New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Principles and Practices for Working with Young Children with Disabilities
SPCED-GE-2128.001
Tuesdays 6:45-8:25 Silver Building Room 507
Spring 2015
Professor: Helen Friedlander
Office: 239 Greene Street Room 534
Phone: 212-998-5471
Email: [email protected]
Office Hours: Tuesday & Wednesday 2:30-4:00
and by Appointment
Welcome to the class!
Course Description:
The focus of this course is the development and design of early childhood classroom experiences
and lessons that meet the unique learning needs of children, age three to eight, who require
curriculum adaptations and accommodations in order to optimize their learning. The course
addresses the principles of Universal Design for Learning and Developmentally Appropriate
Practice as they form the bases of instructional planning and serve the individual needs of young
children across the developmental domains. The interdisciplinary IEP team process will be
reviewed with specific attention to the relationship of IEP goals to lesson design and
implementation and case study profiles will offer opportunities to examine the integral
relationship between assessment and instruction. Within this context, assignments, will, in part,
address the special education edTPA. readings, class discussions and course assignments are
organized to assist students in the practice of curriculum based assessment, lesson planning and
interventions.
Course Overview:
This course offers students opportunities to increase student knowledge of young children with
disabilities, their learning challenges and appropriate teaching strategies that address the
children’s strengths and developmental delays. Course readings, videos and discussion engage
students in the practice of teaching strategies and supportive interventions which are designed to
optimize children’s opportunities for successful experiences. This is a methods course where
every effort is made to support students in practicing newly learned strategies in their student
teaching placements.
Learner Objectives: By the end of the semester learners will be able to:
•
Communicate orally and in writing professional terminology for planning documents and
student assessments.
•
Implement the principles of universal design and differentiated instruction supportive of
learning outcomes, based on learner characteristics.
•
Implement lessons and activities using a multi-modal approach to learning
•
Develop IEP goals that are consistent with the Omnibus Guidelines Work Sampling
System.
•
Plan and Implement lessons that address children’s IEP goals and reflect the structure of
the Special Education edTPA.
•
Support the interventions of related service providers during classroom instruction.
•
Recognize the value of paraprofessionals in the classroom and specifically incorporate
their roles and responsibilities in academic and social skills lessons.
Required Readings:
Cook, R.E., Klein, M.D., Chen, D. (2012). Adapting early childhood curricula for children with
special needs. New Jersey: Pearson
Jablon, J.R., Marsden, D.B., Meisels, S.J., Dichtelmiller, M.L. (1994). The work sampling
system, omnibus guidelines. Michigan: Rebus, Inc.
Fenlon,A.G., McNabb, J., Pidlypchak, H. (2010). “So much potential!” Developing meaningful
literacy routines for student with multiple disabilities. Teaching Exceptional Children, 43,
42-48.
Garrett, T.D., O’Connor, D. (2010). Readers’ theater: “Hold on, let’s read it again.” Teaching
Exceptional Children, 43, 6-13.
Harlacher, J.E., Walker, N.J.N., Sanford, A.K., (2010), The ‘I” in RTI, Research-based factors
for intensifying instruction. Teaching Exceptional Children, 42, 30-38.
Kenny, M. (2002). Integrated movement therapy: yoga-based therapy as a viable and effective
intervention for autism spectrum and related disorders. International Journal of Yoga
Therapy.
Meadan, H., Ostrosky, M.M., Triplett, B., Michna, A. Fettig, A. (2011). Using visual supports
with young children with autism spectrum disorder. Teaching Exceptional Children, 43,
28- 35.
edTPA, Special Education Assessment Handbook, September 2014
Course Requirements:
Attendance, Punctuality and Informed Participation
Omnibus Guidelines Work Sampling System
Social Story
Final Lesson Plan Unit
15%
30%
25%
30%
Attendance Policy:
Students are expected to attend and be punctual for all classes except in unavoidable situations.
In such cases, the student will notify the professor by email as soon as possible. When a student
is absent from class a written assignment will be submitted based on readings or topic discussed
with the instructor. Accessing the information discussed in class and all handouts are the
responsibility of the student. If a student is absent for more than two classes, the student’s final
grade will be negatively impacted, unless there are extraordinary circumstances.
Grading Policy:
It is expected that required readings assigned in the syllabus will be completed prior to each
session and students will actively participate in class discussions. Assignments are due on the
specified date in the syllabus, unless otherwise noted in class and grades on assignments will be
negatively impacted by late submission.
Grading Rubric:
A/Exemplary: The student has attended all classes, received exemplary grades in all assignments
indicated by and has made substantial contributions to class discussions, including small group
work.
B/Satisfactory: The student has attended all classes, participated in class discussions at least fifty
percent of the time and has received at least B ratings on all submitted work.
C/Fair: The student has attended almost all classes, has minimally participated in class
discussions and has received less than B ratings on all submitted work.
Students with Disabilities:
Students with physical or learning disabilities are required to register with the Moses Center for
Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present
a letter from the Center to the instructor at the start of the semester in order to be considered for
appropriate accommodation.
Academic Integrity:
Please note: All work turned in for this course must be ORIGINAL. When in doubt, cite a
reference. Adherence to the Academic Code of Integrity for All Students is expected.
See http://steinhardt.nyu.edu/dcc/undergraduate/Statement_On_Academic_Integrity.php.
Penalties for lack of adherence to the code will be enforced. Formal proceedings will be
filed. Disciplinary Sanctions
When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty,
appropriate disciplinary action may be taken following the department procedure or through
referral to the Committee on Student Discipline.
