CDEC 1359
Children with Special Needs

Western Texas College

  1. Basic Course Information
    1. Course Description: A survey of information regarding children with special needs including possible causes and characteristics of exceptionalities, intervention strategies, available resources, referral processes, the advocacy role and legislative issues.
    2. Required Prerequisite: None
  2. Student Learning Outcomes
    1. Summarize causes, incidences and characteristic of exceptionalities related to the domains of development
    2. Discuss current terminology and practices for intervention strategies
    3. Identify appropriate community resources and referrals for individual children and families
    4. Identify legislation and legal mandates and their impact on practices and environments
    5. Explain the roll of advocacy for children with special needs and their families
    6. Identify materials and resources, including current technology, to support learning in all domains for each and every child
  3. Testing Requirements
    1. The final exam must be proctored. (ask your instructor for more details)
    2. Students will NOT be allowed to use their book and notes for the final exam
  4. Major Course Requirements
    1. Assignments         60%
    2. Attendance           20%
    3. Final                       20%
  5. Information on Books
    1. Required Book: The Exceptional Child: Inclusion in Early Childhood Education, 7th Edition Cengage Learning
  6. Other Policies, Procedures and important dates. Please refer to the WTC Catalog for the following:
    1. Campus Calendar
    2. Final Exam Schedule
    3. How to drop a class
    4. Withdrawal Information
    5. Student Conduct/Academic Integrity
    6. Class Attendance
    7. Student with disabilities
  7. Course Content
Chapter 1

An Inclusion Approach to Early Education

Inclusion in Perspective
Rationale for Inclusive Early Education
Supporting Inclusion
Benefits of Inclusion
Concerns and Challenges

Chapter 2

Federal Legislation: Early Intervention and Prevention

The Early Intervention Movement
Public Policy and the Gifted
People with Disabilities
No Child Left Behind

Chapter 3

Inclusion Programs for Young Children

Inclusive Early Childhood Programs
System of Supporters and Services
Recommended Practices for Programs

Chapter 4

Normal and Exceptional Development

Normal or Typical Development
Atypical or Exceptional Development
Children with Developmental Risk

Chapter 5

Development Disabilities: Causes and Classification

Causes of Developmental Differences
Classification of Developmental Disabilities

Chapter 6

Sensory Impairments: Hearing and Vision

Hearing Loss
Vision Impairments

Chapter 7

Physical Disabilities and Health Problems

Physical Disabilities
Health Problems
Classroom Practices

Chapter 8

Learning and Behavior Disorders

Learning Disabilities
Behavior Disorders
Autism Spectrum Disorder
Eating and Elimination Disorders

Chapter 9

Partnership with Families

Historical Perspectives on Family Involvement
Family Patterns and Expectations
The Parent-Teacher Partnership

Chapter 10

Assessment and the IFSP/IEP Process

Assessment of Young Children
The Process of Early Identification
Teachers’ Role in Early Identification
Individualized Family Service Plan
Individualized Education Program

Chapter 11

Characteristics of Effective Teachers in Inclusive Programs

Teachers as Members of a Team
The Applied Developmental Approach

Chapter 12

The Developmental-Behavioral Approach

Developmental and Behavioral Principles
Behavior Principles and Practices
Step-by-step Learning
Learning by Imitation

Chapter 13

Arranging the Learning Environment

The Inclusive Classroom Environment
Preventive Discipline
Arrangements of Learning
Planning Early Learning Environments



Last Modified: August 29, 2016