a user name and password after the first week of class. Without these words you will not be able to access the course materials. The format of your username and password are clearly posted on the main page of your course. If you still need assistance with your username and password, please go to this page and read the instructions: http://www.bcconline.com/orient/password.htm.

Required Textbook:

Gargiulo, Richard & Kilgo, Jennifer (2005). Young Children with Special needs (2^nd Ed.). Delmar, Cengage learning.

Recommended booklet:

Perrin, Robert, "Pocket Guide to APA Style", Second Edition, Houghton Mifflin Company, 2007

In the space below please type: I have my textbook for CHLD 60 or I will have it by the end of the first week of class.

Online Office Hours:

Wednesday from 6 pm – 7 pm. I will be online during this time and will respond as soon as possible. You can reach me at loribohnsak@yahoo.com, which is the best method, or lbohnsak@bcconline.com for your observation paper and chapter reviews. Please make sure that you indicate that these email addresses are safe and not put into your junk mail. Also, it’s imperative that your email address that is submitted to the college is valid so I can contact you with information regarding your assignments.

In the space below please type: I understand the instructor’s office hours and email addresses.

Develop knowledge of children with mild to significant disabilities. Explore and research educational trends, early intervention, resources and strategies for the inclusion of young children with disabilities in the classroom and supporting family involvement. Degree Applicable.

Upon completion of this course, the student will be able to;

• Demonstrate a practical understanding of teaching skills and professional approaches in working with families and staff.
• List and analyze the needs of families of children with special needs.
• Compare and contrast the similarities and differences of children with and without handicaps.

• Participation in online group discussions every week
• Reading of all assignments.
• Chapter review questions that are answered in essay format.
• Research paper written in APA format, and submitted to www.turnitin.com.
• Observation of or participation in an activity related to the course content (e.g. play, museum, concert, debate, meeting, etc.)
• Quizzes and final.

Assignment	Number of Assignments	Points each	Total Points Possible
Online Group Discussions	9 discussions	10 points each	90 points
Quizzes:	10 quizzes	10 points each	100 points
Research paper	1 Research Paper	75 points	75 points
Observation paper	1 Observation Paper	45 points	45 points
Chapter Review Questions:	9 reviews	10 points each	90 points
Final	1 Final	100 points	100 points

All assignments need to be completed by the Sunday ending in that school week. For example: Class starts 9/6/11 the assignments then need to be completed by midnight on 9/11/11. Just keep in mind that the school week is Monday-Sunday. Late papers will not be accepted.

In the space below please type: I am aware of all class assignments and that they are due by the Sunday ending in that school week, and late papers will not be accepted.

Observation Paper – 45 points: Due Week 5

A requirement for this class is a minimum of a one-hour observation in a Special Education Preschool Classroom. You will contact a preschool center, ask to speak with the program director and make an appointment to visit their program. There is a letter of introduction regarding this assignment in your syllabus. You may want to take your class syllabus in addition to the letter.

You will observe and take notes regarding the information you are reading and learning about in this class. For example-what type of curriculum and assessment is used, how many children are enrolled, are parents involved, what type of communication skills are used, etc? Also, try to include the type of disability the child you are observing may have.

Once your observation is completed, you will write a 3 – 5 page report. You will describe your observations and relate them to the theories discussed in this course. You will need to name the preschool center, teacher or program director and contact number in your paper.

Please send your paper to me. This does not get turned into turnitin.com.

You are there to observe and not interact with the children or disrupt their routine. Remember you are a visitor in their classroom – be courteous and respectful at all times.

The paper has to be 3 – 5 pages, double spaced, font 12 and Times New Roman. No late papers will be accepted.

In the space below please type: I understand that I have to complete a 1-hour observation of a preschool child and write a 3 – 5 page paper. No late papers will be accepted. I have been advised to use Microsoft Word.

Research Paper–75 points: Due Week 7

You will choose and research one of the topics below

• Inclusive practices
• Family-centered services
• Tran disciplinary service delivery
• Authentic assessment
• Cultural sensitivity and competence

The paper will contain a cover page at the beginning and a "references" page at the end, which are not included in the 3 to 5 page length of the paper.

APA (American Psychological Association) format must be used.　 I highly recommend using, Perrin, Robert, "Pocket Guide to APA Style", Second Edition, Houghton Mifflin Company, 2007 when doing your research paper. Do not forget to cite your references in your paper.

