1. education
2. special education

Cover Sheet
Georgia Professional Standards Commission (PSC) Report
Program Name:
Preschool Special Education Add-on Program
Submitted by:
Kennesaw State University
Address:
1000 Chastain Road
Kennesaw, GA 30144-5591
Chief Compiler:
Dr. Susan B. Brown
Phone:
770-423-6577
Email
[email protected]
Fax 770-423-6263
Level offered for review:
Baccalaureate
Masters
Post-Bac (Alternative Certification)
X
Endorsement/Add-on
Checklist of Materials to be enclosed in this review document:
Table of Contents
Overview of the Program
Goals and Objectives of the Program
College or Department Responsible for Preparing Candidates
Description of Course(s) of Study
Descriptions of Field Experiences, Student Teaching and Internships
Explanation of How and Why The Program May Vary From the Published Georgia
Standards
List of Faculty Responsible for the Program
Number of Candidates in the Program
Post Baccalaureate Programs
Evidence for Meeting the Georgia 2000 Standards
Standard 1 – Candidate Skills, Knowledge, and Dispositions
Standard 2 – Program Assessment and Unit Capacity
Standard 3 – Field Experiences and Clinical Practice
Standard 7 – Georgia-Specific Requirements for Units and Programs
Standard 8 – Content Requirements for Educator Preparation Programs
Required Appendices
A. Assessment instruments referenced in response to Standard 2.
B. Course syllabi for all courses referenced in responses to Standards 7 and 8.
PSC Report 2003 KSU Preschool Special Education
i
PSC PROGRAM REPORTS IN CONJUNCTION WITH ON-SITE
CONTINUING REVIEWS
Kennesaw State University
Preschool Special Education Add-on Program
Advanced
Table of Contents
I
II
III
Cover Sheet
Table of Contents
Overview of the Program
III.A Goals and Objectives of the Program
III.B College or Department Responsible for Preparing Candidates
III.C Description of Course of Study
III.D Descriptions of Field Experiences, Student Teaching & Internships
III.E Explanation of How & Why the Program may vary from the Published
Georgia Standards
III.F List of Faculty Responsible for the Program
III.G Number of Candidates in the Program
III.H Post-Baccalaureate Program
IV
Evidence for Meeting Georgia 2000 Standards
Standard 1 – Candidate Skills, Knowledge, and Dispositions
Standard 2 – Program Assessment and Unit Capacity
Standard 3 – Field Experiences and Clinical Practice
Standard 7 – Georgia-Specific Requirements for Units and Programs
Standard 8 – Content Requirements for Educator Preparation Programs
V
Required Appendices
A. Assessment instruments referenced in response to Standard 2.
B. Course syllabi for all courses referenced in responses to Standards 7 and 8.
PSC Report 2003 KSU Preschool Special Education
ii
III.
Overview of the Program
Preschool Special Education
The Preschool/Special Education add-on program is a three-course (9 semester
hour) sequence. Candidates must hold a clear, renewable Georgia Teaching
Certificate in Early Childhood Education or Special Education before admission to
the program. Upon successful completion of the add-on program, candidates may
apply to add Preschool/Special Education to their teaching certificate. Candidates
may also elect to include the Preschool/ Special Education add-on program as the
teaching field requirement for the Master of Education in Special Education:
Collaborative Practice (this degree program is included in a separate report).
The Preschool/Special Education add-on program was developed by the Kennesaw
State University Department of Special Education in 2000-2001 in response to
local school district and RESA demand. The program was offered for a group of
five candidates in collaboration with the Northwest Georgia RESA in Summer
2001. The NCATE/PSC Board of Examiners on-site visit in Spring 2001 resulted
in approval of the Preschool Special Education Add-on program with no
weaknesses.
Changes in demand since the program was developed have resulted in insufficient
enrollment to offer the program. No performance data is available, although the
model for data collection and analysis has been developed for this program within
the Department of Education. Admission to the program has been discontinued as
the Department of Special Education and the Department of Elementary and Early
Childhood Education hold on-going discussions about a blended early childhood
special education initiative. The Department of Special Education is requesting
program review on the current model.
A.
Goals And Objectives Of The Program
Conceptual Framework: Collaborative Development of Expertise
in Teaching and Learning
Kennesaw State University Professional Teacher Education Unit’s
conceptual framework for the preparation of teachers is based on the
Collaborative Development of Expertise in Teaching and Learning. This
framework succinctly captures the essence of the university's deep
commitment to university-wide and university-school collaboration in the
preparation of teachers. The Kennesaw State University Professional
Teacher Education Unit (KSU-PTEU) is committed to developing expertise
among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of
learning in all of their students through effective, research-based practices
in classroom instruction, and who enhance the structures that support all
learning. Performance outcomes demonstrating expertise in subject matter,
expertise as facilitators of teaching and learning and expertise as
PSC Report 2003 KSU Preschool Special Education
1
collaborative professionals are clearly defined by the Professional Teacher
Education Unit within the Conceptual Framework.
The KSU-PTEU fosters the development of candidates as they progress through
stages of growth from novice (level 1) to proficient (level 2) to expert (level 3) and leader
(level 4). Within the PTEU conceptual framework, expertise is viewed as a process of
continued development, not an end-state. The Department of Special Education utilizes a
developmental framework for the graduate preschool special education program based on
the KSU conceptual framework and the Council for Exceptional Children (CEC)
Common Core Standards.
As subject matter experts, candidates know the subjects they teach and how to
teach those subjects to students (KSU-PTEU 1), and as special educator subject matter
experts, candidates demonstrate mastery of the CEC Common Core and Generalized
Curriculum standards. Candidates are expected to be knowledgeable of special
education policies and procedures (CEC 1), characteristics and needs of students with
disabilities (CEC 2, 3, 6) and methods of inquiry and curriculum differentiation (CEC 7)
to support students with disabilities in the general education curriculum in collaboration
with general education teachers with specific subject matter expertise. The preschool
special education program places a strong emphasis on developmentally appropriate
practice and service in natural settings.
Faculty implement constructivist and behaviorist approaches within graduate
classes to model the centrality of expertise as facilitator of teaching and learning.
Candidates are guided through learning activities, self-evaluation and reflection on their
practice, and extension of these activities to their teaching practice. Teaching and
learning are entwined and only through the implementation of validated practices can all
students develop their own mental models or schema and reach high levels of learning.
In that way, candidates are facilitators of the teaching and learning process,
committed to students, and responsible for managing and monitoring student learning
(KSU-PTEU 2). Preschool special education teachers must possess the skills and
knowledge to create environments and learning experiences that engage students in
active learning and authentic achievement and who constantly assess and use results for
improvement of student learning. Candidates are expected to demonstrate knowledge
and mastery of research-based practices. In the role of facilitators of teaching and
learning, teachers guide, motivate, evaluate, instruct and advise students. Their
classroom practices reflect a repertoire of teacher and learner centered methods, which
they should be able to implement or adapt in response to changes in the environment and
student needs. The awareness of individual differences, knowing when and how to
adjust instruction, and formative and summative assessment are essential outcomes of
the graduate preschool special education experience (CEC 4, 6, 8, 9).
Finally, the PTEU recognizes, values and demonstrates collaborative practices
across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private
schools, parents and other professional partners, the PTEU meets the ultimate goal of
PSC Report 2003 KSU Preschool Special Education
2
assisting Georgia schools in bringing all students to high levels of learning. Preschool
special education graduate candidates meet more than the academic requirements of the
add-on program. Candidates are expected to be collaborative professionals and think
systematically about their practice, learn from experience, and serve as members of
learning communities (KSU-PTEU 3). Professionals are enthusiastic about their work
and positively influence colleagues and students. They are aware that becoming a better
teacher requires a commitment to ownership of the success of all students, use of data
based decision making strategies to maximize impact on student learning, currency in
subject matter knowledge, and continual assessment of their own strengths and areas of
need as facilitators of learning through self-reflection. They take responsibility in their
schools for curriculum initiatives, parental involvement, and collaboration with all
constituents. In the classroom and in all school matters, their relations with students,
parents and colleagues show regard for human dignity. As professionals, KSU
candidates are expected to continually seek ways to improve learning experiences for
the students they teach. Candidates are also expected to be lifelong learners,
participating in learning communities to inform their teaching practice. Collaborating
with professional colleagues, participating in the activities of professional associations,
engaging in self-evaluation, and working with members of the community served by
their schools contribute to their effectiveness as professionals in facilitating student
learning (CEC 9, 10).
B.
College Or Department Responsible For Preparing Candidates
The graduate add-on program in Preschool Special Education is housed in the
Department of Special Education. The Department of Special Education is one of four
departments housed in the Bagwell College of Education. The Department offers the
Master of Education in Special Education, the state required (HB 671) undergraduate
Education of Exceptional Students course, and graduate level add-on programs in
Interrelated Special Education, Preschool Special Education, and English to Speakers of
Other Languages. Faculty from the Department of Special Education and the
Department of Elementary and Early Childhood Education teach the preschool special
education graduate courses. The Department Chair and/or the KSU Certification Officer
coordinate candidate advisement. All faculty teaching in the program hold a Ph.D. in an
appropriate field and have appropriate public school experience. Faculty are involved in
professional development opportunities to remain up-to-date for program delivery and
they provide leadership in professional service at the department, college, university,
state and national level. The involvement of faculty in grant, contract, service and
collaborative relationships in schools is reflective of KSU’s strong emphasis on applied
scholarship using Boyer’s (1990) model.
C. Description Of Course(s) Of Study
The requirements for the graduate preschool special education add-on are
included in 3 courses:
EXC 7746 Models of Development and Procedures for Assessment (3) This course
focuses on the physical, sensory, affective, behavioral, language and cognitive
PSC Report 2003 KSU Preschool Special Education
3
development of infants and children. There is an emphasis on the etiological,
sociological, medical and intervention effects on both typical and atypical development.
Issues concerning procedures for formal and informal assessment are stressed. The
importance of collaborating with families as partners through a family-centered
approach is also emphasized. Clinical applications in a field site are included. Proof of
professional liability insurance is required for placement.
