The College of Education and Behavioral Studies

School of Education
Houston Baptist University
Course Syllabus
EDSP 5335, Growth Abnormalities Identification and Evaluation in Early Childhood
Fall, 2014
COURSE DESCRIPTION

This course is an in depth study of growth and development of the

exceptional/handicapped child during infancy and early childhood. Additionally, this
course emphasizes the acquisition of knowledge and identification of abnormalities,
screening, evaluation and classroom applications as they relate to factors affecting
adjustments of handicapped students to society in general and to school in particular.
Fifteen hours of field work.
COURSE SEQUENCE IN CURRICULUM AND PREREQUISITE INFORMATION

This course is required of those graduate students seeking Supplementary, and all level
Special Education Certification, or certification as an educational diagnostician. All
students enrolled in the class must have a completed degree plan, deficiency plan, or Post
Baccalaureate plan and an application to the teacher education program on file in the
appropriate offices.
DATE AND TIME OF CLASS MEETINGS:
Wednesdays: 5:00 PM 7:25 PM
ROOM NUMBER
Hinton 216
INSTRUCTOR INFORMATION
Name/Title:

Dr. Charlotte Fontenot

E-mail:

cfontenot@hbu.edu

Office Phone:

281-649-3084

Office Location:

Hinton 320

Office Hours:

2:00 pm 4:00 pm Mondays, Wednesdays, & Thursdays; Electronic and

by appointment on Tuesdays and Fridays
Follow me on Twitter @docfontenot

Twitter:
LEARNING RESOURCES

Course Text(s):
Hooper, S. and Umansky, W. (2009). Young Children with Special Needs (5th ed.).
Upper Saddle River, New Jersey: Pearson.
1

Wortham, S. (2012). Assessment in Early Childhood Education (6th ed.). New Jersey:
Pearson.
OTHER COURSE REQUIREMENT:
Join a professional organization Council for Exceptional Children HB CEC; #1237
RELATION TO THE MISSION OF THE UNIVERSITY
The mission of Houston Baptist University is to provide a learning experience that instills in
students a passion for academic, spiritual, and professional excellence as a result of our central
confession, Jesus Christ is Lord.
In relation to the mission of the University, this course will help promote skills and knowledge

necessary for effective teaching, including the creation of a supportive classroom

atmosphere, ways to foster creative and critical thinking, appropriate interactions in the
teaching/learning processes, and an awareness of and sensitivity to what is included in a
preschool special education curriculum. The class is taught in a Christian environment
and emphasizes educational excellence, respect for all persons, personal growth, a sense
of community, and service as the students are being prepared for the teaching profession.
RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF EDUCATION AND
BEHAVIORAL SCIENCES
The mission of the College of Education and Behavioral Sciences is to prepare students to be
effective citizens and professional educators, administrators, counselors, and researchers who
reflect Christ in their work and service.
To accomplish this mission, we will provide students with the following:
the courses and mentoring necessary for a solid pedagogical grounding in their discipline;
essential learning experiences that will provide opportunities to develop knowledge, skills
and wisdom; and
an understanding of their Christian mission and calling to influence individuals and the larger
society.
In relation to the stated goals and purpose of the School of Education, this course will provide

learning activities, assessment procedures, and classroom environment that treat the
students with respect and kindness. Assessments and standards will be consistent,
challenging, fair, and performance-based when appropriate ensuring a strong foundation
with a strong pedagogical grounding with
students actively involved in the learning with activities designed for a variety of learning
styles.
RELATION TO THE SPECIAL POPULATION DEPARTMENTAL GOALS AND PURPOSES
The mission of the Department of Special Populations is to develop quality teachers who honor
and respect diversity, seek to meet the needs of each learner, value lifelong learning, and exhibit
their faith in the service of educating others.
To accomplish this mission, we will provide students with the following:

courses containing essential concepts and teaching strategies to assist non-native English
speakers to succeed ;
courses designed to promote equitable learning experiences for students with varying
exceptionalities through accurate diagnosis, assessment, and differentiated instruction; and
an understanding of their faith in action through serving the needs of diverse students.