Important

This research paper is required to be turned in to www.turnitin.com, which compares your paper, with many other resources such as texts, journals, internet sites and others students' papers as well as your own that may have previously been submitted. Your score should be less than 30%, if it isn’t then you will need to make corrections and resubmit your paper to www.turnitin.com. Once you are satisfied with your paper you will need to submit it to me as an attachment. I advise that you use Microsoft Word in order for me to be able to open your document.

In the space below please type: I understand that I need to write an 3–5 page research paper in APA format. I also understand that I will need to include a cover page and a reference at the end documenting all the resources I’ve used.

Chapter Review Questions: 90 points

Students will complete a chapter review question at the end of each chapter. Two to three paragraph response. Each is worth 10 points.

When emailing the chapter review assignments, make sure that you explain the specific chapter review question and chapter as well as the question in the subject line. Due at the end of each respective week – No make-up for Chapter Reviews

In the space below please type: I understand that there are 9 Chapter Reviews and they are to be written in a two – three paragraph response. I also understand that there will be no make-ups.

Discussion Questions: 90 points

Discussion questions (total of 9) will be worth 10 points each. You are to respond to a discussion question each week. Please refrain from inappropriate or derogatory comments.

Quizzes – 100 points

Quizzes (total of 10) will be worth 10 points each. There will be a weekly a quiz. These are due the week they are assigned. There will be no make-ups for discussion questions or quizzes. You will receive a zero "0".

In the space below please type: I understand the discussion questions and quizzes that I am required to participate in and I understand that there are no make-ups for either category and I may receive zero points.

Final – 100 points Week 9

The final will consist of true and false questions as well as multi-choice questions. This is given during the last week of school – Week 9 and is a Proctored test. You will need a proctor (a person appointed to keep watch over students at examinations) to administer the final.

In the space below please type: I understand the contents for the final and that is will be a proctored test.

In the space below please type: I understand and agree to abide by the grading scale listed above. I also understand how points can be accumulated in this class and that no late work will be accepted.

Students are expected to attend class on a regular basis. Attendance through an online course is noted as assignments are turned in and discussion questions are answered.

If the student misses the assignments for the first weeks work he/she will be considered a no show and dropped from the course. If a student doesn’t actively participate in the 2^nd or 3^rd week they will be dropped from the course without further notice. It is the student’s responsibility to follow through and drop the course – after the 3^rd week an instructor can’t drop the student.

In the space below please type your name and indicate that you understand the attendance and participation policy.

Syllabus Disclaimer:

A syllabus is not a contract between the instructor and students, but rather a guide to course procedures on attendance, requirements, grading, objectives and class topics and reading schedules. The instructor reserves the right to amend the syllabus when circumstances dictate or an unusual opportunity for students learning arises. Students will be notified.

In the space below please type: I understand that a syllabus is not a contract between instructor and students but rather a guide to course procedures on attendance, requirements, grading, objectives and class topics and reading schedules. The instructor reserves the right to amend the syllabus when circumstances dictate or an unusual opportunity for students learning arises. Students will be notified.

Lesson 1:

Read Syllabus

Read Chapter 1–Foundation of Early Childhood Special Education

Discussion Question #1:

• How did the early philosophers help to mold special education? What fundamental principles of special education have prevailed through the years and are still evident in today’s early childhood special education programs?

Chapter Review #1

• Identify strategies for developing and maintaining high quality early childhood environments that are supportive of the cultures and languages of the children in the classroom

Quiz #1

Lesson 2:

Read Chapter 2 – The Context of Early Childhood Special Education

Discussion Question #2

• What strategies can teachers use to embed IEP goals and objectives into ongoing activities and routines in the classroom? How can teachers work in partnership with therapists and parents to plan individualized activities to support skill development and support IEP goals and objectives?

Chapter Review #2

• Define the terms disability, handicap, developmental delay, and at-risk.
  Compare and contrast these terms in your own words. How are they similar? Different? What connotations might be associated with each? What effects might each term have on the self-concept of a child with a disability? What viewpoints might families of a child with a disability have on each of these terms?

Quiz #2

Lesson 3:

Read Chapter 3 – Family-Based Early Childhood Services

Discussion Question #3

• Discuss the importance of strong family-professional relationships in EI/ECSE.
  What efforts do professionals make to include families in their work with children in early intervention and early childhood special education programs? What effects does the family involvement have on the quality of services provided to young children with disabilities? In what ways can the quality of family involvement be improved to support high quality programs for young children?