EXC 7747 Developmentally Appropriate Practices for curricular Design and Methods of
Intervention (3) This course focuses on developmentally appropriate and
developmentally different practices for infants and preschool children with disabilities.
Accommodations for appropriate settings, parental and/or family involvement and
collaboration with other professionals are emphasized. Proof of professional liability
insurance is required prior to field experience placement.
EXC 7748 Language Learning and Emergent Literacy. (3) The development and
interaction of oral, written and social language are presented. Students will elarn ways to
access and enhance oral and social language development in infants and preschool
children with disabilities. The effect of cultural context and different language
backgrounds will be addressed.
Candidates may elect to include the preschool/special education add-on courses as the
teaching field requirements for the Master of Education in Special Education:
Collaborative Practice. (The degree program is addressed in a separate report) The
program requirements are listed on the attached advisement sheets.
PSC Report 2003 KSU Preschool Special Education
4
Department of Special Education
Preschool Special Education
Add-on Advisement Form
NAME
ADVISOR
KSU Student ID #
ADMISSION DATE
ADDRESS
CURRENT CERTIFICATE
CITY, STATE, ZIP
PHONE
COURSE
TRANSFER
COMPLETION
QTR/GRADE
EXC 7746
Models of Development and Procedures for
Assessment (3)
EXC 7747
Developmentally Appropriate Practices for
Curricular Design and Methods of Intervention (3)
EXC 7748
Language Learning & Emergent Literacy (3)
STUDENT SIGNATURE
ADVISOR SIGNATURE
PSC Report 2003 KSU Preschool Special Education
5
DEPARTMENT OF SPECIAL
EDUCATION
Master of Education: Collaborative
Practice
ADVISEMENT PLAN
2003 Cohort
NAME
ADVISOR
KSU #
ADMISSION DATE
ADDRESS
CURRENT CERTIFICATE
CITY, STATE, ZIP
PHONE
COURSE
TRANSFER
COMPLETION
SEM/GRADE
SUMMER 2003
EXC 7700 (3) Teacher Researcher
Elective (3)
FALL 2003
EXC 7760 (3) Curriculum Development
SPRING 2003
EXC 7720 (3) Classroom Behavioral Strategies
SUMMER 2003
Gifted, ESOL, Reading or Preschool/Special Education Add-on Institute
(6-9)
FALL 2003
EXC 7780 (3) Collaborative Practices
SPRING 2004
EXC 7730 (3) Assessment
EXC 7790 (3) Documenting Professional Growth
Portfolio /Thesis Presentation
SUMMER 2004
Elective (6-9)
STUDENT SIGNATURE
ADVISOR SIGNATURE
PSC Report 2003 KSU Preschool Special Education
6
D. Descriptions Of Field Experiences, Student Teaching And Internships
Field experiences are embedded within the Preschool Special Education Program at
Kennesaw State University (KSU). Classes are designed with field-based components to
link theory to practice. The program was offered as a 3 course Summer Institute on-site
at an inclusive preschool setting during Summer 2001. Candidates completed
observations and field-experience in the preschool as appropriate to content. Candidates
worked with cooperative teachers in the preschool settings. Each candidate was assigned
to work with a cooperative teacher in the preschool setting as well as a support person in
addition to the on-site director. Candidates developed and implemented several lessons
to infants, toddlers, three years olds and four year olds in inclusive settings. Issues
addressed in class meetings included current legal issues, intense internet and library
searches regarding current legal issues with young children with special needs and
development of materials and resources to assist children in the classroom. Since the
field site was a place with diverse children (culturally and ethically), the candidates did
receive much information regarding working with young children with special needs in
diverse setting. Parents came in to discuss their culture and needs for their children.
The KSU faculty member was on-site and an on-site program director was
employed as a KSU cooperating teacher to co-teach and assist with scheduling
appropriate field experience assignments and supervision.
E.
Explanation Of How And Why The Program May Vary From The
Published Georgia Standards
Not Applicable.
F.
Name of
Professor
Raynice JeanSigur
Susan Brown
On-site
administrator
David Baugher
List Of Faculty Responsible For The Preschool Special Education
Add-on Program
Degree
Ph.D. Multicultural, preschool
special education
Ph.D. Learning Disabilities
Ph.D. in preschool special
education
Specializations
Early child education, working with families,
special education, diversity
Working with parents, learning disabilities,
technology, balanced literacy, diversity, medical &
neurological
Preschool special education
KSU Certification officer
Faculty members participate in the Georgia Higher Education Consortium for
Preschool Special Education and attend professional development opportunities to
remain up-to-date in the field. As a preschool education faculty member for the
Department of Elementary and Early Childhood Education, Dr. Jean-Sigur delivers
undergraduate courses in preschool education and supervises field related field
experiences.
PSC Report 2003 KSU Preschool Special Education
7
Additional faculty in the Department of Special Education and the Department of
Elementary & Early Childhood Education are available as needed.
G. Number Of Candidates In The Program
There are currently no candidates in the program. Admission to the program
has been put on hold until the Department of Special Education and the
Department of Elementary Education develop a comprehensive plan. Future
directions may include a blended undergraduate program (early childhood
and special education) or a blended graduate level program (early childhood
and special education). The issue of highly qualified under NCLB will impact
future plans.
H. Post-Baccalaureate Programs
Not Applicable.
IV.
Evidence for Meeting the Georgia 2000 Standards
Standard 1 – Candidate Skills, Knowledge, and Dispositions
Candidates preparing to work in schools as teachers or other professional
school personnel know and demonstrate the content, pedagogical, and professional
knowledge, skills, and dispositions necessary to help all students learn. Assessments
indicate that candidates meet professional, state, and institutional standards.
Alignment of Graduate Proficiencies
With State and National Standards
KSU CONCEPTUAL
FRAMEWORK
Content
OUTCOMES &
PROFICIENCIES
GRADUATE
Outcome 1:
Subject Matter Experts
1.1 Subject matter expert
Pedagogical
Content
Professional
& Pedagogical
K, S
Dispositions
Student
Learning
√
Knowledge,
Skill, or
Disposition
K
1.2 Understanding of
connections
1.3 Powerful instructional
approaches
√
K, S
√
K, S
1.4 Knowledge as
combination of
understanding, skills &
dispositions
Outcome 2:
Facilitators of Learning
2.1 Belief that all students
can learn
2.2 Equitable treatment and
access
2.3 Human development
and learning
2.4 Challenging
environments
√
K, S, D
PSC Report 2003 KSU Preschool Special Education
√
D
√
√
√
√
√
S
K, S, D
K, S
8
KSU CONCEPTUAL
FRAMEWORK
OUTCOMES &
PROFICIENCIES
2.5 Multiple methods
2.6 Evaluating progress
2.7 Interpreting & reporting
student performance
Outcome 3:
Collaborative Professionals
3.1 Collaboration with
professional partners
3.2 Reflection, research &
scholarship
3.3 Parental and
Community Involvement
3.4 Professional
Development
Content
Pedagogical
Content
PSC Report 2003 KSU Preschool Special Education
Professional
& Pedagogical
K, S
Dispositions
√
√
√
√
√
√
√
Student
Learning
Knowledge,
Skill, or
Disposition
√
√
K, S
K, S
K, S
K, D
√
K, D
√
D
√
D
9
SPE Program Alignment to professional (CEC) state (PSC) (PRAXIS) and institutional (PTEU)Standards
CEC Common Core
Standards
1 Foundations
2 Development &
Characteristics of
Learners
3 Individual Learning
Differences
4 Instructional
Strategies
5 Learning
Environments & Social
Interactions
6 Language
7 Instructional Planning
8 Assessment
9 Professional &
Ethical Practice
10 Collaboration
KSU-PTEU
Conceptual
Framework
1 Subject Matter
Experts
1 Subject matter
experts
1 Subject matter
experts
1 Expertise as
facilitators of teaching
& Learning
2 Expertise as
facilitators of teaching
& Learning
1 Subject matter
experts
2 Expertise as
facilitators of teaching
& Learning
2 Expertise as
facilitators of teaching
& Learning
3 Collaborative
professionals
3 Collaborative
professionals
GA PSC Preschool / SPE
Standards
PRAXIS II
#0690
I. Characteristics in natural
settings
Human Growth &
Development
V. Sequence, characteristics
& developmental
interactions
IV. Appropriate learning
strategies & formats
Knowledge of
Disabling Conditions
III. Designing learning
environments
VI. Therapeutic
environments
II. Best practice in program
design, implementation &
evaluation
IX Technology
VIII Assessment
VII. Legal & professional
guidelines
X. Field experience
Planning & Service
Delivery
Evaluation,
assessment &
eligibility criteria
Professional Practice
Family & community
aspects
The chart indicates the alignment of the Preschool Special Education add-on program
with CEC, PTEU, GA PSC and Praxis II Standards. Although the Praxis II is not a
requirement, and the add-on program is not reviewed by CEC, the alignment was
considered in the development of the program. CEC Standards 1 (Foundations), 2
(Development & Characteristics of Learners), 3 (Individual Learning Differences) and 6
(Communication) are the Content (NCATE Standard 1.1) standards for preschool
special education. CEC Standards 4 (Instructional Strategies), 5 (learning Environments
& Social Interactions), 7 (Instructional Planning), 8 (Assessment) are the Pedagogical
Content Knowledge (NCATE Standard 1.3) for preschool special education. Mastery
of subject matter and inquiry methods across multiple curriculum areas are also
evaluated within Pedagogical Content Knowledge. Professional and Pedagogical
Knowledge and Skills (NCATE Standard 1.4) are addressed in CEC Standards 9
(Professional & Ethical Practice) and 10 (Collaboration). Application of these skills is
addressed in field experience observations. Candidate Dispositions (NCATE Standard
1.6) are addressed with individual candidate reflective activities throughout the program.
PSC Report 2003 KSU Preschool Special Education
10
Element 1.1 Content Knowledge (Initial & Advanced)
Element 1.1 Content Knowledge for Teacher Candidates
Unacceptable
Teacher candidates have
inadequate knowledge of subject
matter that they plan to teach as
shown by their inability to give
examples of important principles
or concepts delineated in
professional, state, and
institutional standards
Acceptable
Teacher candidates know the
subject matter they plan to teach
as shown by their ability to
explain important principles and
concepts delineated in
professional, state, and
institutional standards.