COURSE LEARNING OBJECTIVES

Upon completion of this course, students should be able to:

1. Identify and describe the legal mandates that govern the delivery of education to early
childhood special education students;
2. Demonstrate knowledge of the characteristics of a variety of disabilities and their
implications for functioning within the early childhood educational setting;
3. Demonstrate knowledge of issues and theories related to implementation of an early
childhood/PPCD program;
4. Demonstrate knowledge of appropriate assessment instruments for the PPCD
population for both cognitive and behavioral components;
5. Demonstrate ability to use the results of evaluation to plan curricular interventions for
the student with a disability by writing appropriate IEPs for early childhood.
For Graduate Students seeking initial certification, the following Standards are being
addressed:
TExES Competencies for Field Special Education EC 12: #163
Special Education (EC-12, Stand Alone): #161
DOMAIN I UNDERSTANDING INDIVIDUALS WITH DISABILITIES AND
EVALUATING THEIR NEEDS
Competency 001: The special education teacher understands and applies
knowledge of the characteristics and needs of students with disabilities.
DOMAIN II PROMOTING STUDENT LEARNING
Competency 004: The special education teacher understands and
knowledge of procedures for managing the teaching and learning
environment, including procedures related to the use of assistive
technology.
DOMAIN IV FOUNDATIONS AND PROFESSIONAL ROLES AND
RESPONSIBILITIES
Competency 011: The special education teacher applies knowledge of
professional roles and responsibilities and adheres to legal and ethical
requirements of the profession.
Competency 012: The special education teacher knows how to
communicate and collaborate effectively.
For Graduate Students seeking Educational Diagnostician Certification the following
Standards are being addressed:
TExES Competencies for Field #153: Educational Diagnostician
DOMAIN I STUDENTS WITH DISABILITIES
Competency 002 The educational diagnostician understands and applies
knowledge of ethnic, cultural, linguistic, and socioeconomic diversity and
the significance of individual diversity for evaluation, planning, and
instruction.
DOMAIN II ASSESSMENT AND EVALUATION (approximately 33%)

Competency 003 The educational diagnostician understands and applies

knowledge of student assessment and evaluation program planning, and
instructional decision-making.
DOMAIN III CURRICULUM AND INSTRUCTION ((Approximately 22%)
Competency006 The educational diagnostician understands appropriate
curricula and instructional strategies for students with disabilities.
DOMAIN IV FOUNDATIONS AND PROFESSIONAL ROLES AND
RESPONSIBILITIES (approximately 22%)
Competency 009 The educational diagnostician develops collaborative
relationships and demonstrates skills for scheduling, time management,
and organization.
IDA Standards.
The following International Dyslexia Association (IDA) Reading Standards are addressed in
part or in full in this course:

C.

Knowledge of Dyslexia and Other Learning Disorders:

2. Recognize the tenets of the NICHD/IDA definition of dyslexia.
3. Recognize that dyslexia and other reading difficulties exist on a
continuum of severity.
4. Identify the distinguishing characteristics of dyslexia and related
reading and learning disabilities (including developmental
language, comprehension disorder, attention deficit hyperactivity
disorder, disorders of written expression or dysgraphia,
mathematics, learning disorder, nonverbal learning disorders, etc..
5. Identify how symptoms of reading difficulty may change over time
in responsive to development and instruction.
6. Discuss federal and state laws that pertain to learning disabilities,
especially reading disabilities and dyslexia.
D. Interpretation and Administration of Assessments
6. Explain the content and purposes of the most common diagnostic
tests used by psychologists and educational evaluations.
E-2. Structured Language Teaching: Phonics and Word Recognition
4. Identify the routines of a complete lesson format, from the
introduction of a word recognition concept to fluent application in
meaningful reading and writing.
5. Discuss research-based adaptations of instruction for students with
weaknesses in working memory, attention, executive function, or
processing speed.
E-3. Structured Language Teaching: Fluent, Automatic Reading of Text
2. Explain reading fluency as a stage of normal reading development
as the primary symptom of some reading disorders; and as a
consequence of practice and instruction.
4. Located sources of activities for building fluency in component
reading skills.
5. Discuss which instructional activities and approaches are most
likely to improve fluency outcomes.
7. Discuss appropriate uses of assistive technology for students with
serious limitations in reading fluency
E-4
Structured Language Teaching: Vocabulary
4