Chapter Review #3

• Explain family systems theory and provide examples of each element of the approach. How would family systems theory support the involvement of families in special education services for their children? What evidence is there that family systems theory is supported in early childhood and early childhood special education programs in our communities today?

Quiz #3

Read-Chapter 4 – Initial Assessment of young Children with Known or Suspected Disabilities

Discussion Question #4

• Discuss issues associated with traditional assessment practices used with young children. How has traditional assessment practice improved over the years? What are the strengths of the current practices we see in conducting assessments with young children? What strategies can professionals use to continue to improve the quality and accuracy of assessment?

Chapter Review #4

• Describe the types of assessment procedures used in early intervention/early childhood special education. Speak specifically about the assessment procedures used in EI/ECSE. In what ways does the assessment process need to be respectful of family cultures? How do assessments support the linguistic and cultural identity of families?

Quiz #4

Read Chapter 5 – Assessment for Program Planning, Progress Monitoring, and Evaluation

Discussion Question #5:

• Explain the importance of family preferences being emphasized in the EI/ECSE program planning process. What things must be considered in planning appropriate intervention for children in EI and in ECSE? Why are family preferences significant in program planning? What factors should be considered in program planning so that family preferences are respected? What can programs do to provide ongoing assessment of intervention plans for children?

Chapter Review #5:

• Differentiate between assessment for determining eligibility and assessment for program planning in early intervention/early childhood special education (EI/ECSE). In what ways is the assessment process different for determining eligibility for special education and for program planning? Are the assessment instruments different? How? Why? How are the results of each assessment used effectively?

Quiz #5

DUE: OBSERVATION PAPER (see rubric below)

CATEGORY	5	4	3	2	Score 5-2
Organization	Information is very organized with well-constructed paragraphs and subheadings. *	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples. *	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Mechanics	No grammatical, spelling or punctuation errors. *	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence. *	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Observation	Information clearly displays a high level of observation skills. *	Information displays a good level of observation skills.	Information somewhat displays some level of observation skills.	Information displays a very little to no level of observation skills.

 

Read- Chapter 6 – Delivering Services to Young Children with Special Needs

Discussion Question #6

• Identify the advantages and disadvantages of center-based and home-based service delivery models. What are the key elements you would want to see in a good center-based program? A good home-based program? What are the strengths you see in the Head Start home-based model? What other compensatory early childhood have home-based services and why is the home-based model appropriate for the services they provide?

Chapter Review #6

• Define the concept of least restrictive environment. Define least restrictive environment (LRE). How does inclusion support LRE? What does IDEA say about LRE? Is an inclusive setting ever the LRE for a child with a significant disability? Explain.

Quiz #6

Read- Chapter 7 – Curriculum for Young Children with Special Needs

Discussion Question #7

• Discuss the similarities and differences between DAP from general early childhood education (ECE) and practices from early childhood special education (ECSE). Are there differences between DAP in each of these settings? If so, are the differences necessary? What things would an objective observer sees different from one setting to the next? What evidence would you look for to determine if staff in each setting understand both DAP and child development? What differences do you think you might see between an early childhood special education setting and an inclusive setting? What would be the strengths of each of these two settings?

Chapter Review #7

• Explain the influence of various curriculum models on curriculum development for young children with disabilities. Describe several curriculum models you studied in this chapter. Are some more appropriate than others for young children? How is early childhood development supported in the models you have identified? Recall the compensatory programs you studied in earlier chapters. Which ones seem to follow good early childhood curriculum models? Are some better than others? Which models would best support the implementation of IDEA? Explain.

Quiz #7

DUE: RESEARCH PAPER (see rubric below)

CATEGORY	5	4	3	2	Score 5-2
Organization	Information is very organized with well-constructed paragraphs and subheadings.*	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized.
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each. *	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Sources	All sources are accurately documented in the desired format. *	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.	.
Mechanics	No grammatical, spelling or punctuation errors. *	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence. *	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

 

Read-Chapter 8 – Designing Learning Environments for Young Children with Special Needs

Discussion Question #8

• Describe the key characteristics of a well-designed indoor learning environment. Describe the characteristics of an infant/toddler setting and a preschool setting. What differences would you expect to see? How can safety be ensured? How can you evaluate the effectiveness of the environmental impact on learning? Design an environment of your own and identify strategies you have used to ensure each of the above.

