CHDV 45: Programs for Children with Special

Needs

Section: 14267 (8-week Late Start)

April 08- June 2, 2024

How to Reach Course Facilitator:

Email: Canvas or [email protected]
Website: http://smithwlac.weebly.com/
Zoom Office Hours:
Tues/Th (9:30-10:30am)
E-mail any time on Canvas (M-F, 9-5pm)

Also Zoom conference available by

appointment

● ● ●
Dr. Marini Smith
WELCOME to CHDV 45
During this eight-week session, you will develop your
Inside the syllabus:
understanding of children with special needs and an overview
of special education. The goal is for you to become a better Course content...…............page 2
educator who is responsive, knowledgeable, and able to design
and implement instruction by the end of this course. The skills Course Materials…………page 3
you learn will help you succeed both in an out of class.
Successful college students are self-motivated and understand Course Assignments …..pages 5-6
the importance of studying the material, coming to class
prepared, and practicing the skills learned. I anticipate this to
be a transformative journey for all of us, and I look forward to Evaluation ...……… ……...page 6
it!
COURSE DESCRIPTION Grading……………...…….page 7
This course identifies political and social implications that affect
special education, and it identifies the different categories of Student Services Info……..page 8
disabilities. The Individual Education Plan is discussed and
evaluated. Students are exposed to techniques for identifying Academic Policies… ..……page 9
goals and objectives for children with special needs. Teaching
techniques and curriculum design activities are discussed and
implemented in class projects. The course focuses on children
from infancy through age 8 to encompass school age children,
as well.
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● ● ●
 Education is the most powerful weapon
which you can use to change the world.
COURSE OBJECTIVES
(1) Understand the connection between
family patterns and expectations. Students
will learn how to develop communication
between parents and teachers.
(2) Identify some of characteristics of what is -Nelson Mandela-
involved in being a teacher in an inclusive
program for young children.
(3) Create a schedule for young children in
an inclusive program.
What is this class about?
(4) Develop a lesson plan that shows
adaptation techniques to support an inclusive Taking this class will help to shed light on the world of early
environment and learning experience.
intervention for children with special needs. Overview of programs
providing special education services for children with special needs
focusing on preschool through school age. It will include a study of
various early/care early intervention natural environments and
educational settings, legislation, characteristics of various
STUDENT LEARNING OUTCOMES exceptionalities and educational implications. Observation in
schools will be required. This course identifies the political and
1. Through the process of observation, the
social implications that affect special education, and it identifies
student will identify the emotional needs
of families with infants, toddlers, and the different categories of disabilities.
young children
with disabilities and construct a sensitive
parent-teacher collaboration model

expanded in depth. What will you learn?
2. Students will be familiar with the
You will learn the combination of theory, philosophy, and best
process of and tool for assessment,
practices that help ensure that inclusion in early childhood
intervention, and course of action to
programs is carried out in the best sense of the concept. You will
complete an Individual Family Service
learn about developmentally appropriate practice (DAP), as well as
Plan (IFSP).
research findings in theories, such as reinforcement theory, that
put a child’s physical, cognitive, and social development at the
My Amazing Son, Colson.
forefront of their care. You will learn about programs and
resources available for young children with special needs.

Why should you care?

By understanding the theoretical and philosophical foundations of
early intervention programs and the needs of exceptional children,
we can better understand the how to maximize their learning and
foster inclusive education. By taking this course, you will work
towards developing and/or improving your competencies as a
college student, early childhood teacher, childcare personnel in in-
service training programs, and parent. You will learn ways to
work effectively with young children who may have challenges in
physical, cognitive, language, social, or behavioral development.
You will also learn how to arrange the environment so that every
child has developmentally appropriate learning opportunities.

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 Textbooks

Read
You will read the assigned text –
see information listed below. You
will also have additional assigned
readings outside of the course
text.