Target
Teacher candidates have in-depth
knowledge of the subject matter
that they plan to teach as
described in professional, state,
and institutional standards. They
demonstrate their knowledge
through inquiry, critical analysis,
and synthesis of the subject.
As a prerequisite for admission to the graduate Preschool Special Education add-on
program, graduate candidates are required to demonstrate content mastery in the early
childhood education or special education teaching field as evidenced by a valid Georgia
Teaching Certificate and documentation of completion of coursework in Human Growth and
Development, Education of Exceptional Students, and Teaching of Reading. The Department
developed the program based on the Council for Exceptional Children (CEC) Common Core
standards and aligned these with the KSU - PTEU Conceptual Framework, PRAXIS II
(#0690), and the Georgia Professional Standards Commission (GA PSC) standards for
Preschool Special Education.
CEC Common
Core
Standards
1 Foundations
2 Development &
Characteristics of
Learners
3 Individual
Learning
Differences
KSU-PTEU
Conceptual
Framework
1 Subject Matter
Experts
1 Subject matter
experts
1 Subject matter
experts
PSC Report 2003 KSU Preschool Special Education
GA PSC Preschool /
SPE Standards
Course
I. Characteristics in
natural settings
EXC 7746
V. Sequence,
characteristics &
developmental
interactions
EXC 7746
Assessment Plan
•
Develop a list of typical
developmental milestones
for one developmental
domain (birth-5 years).
Presentation: video or other
format (peer and/or small
group project)
Observations of infant/toddler
and preschooler engaging in play
activities (minimum of 30
minutes), interpret and
summarize observations,
compare with peer partner and
write a collaborative summary of
observations
• Develop a list of typical
developmental milestones
for one developmental
domain (birth-5 years).
Presentation: video or other
1
4 Instructional
Strategies
5 Learning
Environments &
Social Interactions
6 Language
7 Instructional
Planning
1 Expertise as
facilitators of
teaching &
Learning
2 Expertise as
facilitators of
teaching &
Learning
1 Subject matter
experts
2 Expertise as
facilitators of
teaching &
Learning
8 Assessment
2 Expertise as
facilitators of
teaching &
Learning
9 Professional &
Ethical Practice
3 Collaborative
professionals
10 Collaboration
3 Collaborative
professionals
PSC Report 2003 KSU Preschool Special Education
IV. Appropriate
learning strategies &
formats
EXC 7747
III. Designing
learning
environments
VI. Therapeutic
environments
EXC 7747
format (peer and/or small
group project)
Observations of infant/toddler
and preschooler engaging in play
activities (minimum of 30
minutes), interpret and
summarize observations,
compare with peer partner and
write a collaborative summary of
observations
Lesson development and
delivery
Lesson development and
delivery
EXC 7748
II. Best practice in
program design,
implementation &
evaluation
IX Technology
VIII Assessment
VII. Legal &
professional
guidelines
X. Field experience
EXC 7747
Lesson development and
delivery
EXC 7746
Plan and conduct a
transdisciplinary play-based
assessment, synthesize results in
a written report (include
objectives for program planning)
• Use and critically evaluate
commercially available
assessment tools (1
screening, 1 standardized, 1
curriculum based) designed
for infants and/or
preschoolers; prepare a
summary: description of
instrument, critical
evaluation, discuss utility for
program planning, report of
results, and interpretation of
results
All
courses
Observation of candidate in
course activities & field
experience site.
Observation of candidate in
course activities & field
experience site.
All
courses
2
The three required courses (EXC 7746, EXC 7747, and EXC 7748) were taught
together with integrated course requirements during Summer 2001. Course requirements
aligned with content included developmental milestone and observation and medical glossary
activities.
Element 1.2 Content Knowledge for Other Professional School Personnel (EDL only)
Not applicable
Element 1.3 Pedagogical Content Knowledge for Teacher Candidates (Initial &
Advanced)
CEC Standards 4 (Instructional Strategies), 5 (Learning Environments & Social
Interactions), 7 (Instructional Planning), and 8 (Assessment) are the Pedagogical Content
Knowledge for preschool special education. Mastery of subject matter and inquiry methods
across multiple curriculum areas are also evaluated within Pedagogical Content Knowledge.
Unacceptable
Acceptable
Target
Teacher candidates do not
understand the relationship of
content and pedagogy delineated in
professional, state, and institutional
standards in a way that helps that
develop learning experiences that
integrate technology and build on
students’ cultural backgrounds and
knowledge of content so that
students learn.
Teacher candidates have a broad
knowledge of instructional
strategies that draws upon content
and pedagogical knowledge and
skills delineated in professional,
state, and institutional standards to
help all students learn. They
facilitate student learning of the
subject matter through presentation
of the content in clear and
meaningful ways and through the
integration of technology.
Teacher candidates reflect a
thorough understanding of
pedagogical content knowledge
delineated in professional, state, and
institutional standards. They have
in-depth understanding of the
subject matter that they plan to
teach, allowing them to provide
multiple explanations and
instructional strategies so that all
students learn. They present the
content to students in challenging,
clear, and compelling ways and
integrate technology appropriately.
The three required courses (EXC 7746, EXC 7747, and EXC 7748) were taught
together with integrated course requirements during Summer 2001. Course requirements
aligned with pedagogy included assessment and lesson plan activities.
Element 1.4 Professional and Pedagogical Knowledge and Skills for Teacher Candidates
(Initial & Advanced)
Professional knowledge and skills are addressed in CEC Standards 9 (Professional
& Ethical Practice) and 10 (Collaboration). Candidate Dispositions are addressed with
individual candidate reflective activities throughout the program.
Unacceptable
Candidates have not mastered
professional and pedagogical
Acceptable
Candidates use their professional
and pedagogical knowledge and
PSC Report 2003 KSU Preschool Special Education
Target
Candidates reflect a thorough
understanding of professional
3
knowledge and skills delineated in
professional, state, and institutional
standards as shown in their lack of
knowledge of school, family, and
community contexts or in their
inability to develop learning
experiences that draw on students’
prior experiences.
skills delineated in professional,
state and institutional standards to
facilitate learning. They consider
the school, family, and community
contexts in which they work and the
prior experiences of students to
develop meaningful learning
experiences.
knowledge and skills delineated in
professional, state, and institutional
standards, as show in their
development of meaningful
learning experiences to facilitate
student learning for all students.
They reflect on their practice and
make necessary adjustments to
enhance student learning. They
know how students learn and how
to make ideas accessible to them.
They consider school, family, and
community contexts in connecting
concepts to students’ prior
experiences, and applying the ideas
to real-world problems.
The three required courses (EXC 7746, EXC 7747, and EXC 7748) were taught
together with integrated course requirements during Summer 2001. Course requirements
aligned with professional and pedagogical skills included parent brochures and reflections on
the Preschool Special Education Summer Institute experience.
Element 1.5 Professional Knowledge and Skills for Other School Personnel (EDL only)
Not applicable.
Element 1.6 Dispositions for All Candidates (All)
Unacceptable
Candidates are not familiar with
professional dispositions delineated
in professional, state, and
institutional standards. They do not
model these dispositions in their
work with students, families, and
communities.
Acceptable
Candidates are familiar with the
dispositions expected of
professionals. Their work with
students, families, and communities
reflects the dispositions delineated
in professional, state, and
institutional standards.
Target
Candidates’ work with students,
families, and communities reflects
the dispositions expected of
professional educators as delineated
in professional, state, and
institutional standards. Candidates
recognize their own dispositions
may need to be adjusted and are
able to develop plans to do so.
The three required courses (EXC 7746, EXC 7747, and EXC 7748) were taught
together with integrated course requirements during Summer 2001. Dispositions were observed
in class meetings and in the field experience site.
Element 1.7 Student Learning for Teacher Candidates (Initial & Advanced)
Unacceptable
Teacher candidates do not
accurately assess student learning or
develop learning experiences based
on students’ developmental levels
or prior experience.
Acceptable
Teacher candidates focus on student
learning as shown in their
assessment of student learning, use
of assessments in instruction, and
development of meaningful learning
experiences for students based on
PSC Report 2003 KSU Preschool Special Education
Target
Teacher candidates accurately
assess and analyze student learning,
make appropriate adjustments to
instruction, monitor student
learning, and have a positive effect
on learning for all students.
4
their developmental level and prior
experience.
The KSU-PTEU Impact on Student Learning Assessment had not been developed at the time
the preschool special education summer institute was held. Future goals for the program would
be to develop an appropriate activity to evaluate candidate impact on student learning with
preschool special education students.
Element 1.8 Student Learning for Other Professional School Personnel (EDL only) Not
applicable
Standard 2 – Program Assessment and Unit Capacity
Element 2.1 Assessment System
The Candidate Performance Instrument (CPI), Portfolio Narrative Analysis, and Impact on
Student Learning Assessment (ISLA) are part of the Unit level assessment. The following
chart highlights the required unit level data for graduate programs.
Element 2.2 Data Collection, Analysis, and Evaluation
The preschool special education graduate program assessment system includes an
external component for program evaluation and an internal component for individual
candidate assessment. A continuous data collection model is used to support data based
decision making on program evaluation and individual candidate progress. The external
component includes Department of Special Education Advisory Board review and external
accreditation review. Internal candidate assessment includes data collected on individual
candidates beginning with admission review and performance on specific assignments linked
to program outcomes.
The Department of Special Education Advisory Board, including faculty and staff
from across campus, current candidates and graduates, parent representatives from the
community, and practicing professionals from the community, provides external review for all
graduate programs in the Department of Special Education, including the preschool special
education add-on program. It meets twice a year and provides a forum for discussion and
feedback to guide program development and program evaluation.
The Internal assessment system begins with data collected at the point of admission to
the program. Admission requirements are listed in the Graduate Catalog (See III. B. pp. of
this report). Faculty monitor mastery of course requirements. The assessment plan goal is to
collect data on candidate performance on the five major projects that reflect the CEC, PSC and
PTEU outcomes and to document candidate dispositions.
