Standards
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ECE 262 - Classroom Strategies and Intervention
This
course prepares child care providers and paraprofessionals with knowledge and
skills in the area of coping with a disability, working with families as
partners, examining the laws and regulations, exploring resources, service
providers and agencies that may assist the child and their family, examining
the adaptations and modifications to facilities and environments, reviewing the
referral process, implementing inclusion, modifying teaching and instruction to
accommodate the child with special needs, and investigating ways to document
and chart observations.
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Competency Areas |
Hours
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Impact
of a Disability |
Class |
5 |
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Families
as Partners |
D.
Lab |
0 |
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Laws/
Regulations |
P.
Lab/O.B.I. |
0 |
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Resources/ Service Providers/ Agencies |
Credit |
5 |
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Facilities and Environments |
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Referrals |
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Implementing Inclusion |
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Teaching and Instruction |
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Observations/ Documentation |
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Pre/corequisite: |
ECE 201 |
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Course Guide |
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Competency |
After
completing this section, the student will: |
Hours |
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Class |
D.Lab
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P.Lab |
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Impact of a Disability |
3 |
0
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0 |
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· Examine
how a family’s cultural background impacts their perception of “disability”
and acceptance · Review
a variety of theories related to family systems and how they operate in order
to understand family reactions · Identify
factors affecting families’ reactions · Examine
coping strategies and sources of support |
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Families as Partners |
5 |
0
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0 |
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· Investigate
“due process” and parents’ rights as prescribed by IDEA/ADA · Examine
strategies for communicating effectively with families recognizing diverse
cultures, abilities, languages, values, and needs · Develop
an awareness of factors that may create barriers or present challenges to a
home/school partnership · Examine
parent/professional conferencing practices |
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Laws/ Regulations |
5 |
0 |
0 |
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· Describe
how legislation has evolved to provide new opportunities for individuals with
exceptional needs · Identify
criteria which must be met to qualify for special educational services
according to IDEA · Review
all components of IDEA/ADA including major amendments · Review
the litigation behind the laws · Examine
the appropriate administration of the needs of the child with a disability
and the legality and liability of written and verbal communication · Evaluate
the rights of the child and the family · Review
the FERPA (Family Education Rights and Privacy Act) laws · Identify
Procedural Safeguards |
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Resources/Service
Providers/Agencies |
5 |
0 |
0 |
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· Review
Child Find efforts pertaining to identifying and locating children with special needs · Identify
and compile information on local agencies and service providers · Review
a variety of information and resources available to parents and families. |
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Facilities and Environments |
5 |
0
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0 |
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· Examine
placements in least restrictive environments · Identify
ways to adapt the learning environment to accommodate children with special
needs (ie. Classroom materials, curriculum, daily
activities and routines) · Identify
factors for failure and success as they relate to classroom facility/environmental
effectiveness. · Design
an environment that is structured to accommodate children with various
physical, cognitive and social needs. |
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Referrals |
5 |
0 |
0 |
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· Evaluate
strategies for communicating effectively with families of young children with
special needs. · Develop
skills necessary in approaching parents and family members in
non-threatening/non-judgmental ways · Examine
principles of sound program management including techniques for maintaining a
positive and professional relationship with families. · Examine
the steps that take place in identifying a child with a disability, verifying
the need for special education and/or related services, and developing the
IEP/IFSP · Create
and maintain appropriate documentation in a variety of situations and
settings including interviews with parents. · Identify
members of formal assessment teams. · Examine
techniques for building reciprocal relationships among parents, professionals
and organizations. · Analyze
environments which support an open dialogue. |
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Implementing Inclusion |
4 |
0
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0 |
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· Examine
ways to facilitate the inclusion of all children into the child care setting,
with clear understanding of the factors affecting the potential of each
individual child and their family. · Review
the contents required in an IEP/IFSP · Discuss
the usefulness and benefits of the IEP/IFSP · Evaluate
the role of classroom management and discipline under IDEA · Demonstrate
the ability to utilize “people-first” language · Examine
the various ways to design inclusive settings (ie.
Team teaching, co-teaching, collaboration, teacher assistance teams, etc) |
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Teaching and Instruction |
15 |
0
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0 |
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· Compare
classroom practices, educational materials, and teaching strategies that promote
educational equity as opposed to those that undermine equity · Plan,
prepare and use teaching strategies, activities, and materials that are
appropriate for children with diverse needs and abilities · Develop
ways to create a safe, predictable, yet flexible inclusive environment
appropriate to the developmental level of the individual child, that child
within the group, and the group as a whole
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Observations/ Documentation |
3 |
0
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0 |
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· Demonstrate
appropriate solicitation of family input and participation · Prepare
regular, detailed and systematic observations of a child with special needs · Prepare
detailed reports of effectiveness of special educational practices (ie. Family as partners, resource personnel, and
environmental/curriculum modifications) |
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Suggested Resources |