Think/Ask/Discuss
This is an interactive class—even
though it is online. I really
encourage discussions and
interactions which will foster a TO BE SUCCESSFUL IN THIS CLASS
more engaging learning
environment. I expect you to ask
1. Read the assigned chapters each week. Outline and summarize the
questions when you need
information. Be prepared to participate in forum discussions and
clarification or more information,
activities based on the readings each week.
and feel comfortable to share your
For less expensive alternatives for the textbook, try amazon.com,
ideas freely.
textbooks.com, half.com, other discount textbook websites, or
using the reserve copies in the library or Student Success Center.
Observe
2. Use a Dictionary to look up any unfamiliar words. You may want to
You will conduct virtual
put dictionary.com on your phone or personal wireless device.
observations of children with
3. Use the textbook website to study vocabulary and take practice
exceptionalities in various
exams.
contexts.
4. Form a study group with some of your peers. Practice teaching
each other what you have learned.
5. Be sure that study time is in your daily schedule. For every hour
Write
spent in a college course, you should be spending 2 hours
Throughout the course, you will be
studying/reviewing outside of class! Since this is an 8-week
writing responses to readings in a
course, you should plan to spend a minimum of 12 hours per
variety of forms (Canvas
week on course requirements!
discussions, reflections, etc.) In
6. Pay attention to due dates and submit work at least 12 hours
addition, you will be composing a
before it is due to account for technical difficulties. Give yourself
virtual in-depth child study, and
enough time to proofread and rewrite your work.
writing a current event that
7. Contact the facilitator to discuss any concerns or for additional
highlights the special needs
information. You may contact me anytime on Canvas. Please
community.
allow for 24-48 hours (9am- 5pm, M-F) for a reply.
8. Become acquainted with the resources at the library. If needed,
seek guidance for effective research methods.
9. Utilize our Child Development Tutor! Ask course facilitator for
3
details.
10. Have fun and know that YOU GOT THIS!!
 Our Class Assignment Schedule:
Week of Topic Chapter(s) to be Assignment
Read by class on
Monday *
April 8 Classroom Community Building N/A -Text Readings
-Canvas Discussion/ Activity
Syllabus Review/Quiz

Strategies for Promoting Diversity and

Inclusion

Chapter 9- Partnership with Families

April 15 Chapter 10- Assessment and the Chapter 10 -Text Readings

IFSP/IEP Process Chapter 11 -Canvas Discussion/ Activity
- Exam #1- Section 3 by 11: 59pm on
Chapter 11- Characteristics of Effective 4/21
Teachers in Inclusive Programs

April 22 Chapter 12- The Developmental Chapter 12 DUE 4/28: Assignment#1: IFSP
Behavioral Approach Chapter 13
-Text Readings
Chapter 13- Arranging the Learning -Canvas Discussion/ Activity
Environment

April 28 Chapter 14- Facilitating Self-Care, Chapter 14 -Text Readings

Adaptive and Independent Skills Chapter 15 -Canvas Discussion/ Activity

Chapter 15- Facilitating Social Exam #2- Chapters 12-15 due by

11: 59pm on 5/5
Development

May 5 Chapter 16- Facilitating Speech, Chapter 16 - Due: 5/12 Assignment #2: SPED
Language, and Communication Skills Current Event
-Text Readings
-Canvas Discussion/ Activity

May 12 Chapter 17-Facilitating Pre-Academic Chapter 17 - Due: 5/19 Assignment #3:

and Cognitive Learning Culminating Activities (pg. 530-532)
-Canvas Discussion/ Activity
-Text Readings

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 May 19 Chapter 18-Managing Challenging Chapter 18 - DUE 5/26: Assignment #4: Virtual
Behaviors In-Depth Child Study
-Canvas Discussion/ Activity
-Text Readings

May 26 Chapter 19- Planning Transitions to Chapter 19

Support Inclusion Exam #3- Chapters 16-19 by 11: 59pm
(Memorial Day) on 6/2
Have a great summer!! Continue to
stay healthy and safe! ☺

*Additional readings, such as articles and text excerpts are TBD and may be assigned throughout
the semester. The instructor reserves the right to make adjustments and modifications to the course
schedule, assignments, and point values, as needed. Students should anticipate revisions and
divergencies.

Course Assignments

* When you submit your course assignments, you have an opportunity to celebrate your learning; I look
forward to celebrating with you! In order to provide you with timely feedback and to prepare you to
complete subsequent assignments, it is important for you to submit assignments on time. Assignments
should be submitted before midnight on the date specified and should be submitted in Canvas. Please
do not e-mail assignments.
Please
Read! While it is important for work to be submitted on time, I understand that life happens. In general, I do
not accept late work. However, in extenuating circumstances, please contact me before an assignment is
due if you need a little extra time and we can try to work something out. To be equitable, point
deductions may apply. *Learning Celebrations and Discussions cannot be made up.

Please submit uploaded documents in Microsoft Word or PDF ONLY. I cannot accept assignments
submitted in Pages, Notebook, etc. Assignments submitted in any format other than Word or PDF will
not receive credit because I cannot access them. Technology can be a great tool, but sometimes it may
not work according to plan. I recommend submitting assignments at least 12 hours before the due date,
just in case you need some tech support. Canvas Tech Support is great (I use them often), and they are
available 24/7: 1-844-303-5590.

