ECED 415 - Early Identification and Intervention: Children

Credits: 5
Through the use of a biopsychosocial framework, programs of assessment and intervention for children with developmental delays and mental health issues will be studied. Emphasis on interactive disorders, regulatory-sensory processing disorders and neurodevelopmental disorders. A review of historical and legal precedence for providing early intervention and early childhood special education services, and practical and effective techniques for working with this population

Prerequisite: Admission into BAS in Early Childhood Education or instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

Apply a bio-psycho-social and cultural framework to explain how risk and protective factors influence individual differences in early childhood.
Recognize how infant or toddler’s disability or developmental delay affects the child’s ability to interact with others and the environment.
Describe and define neurodevelopmental disorders and the links between genetics and development.
Describe and define regulatory-sensory processing disorders and recognize their role in influencing behavior.
Describe and define interactive disorders and related issues of child-caregiver, family, or environmental patterns and relationships.
Identify significant medical, biological, and environmental risk factors.
Explain how an infant’s or toddler’s disability or developmental delay affects the child’s ability to interact with others and the environment.

Program Outcomes

Apply relationship-based principles and strategies that support young children and families.
Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
Screen, assess, and identify children with mental health challenges.
Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
Establish and maintain connections with appropriate support services and community resources.
Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
Advocate for families and young children through service, education, and leadership.

College-wide Outcomes

Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.