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Table of Contents
Goal
Participants will be able to provide comprehensive, family-centered,
and culturally responsive services through the use of an assessment
framework that understands the uniqueness of each child and
family and opens shared windows through which various disciplines
may view young children, thus complying with mandates of the
Individuals with Disabilities Education Act (IDEA).
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Learning Objectives
Students will be able to:
1. Understand and illustrate the basic principles of
the Performance Competence Framework (PCF) in their own lives,
a case study, and their practice:
- Describe and explain the core elements of the PCF and
the "oversight" function provided by these elements;
- Identify underlying factors which both support and
compromise a child’s performance.
2. Explain the basic tenants underlying family-centered
practice:
- Identify and describe practices that are family-centered
within their own work/practicum environments;
- Summarize the basic components of family systems theory;
- Articulate a personal philosophy incorporating family
systems theory into their own work with families.
3. Explain the social, political, and academic forces
that have influenced assessment practices within the fields
of early intervention:
- Evaluate current assessment practices with young children.
4. Identify and describe basic biological/genetic factors,
temperament styles, cultural influences and basic biological
drives that affect everyone in daily life.
5. Describe the basic principles, philosophies, and practices
of qualitative observation:
- Explain the differences between the observation of
behavior and the interpretation of behavior, events, and
actions.
6. Identify, describe and apply principles and techniques
of effective communication with families including use of
appropriate vocabulary, location, content, and culturally
respectful strategies.
7. Describe potential modifications of an assessment
for a child from a different culture within a workplace or
practicum site.
8. Describe the sensory processing system, differentiating
beween the neurophysiological components and behavioral correlates.
9. Explain the comfort, safety, confidence, risk, and
competence cycle experienced throughout an individual’s
lifespan predicting possible or actual comfort and safety
issues in novel learning situations.
10. Demonstrate the ability to work on an interdisciplinary
team with a shared perspective of an integrated framework.
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Target Audience
Early Childhood Professionals (teachers, interventionists,
therapists, administrators, etc.) and Family Members of Young
Children with Special Needs.
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Prerequisites
Bachelor's degree required for graduate credit. Individuals
without bachelor's degrees may receive undergraduate credit,
certificate of completion or University of New Mexico Continuing
Education Credits (CEU's).
Some class assignments and activities will be done in
pairs or you will be put into pairs and teams by the instructor.
If you have a preference of who you would like to team with
let your instructor know.
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Instructional Materials
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Printed Materials:
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- Student Guide
- Reading Packet of Articles
- Course Syllabus
- PC Framework Graphic
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CD-ROM:
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- Video Lectures
- PowerPoint Presentations with audio
- Child Video Clips
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Video Tape:
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Online Materials:
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- PowerPoint Presentations
- Readings - PDF Format
- E-Reserve Library - Research Article
- Activities
- Assignments
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Student Requirements and Role
- Students must have access to a computer with the minimal
requirements (see Software and Hardware Requirements below)
- Students must participate in team activities and assignments.
Each student is required to actively PARTICIPATE!
Participation involves:
- Taking the time to read the online course materials
and using the resources to actively apply the concepts that
this course is promoting.
- Reading other students' responses (listserv and discussion
board messages) and relating your experience with theirs.
We wish to create a learning environment similar to a traditional
classroom.
- Responding to reading materials, video clips, chat
room discussions, discussion board postings, activities,
and to the instructor and other students with questions
and comments (examples, analogies, experiences) to help
yourself and others apply what you have learned.
- Providing feedback to your instructor about the modules,
learning activities and assignments.
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Instructor Role
Your instructor is there to guide you, encourage critical
thinking skills, and independent learning skills and encourage
students to interact and learn from each other. Your instructor
will help you find the answers to your questions. You can
expect your instructor to:
- Read individual email messages and respond within a
reasonable time. Instructors, however, will not actively
participate in the discussion board area.
- Respond to student comments and student-to-student
discussion board comments with encouragement and additional
information if warranted.
- Post additional supporting materials throughout the
class.
- Ask questions throughout the course to generate group
discussions.
- Direct students to the answers versus giving the answers
and encouraging students to share their outcomes.
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Hardware and Software Requirements
- A pentium class PC machine or Macintosh with monitor
- Modem connections 28.8kbps or faster
- CD-ROM 4X or higher
- Audio Speakers
- Web Browser:
- Adobe Acrobat Plugin (Free)
- Real Audio/Video Plugin (Free)
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Student Evaluation Plan
- Online Notebook
- "Through Shared Windows" Application Paper
- Participation in Synchronous Chat Activities
- Student Project/Presentation
- Participation in Discussion Forums
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College Credit Information
This course is offered through the University of New
Mexico's Extended University for three (3) undergraduate or
Graduate credit.
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Click Here to View To View Course Modules
References
Included
in references are the materials used in this course and additional
sources for further study.
Click
Here For References
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