STANDARD COMPETENCIES:

 

 1. Demonstrate a basic understanding of typical and atypical child development of children birth – 8 years of age.

 2. Demonstrate basic knowledge of the historical and philosophical aspects IDEA.

 3. Demonstrate a basic knowledge of the legal components under IDEA (Part C and Part B).

 4. Demonstrate a basic knowledge of evidence-based research and developmentally appropriate practices related to instructing children with special needs within natural environments/least restrictive environments   Demonstrate understanding of basic early childhood and early childhood special education terminology

 5. Identify the barriers to inclusion that parents, other children, and staff encounter.

 6. Describe the concept of family-centered practice and the impact of exceptionality on family concerns, resources and priorities.

 TOPICAL OUTLINE:

 

 I. Child Development Overview

 a. Typical

 i. Physical (gross motor, fine motor, vision, hearing)

 ii. Cognitive

 iii. Speech/language

 iv. Social/emotional

 v. Adaptive

 b. Atypical

 i. Physical (gross motor, fine motor, vision, hearing)

 ii. Cognitive

 iii. Speech/language

 iv. Social/emotional

 v. Adaptive

 c. Factors influencing development

 i. Biological

 ii. Environmental

 iii. Socio-cultural

 II. Aspects of the Law

 a. History of IDEA (Individuals with Disabilities Education Improvement Act)

 i. Philosophical framework

 ii. Timeline/historical events

 b. Legal components

 i. Child Find

 (1) Public awareness

 (2) Referral

 (a) Eligibility processes

 (i) Screening/evaluation

 ii. IFSP/IEP development and review

 (1) Team members

 (2) Outcomes/goals

 (3) Service/support delivery

 (4) Ongoing assessment

 (5) Transition

 iii. Inclusion

 (1) Natural environments (birth-3)

 (2) Least restrictive environment (3-8)

 iv) Parental rights/entitlements

 c. ADA (Americans with Disabilities Act)

 III. Evidence-based supports and services

 a. Practices

 i. Integrated services

 ii. Embedded instruction

 iii. Adaptations/accommodations

 iv. Barriers

 b. Tiered model of instruction

 i. Tier 1 – Instruction for all children

 ii. Tier 2 – Instruction for some children

 iii. Tier 3 – Instruction for few children