PSC Report 2003 KSU Preschool Special Education
5
The preschool special education add-on program was offered as a summer institute in
Summer 2001 as the Department of Special Education was moving into performance based
program evaluation. Demand for the program has not been sufficient to support offering
courses since that time. When the program is reactivated, performance data collection will be
aligned with other programs in the Department of Special Education. Since the add-on program
only includes 3 courses, the assessment system will focus on the three major components of the
KSU-PTEU Candidate Performance Instrument (Subject Matter Experts, Facilitators of
Learning, and Collaborative Professional) and the Georgia PSC standards for preschool-special
education.
Element 2.3 Use of Data for Program Improvement
Program review is an ongoing process built on multiple levels of data collection and
discussions. A major goal of the review process is quality program development, but attention
is also focused on meeting community needs. Feedback from the Department of Special
Education Advisory Board indicated the need for teachers prepared to work with preschool
special education populations. Changes in certification requirements, however, have impacted
graduate applications for the program. Ongoing discussions with the Department of
Elementary and Early Childhood Education have addressed the goals of improving preparation
of pre-service teachers to meet the needs of diverse populations, including students with
disabilities. The development of a program within the Department of Elementary and Early
Childhood Education to provide support for professional development of private preschool
personnel is also under discussion. The preschool special education program has been put on
hold until a new model can be developed to better address community needs. No new
candidates are being admitted at this time.
The KSU program review council highlights the Department of Special Education’s
excellent use of data based decision-making and continuous improvement. The department is
committed to continuous program improvement through formative evaluation and discussion.
The relationship with Advisory Board members and local schools impacts program
improvement through regular meetings addressing the needs of local schools and how to
balance quality and the demand for more teachers. Faculty members are also involved at the
state and national level activities such as the Georgia Professional Standards Commission task
force on revision of special education certification and participation in discussions on special
education teacher preparation issues as part of the executive board of the Teacher Education
Division of the Council for Exceptional Children (TED).
The preschool special education add-on program was developed in response to demand
from a local school district and RESA. The first cohort of 5 candidates completed the summer
institute on-site at a private inclusive preschool program in 2001. Program completers rated the
program very successful. The preschool special education add-on program was integrated into
a track (Collaborative Practice) within the Master of Education in Special Education. Changes
in certification requirements for preschool special education teachers, feedback from the field,
PSC Report 2003 KSU Preschool Special Education
6
and SPE Advisory Board discussions, however, resulted in a temporary hold on this program.
Discussions with the Department of Elementary and Early Childhood Education have resulted
in alternative models to better serve community needs. These discussions will continue as part
of the continuous improvement model.
Standard 3 – Field Experiences and Clinical Practice
Candidates in the program participate in field experiences and clinical practice through
which they develop and demonstrate the knowledge, skills and dispositions necessary to help
all students learn. The field experience component for the preschool special education program
was developed as an integral part of the experience.
Element 3.1 Collaboration Between Unit and School Partners
Unacceptable
The unit makes decisions about the
nature and assignment of field
experiences and clinical practice
independently of the schools or
other agencies hosting them. The
unit’s school partners do not
participate in the design, delivery,
or evaluation of field experiences or
clinical practice. Decisions about
the specific placement of candidates
in field experiences and clinical
practices are solely the
responsibility of the schools.
Acceptable
The unit, its school partners, and
other members of the professional
community design, deliver, and
evaluate field experiences and
clinical practice to help candidates
develop their knowledge, skills, and
dispositions. The unit and its school
partners jointly determine the
specific placement of student
teachers and interns for other
professional roles to provide
appropriate learning experiences.
Target
The school and unit share and
integrate resources and expertise to
support candidates’ learning in field
experiences and clinical practice.
Both unit and school-based faculty
are involved in designing,
implementing, and evaluating the
unit’s conceptual framework(s) and
the school program; they each
participate in the unit’s and the
school partners’ professional
development activities and
instructional programs for
candidates and for children. The
unit and its school partners jointly
determine the specific placements
of student teachers and interns for
other professional roles to maximize
the learning experience for
candidates and P-12 students.
Classes were held on-site at a private inclusive preschool. Courses were team-taught by
a KSU faculty member and an on-site administrator from the preschool. This on-site
administrator also assisted with field experience scheduling and field experience supervision.
The KSU faculty member also took candidates for on-site visits to a Neonatal Intensive Care
Unit and a day care for medically fragile children.
Element 3.2 Design, Implementation, and Evaluation of Field Experiences and
Clinical Practice
Unacceptable
Field experiences are not linked to
the development of proficiencies
Acceptable
Field experiences facilitate
candidates’ development as
PSC Report 2003 KSU Preschool Special Education
Target
Field experiences allow candidates
to apply and reflect on their content,
7
delineated in professional, state, and
institutional standards. Field
experiences and clinical practice do
not reflect the unit’s conceptual
frameworks(s) and do not help
candidates develop the
competencies delineated in
standards. Clinical practice does not
provide opportunities to use
information technology to support
teaching and learning. Clinical
practice is not long or intensive
enough for candidates to
demonstrate their ability to take full
responsibility for the roles for
which they are preparing.
professional educators by providing
opportunities for candidates to
observe in schools and other
agencies, tutor students, assist
teachers or other school personnel,
attend school board meetings, and
participate in education-related
community events prior to clinical
practice. Both field experiences and
clinical practice reflect the units’
conceptual framework(s) and help
candidates continue to develop the
content, professional, and
pedagogical knowledge, skills, and
dispositions delineated in standards.
Clinical practice allows candidates
to use information technology to
support teaching and learning.
Clinical practice is sufficiently
extensive and intensive for
candidates to demonstrate
proficiencies in the professional
roles for which they are preparing.
professional, and pedagogical
knowledge, skills, and dispositions
in a variety of settings with students
and adults. Both field experiences
and clinical practice extend the
unit’s conceptual framework(s) into
practice through modeling by
clinical faculty and well-designed
opportunities to learn through
doing. During clinical practice,
candidate learning is integrated into
the school program and into
teaching practice. Candidates
observe and are observed by others.
They interact with teachers, college
or university supervisors, and other
interns about their practice regularly
and continually. They reflect on and
can justify their own practice.
Candidates are members of
instructional teams in the school
and are active participants in
professional decisions. They are
involved in a variety of
school0based activities directed at
the improvement of teaching and
learning, including the use of
information technology. Candidates
collect data on student learning,
analyze them, reflect on their work,
and develop strategies for
improving learning.
The field experience component of the preschool special education program was
designed to be an integral component of the program. Candidates were able to rotate into
different age level groups in a private inclusive summer preschool program. This provided the
opportunity for observation, data-collection, and hands-on experience.
Unacceptable
Criteria for clinical faculty are not
known. Clinical faculty does not
demonstrate the knowledge and
skills expected of accomplished
school professionals. Clinical faculty
do not provide regular and
continuing support for student
teachers and other interns
Acceptable
Criteria for clinical faculty are clear
and known to all of the involved
parties. Clinical faculty are
accomplished school professionals.
Clinical faculty provide regular and
continuing support for teachers and
other interns through such
processes as obse5rftion,
conferencing, group discussion,
email, and the use of other
technology.
PSC Report 2003 KSU Preschool Special Education
Target
Clinical faculty are accomplished
school professionals who are
jointly selected by the unit and
partnering schools. Clinical faculty
are selected and prepared for their
roles as mentors and supervisors
and demonstrate the skills,
knowledge, and dispositions of
highly accomplished school
professionals.
8
An on-site supervisor and the KSU faculty member who was delivering courses on-site
provided supervision of the clinical field experience component of the preschool special
education program. Both the on-site supervisor and the KSU faculty member had doctorates in
preschool education and had experience in preschool special education.
Element 3.3 Candidates’ Development and Demonstration of KSDs To Help All
Students Learn
Unacceptable
No entry or exit criteria exist for
candidates in clinical practice.
Assessments used in clinical
practice are not linked to candidate
competencies delineated in
professional, state, and institutional
standards. Assessments do not
examine candidates’ effect on
student learning. Assessments of
candidate performance are not
conducted jointly by candidates,
and college or university and school
faculty. Feedback and coaching
infield experiences and clinical
practice are not evident. Field
experiences and clinical practice do
not provide opportunities for
candidates to develop and
demonstrate knowledge, skills, and
dispositions for helping all students
learn. Candidates do not work with
students with exceptionalities or
with students from diverse ethnic,
racial, gender, and socioeconomic
groups in their field experiences or
clinical practice.
Acceptable
Entry and exit criteria exist for
candidates in clinical practice.
Assessments used in clinical
practice are linked to candidate
competencies delineated in
professional, state, and institutional
standards. Multiple assessment
strategies are used to evaluate
candidates’ performance and effect
on student learning. Candidates,
school faculty, and college or
university faculty jointly conduct
assessments of candidate
performance throughout clinical
practice. Both field experiences and
clinical practice allow time for
reflection and include feedback
from peers and clinical faculty.
Field experiences and clinical
practice provide opportunities for
candidates to develop and
demonstrate knowledge, skills, and
dispositions for helping all students
learn. All candidates participate in
field experiences or clinical practice
that include students with
exceptionalities and students from
diverse ethnic, racial, gender, and
socioeconomic groups.
Target
Candidates demonstrate mastery of
content areas and pedagogical and
professional knowledge before
admission to and during clinical
practice. Assessments used in
clinical practice indicate that
candidates meet professional, state,
and institutional standards and have
a positive effect on student learning.
Multiple assessments are used by
candidates and clinical faculty to
determine areas that need
improvement and to develop a plan
for improvement. Candidates work
collaboratively with other
candidates and clinical faculty to
critique and reflect on each others’
practice and their effects on student
learning with the goal of improving
practice. Field experiences and
clinical practice facilitate
candidates’ exploration of their
knowledge, skills, and dispositions
related to all students. Candidates
develop and demonstrate
proficiencies that support learning
by all students as shown in their
work with students with
exceptionalities and those from
diverse, ethnic, racial, gender, and
socioeconomic groups in
classrooms and schools.