E-5
E-6

2. Describe the role and characteristics of direct and indirect

(contextual) methods of vocabulary instruction
3. Explain varied techniques for vocabulary instruction before,
during, and after reading.
4. Review that word knowledge is multifaceted.
Structured Language Teaching: Text Comprehension
1 Describe teaching strategies that are appropriate before, during,
and after reading and that promote reflective reading.
Structured Language Teaching: Handwriting, Spelling, and Written
Expression
Handwriting
1. Review research-based principles for teaching letter naming and
letter formation, both manuscript and cursive
2. Demonstrate techniques for teaching handwriting fluency.
Spelling
1. Explain the relationship between transcription skills and written
expression.
3. Explain the influences of phonological knowledge on spelling.
5. Explain the influences on morphemic knowledge on spelling
Written Expression
1 Explain the major components and processes of written
expression and how they interact (e.g., basic
writing/transcription skills versus text generation).
3. Review appropriate uses of assistive technology in written
expression.

TOPICAL OUTLINE

A course agenda is included at the end of this syllabus. It includes the following topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Basic Statistical Concepts; validity; reliabily; scoring terminology used in

assessment; where is everyone?
The Why of Special Ed and young children
Legal and ethical issues in assessment and special education
Categories for working with families
Developmental Issues
Gross and Fine Motor Development
Cognitive and Communication Development
Social/Emotional Development
Principles of Assessment
Autism/Behavior
Principles of Assessment
Standardized Test
Informal Assessments
Teacher Designed Strategies
Portfolio Assessments

The content of this outline and the attached schedule are subject to change at the discretion of
the professor.
TEACHING STRATEGIES

A variety of learning methods will be used including the following:

1. Lecture
2. Readings
3. Group discussions
4. Hands-on activities with specific materials
5. Class projects
6. Presentation software/Internet websites
7. Observation and interview
ASSESSMENT OF LEARNING
Foundational learning experiences required for all students seeking initial teacher certification
are included in this course.
School of Education Graduate Comprehensive Examination
Each course in the graduate school program is designed to assist the student in the preparation of
the required comprehensive examination taken after 24 semester hours in the program. The rigor
of the comprehensive assessment demands the student to evaluate, analyze, and synthesize all
learning experiences. By fulfilling course goals, objectives, knowledge and skills involved in
learning experiences prepares the graduate student to be successful. This culminating assessment
demonstrates the graduate students capability to think globally regarding educational theory and
practice as they become educational leaders in their chosen field of study.

Course Requirements.
Learning
Objective(s)

Standards 2

Point
Value

Exams

1, 2, 3, 4, 5

PPR: I, II, III, IV

40%

Assessment Instruments, pamphlets and

presentation1

1, 2, 3, 4, 5

PPR: I, II, III, IV, IDA

25%

Class Assignments3
ARD Observation
PPCD Classroom Observation
PPCD Teacher Interview
ePortfolio

1, 2, 3, 4, 5

Class Participation
Attendance
Discussion Boards

1, 2, 3, 4, 5

Assignment 1

PPR; I, II, III, IV

PPR; I, II, III, IV

Descriptions and rubrics for assignments are included at the end of this document.

20%

15%

These assignment/activities develop and/or assess state and national standards including
TExES competencies, IDA reading standards, TEKS and/or ISTE standards (listed
previously).
Each of these will result in a 1-100 score and an average of these scores will be
determined. This average will count 20% of the final grade.

Grading Standards
Assessments in this course are designed to correlate to the rigor and expectations addressed
within the School of Education Graduate Comprehensive Examination.
94 -100=A; 90-93=A-; 87-89=B+; 83-86=B; 80-82=B-; 77-79=C+; 73-76=C; 70-72=C-; 69 and
below=F
It is the students individual responsibility to be aware of his/her current grade standing in the
class and to confer with the professor regarding any assessment concerns/questions during
designated office hours.
Detailed descriptions/rubrics regarding every assessment are provided towards the end of this
syllabus.

