Developmental and learning outcomes in young children with disabilities 0-8 years in the early childhood education context. Examine atypical development, inclusive education, strategies and intervention, and family partnerships relevant to early interventionists, educators, and related services, such as occupational therapy, physical therapy, speech-language pathology, music therapy, and applied behavioral analysis.
Course Learning Objectives:
- Examine and apply knowledge of the causes and classifications of developmental delays and disabilities in early childhood such as cerebral palsy, intellectual disability, autism spectrum disorder, hearing impairment, visual impairment, mobility challenges, learning disabilities, speech or language impairment, traumatic brain injury, emotional disability, and co-occurring conditions.
- Explain the historical evolution of providing education and related services to children ages 0-8 years with developmental delays or disabilities including differentiating the processes and legal documents that describe service delivery, goals, and designated professionals in (1) early intervention for children 0-2 years of age and their families (Individual Family Service Plans); and (2) preschool through secondary school for students ages 3-21 years (Individualized Education Plans).
- Compare, and apply knowledge of both informal and formal assessments relevant to the early childhood educational context for the following domains: motor, cognition, communication, social-emotional skills, behavioral regulation, sensory, and self-care/adaptive skills.
- Analyze and apply current research on effective practices including intervention, inclusive practices, accommodations in the least restrictive environment to support development and learning in children with delays and disabilities in early childhood education.
- Compare and apply means of monitoring children's progress towards goals.
- Describe and identify the various ways children with disabilities interact with family functioning including families' roles as members of their children's educational teams, and participation in relevant family interventions promoting responsivity and family well-being.
- Examine and identify effective methods for partnering with families, colleagues, and significant adults in school and community organizations including collaborative communication for assessment, program planning, and transitions.
- Recognize professional skills and ethical standards, including cultural responsiveness to diversity and equity issues relevant to working with young children with disabilities in the early education environment.
Prerequisite
HDFS 310 (Infant and Child Development in Context); Sophomore standing.
Important Information
All prerequisites must be completed or consent from the instructor given prior to enrollment.
If you register for this course after the start of the term, please contact the instructor at the time of registration. By contacting the instructor, you ensure you are added to the CANVAS section as soon as possible and have access to the course and details about the class requirements.
Textbooks and Materials
Please check the
CSU Bookstore for textbook information. Textbook listings are available at the
CSU Bookstore about 3 weeks prior to the start of the term.
Instructors
Jennifer Reinke
Jennifer.Reinke@colostate.edu
Dr. Jennifer Reinke is an Associate Professor in the Human Development and Family Studies Department at CSU. She is a Licensed Marriage and Family Therapist, a Certified Family Life Educator, and co-editor of Family Life Education: The Practice of Family Science. Dr. Reinke’s scholarly interests are centered around the scholarship of teaching and learning in family science.