Admission to the preschool special education add-on program requires a clear
renewable Georgia teaching certificate in either early childhood education or special education.
The preschool special education add-on program was designed to address the application of
skills in a variety of settings. Evaluation of field experience was integrated in course
requirements. Field experience included data collection and delivery of instruction on-site.
Candidate visits to other service delivery sites were scheduled to expand the diversity of
experience.
PSC Report 2003 KSU Preschool Special Education
9
Standard 7 – Georgia-Specific Requirements for Units and Programs
Element 1 Meets Minimum Admissions Requirements
Candidates admitted to initial certification programs at the baccalaureate level have a minimum grade
point average of 2.5 on a 4.0 scale. Candidates admitted into initial certification programs at the post
baccalaureate level have attained appropriate depth and breadth in both general and content studies,
with a minimum of a bachelor’s degree from a PSC-accepted accredited institution.
KSU 2003-2004 Graduate Catalog (p. 112)
Requirements for consideration for admission to the Preschool Special Education add-on program
1. Baccalaureate degree from an acceptably recognized accredited college of university
2. A minimum undergraduate cumulative grade-point average of 2.5 (on a 4.0 scale).
3. Teaching certification (Valid Georgia certificate (clear renewable) in early childhood education or special
education)
4. Official transcripts from all colleges/universities an applicant has attended showing evidence of a bachelor’s
degree with minimum GPA of 2. 5 from an accredited institution
5. Proof of completion of courses in Human Growth & Development, Teaching of Reading, and Education of
Exceptional Students.
6. Completed graduate application with application fee
7. Immunization form.
8. A score of at least 550 on the TOEFL is required for all students for whom English is not the native language.
International applicants must have their foreign credentials evaluated by an independent evaluation service.
Course by course evaluations, equivalence to an accredited US degree or number of years toward completion,
and grade point average equivalents are required.
Element 2 Knowledge of Reading Methods
Candidates in programs in Early Childhood, Middle Grades, English, and the special education fields
of Mental Retardation, Learning Disabilities, Behavior Disorders, Interrelated Special Education and
Interrelated Special Education/Early Childhood have demonstrated competence in the application of
methods of teaching reading to students.
A course in teaching of reading is required as a prerequisite for admission to the
Preschool Special Education program. Candidates build on this foundation in EXC
7748 Language Learning and Emergent Literacy.
Element 3 Knowledge of the Identification and Education of Children with Special
Needs
Candidates in all teaching fields, the leadership field of Administration and Supervision, and/or the
service fields of Media Specialist and School counseling have completed five or more quarter hours or
three or more semester hours, or the equivalent, in the identification and education of children who
have special educational needs.
A course in the identification and education of children who have special educational
needs is required as a prerequisite for admission to the M.Ed. in Special Education
program. Candidates build on this foundation in all courses within the preschool special
education add-on program.
PSC Report 2003 KSU Preschool Special Education
10
Element 4 Proficiency in the Use, Application, and Integration of Instructional
Technology
Candidates have demonstrated proficiency in the use, application, and integration of instructional
technology, either by attaining an acceptable score on a PSC-approved test of computer skill
competency or by completing a PSC-approved training course or equivalent.
All candidates in the program hold clear renewable Georgia Teaching Certificates and
have either met this proficiency or are working on this proficiency within their
employing district. The technology requirements within the Preschool Special
Education program provide the opportunity for candidates to expand their skills. A
major focus on technology skill development in this program is the use of
adaptive/assistive technology.
Element 5 Knowledge of the Relevant Sections of the Georgia Quality Core
Curriculum
Candidates are prepared to implement the appropriate sections of any Georgia mandated curriculum
(e.g. Quality Core Curriculum, QCC) in each relevant content area.
Preschool Special Education does not have specific QCC's requirements. The
add-on program emphasizes access to the general education curriculum for all students.
There are no QCC’s for ages zero through preschool. The preschool special education
program emphasizes a developmental model that looks at the cognitive, fine and gross
motor, communication and language, socio-emotional, and play and self-help
development domains.
Element 6 Knowledge of Professional Ethical Standards and Requirements for
Certification and Employment
Candidates are provided with information about professional ethical standards, criminal background
check, and clearance for certification and employment.
Knowledge of professional ethical standards and requirements for
certification and employment are prerequisites for admission to the preschool
special education add-on program. All candidates hold clear renewable Georgia
teaching certificates in early childhood education or special education.
Candidates represent Kennesaw State University and are expected to
maintain high standards of personal and professional ethics. The Council for
Exceptional Children (CEC) Code of Ethics and Standards
(http://www.cec.sped.org/ps/code.htm) highlight the guiding principles for
professional practice as a special educator. Candidates also follow the
guidelines for professionalism for Georgia Teachers (http://www.gapsc.com).
PSC Report 2003 KSU Preschool Special Education
11
Professionalism is emphasized in their classroom, their participation in the
graduate special education program, and with all constituencies (parents,
administrators, peers, faculty). Course requirements and field experience
observations include evaluation of professionalism and dispositions.
Element 7 Field Experiences Appropriate to the Grade Level and Field of
Certification Sought
Candidates for Early Childhood certification shall complete field experiences in grades PK-K, 1-3, and
4-5. Candidates for Middle Grades certification shall complete field experiences in grades 4-5 and 6-8.
Candidates for P-12 certification shall complete field experiences in grades PK-K, 1-3, 4-5, 6-8, and 912. Candidates for certification in secondary fields shall complete field experiences in their fields of
certification in grades 7-8 and 9-12.
Candidates in the preschool special education hold clear renewable Georgia Teaching
Certificates as a prerequisite for admission to the program. Field experiences are
embedded within the graduate Preschool Special Education Program at Kennesaw State
University (KSU). The preschool special education program was designed as an on-site
summer institute to provide access to field experience. Faculty also lead observation
visits to specialized settings to provide greater diversity of experience. Summer 2001
visits included a neonatal intensive care unit and a day care center for medically fragile
children.
Standard 8 – Content Requirements for Educator Preparation Programs
KSU Preschool Special Education Content Alignment Matrix
CEC Common
Core
Standards
1 Foundations
2 Development
& Characteristics
of Learners
3 Individual
Learning
Differences
4 Instructional
Strategies
5 Learning
Environments &
Social
Interactions
6 Language
KSU-PTEU
Conceptual
Framework
1 Subject
Matter Experts
1 Subject
matter experts
Legal and Societal
Issues
Understanding
Exceptionalities
1 Subject
matter experts
Understanding
Exceptionalities
1 Expertise as
facilitators of
teaching &
Learning
2 Expertise as
facilitators of
teaching &
Learning
1 Subject
matter experts
Delivery of
Services to
Students with
Disabilities
Delivery of
Services to
Students with
Disabilities
Understanding
Exceptionalities
PRAXIS II
PSC Report 2003 KSU Preschool Special Education
GA PSC preschool
special education
Standards
I Characteristics of
BD, LD, MR
VI Early childhood
IV Perceptual motor
development
KSU Course
EXC 7746
EXC 7747
EXC 7746
EXC 7746
V Reading &
mathematics
difficulties
EXC 7747
EXC 7748
VIII Field experiences
for levels and
categories
EXC 7747
III Language
development,
EXC 7748
12
disorders and
deviations
7 Instructional
Planning
8 Assessment
9 Professional &
Ethical Practice
10 Collaboration
2 Expertise as
facilitators of
teaching &
Learning
2 Expertise as
facilitators of
teaching &
Learning
3
Collaborative
professionals
3
Collaborative
professionals
Delivery of
Services to
Students with
Disabilities
Understanding
Exceptionalities
Delivery of
Services to
Students with
Disabilities
Legal and Societal
Issues
Delivery of
Services to
Students with
Disabilities
PSC Report 2003 KSU Preschool Special Education
EXC 7747
II Psychoeducational
evaluation and
assessment
EXC 7746
Field Experience
VII Effective parent
involvement and
counseling
EXC 7746
EXC 7747
13
IV.
Required Appendices – Syllabi
Kennesaw State University
Department of Special Education
I.
EXC 7746
Models of Development and Procedures for Assessment
II.
INSTRUCTOR:
OFFICE HOURS:
III.
CLASS MEETING:
IV.
TEXTS:
Required Texts:
Driscoll, A. & Nagel, N. (1999). Early childhood education: Birth – 8. Boston:
Allyn & Bacon.
Lerner, J., Lowenthal, B., & Egan, R., Wortham, S. (1998). Preschool children
with special needs: Children at-risk, children with disabilities. Boston: Allyn &
Bacon.
Linder, T.W. (1993). Transdisciplinary play-based assessment: A functional
approach to working with young children. (revised ed.) Baltimore: Paul H. Brooks.
McLean, M,. Bailey, D.B. & Worley, M. (1996). Assessing infants and
preschoolers with special needs. (2nd ed.) Columbus: Merrill Publishing Co.
Recommended Text:
American Psychological Association. (1995). Publication manual of the American
Psychological Association (4th ed.). Washington, DC: Author.
V.
CATALOG DESCRIPTION: This course focuses on the physical, sensory, affective,
behavioral, language and cognitive development of infants and children. There is an emphasis
on the etiological, sociological, medical and intervention effects on both typical and atypical
development. Issues concerning procedures for formal and informal assessment are stressed.
The importance of collaborating with families as partners through a family centered approach
is also emphasized. Clinical applications in a field site are included. Proof of professional
liability insurance is required for placement.
PSC Report 2003 KSU Preschool Special Education
14
VI.
PURPOSE/RATIONALE: The purpose of this course is to provide participants with
information pertaining to:
1) the rationale for preschool/early childhood special education from historical, legal (PL 99457), and developmental perspectives
2) issues of collaboration with families and existing preschool programs
Participants will also be provided with the knowledge and skills to:
3) identify infants and preschool children with disabilities and/or special needs through the
use of formal and informal assessment techniques with an emphasis on transdisciplinary
play-based assessment
The objectives for this course are based on the competencies identified by the Council for
Exceptional Children (CEC) and the Professional Standards Commission (licensure body for
Georgia).
