EARC 209 Inclusive Practices for Infants & Toddlers*

This course offers knowledge and experiences that relate to the child, birth to three years of age, who is eligible for Infant/Toddler special education services. Early intervention policies and practices as mandated by Part C of IDEA will be provided with an emphasis on creating learning opportunities within typical routines and natural environments in the context of family and community. There will be a focus on systems theory, collaborative teaming, the coaching model in early intervention, family-centered intervention, service coordination, and resource/support development. Assessment will be linked to functional outcomes and objectives developed in an Individual Family Service Plan.

Credits

3 Credits

Semester Contact Hours Lecture

3

Semester Contact Hours Lab

16

Prerequisite

EARC 207

EARC 209Inclusive Practices for Infants & Toddlers*

Please note: This is not a course syllabus. A course syllabus is unique to a particular section of a course by instructor. This curriculum guide provides general information about a course.

I. General Information

Department

Education

II. Course Specification

Course Type

Program Requirement

Credit Hours Narrative

3 Credits

Semester Contact Hours Lecture

3

Semester Contact Hours Lab

16

Prerequisite Narrative

EARC 207

Grading Method

Letter grade

Repeatable

N

III. Catalog Course Description

This course offers knowledge and experiences that relate to the child, birth to three years of age, who is eligible for Infant/Toddler special education services. Early intervention policies and practices as mandated by Part C of IDEA will be provided with an emphasis on creating learning opportunities within typical routines and natural environments in the context of family and community. There will be a focus on systems theory, collaborative teaming, the coaching model in early intervention, family-centered intervention, service coordination, and resource/support development. Assessment will be linked to functional outcomes and objectives developed in an Individual Family Service Plan.

IV. Student Learning Outcomes

Upon completion of this course, a student will be able to:

• Understand and be able to articulate how services are delivered to children, birth to three with disabilities from referral to exit or transition to school services.
• Have knowledge of appropriate curriculum for infants and toddlers.
• Administer and interpret assessments for young children.
• Demonstrate knowledgeable of the Individualized Family Service Plan
• Understand the importance of relationships with families.
• Make observations of children independently and make observations of therapist/child/parent interactions using videos.

V. Topical Outline (Course Content)

Compare typical and atypical development Compare the use of tradition models of intervention to the use of coaching in early intervention programs Early Intervention services for child birth through age three Appropriate assessments Importance of positive parent/child interactions in a child’s development.

VI. Delivery Methodologies

Required Assignments

Weekly Discussions Written Assignments Final written paper and oral presentation

Required Exams

Midterm Final Written paper and oral presentation Weekly attendance

Required Text

Family-Centered Early Intervention: Supporting Infants and Toddlers in Natural Environments, Sharon Raver, Brookes Publishing, 2015.

Specific Course Activity Assignment or Assessment Requirements

Weekly Discussions Written Assignments Final written paper and oral presentation Midterm Final Written paper and oral presentation Weekly attendance