Departmental Procedure
•
The Professor will meet with the student to discuss, and present evidence for the
particular violation, giving the student opportunity to refute or deny the charge(s).
•
If the Professor confirms the violation(s), he/she, in consultation with the Program
Director and Department Chair may take any of the following actions:
o Allow the student to redo the assignment
o Lower the grade for the work in question
o Assign a grade of F for the work in question
o Assign a grade of F for the course
o Recommend dismissal
o Once an action(s) is taken, the Professor will inform the Program Director
and Department Chair, and inform the student in writing, instructing the
student to schedule an appointment with the Associate Dean for Student
Affairs, as a final step. Copies of the letter will be sent to the Department
Chair for his/her confidential student file and the Associate Dean for
Student Affairs. The student has the right to appeal the action taken in
accordance with the School's Student Complaint Procedure as outlined in
The Steinhardt School of Culture, Education, and Human Development
Student's Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or unusual
circumstances, faculty may choose to refer the issue to the Committee on Student Discipline for
resolution, which they may do through the Office of the Associate Dean for Student Affairs.
The Steinhardt School Statement on Academic Integrity is consistent with the New York
University Policy on Student Conduct, published in the NYU Student Guide.
SPCED-GE: 2128
Spring 2015
Course Calendar
01/27
Syllabus Overview
Discuss Use of Text Appendices
Fishing and Vygotsky’s Concept of Effective Education
How to select a focus learner for Omnibus Guidelines Assignment
Homework: Text: Chapter 1: Educating Young Children with Special Needs
Select a child for focus learner for Work Sampling Assignment
Omnibus Guidelines due March 3.
02/03
Concepts of Early Childhood Intervention and Instruction
Professional language and the edTPA
Instructional Decisions: What are primary and secondary learning targets?
Distribute Work Sampling Checklists
Homework: Begin the observation process for Work Sampling
Text: Chapter 3: Developing Individual Intervention Plans and
Monitoring Progress
02/10
Interpreting Assessment Data to Develop Goals and Objectives
Review behavioral objectives
Use case study review as basis for practice in writing IEP goals
Homework: Text: Chapter 4 pp.129-147. Designing Instructional Programs
Begin organizing your data for work sampling
02/17
Developing Individualized Intervention Plans: The Language and the Process:
Moving from IEP to Learning Targets to Lesson Plan
Specific Instructional Terminology/Small Group Work
Homework: Text: Chapter 4 pp.147-159
“Using Visual Supports with Young Children with Autism Spectrum
Disorder”
02/24
Principles of Universal Design for Learning
Designing the Teaching-Learning Environment
Demonstration of Mayer Johnson Symbols for Labeling and Instruction
Homework: Text: Chapter 5: Considerations for Teaching Children with Specific
Disabilities
Omnibus Guidelines due next week
SPCED-GE-2128
Course Calendar (cont’d)
Spring 2015
03/03
Specific Interventions for Children Who Require Intensive Supports
Working in Collaboration with Related Service Providers
Organizing the Environment and Selecting Materials to Facilitate Engagement
Homework: Read: “So much potential!” Developing Meaningful Literacy
Routines for Students with Multiple Disabilities
Create a class schedule using the Boardmaker symbols to be used
with your classroom or individual child
03/10
Alternative Models of Instruction for Young Children with Disabilities
Comparisons of TEACCH, FLOORTIME, APPLIED BEHAVIORAL
ANALYSIS/Evaluate the merits of each model for working with specific
children
Review the purposes and guidelines of the social story
Homework: Text: Chapter 8 pp.275-303 Nurturing Communication Skills
03/17
SPRING BREAK
03/24
Nurturing Speech, Language and Conceptual Skills/The Responsive Environment
Talking to Children in Ways That Promote Communication
Video Presentation/Commentary
Homework: Text: Chapter 8 pp.304-319
Record 2/3 days of interaction with your focus learner and design
a communication intervention plan.
Social Story due next week
03/31
Supporting Communication in Young Children with Language
Delays and Disorders
Review student communication recordings and intervention plans
Case study of a young child with communication delays/Small Group Work
Homework: Text: Chapter 9: Encouraging the Development of Cognitive
Skills and Literacy/Thematic Instruction
Bring two favorite children’s books
SPCED-GE-2128
Course Calendar (cont’d)
Spring 2015
04/07
Supporting Literacy through Content Area Instruction
Tomlinson’s tiered instruction in science/Small Group Work
Suppose the Wolf Were an Octopus K-2
Homework: Text: Chapter 7: Helping Young Children Develop Motor and SelfHelp Skills Read article: “Integrated Movement
Therapy…
04/14
Review principles discussed in “Integrated Movement Therapy
View video of a yoga experience with children with attention, language, cognitive
and motor delays and complete worksheet on movement principles.
Homework: Read “A Parent’s Guide to Sensory Integration
04/21
Understanding Sensory Integration Dysfunction: Its Impact on Children’s
Performance/ You Tube: A Young Child’s View of Sensory Dysfunction and
DVD: Education in Motion: A Practical Guide to Brain-Body Integration for
Everyone.
Homework: Text: Chapter 10: Teaming/Collaboration, Problem Solving and
Consultation
Final Project due next week
04/28
The Classroom Team/Sharing of Values and Beliefs/Problem Solving Case
Studies
Developing specific instructional plans for your paraprofessionals
05/05
Final Class/Assessment of Course Assignments
.