CONCEPTUAL FRAMEWORK: There is an extensive historical base for special education
in psychology and medicine. Since the formation of the Council for Exceptional Children
(1920) and the development of its journals (Exceptional Children, Teaching Exceptional
Children, etc.), there has been an increase in the number of journals dedicated to special
education issues. PL 94-142 and PL 99-457 emphasized the importance of early identification
of infants and preschool children with disabilities, with an emphasis on interventions to
improve the quality of life for these children and their families.
The knowledge base required of professional learning facilitators in the field of early
intervention in special education is in a constant state of change and growth. To prepare
learning facilitators for their professional responsibility in the identification, assessment,
placement and implementation of developmentally appropriate interventions for infants and
preschoolers with disabilities, attention must be focused on understanding the cognitive,
sociological, and medical foundations and manifestations of exceptionalities.
USE OF TECHNOLOGY: Students at Kennesaw State University will access Galileo for
scholarly activities related to this course. They will also have access to computers and
software through TRAC and the Educational Technology Center. An electronic bulletin board
has been created for this class. It can be accessed at http://bbs.kennesaw.edu. The password
for posting messages on the EXC 7XXX bulletin board is “early”. Course information may
also be accessed as a Web Course in a Box at http://instrtech.kennesaw.edu:81/wcb/. The initial
log-on is your first initial and last name (up to 8 letters) and your initial password is your social
security number (including hyphens).
PSC Report 2003 KSU Preschool Special Education
15
DIVERSITY: Kennesaw State University provides program accessibility and reasonable
accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of
1973 or the Americans with Disabilities Act of 1990. A number of services are available to
help disabled students with their academic work. In order to make arrangements for special
services students must visit the Office of DisAbled Student Support Services (770-423-6443)
and arrange an individual assistance plan. In some cases certification of disability is required.
Understanding of the nature and needs of infants and preschoolers with disabilities requires a
sensitivity to the cultural context of the presenting problems. This course provides students
with information and experiences to develop an awareness and appreciation of the diverse
nature of our society and the individual cultural differences as they impact on development.
The effects of socioeconomic status are also emphasized as a factor in early development.
Major issues addressed include cultural and socioeconomic status bias in assessment and
eligibility for special education services, as well as, behavioral, language and cognitive style
differences related to different cultural and socioeconomic backgrounds. Students will
investigate the sociological factors that traditionally result in greater prevalence of diagnosed
exceptionalities in males in certain socio-economic groups. Students will also investigate the
interaction of other variables such as race and ethnicity in identification procedures. Criteria
for field experience site selection will include the socio-economic, racial, ethnic and cultural
diversity of the population served.
VII.
COURSE GOALS/OBJECTIVES: The Professional Teacher Education Unit at Kennesaw
State University prepares learning facilitators who understand their disciplines and principles
of pedagogy, who reflect on practice, and who apply these understandings in making
instructional decisions that foster the success of all learners. As a result of the satisfactory
fulfillment of the requirements of this course, the student will demonstrate a broad base of
Knowledge, Skills, and Understanding through performance.
VIII.
In the area of Knowledge, the student will be able to:
1.
Discuss the rationale for early intervention based on historical, legal, philosophical, and
research based influences (CEC Cross-reference: EC1-S1, EC1-S4)
2.
Discuss the importance of collaborating with families as partners through a family
centered approach (CEC Cross-reference: EC2-S3)
3.
Identify major perspectives from medicine, psychology, behavior and education related
to definitions, etiologies (genetic, prenatal, perinatal, and postnatal), and progress of
infants and preschoolers with disabilities. (CEC Cross-reference: EC2-S2 EC2-S3)
4.
Identify Georgia terminology and definitions of disabilities, especially significant
developmental delay (SDD), including the evaluation criteria, labeling controversies,
PSC Report 2003 KSU Preschool Special Education
16
current incidence, eligibility criteria, prevalence data, and the continuum of services for
infants and preschool children with disabilities.
5.
Identify the assurances provided by special education law including least
restrictive environment; due process; parent involvement; nondiscriminatory evaluation; IFSP process; and free, appropriate public
education. (CEC Cross-reference: EC1-S4)
6.
Identify sequences of typical child development (birth through age 5) in each of the
following domains: fine and gross motor, cognitive, socio-emotional, communication
and language, play and self-help skills
(CEC Cross-reference: EC2-S1)
7.
Identify characteristics of infants and preschool children with disabilities and discuss
how various disabilities and risk factors may affect development in different domains
(CEC Cross-reference: EX2-S4)
8.
Identify the medical issues related to the educational, cognitive, physical, social and
emotional behavior of individuals with disabilities and ethical and policy issues related
to educational, social and medical services.
CEC Cross-reference: EC1-S2
In the are of Skills, the student will be able to:
9.
Compare, contrast and articulate the pros and cons of current issues and trends in the
assessment and education of infants and preschool children with disabilities, including
the over-representation of minorities in special education.
10.
Identify levels of assessment and basic psychometric principals
11.
Identify and critically evaluate formal and informal instruments and observation
techniques for screening, diagnosis, and program planning
12.
Plan and conduct transdisciplinary play-based assessment
13.
Summarize assessment results in written reports and discussion with other professionals
and families; Use information collected from assessment to identify individualized
goals and objectives for IEP/IFSP development (CEC Cross-reference: EC3-S1, EC3S2, EC3-S3, EC3-S4)
In the area of Understanding through performance, the student will be able to:
PSC Report 2003 KSU Preschool Special Education
17
14.
Articulate the teacher's responsibility to, and support of, parents and
siblings of
students with disabilities and demonstrate collaborative
behavior in working with families,
other professionals and agencies.
(CEC Cross-reference: EC3-S3)
15.
16.
Maintain confidentiality of all student records and respect for privacy of
individuals with disabilities and their families.
Participate in the activities of professional organizations relevant to
with disabilities.
individuals
COURSE REQUIREMENTS/ASSIGNMENTS: Students will be evaluated
on both their in-class work and the field experience. The following assignments/projects will be
further discussed in class. Scoring rubrics will also be provided in class.
•
•
•
•
Develop a list of typical developmental milestones for one developmental domain (birth-5
years). Presentation: video or other format (peer and/or small group project)
Observations of infant/toddler and preschooler engaging in play activities (minimum of 30
minutes), interpret and summarize observations, compare with peer partner and write a
collaborative summary of observations
Plan and conduct a transdisciplinary play-based assessment, synthesize results in a written
report (include objectives for program planning)
Use and critically evaluate commercially available assessment tools (1 screening, 1
standardized, 1 curriculum based) designed for infants and/or preschoolers; prepare a
summary: description of instrument, critical evaluation, discuss utility for program
planning, report of results, and interpretation of results
CLASS PARTICIPATION: The Professional Teacher Education Unit at Kennesaw
State University believes that learning is a collaboration in which students and teachers alternate as
learners and teacher, each facilitating the growth of others. Your participation in class discussions and
activities allows you to be an active learner and facilitates the learning of others who may benefit from
your collaboration.
ACADEMIC HONESTY: Academic honesty is expected at all times. Students must follow APA
guidelines to cite original authors for all materials submitted for class requirements. The student is
reminded to consult the KSU Graduate Catalog for the University's policy on plagiarism and cheating.
Any strategy which has the appearance of improving grades without increasing knowledge will be
dealt with in accordance with the University's policy on plagiarism and cheating. This policy also
applies to group projects. Students are expected to participate equitably and collaboratively in the
group. Self-evaluation and peer-evaluation of participation must honestly reflect individual levels of
participation in product development.
PSC Report 2003 KSU Preschool Special Education
18
DISRUPTIVE BEHAVIOR: The University has formulated a policy on human relations, which is
intended to provide a learning environment, which recognizes individual worth. The University has a
stringent policy and procedure for dealing with behavior which disrupts the learning environment.
That policy is found in the KSU Graduate Catalog. It is expected, in this class, that no Professional
should need reminding, but the policy is there for your consideration.
HUMAN DIGNITY: The University has formulated a policy on human rights which is intended to
provide a learning environment which recognizes individual worth. This policy is found in the KSU
Graduate Catalog. It is expected, in this class, that no professional should need to be reminded of this
but the policy is there for your consideration. The activities of this class will be conducted in both the
spirit and the letter of that policy.
PSC Report 2003 KSU Preschool Special Education
19
COURSE AGENDA:
Possible Sequence for Topics
•
•
•
•
•
•
•
•
•
•
Rationale for ECSE: historical roots, legislation, efficacy research
Families as partners
Early development: typical and atypical
Risk factors: prenatal exposure to substances
Assessment principles, cultural sensitivity, issues in assessing young children with special
needs, screening
Assessing environments; family assessment
TPBA procedures
Play/cognitive/communication
Social- emotional/motor/self-care
APPLICATION/FIELD WORK
PSC Report 2003 KSU Preschool Special Education
20
DATE
Week 1
Week 2
TOPIC
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
MID-TERM
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16 FINAL EXAM
PSC Report 2003 KSU Preschool Special Education
READINGS
PRODUCTS DUE
Philosophy Statement
Abstract (issues of
labeling)
Response Essay
(issues of definition)
in-class assignment
Abstract (categorical)
Response Essay
(issues of cultural
diversity)
in-class assignment
Midterm Exam
Abstract (impact of a
disability on the
developmental
process
Response Essay
(impact of a disability
on the developmental
process) in-class
assignment
Abstract (issues of
inclusion)
Case Study Project
Response Essay
(case history sample)
in-class assignment
Field experience
journal due
21
Additional Readings/References
Allen, K.E. & Schwartz, I.S. (1996). The Exceptional Child: Inclusion in Early
Childhood Education. Albany: Delmar. (introductory text)
Berk, L.E. (1994). Infants and Children: Prenatal Through Early Childhood. Boston:
Allyn & Bacon. (introductory text)
Linder, T.W. (1993). Transdisciplinary play-based assessment: A functional approach
to working with young children. (revised ed.) Baltimore: Paul H. Brooks.
McLean, M,. Bailey, D.B., & Wolery, M. (1996). Assessing infants and preschoolers
with special needs. (2nd ed.) Columbus: Merrill Publishing Co.