Student Evaluation of Faculty and Course

Students will complete faculty appraisal forms as regularly administered by the
University.
CLASS POLICIES
ATTENDANCE: Absence and Tardy Policies In the College of Education and
Behavioral Sciences, students must attend at least 75% of class sessions in order to
receive a passing grade in the course This means that if more than 3 absences occur, the
course grade will be F no matter what test and paper scores might be.
ACADEMIC ACCOMODATIONS:
Students needing learning accommodations should inform the professor immediately and
consult the Academic Accommodations section of the HBU Classroom Policy posted on
Blackboard. Documentation of Difficulties If an education student fails to demonstrate
an acceptable level of performance on one or more professional educator standards
during any class or field experience, a form is filed in the Education Office (a PMID:
Progress Monitoring & Intervention Documentation). If two such forms occur, a
conference is held in which difficulties are identified and means for improvement are
explored. [Sometimes specific interventions will be required.] A third form will result in
a committee hearing to review difficulties and means for improvement and to determine
conditions for continuance in the program. Professional standards include knowledge,
skills and dispositions.

LATE WORK STATEMENT. Late work will be penalized. You should not miss any
exams. If you are sick, you need to notify the professor in advance. The professor
reserves the right to administer a different exam, deduct points for taking the exam late,
7

and/or schedule the makeup for a later date. Missing an exam without giving prior notice
will result in a zero for that test, with no makeup.
All assignments submitted after the due date will be assessed a 10 point penalty. Please ensure
that all assignments are submitted on time.
Missed Tests. Plan to take all exams at the scheduled time. If you must miss an exam, notify the
instructor by telephone within 24 hours of the scheduled exam. Acceptable reasons for making
up an exam are as follows (documentation is required to verify the reason for your absence):
1.
Serious illness (hospitalization).
2.
A death in the family.
Acceptable reasons do NOT include the following:
1.
Doctor's appointments for a non-emergency.
2.
I didn't have time to study.

Use of Electronic Devices. During class sessions, electronic devices are only to be used
to support class activities. Other uses (texting, surfing the web, etc.) will result in the
device not being allowed in the classroom.

Students are required to read the University Classroom Policy addendum to

this course syllabus that is included on Blackboard. In addition to the class
policies listed here, it includes basic class policies that apply in all HBU
classes.
PERSON RESPONSIBLE FOR DEVELOPING SYLLABUS
Dr. Charlotte Fontenot
Dr. Charlotte Fontenot.

_______07/06/2014_______________

Instructors Signature

Date

EDSP 5335
TENTATIVE SCHEDULE
Date

Class topics and readings

Task(s)/Assignments

8/27/14

Introductions; syllabus discussion; basic statistical concepts; validity;

reliability; scoring terminology used in assessment; where is
everyone?

Submit Syllabus
Acknowledgement
Statement and Cheating
and Plagiarism Pages
on Bb by 11:55 pm on
Sunday

9/03/14

Legal and ethical issues in assessment and special education;

categories Working with Families H&U Ch 10; W Ch 10
The Why of Special Ed and young children. H& U Ch1; W Ch 1

9/10/14

NOTE: September 10, 2014 is the last day to drop without a W

9/17/14

Exam 1

9/24/14

Developmental Issues, H& U Ch 2; Gross Motor Development H&

U Ch 3; Fine Motor H & U Ch 4
Cognitive Development H & U Ch 5; Communication Development
Ch 6

10/01/14

PPCD Observation
Report Due

10/08/14

Social/Emotional H & U Ch 7

10/15/14

Exam 2

10/22/14

Principles of Assessment H& U Ch 8; W Ch 2

10/29/14

Standardized Tests W Ch 3 & 4

11/05/14

Informal Assessments W Ch 5 & 6

11/12/14

Teacher Designed Strategies W Ch 7 & 8

11/19/14

Blackboard Day ; Portfolio Assessment W Ch 9

11/26/14

ePortfolio Sharing due on Blackboard discussion forum and via the

assignment link.
Assessment Presentations

12/3/14
12/10/14

PPCD Teacher
Interview Assignment
Due

Autism/Behavior

Assessment Presentations and any discussions remaining from the

term
FINAL EXAM and Course Reflection

ARD Observation
Assignment Due

Electronic Portfolio due

on Blackboard
Assessment
Assignment due on
Blackboard

The instructor reserves the right to modify this syllabus and course agenda and will notify the class of any changes in a
timely manner.

