SRJC Course Outlines

2/22/2024 7:12:22 PMCHLD 53 Course Outline as of Summer 2006

Changed Course

Discipline and Nbr:  CHLD 53Title:  CHILD W/ SPEC NEEDS  
Full Title:  The Child with Special Needs in the Community
Last Reviewed:2/13/2023

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled017.5 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHILD 53

Catalog Description:
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Overview of children with special needs and the impact on families. Maximizing potential through education, support, legislative knowledge, community resources, and career opportunities.


Recommended Preparation:
Eligibility for ENGL 100 or ESL 100.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Overview of children with special needs and the impact on families. Maximizing potential through education, support, legislative knowledge, community resources, and career opportunities.
(Grade Only)

Recommended:Eligibility for ENGL 100 or ESL 100.
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Inactive:
CSU GE:Transfer Area Effective:Inactive:
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:Effective:Inactive:

Certificate/Major Applicable: Both Certificate and Major Applicable


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of the course students will be able to:
1. Analyze the inclusion approach to early education.
2. Report on federal legislation of early intervention and prevention.
3. Define assessment and the Individual Family Service Plan (IFSP)/
  Individual Education Plan (IEP).
4. Analyze issues of partnership with families from various cultural
5. Identify different types and causation of special needs: prenatal and
6. Construct educational approaches for children with special needs,
  including playful and creative problem solving interventions.
7. Summarize community resources and careers serving children with special

Topics and Scope
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1. General Introductory Information: The Inclusive Approach and Public
  A. Rationale for inclusive early education; benefits and challenges;
     essential elements of inclusive programs for infants, toddlers and
  B. Federal legislation: Early Intervention and Prevention.
2. Children with Developmental Risks or Exceptional Development.
  A. Sensory impairment: hearing and vision.
  B. Physical disabilities and health problems.
  C. Learning and behavior disorders.
  D. Pre- and post-natal causations of common early childhood
3. Planning for Inclusion.
  A. Partnership with families.
  B. Cultural perspectives on disabilities.
  C. Community resources for teachers and parents of children with
     special needs.
  D. Assessment (IFSP and IEP processes).
  E. Teacher preparation.
4. Supplementing Inclusive Early Childhood Education Programs.
  A. Facilitating behavioral, social, language, and pre-academic
     development and learning.
  B. Facilitating self-care, adaptive and independence skills.
  C. Planning transitions to other programs.
5. Career Options in Working with Children with Special Needs.
  A. Teaching.
  B. Physical and occupational therapies.
  C. Recreational careers.
  D. Advocacy.

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1. Reading of the textbook, approximately one to two chapters per week.
2. Written homework assignments about the readings.
3. Practical projects, e.g. changing a "regular" toy or play/learning
  material to make it adaptive for children with various disabilities,
  inventing games involving children with and without disabilities.
4. Spending time with a child who has a disability and reflecting on and
  writing about the experience.
5. Reporting in class and writing a paper (approximately 3 - 5 pages)
  A. An observation of a program for children with special needs,
     including a focus on one particular child in this program, or
  B. A child/family study which includes an interview with a parent who
     has a child with a disability, and a reflection on the student's
     involvement with that child.
6. Participating in a final group project, focusing on creative/playful
  ways of including young children in a preschool or kindergarten program
  (e.g. designing play materials, equipment and spaces; creating an
  inclusive "play day" in elementary school. Students may come up with
  their own projects with the approval of the instructor).
7. One midterm and one final examination taken from homework questions.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
40 - 50%
Written homework, Reading reports, Term papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
15 - 30%
Classroom presentations
Exams: All forms of formal testing, other than skill performance exams.Exams
30 - 40%
Multiple choice, True/false, Matching items, Completion, Essay exams
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 0%

Representative Textbooks and Materials:
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The Exceptional Child: Inclusion In Early Childhood Education, by K.
Eileen Allen and Glynnis E. Cowdery, 5th ed., Thomson/Delmar Learning,

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