Bagnato, S.J. & Neisworth, J.T. (1987). Normal and exceptional early development. In
J.T. Neisworth & S.J. Bagnato, The young exceptional child: Early development and
education. (pp. 64-100). New York: Macmillan.
Baird, S.M., Haas, L., McCormick, K., Carruth,M C., & Turner, K.D. (1992).
Approaching an objective system for observation and measurement: Infantparent social interaction code. Topics in Early Childhood Special Education, 12,
544-571.
Caldwell, B. M. (1970). The rationale for early intervention. Exceptional Children,
36, 717-726.
Carta, J.J., Sideridis, G., Rinkel, S.G. Greenwood, C., Baggett, K., Peterson, P.,
Atwater, J., McEvovy, M., & McConnell, S. (1994). Behavioral outcomes of young children
prenatally exposed to illicit drugs: Review and analysis of experimental literature. Topics in
Early Childhood Special Education, 14, 184-216.
Dunst, C. J. (1985). Rethinking early intervention. Research and Intervention in
Developmental Disabilities, 5, 165-201.
Florian, L. (1995). Part H early intervention program: Legislative history and intent
of the law. Topics in Early Childhood Special Education, 15, 247-262.
Guralnick, M.J. (1997). Second generation research in the field of early intervention.
In M.J. Guralnick (ed.) The effectiveness of early intervention (pp. 3-20). Baltimore: Paul H.
Brooks.
PSC Report 2003 KSU Preschool Special Education
22
Haring, K.A., Lovett, D.L., Haney, K.F., Algozzine, B., Smith, D.D., & Clark, J.
(1992). Labeling preschoolers as learning disabled: A cautionary position. Topics in Early
Childhood Special Education, 12, 151-173.
Myers, C.L., McBride, S.L., & Peterson, C.A. (1996). Transdisciplinary, play-based
assessment in early childhood special education: An examination of social validity. Topics in
Early Childhood Special Education, 16, 102-126.
Neisworth, J.T. & Bagnato, S.J. (1996). Assessment for early intervention: Emerging
themes and practices. In S.L. Odom & M.E. McLean (eds.) Early intervention/early childhood
special education (pp. 23-57). Austin: Pro-Ed.
O’Brien, M., Rice, M., & Roy, C. (1996). Defining eligibility criteria for preventive
early intervention in an NICU population. Journal of Early Intervention, 20, 283-293.
Peterson, N.L. (1987). Early intervention of handicapped and at-risk children: An
introduction to early childhood special education. Denver: Love Publishing Co. (Chapter 3:
Historical roots of early childhood special education)
Rogers, S.J. (1988). Cognitive characteristics of handicapped children’s play: A
review. Journal of the Division for Early Childhood, 12, 161-168.
Skeels, H.M. & Dye, H.B. (1939). A study of the effects of differential stimulation on
mentally retarded children. Proceedings and Addresses of the American Association on
Mental Deficiency, 44, 114-136.
Thurman, L.K., Brobeil, R.A., Ducette, J.P., & Hallam, H. (1994). Prenatally exposed
to cocaine: Does the label matter? Journal of Early Intervention, 18, 119-130.
Vincent, L.J., & McLean, M.E. (1996). Why family participation. In S.L. Odom &
M.E. McLean, Early intervention/early childhood special education (pp. 59-76). Austin: ProEd.
Williams, B.F. & Howard, V.F. (1993). Children exposed to cocaine: Characteristics
and implications for research and intervention. Journal of Early Intervention, 17, 61-72.
PSC Report 2003 KSU Preschool Special Education
23
KENNESAW STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
I.
COURSE NUMBER/SECTION EXC 7747
COURSE TITLE
Developmentally Appropriate Practices for Curricular Design and
Methods of Intervention
II.
INSTRUCTOR:
Name:
Office:
Office Hours:
III.
CLASS MEETING: TO BE ANNOUNCED
IV.
TEXTS: Required:
Office Phone:
Email:
Bricker, D. & Cripe, J.W. (1998). An activity-based approach to early intervention (2nd
ed). New York: Merrill.
Bredekamp, S. & Copple, C. (Eds.) (1997). Developmentally appropriate practice in
early childhood programs (Revised ed.) Washington, D.C.: National Association for the
Education of Young Children.
Johnson-Martin, N.M., Attermeier, S.M., & Hacker, B. (1990). The Carolina
curriculum for preschoolers with special needs. Baltimore: Paul H. Brookes.
Linder, T.W. (1993). Transdisciplinary play-based intervention. Baltimore: Paul H.
Brookes.
Recommended:
Pickett, A. L. & Gerlach, K. (1997). Supervising paraeducators in school
settings. Austin: Pro•Ed Publishing.
Rainforth, B., York, J., & MacDonald, C. (1998). (2nd Ed.) Collaborative teams with
students with severe disabilities: Integrating therapy and educational services. Baltimore:
Paul Brookes
CATALOG DESCRIPTION: This course focuses on developmentally appropriate and
developmentally different practices for infants and preschool children with disabilities.
PSC Report 2003 KSU Preschool Special Education
24
Accommodations for appropriate settings, parental and/or family involvement and
collaboration with other professionals are emphasized. Proof of professional liability
insurance is required prior to field experience placement.
PURPOSE/RATIONALE: This purpose of this course is to provide participants with
knowledge of program models, instructional methods, and curriculum in early childhood
special education. Primary emphasis will be placed on developmentally approp0riate practices
and activity-based instruction. Information pertaining to designing environments, family
involvement, multicultural education, technology use, and behavior management will also be
addressed.
The rationale for developing this course is to prepare professional learning facilitators to work
with infants and preschool children with disabilities and their families. The competencies for
this course are derived from requirements of the Professional Standards Commission (the
licensure body of Georgia) for Preschool/ECSE teachers and from the national standards of the
Council for Exceptional Children.
KNOWLEDGE BASE: The knowledge base for methods of teaching infants and preschoolers
with disabilities continues to develop rapidly. The field draws on research literature from
educational psychology, medicine, psychology and special education. The emphasis in this
class will be on critically reviewing best practices used with infants and preschool children
with disabilities and the application of these practices as part of the IFSP and transition to
elementary school programs.
USE OF TECHNOLOGY: Students in this course will be expected to apply the use of
adaptive/assistive technology in serving infants and preschool students with disabilities. They
must understand the process of selection of appropriate software for student needs and training
students to use the hardware and software independently. Technology emphasis will include
classroom computers, computer databases (library access programs, internet and email), CDROM programs, adaptive hardware and software for special needs and learning materials, and
software to track progress and analyze errors will be included.
DIVERSITY: Kennesaw State University provides program accessibility and reasonable
accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of
1973 or the Americans with Disabilities Act of 1990. A number of services are available to
help disabled students with their academic work. In order to make arrangements for special
services, students must visit the Office of DisAbled Student Support Services and arrange an
individual assistance plan. In some cases, certification of disability is required.
The effect of socio-economic, ethnic, gender and cultural differences on the effectiveness of
methods for students with disabilities will be considered. The emphasis on cognitive style
differences in the special education field provides a background for the consideration of
cultural context.
PSC Report 2003 KSU Preschool Special Education
25
V.
COURSE GOALS/OBJECTIVES: The Professional Teacher Education Unit prepares
learning facilitators who understand their disciplines and principles of pedagogy, who reflect
on practice, and who apply these understandings to making instructional decisions that foster
the success of all learners. As a result of the satisfactory fulfillment of the requirements of this
course, the student will demonstrate a broad base of Knowledge, Skills and Understanding
through performance.
VI.
As a result of Knowledge, the student will be able to:
1.
Explain the social, cultural, emotional, cognitive and physical needs of infants and
preschool children with disabilities, particularly as these needs impact individualized
instructional programming.
2.
Explain and implement research-based practices and alternatives for teaching infants
and preschool children with disabilities who differ in degree and kind of disability by
identifying components of appropriate and effective individualized intervention for
these individuals (i.e., best practices).
3.
Explain the variability (especially in infants and preschool children of differing cultural
backgrounds) of development in context by developing appropriate accommodations .
4.
Explain and apply theories of learning, motivation and assessment, particularly as they
relate to the individualized programming of infants and preschool children with
disabilities.
5.
Explain and apply theories of development, particularly as they relate to the infants and
preschool children with disabilities.
6.
Describe and define the collaborative and consultative roles of special education
teachers in the instruction of infants and preschool children with disabilities in home,
preschool or daycare settings and in community life.
7.
Describe and define general developmental, social, cultural, and functional
characteristics of infants and preschool children with disabilities as they relate to the
level of support needed to be successful in home, preschool or daycare settings and in
community life.
As a result of Skills, the student will be able to:
PSC Report 2003 KSU Preschool Special Education
26
8.
9.
10.
11.
Design and implement interventions to maximize development and meet the unique
needs of infants and preschool children with disabilities and their families within legal
guidelines.
Select, conduct and assess interventions tailored to the individualized learning
needs of infants and preschool children with disabilities in a variety of
educational, social and community contexts, as appropriate.
Evaluate, select, develop, and adapt curriculum materials (within copyright laws) and
technology appropriate for infants and preschool children with disabilities who differ in
degree and kind of disability, linguistic and cultural background, including an assistive
technology plan for individuals who lack typical communication and performance
abilities.
Use differentiated strategies for acquisition, proficiency building, maintenance and
generalization of skills across settings
12.
Develop a plan to optimize parent involvement.
13.
Develop a model of natural environment-based therapy for special education
and related services that includes the roles and responsibilities of each staff
member, team/problem-solving strategies, and methods of conflict resolution.
As a result of Understanding through performance, the student will be able to:
14.
15.
Reflect critically on teacher and learner performances and outcomes and modify
practices based upon an action research model.
Utilize instructional and management strategies which create a positive learning
environment for individuals with disabilities, including use of positive proactive and
reactive techniques.
16.
Apply instructional and management strategies for all students in educational
settings, including both typically and atypically developing individuals who would
benefit.
17.
Demonstrate communication, problem solving and conflict resolution skills
when assisting other professionals, families or students with disabilities.
17.
