PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS
DEVELOPMENT OF EXCEPTIONAL CHILDREN ECEd 2060
Class Hours: 3.0							Credit Hours: 3.0
Laboratory Hours: 0.0							Date Revised: Fall 06
NOTE: This course is not designed for transfer credit.
Catalog Course Description:
		This course covers physical disabilities, mental retardation, sensory impairment, the gifted child, and accessing and coordinating of community resources to ensure accurate diagnosis and appropriate treatment and services. Students will learn to interpret diagnostic instruments and to write programs to meet the special needs of exceptional children. Laboratory observation and interaction.
Entry Level Standards:
		Must be able to read and write at the college level.
Prerequisites:
		None
Textbook(s) and Other Course Materials:
		Required: The Exceptional Child: Inclusion in Early Childhood Education 5th edition by K. Eileen Allen and Glynnis E. Cowdery. ISBN 1-4018-3596-1 Supplement Allen, K. Eileen & Schwartz, Ilene S. (2005). The Exceptional Child: Inclusion in Early Childhood Education (5^th Ed.). New York: Delmar Publishers> ISBN: 1401835961: Gould, P. & Joyce Sullivan (1999), The Inclusive Early Childhood Classroom Beltsville, MD: Gryphon House, Inc. ISBN: 0-87659-203-5 National Association for the Education of Young Children. NAEYC Code of Conduct. NAEYC Publications: Washington DC
I. Week/Unit/Topic Basis:
		Week				Topic
		1				Developmentally Appropriate Practice: Mental Models for Guidelines for Practice and Partnership (Star & Square)
		2				Licensing Standards
		3				Related Children's Literature
		4				Professionalism/Advocacy
		5				Program Management Skills
		6				Early Intervention and Public Policy: Inclusive Approach to Early Education, Inclusive Programs for Young Children
		7				Likenesses and Differences Among Children: Normal and Exceptional Development, Developmental Disabilities, Sensory Impairments, Physical disabilities and Health Problems, Behavior and Learning Disorders.
		8				Planning for Inclusion: Partnership with Families, Identification and the IEP Process, Planning Transitions to Support Inclusion, Preparing Teachers for Inclusive Programs
		9				Implementing Inclusive Early Childhood Programs: Behavioral-Developmental Approach; Arranging the Learning Environment, Facilitating Social Speech, Language, and Communication Development; Facilitating Pre-Academic/Cognitive Learning, Facilitating Self-Care/ Independence Skills, Managing Problem Behaviors
		10				Stages of Teacher Development
		11				Skills for Effective Mentors: Communication, Reflective Practice, Modeling
		12				Skills for Effective Mentors:  Coaching, Feedback and Self-Assessment
		13				Leadership and Advocacy
		14				CDA Competencies and Assessment Process
		15				Final Exam Period
II. Course Objectives*:
		A.			Develop attitudes and practices that promote positive relationships with exceptional children. I, III, IV
		B.			Develop understanding and skills necessary to ensure a well-run, purposeful program that is responsive to exceptional children needs. I, III, IV
*Roman numerals after course objectives reference goals of the ECEd program.
III. Instructional Processes*:
Students will:
		1.			Observe classroom dynamics in various educational settings. Active Learning Strategy, Transitional Strategy
		2.			Utilize reflective inquiry thinking processes to integrate text and classroom observation.
		3.			Use journaling as a technique to facilitate classroom observations and discussions. Transitional Strategy
		4.			Internalize work ethic by demonstrating regular attendance, punctuality, dependability, cooperation with teachers and peers, and professionalism.
		5.			Use Internet for communication with instructor and other class members. Technological Literacy Outcome
*Strategies and outcomes listed after instructional processes reference TBR’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process.
IV. Expectations for Student Performance*:
Upon successful completion of this course, the student should be able to:
		1.			Gain an understanding of the necessity for early intervention in an inclusive approach to early childhood education. A,B
		2.			Identify recommended practices and elements for inclusive early childhood programs. A,B
		3.			Exhibit knowledge of legislation dealing with early intervention and prevention. A,B
		4.			Exhibit knowledge of the causes and classification of developmental disabilities. A,B
		5.			Identify characteristics of developmental disabilities and at-risk conditions. A,B
		6.			Gain an understanding of the assessment process in dealing with young children  with developmental disabilities. A,B
		7.			Gain an understanding of the screening and diagnostic instruments used with young children with developmental disabilities and how to interpret the readings. A,B
		8.			Learn how to work effectively with a multi-disciplinary team in an effort to coordinate an appropriate educational program integrating parents, school, and community resources. A,B
		9.			Identify the approaches that are used in implementing developmentally appropriate learning experiences in preparing teachers for inclusive programs. A,B
*Letters after performance expectations reference the course objectives listed above.
V. Evaluation:
		A. Testing Procedures:
				Students will complete a pre and post inventory on their knowledge of exceptional children through an entry exam and a comprehensive final exam.
		B. Laboratory Expectations:
			Students will keep a journal, reflecting on each class topic.  They will share in writing the knowledge they have learned and how they will use this knowledge in the classroom.
		C. Field Work:
			Students will observe and assess different early childhood education programs at various sites.
VI. Policies:
		A. Attendance Policy:
			Pellissippi State Technical Community College expects students to attend all scheduled instructional activities.  As a minimum, students in all courses must be present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course.
		B. Academic Dishonesty:
			Please refer to the current Pellissippi catalog.
	C. Accommodations for disabilities:
			If you need accommodations because of a disability, if you have emergency medical information to share, or if you need special arrangements in case the building must be evacuated, please inform the instructor immediately. Please see the instructor privately after class or in his/her office. Students must present a current accommodation plan from a staff member in Services for Students with Disabilities (SSWD) in order to receive accommodations in this course. Services for Students with Disabilities may be contacted by going to Goins 127 or 131 or by phone: 694-6751(Voice/TTY) or 539-7153.

Posted: October 5, 2006