Course Description
In this module, ARC students will be given an overview of infants and toddlers with special needs in the context of all infants and toddlers. The major themes of the course are an understanding of Connecticut’s Birth to Three System and assessment of infants and toddlers.
Prerequisite
- Acceptance into the program.
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Discuss disabilities, delays and special needs in infants and toddlers and in the context of typical development.
- Discuss the laws and regulations regarding infants and toddlers with disabilities, such as the evaluation and assessment requirements of the IDEA, and the Individual and Family Service Planning requirements in Connecticut.
- Identify the components of the Connecticut Birth to Three system and the functions and responsibilities of a service coordinator in early intervention.
- Compare the roles of professionals and early intervention systems to ensure parent rights and access to procedural safeguards, use the Routine Based Interview and other interview strategies to assess a family’s needs, priorities and resources, and apply the principals of culture competence and family centered practices to early intervention, individual family services and assessment of infants and toddlers.
- Discuss assessment practices, understand the purposes of developmental screening, assess children using a functional assessment and the BDI as eligibility assessment tools, and evaluate assessment information to develop IFSP outcomes.
- Identify the natural environments and activity settings that are appropriate for the delivery of early intervention services for a child and family, including the incorporation of assistive technology.
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (1 Topic in Week 3, 2 Topics in Weeks 1, 2, 4, 5, 6, 7,8 – Total 15) | 30% |
Reflective Journals (Weeks 1, 2, 3, 4, 7 – Total 5) | 25% |
| BDI Assignment (Week 5) | 5% |
| Home Visit Paper (Week 6) | 10% |
| Family Assessment Interview Paper (Week 7) | 10% |
Content Exam (Week 8) | 20% |
Total | 100% |
Required Texts
Available through Charter Oak State College's Book Bundle
- Rogers, S. J. (2010). Early start denver model for young children with autism: Promoting language, learning, and engagement. The Guildford Press.
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1,2,3 | Topic: Introduction to Early Intervention
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2 | 1,4 | Topic: Infants and Toddlers with Special Needs Today
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3 | 3,5 | Topic: Screening and Diagnosis
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4 | 4 | Topic: Families and Community Resources
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5 | 3,5,6 | Topic: Early Intervention Practice and Systems
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6 | 4,5 | Topic: Family Assessment
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7 | 4,5 | Topic: From Assessment to IFSP Goals
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8 | 2,3 | Topic: Transitions and Beyond
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COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.