10

COURSE ACKNOWLEDGEMENTS
Syllabus Statement
I am aware of all topics described in the course syllabus. These include, but are not limited to the following:
course description; course sequence in the curriculum and prerequisite information;

instructor information and learning resources;

relation to the mission of the University and to the goals and purposes of the College of Education
and Behavioral Sciences;
course learning objectives;

state and national standards covered (TExES competencies, IDA standards, etc);

topical outline and learning strategies;;

assessment for learning: requirements & grading standards;

HBU CLASS POLICIES: the University document posted on Blackboard;

additional policies for this class: attendance, late work, missed tests and electronic devices;

the possibility of changes to the syllabus. [The content of this syllabus and the attached agenda are
subject to change at the discretion of the professor.]

Professional Integrity Statement

To maintain and uphold the highest level of professional integrity and honesty, cheating and plagiarizing
are not allowed. . If a student cheats and/or plagiarizes, then the student will receive a 0 for the
assignment and/or fail the course
Cheating is a catch-all term for not doing your own work. Any attempt during a test to consult with notes or
another person or to look at anothers test constitutes cheating. If answers are shared in any way, both students
will receive the same penalty for cheating. Using stolen tests or borrowed tests (any test that is not readily
available to all members of the class) to study for an exam is cheating. Within the broader view of cheating is
the idea of using someone elses work in place of your own. This is called plagiarism and is not allowed.
DO NOT:
copy another persons paper/project/work or part of that and turn it in as your own;

copy a paper/project from the Internet and turn them in as your own;

copy another paper/project (or cut and paste parts of Internet articles), make changes to it, and submit
it as your own;
include the work of others without documentation/reference (If seven or more words are taken
directly from another source it must be quoted and referenced.);
submit a paper/project or large parts of a paper/project you have done for another class at HBU or
another institution to this class. (Always get a professors approval before using a prior work or topic
from a different class.);
have someone write parts or all of your paper/project/work

share your work with others; and,

change references or make up references.

falsify fieldwork documentation

By signing this page, I affirm that I have read and understand the contents of this course Syllabus
Statement, the Professional Integrity Statement, and the University Class Policies. I understand that
at any time during the course, I may request clarification, if needed.

Printed Name

Signature

11

Date

[After reading the course syllabus and this page, please print and sign this form then turn it in to the professor.]

Pedagogy and Professional Responsibilities Course Correlation to TAC 228.30*

*Source: TEA Audit Monitoring Handbook 2009
EC-12
PPR
Standard
I, III

Curriculum Topic
TAC 228.30

Essential Components

II, IV

1.Reading Instruction
Programs are encouraged to select
from a variety of theories and
methods appropriate for teaching
these five essential components of
reading instruction.
2. Code of Ethics

1.Text Structure (organization)

2.Vocabulary teaching strategies
3.Identifying the word (root, prefix, suffix)
4.Fluency (words per minute correct) basic teaching strategies
5.Comprehension (finding main idea, summarizing, supporting details,
synthesizing/making connections, inferences, making generalizations
Texas Educators Code of Ethics TAC 247.2

I, II, III

3. Child Development

Programs will teach a variety of theories for child development.

I, II, III,

4. Motivation

I, II, III

5. Learning Theories

Programs will select from a variety of theories and methods appropriate

for teaching motivation.
Programs will teach a variety of learning theories

I, III
I, III
eI, II, IV

6. TEKS Organization,
7. Content TEKS
8. TAKS Responsibilities

http://ritter.tea. state.tx.us/teks/
http://ritter.tea. state.tx.us/teks/
http://www.tea.state.tx.us/ click on Testing/ Accountability, click on
Texas Essential Knowledge and Skills for much more information.

I, II, III

9. Curriculum Development and

Lesson Planning

Programs will select from a variety of theories and methods appropriate

for teaching curriculum development and lesson planning.

I, III

10. Classroom Assessment and

Diagnosing Learning Needs

Programs will select from a variety of theories and methods appropriate

for teaching formative assessment to diagnose learning needs and other
types of classroom assessment.