Chapter Review #8

• Outline the types of learning centers typically found in preschool classrooms. Identify the learning areas typically found in a preschool classroom. Develop learning outcomes/objectives for each area. Develop a lesson plan for each area that will support the objectives identified in that area. How will you evaluate student learning? How will you infuse activities that will support cultural identity? How will you support the independence and success of a child with a physical disability?

Quiz #8

Read-Chapter 9 – Strategies for Teaching Young Children with Special Needs and

Chapter 10 – Contemporary Issues and Challenges in Early Childhood Special

Discussion Question #9

• Describe teaching strategies that facilitate inclusion of young children with special needs in home and school settings. What can preschool educators do to provide functional learning activities for young children? What kinds of activities can be planned in center-based programs to support independence and success for all children? In home-based activities? How can families be involved in planning these activities? In implementing these activities?

Chapter Review #9

• Identify adaptations for children with sensory delays, motor delays, cognitive delays, social and emotional delays, and communication and language delays. Develop strategies for adapting and modifying activities in each of the areas identified above for children with disabilities. How can children be paired with peers who don’t have disabilities in classroom learning areas to support sensory, communication, motor, and cognitive development for both children?

Quiz #9

FINAL EXAM WEEK

In the space below please type: I understand and agree to abide by the course schedule and due dates listed above. I realize that if I require a proctor I must fill out a proctor form by the end of the second week of class.

To Whom It May Concern:

I am taking an on-class at Barstow Community College and one of the assignments that is required is to observe a special needs preschool classroom for approximately 1 hour. In this class we are learning about developing knowledge of children with mild to significant disabilities. We will be exploring and researching educational trends, early intervention, resources and strategies for the inclusion of young children with disabilities in the classroom and supporting family involvement.

If you have any questions or concerns you can contact my instructor at lbohnsak@bcconline.com

• It is your responsibility to make sure the instructor has the all the contact information stated at the top of this syllabus by the start of classes!! It is your responsibility to email the instructor if you have any problems or do not understand this syllabus.
   
• It is your responsibility to confirm your enrollment either via the internet at https://bcregweb.barstow.edu/ or by calling (760)252-2411 x7236 if you are having problems accessing the course material. After you have confirmed your enrollment go to http://www.bcconline.com/orient/ and read the password link. Following this procedure will ensure you are helped in the fastest manner possible.
   
• By enrolling for this class, the assumption is that you possess the necessary skills to read at the college level, to enter and perform research on the internet, to email using proper email etiquette and to post to the discussions.
   
• When emailing your instructor: lbohnsak@bcconline.com include your full name. Send all email with the name of the course in the subject line and Lesson No. or the words: problem, question or comment. Many times I receive email with no name in the body of the email. Sign all email with your name as registered at school, or else you will not receive a reply and your assignment will not be graded.
   
• You must explain the problem in the subject line, i.e., CHLD 60 – Problem. Email without an appropriate subject line will be deleted and will not be read. With the current high incidence of viruses and unsolicited email I automatically delete all email without appropriate subject lines.
   
• A posting place at the top of the discussion page indicates the instructor’s message board to you. Be sure to check this each week so that you don’t miss messages and clarifications; remember that sometimes no instructor posting will have been made. Students are not to post in the instructor's posting area. Should you have a concern with your class please email me your question. It is not appropriate for students to post their concerns in the instructor's posting area. Students who post in the instructor's posting area will receive a warning and their posting will be deleted unanswered.
   
• The weekly posting area is to be used only for providing individual student responses to the weekly assignment and responding to other students postings. No other postings will be allowed. Students who violate this agreement will be warned and their posting removed. A Frequently Asked Questions area is provided for asking general questions that pertain to the content of the class.
   
• At the conclusion of the class students may find out their grades by going on the Internet at https://bcregweb.barstow.edu/. I do not email or post student grades and will not respond to inquiries about grades at the conclusion of the course.

The Online Class Orientation area will answer many frequently asked questions about online instruction and also provides tutorials on common problems students encounter while doing online courses. If you are experiencing technical difficulties and/or need to learn how to use our courseware, you should first check the orientation area to see if it answers your technical question. If your technical question is not answered on the website you may then email the webmaster@bcconline.com with your question.

If you have a disability which may impact your success in this course, you may contact the Office of Student Support (OSS) office to arrange any reasonable accommodations and supports to which you are entitled. It is the responsibility of the student to initiate these procedures. The OSS department can be contacted by calling 760-252-2411 x7225 or 760-252-6759 TTY/TDD or emailing oss@bcconline.com.