Assignment #1- Individual Family Service Plan (SLO #2)

Students will complete a fictional IFSP. Due April 28th.

Assignment #2- SPED Current Event (SLO #2)

Students use the 5 A’s Protocol and will select and report on a newsworthy article that explores concepts, issues,
research, events associated with children with special needs and or/special education. Due May 12th.

Assignment #3- Culminating Activities (SLO #1)

Students will complete the four Culminating Activities which begin on page 530 in the course text. Due May 19th.

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Assignment #4- Virtual In-Depth Child Study (SLO #2)
Part 1: You will view a film and/or series of videos depicting the life of a child with special needs. You will imagine
that you interviewed the child’s parents/caregivers and respond to questions about the family’s experiences, including
the child’s disability, the family’s reaction to the disability, a typical day in the life of the family, and intervention goals
and outcomes. Part 2: Based on information obtained in Part 1, you will plan and develop a parent resource guide and
map community learning activities that link the child’s intervention goals with the family’s everyday routines. This
would be of great value to the family. Part 3: Based on the information derived in the previous sections of this project,
you will develop a plan that will outline, support, etc. the child’s transition to new services, a new classroom, or
whatever the child’s next transition will be. Due May 26th.

Canvas Discussions- Each week you will be asked to participate in discussion forums, as well as submit reflective
responses to course readings. Due Weekly.

Extra Credit- Extra credit may be available for students who submit all assignments on time and with a grade “C” or
better. Please refer to Canvas Announcements or Discussions for potential extra credit opportunities. By no means is
extra credit meant to substitute for students meeting student learning outcomes, but I encourage students to take
advantage of opportunities for academic and professional growth and development. You can only earn credit for
approved extra credit opportunities.

Incompletes may be requested in extenuating circumstances only. In order to request an Incomplete, you must be
earning at least 75% in the course and are allowed to only have missed the last two assignments (including weekly
discussions). Verifying documentation may be required.

EVALUATION OF STUDENT PERFORMANCE Please Note:

It is expected that you will
Assignment Point Values turn in your assignments on
Assignment #1: 50 Grading: or before their deadlines.
Assignment #2: 50 Please notify me before
Assignment #3: 40 A=90-100 % an assignment is due if
Assignment #4: 100 B= 80-89 % you do not think you can
submit it on time. Most
Learning Celebrations (3): 70 C=70-70 % issues can be resolved with
Participation/Canvas: ≥90 D= 60-69 % good communication. I
F= 59 % and below understand life happens, so
Total Points: ≥400* if you recognize that a due
date might be a problem to
*Additional opportunities to make, contact me right away
to advocate for your success.
earn points may increase total To be equitable, point
number of course points. deductions may apply.

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Grading
Your grade will be based on your performance on the three Learning Celebrations (previously referred to as
“exams”), four assignments, Canvas discussions and activities, and other forms of class participation. Written work
will be graded on the substance of what you write (e.g., accuracy of information, inference and reasoning, etc.) and
on the skill with which you write (e.g., language conventions, organization, syntax, spelling, etc.). You are expected
to produce writing assignments that meet college-level standards. Some assignments will be scored
holistically, and for some assignments, the scoring guidelines and criteria are outlined in a rubric that you
must read very carefully.

Remember that it is better to turn something in – even if you think you may fail – 59 points towards your
total is a lot better than 0 points. Even though they are both and F – the 59 points do matter!

Participation and Online Conduct

Students must participate regularly and as required in discussion forums, tests, and any other required
activity posted in Canvas for this course. If the instructor does not see the required participation activities within
the first week of class, the student is subject to being dropped by the instructor. If the student does not participate
in the class on the drop deadline date, the student will be dropped from the class by the instructor. If the student
shows little activity throughout the course, the student will be dropped from the class and will receive a W on the
transcript.

At no time are you to belittle, judge, or criticize another student in the discussion forum. If this occurs, the
discussion post will be eliminated, and it will not count towards your posting of the three minimum posts required
per week.