II, IV

11. Classroom Management

I, II, III,
IV

12. Special Populations

ELPSEnglish Language
Proficiencies
http://ritter.tea.state.tx.us/curriculum/b
iling/elps.html
National Assoc. for Gifted Children
Teacher Knowledge and Skills
http://www.nagc.org/index2.aspx?
id=1863
TEA website resources
http://ritter.tea.state.tx.us/special.ed

III, IV

13. Parent Conferencing and

Communication Skills
14. Instructional Technology
http://www.sbec.state.tx.us/SBECOnli
ne/standtest/edstancertfieldlevl.asp

Programs will select from a variety of theories and methods appropriate

for teaching classroom management.
A. ESL/ Bilingual
ELPS
1. learning strategies
2. listening
3. speaking
4. reading
5. writing
B. G/T
1. Learner characteristics and development
2. Instructional strategies
3. Socio-cultural influences
4. Identifying GT
C. Special Education
1. Acronyms/Terms
2. Modifications/ Accommodations
3. Inclusion
4. Parent Involvement
5. Discipline
Programs will select from a variety of theories and methods appropriate
for teaching communication skills and parent conferencing.
SBEC Tech . Stds. for All Teachers
1.Tech terms, concepts, data input strategies and ethical practices to
make informed decisions about tech app
2. Identify task requirements, apply search strategies, use tech to
acquire, analyze, and evaluate a variety of information
3. Use technology to synthesize knowledge, create and modify
solutions, and evaluate results
4. Communicate in different formats.
5. Plan, organize, deliver and evaluate instruction that uses technology,
and technology TEKS for students.

I, III

12

Learning
Experiences/
Products
Exam

Exams,
Discussion
Boards,
Lecture,
Assignments
Exams

ePortfoli,
Discussion
Boards,
Lecture
Lecture,
Discussion
Boards,
Assignments
Lecture,
Discussion
Boards,
Assignments

Exams,
Assignments

Lecture
Lecture,
Discussion
Board

I, III, IV

I, II, III,
IV
IV

15.Pedagogy/
Instructional Strategies
http://olc.spsd.sk.ca/DE/PD/instr/inde
x.html
16. Differentiated Instruction

Programs will teach a variety of instructional strategies suitable for all

classrooms and also for specific subjects and content.

Lecture,
Exams

Programs will teach a variety of instructional strategies suitable for

differentiating instruction.

17. Certification Test Preparation

(6 clock hours required)

Testing study guides, standards, frameworks, competencies

www.texes.ets.org

Lecture,
Assignments,
Exams
Discussion,
Lectures

Assignment Descriptions and Rubrics

ARD OBSERVATION
Date
Total Time of ARD
Purpose of the ARD (initial---re-eval---dismissal---should be clearly stated by diag)
Eligibility of Student
Services discussed
Impressions---at least one page (typed double spaced) of diagnostician, parents, staff,
(if present) and your own feelings about the situation over all.

student

Assignment length of 23 pages and APA formatting is required.

PPCD OBSERVATION
1) What were the children doing?
2) Describe stations in the classroom
3) Describe interaction between teacher and students
4) What did you notice about motor skills?
5) What did you notice about social skills?
6) What did you notice about language skills?
7) What did you notice about play behavior?
8) Additional observations
9) Reactions/thoughts/conclusions
Assignment length of 23 pages and APA formatting is required.
PPCD TEACHER INTERVIEW
1) What are the ranges of differences in motor skills?
2) What are the ranges of differences in social skills?
3) What are the ranges of differences in language skills?
4) What are the types of disabilities in the classroom?
5) What is the most challenging behavior for this teacher?
6) What does the teacher think is his/her primary purpose?
7) What teaching or technique brings the biggest results with this group?
8) Additional questions you may have
9) Reactions/thoughts/conclusions
Assignment length of 23 pages and APA formatting is required.
Submit this assignment via the Application Assignment submission link by Sunday of this week using
the following file name"WK4 APP+last name+first initial.doc", (for example...WK4APPFontenotC.doc).

Rubric: Application Assignments

13

Quality of
Work
Submitted

A: Exemplary
A = 94-100;
A- = 90-93

B: Proficient
B+ = 87-89; B =
83-86; B- = 80-82

Adherence to
Assignment
Criteria
30% of Grade
The extent to
which work
meets the
assigned
criteria.
Assimilation
and Synthesis
of Ideas
50% of Grade
The extent to
which the work
reflects:
Understanding
of the
assignments
purpose

Assignment meets
or exceeds all
criteria.

Assignment meets
all criteria.

Students work
demonstrates a
clear and deep
understanding of
the assignments
purpose.

Understanding
of material
presented in
course videos,
readings, Web
resources, and
discussions
Application,
analysis, and
synthesis of
concepts/strate
gies presented

College-Level
Writing and
Mechanics
20% of Grade
The extent to
which the
writing
demonstrates

C: Minimal (needs
improvement)
C+ = 77-79; C =
73-76; C- = 70-72
Assignment mostly
meets the criteria.