Demonstrate skills in leadership, advocacy and training to improve
services for students with disabilities.
PSC Report 2003 KSU Preschool Special Education
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18.
Participate in the activities of professional organizations relevant to
individuals with disabilities.
19
Articulate the teacher's ethical responsibility to non identified students who function
similarly to students classified as disabled.
VIII. COURSE REQUIREMENTS/ASSIGNMENTS:
ACADEMIC HONESTY: The student is reminded to consult the Graduate Catalog, for the
University's policy on plagiarism and cheating. Any strategy, which has the appearance of
improving grades without increasing knowledge, will be dealt with in accordance with the
University's policy on plagiarism and cheating.
DISRUPTIVE BEHAVIOR: The University has a stringent policy and procedure for dealing
with behavior which disrupts the learning environment. Consistent with the belief that your
behavior can interrupt the learning of others, behavior that fits the University's definition of
disruptive behavior will not be tolerated. (See Campus Policies and Procedures in the KSU
Graduate Catalog).
HUMAN DIGNITY: The University has formulated a policy on human rights that is intended to
provide a learning environment that recognizes individual worth. That policy is found in the KSU
Graduate Catalog. It is expected, in this class, that no Professional should need reminding but the
policy is there for your consideration. The activities of this class will be conducted in both the
spirit and the letter of that policy.
PSC Report 2003 KSU Preschool Special Education
28
Course Schedule
Date
Week 1
Week 2
Week 3
Week 4
Topic
Week 5
Policy & issues
Family involvement, collaboration
IFSP, assessment
Developmentally appropriate
practices
Montessori & Reggio models
Environments
Week 6
Week 7
Week 8
Health issues
Physical, sensory, motor curricula
Language, readiness curricula
Week 9
Social, behavioral curricula
Week 10
Week 11
Week 12
Functional & life skills curricula
Accommodations, levels of support
Adaptive assistive technology
Week 13
Collaboration with related services
personnel
Working with paraprofessionals and
volunteers
Inclusion issues
Final
Week 14
Week 15
Week 16
PSC Report 2003 KSU Preschool Special Education
Assignment
Cook et al, 1, 2
Cook et al, 3
Cook et al, 4
Allen & Schwartz, Unit 13,
Cook et al, 6
Assigned readings
Allen & Schwartz, Unit 14
Assigned readings
Guest speaker - Nursing faculty
Cook et al, 8
Allen & Schwartz Unit 16, 17
Cook et al, 9, 10
Allen & Schwartz 15, 19
Cook et al, 7
Allen & Schwartz Unit 18
Guest speaker - Adaptive learning center
Computer lab - Guest speaker - Georgia
Project for Adaptive/Assistive Technology
Cook et al, 11
Guest speaker, Project WINS
Allen & Schwartz Unit 20
Final Conferences
29
Additional Readings/References
Allen, K.E. & Schwartz, I.S. (1996). The Exceptional Child: Inclusion in Early
Childhood Education. Albany: Delmar.
Cook, R.E., Tessier, A., & Klein, M.D. (1996). Adapting Early children Curricula for
Children in Inclusive Settings. Englewood Cliffs, N.J.: Merrill.
PSC Report 2003 KSU Preschool Special Education
30
KENNESAW STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
COURSE NUMBER
EXC 7748
COURSE TITLE: Language Learning and Emergent Literacy
INSTRUCTOR:
Name:
Office Phone:
Office:
Email:
TEXT:
Kuder, S. J. (1997) Teaching Students with Communication Disorders: Infants
through Adolescents. Boston: Allyn & Bacon.
Nelson, N.W. (1998). Childhood Language Disorders in Context: Infants through
Adolescents. Boston: Allyn & Bacon.
Owens, R.E. (1999). Language disorders: A functional approach to assessment
and intervention (3rd ed.). Boston: Allyn & Bacon.
CATALOG DESCRIPTION: The development and interaction of oral, written and social
language are presented. Students will learn ways to assess and enhance oral and social language
development in infants and preschool children with disabilities. The effect of cultural context and
different language backgrounds will be addressed.
PURPOSE/RATIONALE: The purpose of this course is to prepare professional learning
facilitators for infants and preschool children with disabilities. The competencies in this course
are derived from the requirements for teachers of the disabled of the Professional Standards
Commission (the licensure body of Georgia) and the national standards of the Council for
Exceptional Children.
KNOWLEDGE BASE: The knowledge base for methods of teaching students with
disabilities continues to develop rapidly. The field draws on research literature from
educational psychology, medicine, psychology and special education. The emphasis in this
class will be on critically reviewing research studies of current and best practices used with
infants and preschool children with disabilities and the application of these practices as part of
the IFSP and transition to elementary school programs.
USE OF TECHNOLOGY: Students in this course will be expected to apply the use of
adaptive/assistive technology in serving infants and preschool students with disabilities. They
must understand the process of selection of appropriate software for student needs and training
PSC Report 2003 KSU Preschool Special Education
31
students to use the hardware and software independently. Technology emphasis will include
classroom computers, computer databases (library access programs, internet and email), CDROM programs, adaptive hardware and software for special needs will be included, with a
special emphasis on alternative and augmentative communication systems.
DIVERSITY: Kennesaw State University provides program accessibility and reasonable
accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of
1973 or the Americans with Disabilities Act of 1990. A number of services are available to
help disabled students with their academic work. In order to make arrangements for special
services, students must visit the Office of DisAbled Student Support Services and arrange an
individual assistance plan. In some cases, certification of disability is required.
The effect of socio-economic, ethnic, gender and cultural differences on the communication
development of infants and preschoolers with disabilities will be considered. The emphasis on
cognitive style differences in the special education field provides a background for the
consideration of cultural context.
COURSE GOALS/OBJECTIVES: The Professional Teacher Education Unit prepares learning
facilitators who understand their disciplines and principles of pedagogy, who reflect on practice,
and who apply these understandings to making instructional decisions that foster the success of all
learners. As a result of the satisfactory fulfillment of the requirements of this course, the student
will demonstrate a broad base of Knowledge, Skills and Understanding through performance.
In the area of Knowledge, the student will be able to:
1.
2.
Articulate conditions under which normal language development occurs, citing cognitive,
psycholinguistic, behavioral, information processing and social interaction models.
Articulate the ways in which children use the language rules they abstract from
language environment in the development of receptive/expressive and
oral/symbolic language activities.
3.
Explain the process of second language acquisition for bilingual students and its
application for students with disabilities taking a foreign language and for non-native
speakers learning English as a second language.
4.
Explain the effect of cultural diversity on linguistics.
5.
Articulate components of communication processes model, communication needs
model and participation model.
their
In the area of Skills, the student will be able to:
PSC Report 2003 KSU Preschool Special Education
32
6.
Assess receptive/expressive and oral/symbolic language base for academic and
social deficits including error analysis and error correction strategy evaluation.
7.
Articulate and apply strategies to facilitate and enhance language development
including:
a. developing ways to cause language to fulfill authentic needs,
b. developing risk-free environments for children to use and experiment with language,
c. providing opportunities for a variety of contexts and purposes for language
development;
d. integrating related and support services in varied settings to promote generalization of
communication skills, developing adaptive and assistive readily available and
technological aids to support development of communication skills.
8.
Apply various theories of language acquisition to plan developmental and remedial
lessons for students with language or communication disabilities in academic, functional,
vocational and social curricular areas. Include consideration for type and degree of
disability, support needs, developmental level, and cultural context.
In the area of Understanding of Professionalism, the student will be able to:
9.
Provide opportunities for language learning to become self-directed.
10.
Model acceptance of language differences and ethical practices in communication with
parents and other professionals.
COURSE REQUIREMENTS/ASSIGNMENTS: TBA
PSC Report 2003 KSU Preschool Special Education
33
COURSE SCHEDULE
DATE
WEEK 1
TOPIC
Introduction to language development
WEEK 2
Defining literacy, stages of literacy
development, with an emphasis on
emergent literacy
WEEK 3
Language - speech - communication
models
Nelson, 2
Kuder, 2
WEEK 4
Language acquisition theories
WEEK 5
Language development milestones
WEEK 6
Language assessment
WEEK 7
Language disorders - sensory /motor
interactions
Nelson, 3
Kuder, 3
Kuder, 4
Nelson, 7, 9,
Nelson, 4, 6
Kuder 10
Kuder 8, 9
WEEK 8
Language disorders - other
Kuder, 5, 6
WEEK 9
Autistic spectrum disorders
Kuder, 7
WEEK 10
Culture and language
Kuder 14
WEEK 11
Language differences/language disorders
Assigned readings
WEEK 12
Intervention models
WEEK 13
Intervention strategies
Nelson, 5
Kuder 11
Kuder 12
Nelson 8, 10
WEEK 14
Family & natural environmental
interventions
WEEK 15
Augmentative/alternative communication
systems
WEEK 16
Final Exam
PSC Report 2003 KSU Preschool Special Education
ASSIGNMENT
Kuder, 1
Nelson, 1
Assigned readings
Kuder 13
Nelson, 13
34
Additional Readings/References
Bodrova, E., Leong, D.J., Paynter, D.E. (1999). Literacy standards for preschool
learners. Educational Leadership, 57 (2).
Bruner, J.S. (1971). The relevance of education. New York: W.W. Norton &
Company, Inc.
Coleman, T.J. (2000). Clinical Management of communication disorders in
culturally diverse children. Boston: Allyn & Bacon.
Dewey, J. (1933). How we think. Boston: D.C. Heath and Company.
Klenk, L. (1994). Case study in reading disability: An emergent literacy
perspective. Learning Disabilities Quarterly, 17.
Nelson, N.W. (1998). Childhood language disorders in context: Infancy through
adolescence (2nd ed). Boston: Allyn & Bacon.
Piaget, J. (1967). Six psychological studies. New York: Random House.
Pinker, S. (1994). The language instinct: How the mind creates language. New
York: HarperPerennial.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological
processes. Cambridge: Harvard Univerisity Press.
Vygotsky, L.S. (1986). Thought and language. Cambridge: MIT Press.
PSC Report 2003 KSU Preschool Special Education
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