House Rules: Netiquette Rules:

It is essential that you pay close attention to your written communication in an online community. It is
extremely important to communicate effectively and clearly to be successful in an online program. Also, it is
important that every student follow the Netiquette (online etiquette) requirements.
Please adhere to the following Netiquette rules:

• Respectful: Remember, the written word can be offensive so treat each other with respect. Review your
comments before submitting them to ensure that your opinion is expressed, but in a respectful manner.
Your comments and discussions should be focused on enhancing the learning environment. Do not judge,
but challenge. You can challenge a comment, but do it respectfully.
• Encouraging: Comments should allow others to agree or disagree with your statements. Encourage peers
who express their thoughts and validate them. Recognize good work and critical thoughts.
• Observe: Recognize that everyone has different experiences in life and will bring that experience into the
discussion. Sometimes words are misinterpreted so if you disagree or are offended by a comment, ask a
question for clarification so that your responses will be based on facts and information. Observe before
defending your position.
• Disagree politely: While comments such as “I agree” or “I disagree” should always be followed with a
reasonable and valid explanation, do this politely and by using facts, not opinion.
• No Yelling: Make your points, but do not YELL! Writing in all caps indicates that you are yelling at the
reader. Also, avoid using exclamation marks or any other sign that indicates you are upset. Remember, this
is a public forum where everyone is trying to learn.
• No Profanity: Online learning is not a place to use profanity or to discriminate. This will not be allowed and
such communication will not be tolerated. In addition, no points will be earned for discussions or replies
that include profanity.
• Signature: Always sign your name. Make sure you use only your real name as specified by your application
to the college.
• Shine: Make yourself look good through words. Remember, you are only known through your written
words so represent yourself in a professional manner. 7
Negative behavior will not be rewarded so please adhere to the Netiquette rules and be respectful to one another.
 Grade Tracker – Fill in the total points from each assignment. Divide by the total possible Total Total
points to get your grade on that assignment. To get your final grade, add all of your points Points Possible
and divide by ≥400 (or whatever total points possible are at that time).
Assignment #1 50
Assignment #2 50

Assignment #3 40

Assignment #4 100

Canvas/Participation ≥90
Learning Celebrations 70

Total ≥400

Course Contacts:
Name: _______________________________________________________________________________________
Phone: __________________________________ Email: _______________________________________________
Name: _______________________________________________________________________________________
Phone: __________________________________ Email: _______________________________________________
Name: _______________________________________________________________________________________
Phone: __________________________________ Email: _______________________________________________

Student Services Offices

Student Services provides a wide array of programs and services to fulfill the needs of WLAC’s diverse
student body. Visit the link below to explore all Student Service programs in details.
http://wlac.edu/services-resources/index.aspx
Admissions & Records EOPS/CARE Transfer Center
Assessment & Matriculation Financial Aid TRIO Programs
Bookstore Health Center - Educational Talent Search
Business Office International Student Program - TRIO STEM
CalWORKs/GAIN Outreach and Recruitment - Upward Bound
Counseling Puente Program Veterans Services
Disabled Students Program &
Services 8
 DO YOU NEED ASSISTANCE?

If you need assistance with your courses – check out

THE LEARNING CENTER. Need money for books, living expenses,
course fees? The FINANCIAL AID office may be able to help.

A ACCOMMODATIONS STATEMENT :
Office of Disabled Student Programs and Services (DSP&S)
The DSPS Office is located in Student Services Building, SSB, 3rd floor, room 320, phone, 310 287 4420.
“Students with disabilities who need any assistance or accommodations should contact the instructor. Students should
also contact the Disabled Student Programs & Services (DSPS) center located in SSB 320 or call 310-287-4420.”
[email protected].

Academic Policies
STUDENT CODE OF CONDUCT: All students are expected to adhere to West Los Angeles College
standards of academic honesty. This includes plagiarism, the unlawful copying and failure to give
credit to (cite) sources that you may use in the research and writing performance of your class
work. Cheating and other forms of misconduct are covered under this statement. Failure to do so
may result in failed assignment and/or a failed grade in this class. My goal is to have you express
your own thoughts, experiences, and for you to make direct academic connections to our course
content. AI is not YOUR VOICE. Therefore, Artificial intelligence (AI) language models, such as
ChatGPT, and online assignment help tools, such as Chegg®, should be used with discretion: you
may not incorporate any part of an AI generated response in an assignment.

Diversity and Discrimination Statement

This course is a place where you will be treated with respect and I welcome people of all ages,
backgrounds, beliefs, ethnicities, genders, gender identities, national origins, races, religious
affiliations, sexual orientations, abilities, and other visible and non-visible differences. All members
of this course shall contribute to a respectful, welcoming, and inclusive environment for all
participants. If you feel that you have been subjected to discrimination and/or harassment, in this
course or on any LACCD campus, please visit the following webpage for more information on how to
report and get help: http://www.wlac.edu/Policies/Discrimination.aspx