F: Work
Submitted but
Unacceptable
F = 69 and below
Assignment does
not meet the
criteria.

Students work
demonstrates a
solid
understanding of
the assignments
purpose.

Students work
demonstrates some
understanding of the
assignments
purpose.

Students work
demonstrates little
or no
understanding of
the assignments
purpose.

Key concepts are

addressed with
exceptional breadth
and depth.

Key concepts are

addressed with
reasonable
breadth and depth.

Key concepts are

identified but are
only partially
developed.

Key concepts are

misidentified
and/or
significantly
underdeveloped.

Reference to course
readings, videos,
and other resources
is purposeful,
accurate, and
extensive.

Reference to
course readings,
videos, and other
resources is
appropriate and
reasonably
thorough.

Reference to course
readings, videos,
and other resources
is limited in scope
and quality.

Reference to
course readings,
videos, and other
resources is
inappropriate or
missing.

Students work
shows abundant
evidence of
insightful reflection
and sophisticated
critical thinking
throughout.
Writing is
exceptionally clear,
coherent, well
organized, and
logical.

Students work
shows evidence of
reflection and
critical thinking
throughout.

Students work
shows some
evidence of
reflection and
critical thinking.

Students work
shows little or no
evidence of
reflection and
critical thinking.

Writing is
generally clear,
coherent, and well
organized.

Writing is coherent
but loosely
organized and
sometimes lacks
clarity.

Writing lacks
coherence and
organization.

Citations,

Citations,

Citations,

Citations,

14

coherence and
clarity of
thought;
effective
organization
and expression
of ideas; use of
proper
grammar and
writing
mechanics; and
use of APA
format in
resource
citations.

references, and
formatting adhere
to APA guidelines,
with virtually no
errors.

references, and
formatting adhere
to APA guidelines
with a few minor
errors.

references, and
formatting generally
adhere to APA
guidelines, but
errors are
significant.

references, and
formatting do not
adhere to APA
guidelines.

Virtually no errors
in grammar,
mechanics or
syntax are present
in the assignment.

A few minor
errors in grammar,
mechanics, or
syntax are present
in the assignment.

Significant errors in
grammar,
mechanics, or
syntax are present in
the assignment.

Extensive errors in
grammar,
mechanics, or
syntax make it
difficult to read
the assignment.

ePORTFOLIO ASSIGNMENT
Development of an electronic portfolio related to legal mandates that govern the delivery of
education to early childhood special education student, categories of disabilities and their
implication s for functioning within the early childhood educational setting; issues and theories
related to implementation of an early childhood (PPCD) program; assessment instruments for the
PPCD population for both cognitive and behavioral components; planning instruction for early
childhood individuals with disabilities; web sites and organizations that support early childhood
services. You should also include information about various organizations (federal, state, and
local) that assist disabled persons in your notebook. You are also required to create and submit
a Rubric that will be used to access your portfolio.
Be creative!

TOPICS FOR PAPER/PRESENTATION (Group Presentations)

DAYC2
ASQ
YCAT
CDI (Child Development Inventories)
KABC2
Bailey Infant & Toddler Scales
WPPSI
Leiter
Hawaii Early Learning Profile
ABAS
Parents Evaluation of Developmental Status
Brigance for Achivement
Kent Inventory of Developmental Skills---3rd Edition (KIDS)
Birth to Three Assessment and Intervention 2nd Edition (BTAIS-2) Screening Test of
Developmental Abilities
ESP: Early Screening Profile
Infant-Toddler and Family Instrument (ITFI)
Infant-Toddler Development Assessment
Denver Developmental Screening Test II (DDST II)*
Early Screening Inventory
1) Full name of instrument

15

2)
3)
4)
5)
6)
7)
8)

Abbreviation of instrument name if used

Who can administer?
What is the best use of the instrument?
Describe areas assessed and subtests if any.
Give several examples from the test.
If possible demonstrate
Is this instrument used in your district? If not, why not? If so, why?

Assessment Assignment Rubric

Content and Development
80 points
1.

