SRJC Course Outlines

5/20/2019 5:39:55 PMCHLD 53A Course Outline as of Fall 2017

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  CHLD 53ATitle:  INTRO CHILD SPEC NEEDS  
Full Title:  Introduction to Children with Special Needs
Last Reviewed:11/28/2016

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled08 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:  CHLD 53

Catalog Description:
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This course provides an introduction to a variety of diagnosed disabilities and other special needs conditions that cause children, birth through age eight, to show atypical development. Laws and service provisions, social and educational implications, culture and family dynamics in the context of the larger community will be discussed.  This course can be combined with CHLD 53B to fulfill the requirements for specialization units on the Child Development Permit Matrix.

Prerequisites/Corequisites:
Course Completion of CHLD 10


Recommended Preparation:
Eligibility for ENGL 1A or equivalent and Course Completion of CHLD 90.2

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course provides an introduction to a variety of diagnosed disabilities and other special needs conditions that cause children, birth through age eight, to show atypical development. Laws and service provisions, social and educational implications, culture and family dynamics in the context of the larger community will be discussed.  This course can be combined with CHLD 53B to fulfill the requirements for specialization units on the Child Development Permit Matrix.
(Grade Only)

Prerequisites:Course Completion of CHLD 10
Recommended:Eligibility for ENGL 1A or equivalent and Course Completion of CHLD 90.2
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

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

Certificate/Major Applicable: Both Certificate and Major Applicable



COURSE CONTENT

Student Learning Outcomes:
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Students will:
1. Define and describe a variety of specific diagnosed disabilities and other special needs
    conditions.
2. Identify atypical developmental behaviors through observation based on typical
    developmental patterns and chronological age norms across developmental domains.
3. Assist families in obtaining referrals and accessing community services for their children,
    including preschool intervention and school-based programs.
4. Evaluate history and the role of the community in shaping current laws related to serving
    children with special needs and their families.

Objectives: Untitled document
Upon completion of the course students will be able to:
1. Recognize and understand a variety of specific diagnosed disabilities and other special needs
    conditions.
2. Identify atypical developmental indicators through observation based on typical
    developmental patterns, chronological age norms across developmental domains, and
    developmental theory.     
3. Summarize existing laws and service provisions for eligible children with disabilities or other
    special needs.
4. Research services and agencies within the community to assist families in accessing services
    for their children.             
5. Explain family systems theory as a framework for interactions with family members and child
    care providers.
6. Introduce the steps in the referral process including observation, screening, assessment and the
    Individual Education Plan (IEP) and Individual Family Services Plan (IFSP) process.

Topics and Scope
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Topics and Scope:
I. Conditions and Diagnoses
    A. Characteristics of specific disabilities
         1. Cerebral palsy
         2. Autism spectrum disorders
          3. Attention Deficit Disorder/with or without hyperactivity (ADD/ADHD)
         4. own Syndrome
          5. Learning disabilities
          6. Blindness and visual impairment
         7. Deafness and hearing impairment
         8. Speech and language delays
         9. General developmental delays
         10. Health care needs (asthma, seizure disorders, food and environmental allergies, etc.)
    B. Causes, incidence rates, and developmental implications
    C. Effects of individual disability or special need on family and community interactions
    D. Inclusion
II. Typical and Atypical Development
    A. Review typical developmental patterns, characteristics and milestones, prenatal to age 8
     B. Developmental domains
         1. Physical, including gross and fine motor; Sensory
         2. Cognitive, including speech, language and communication
         3. Social and Emotional; Self-Help/adaptive
    C.  Observation and data collection
          1. Screening and assessment tools
         2. Individualized program planning
         3. Collaboration and communication with parents, providers and specialists
III. Laws and Service Provisions
    A. Historical perspective of public education and civil rights laws for individuals with
         disabilities including theories and theorist pertaining to children with special needs
    B. Civil rights laws
         1. Federal Americans with Disabilities Act (ADA)
         2. California Unruh Civil Rights Act: Access and Reasonable Accommodations
    C. Education and Early Intervention Laws
         1. Individuals with Disabilities Education Act (IDEA)
         2. Early Head Start/Head Start Legislation
         3. Section 504 provisions
     D. Advocacy related to children with special needs
     E. Least Restrictive Environment
IV. Referral Process and Community Resources
    A. Community-based agencies and services
          1. Educational services
               a. Public school districts
              b. Private schools
              c. Learning centers
              d. Local agencies and services
         2. Developmental services
               a. California Regional Centers
              b. Easter Seals
              c. Specialized therapy programs
              d. Local providers of services
    B. Medical services
     C. Introduction to careers in the field
         1. Educational jobs, including teachers and paraprofessionals
         2. Early intervention and other disability specialists
         3. Therapists
V. Family Systems
     A. Family systems approach
          1. Family structure
         2. Function and roles
    B. Strength-based approach
    C. Strategies for collaboration with families and other professionals to support optimal development
    D. Emotional reactions to having a family member with a disability
    E. Diversity and cultural awareness
     F. Ethics and confidentiality

Assignments:
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Assignments may include the following:
1. Reading and discussion of assigned text and handouts; approximately 30 pages per week.
2. Reading and analysis of a blog written by a parent of child(ren) with special needs, one paper
    (2-4 pages).
3. Participation in and analysis of a panel presentation on topics related to identifying and
    serving children with special needs.
4. Written analysis of video footage of children with special needs or a program for children with
    special needs [in-class observation] using developmental terminology. 2-4 observations of
    approximately 2-5 pages.
5. Journals of reflective writing on readings, guest speakers and lecture topics. Approximately
    2-4 journal entries of 3 to 5 pages each.
6. Practice completion of an Ages and Stages Questionnaire (ASQ).
7. Group project: mock parent meeting on Ages and Stages Questionnaire and Individual
    Education/ Individual Family Service Plans.
8. Quizzes and exams (2-5), including final exam, on readings, terminology, presentations, and
    lectures.
9. Term project: portfolio development using observation, research, and application of
    developmental theory and terminology related to the young child with special needs.

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
15 - 30%
Journals, blog responses
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
30 - 50%
Mock parent meeting, career panel presentation, practice ASQ, portfolio development; video observation analysis
Exams: All forms of formal testing, other than skill performance exams.Exams
20 - 30%
Quizzes, essay exams, final
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
5 - 10%
Class participation, small and large group activities


Representative Textbooks and Materials:
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The Exceptional Child: Inclusion In Early Childhood Education. 7th ed. Allen, K. Eileen and Cowdery, Glynnis E. Thomson/Delmar Learning. 2011 (classic)
Young Children with Special Needs. 5th ed. Hooper, Stephen and Umansky, Warren. Pearson. 2008  (classic)
National Dissemination Center for Children with Disabilities (NICHCY) Disabilities Fact Sheets
Instructor prepared materials

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