This course is designed to provide knowledge of a wide range of ECSE assessment instruments, administration and the skills to analyze results across developmental domains. Candidates translate assessment information into functional goals and objectives (IFSP, IEP) to meet the individualized needs of young children with disabilities and their families, including synthesize of data from other professionals and adaptation of assessments. Assessment results are utilized to develop individualized teaching and learning strategies, adaptations/modifications, and inclusion strategies in a natural environment. Field Experience is required.
- Apply knowledge and demonstrate skills in formal and informal assessment administration and approaches that inform the development and implementation of evidence-based, developmentally appropriate, family supported interventions and reflect the impact of culture (including ELL), specific disabilities on learning, including the development of a written assessment report and intervention plan for an individual child
- Analyze and explain the candidate’s role in interdisciplinary and transdisciplinary assessment teams.
- Apply and demonstrate knowledge of the rational and content of Individual Family Service Plans (IFSP) and Individual Education Plans (IEP) including the development of individual functional goals and objectives.
- Apply and demonstrate knowledge of the impact of multicultural issues in relationship to assessment and evaluation for both families and young children.
- Develop and design a plan to modify and manage learning environments and experiences to meet the individual needs of young children with special needs in inclusive (natural) and specialized settings within the context of daily activities and routines of early childhood that reflect parental priorities.
- Apply and demonstrate the ability to plan curriculum activities responsive to the interests, preferences, motivation, interaction styles, developmental status, learning history, and culture of an individual child with special needs across developmental domains and supported by assistive technology.
- Analyze and demonstrate the ability to self-reflect and self-assess personal, social, and cultural values and perspectives that impact teaching, learning and collaboration.
Students are expected to attend all class sessions and actively participate in class activities and discussions, complete examinations as scheduled, and to turn in all assignments on time. Students are also expected to read all assigned material prior to the class session in which the material is presented and be prepared to contribute to discussion and dialogue.
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Sanford College of Education
“Our goal is to deliver high quality educator preparation programs that feature social-emotional learning and evolve inspiring professionals who have positive impact in PK-12 school settings.”Sanford College of Education