Points Earned
/80
Additional Comments:

Research and write a report and prepare a PowerPoint on one of the

following Assessments or Screening Tools:

DAYC2
ASQ
YCAT
CDI (Child Development Inventories)
KABC2
Bailey Infant & Toddler Scales
WPPSI
Leiter
Hawaii Early Learning Profile
ABAS
Parents Evaluation of Developmental Status
Brigance for Achievement
Kent Inventory of Developmental Skills---3rd Edition (KIDS)
Birth to Three Assessment and Intervention 2nd Edition
(BTAIS-2) Screening Test of Developmental Abilities
ESP: Early Screening Profile
Infant-Toddler and Family Instrument (ITFI)
Infant-Toddler Development Assessment
Denver Developmental Screening Test II (DDST II)*
Early Screening Inventory
2.

Must be 3 to 4 pages in length APA formatting (5 pts)

3. Address the following:

1)
2)
3)
4)
5)
6)
7)
8)

Full name of instrument (5 pts)

Abbreviation of instrument name if used (5 pts)
Who can administer? (5 pts)
What is the best use of the instrument? (20 pts)
Describe areas assessed and subtests if any. (20 pts)
Give several examples from the test. (10 pts)
If possible demonstrate(5 pts)
Is this instrument used in your district? If not, why not? If so, why?
(5 pts)

Mechanics
10 Points

Points Earned
/10

16

Appropriate tone is used. (2 pts.)

Sentences are complete and clear (2 pts.).
Spelling is correct. (2 pts.)
APA guidelines are followed: double spacing, Times New Roman style
writing, font size 12, in-text citations, cover page, and reference page. (4

pts.)
PowerPoint Presentation
10 Points

Points Earned
/10

Organized ideas in a logical way (4 pts.)

Use of Visual Aids and Technology (2 pts.)
Pictures and graphics improved the presentation or reinforced main points

(2 pts.)
Effective Delivery and remained within the allocated time frame (2 pts.)
Total
100 Points

Points Earned
/100

Course Content and Related Topics Bibliography

Bagnato, Stephen, John Neisworth and Susan Munson, LINKing Assessment and Early
Intervention, An Authentic Curriculum-Based Approach. Baltimore: Brookes Publishing
Co., 1997.
Gould, Patti and Joyce Sullivan, The Inclusive Early Childhood Classroom, Easy Ways to Adapt
Learning Centers for All Children. New Jersey: Pearson, 2005.
Guralnick, Michael J, Interdisciplinary Clinical Assessment of Young Children with
Developmental Disabilities. Baltimore: Brookes Publishing Co., 2000.
Hooper, Stephen and Waren Umansky, Young Children with Special Needs. New Jersey:
Pearson, 2009.
Howard, Vickie, Betty Williams, and Cheryl Lepper, Very Young Children with Special Needs, A
Formative Approach for Todays Children, third edition. New Jersey:Pearson, 2005.
Losardo, Angela and Angela Notari-Syverson, Alternative Approaches to Assesing Young
Children. Baltimore: Brookes Publishing Co., 2001.
Morrison, George S, Fundamentals of Early Childhood Education. New Jersey: Pearson, 2008.
Paasche, Carol, Lola Gorrill and Bev Strom, Children with Special Needs in Early Childhood
Settings. Clifton Park, NY: Thompson-Delmar Learning, 2004
Sandall, Susan, Mary Louise Hemmeter, Barbara Smith, and Mary McLean, DEC Recommended
Practices, A Comprehensive Guide for Practical Application in Early Childhood
Education/Early Childhood Special Education. Longmon, CO: Sopris West Educational
Services, 2005.
Schillar , Pam and Clarissa Willis, Inclusive Literacy Lessons for Early Childhood, Beltsville,
MD: Gryphon House, Inc., 2008
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Schwartz, Sue, A guide for Parents and Teachers, The New Language of Toys, Teaching
Communication Skills to Children with Special Needs. Bethesda, MD: Woodbine House,
2004.
Willis, Clarissa, Teaching young Children with Autism Spectrum Disorder. Beltsville, MD:
Gryphon House, Inc, 2006.
Weiss, Amy, Preschool Language Disorders Resource Guide, Specific Language Impairment.
United States: Singular-Thompson Learning, 2001.
Weitzman, Elaine, Learning Language and Loving It. Toronto, Ontario: A Hanen Centre
Publication, 1992.

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