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Early Childhood 15 Week Special Needs Inclusion for ECCATS
 
Course Description
    

TheEarly Childhood Special Needs Inclusion course has been specifically designed for early childhood educators working in West Virginia Universal Pre-K and teacher assistants working in WV Pre-K and Kindergarten classrooms who are seeking the Early Childhood Teacher Assistant Authorization. This includes collaborative classrooms and individuals seeking courses to meet the needs for the Community Program Authorization.  This course will address the following topics:

  • Introduction to Early Childhood Special Needs Inclusion 
  • The IEP Process
  • Modifications and Accommodations for Students with Disabilities
  • Implementing Modifications and Accommodations for Students with Disabilities
  • School Readiness
  • Confidentiality and Family Communications
 
Course Syllabus
    

By the end of this course, participants will:

  • consider the benefits of inclusion for early childhood children, families and providers,
  • identify strategies to create and support collaborative services in inclusive early childhood environments,
  • review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements,
  • consider multiple perspectives when planning for an Individualized Education Plan (IEP) meeting, during the IEP meeting and while implementing the IEP,
  • identify how inclusion can be supported through the IEP process with adaptations and modifications when needed,
  • identify the modifications needed in the school/classroom to accommodate students with special needs,
  • review and reflect on the support that will be provided for various disabilities that may enter your school/classroom,
  • review information regarding accommodations and modifications specific to the early childhood setting for children with disabilities,
  • identify the accommodations and modifications for children with disabilities that will support their learning and provide a positive environment promoting student success,
  • apply the definition of school readiness to authentic situations,
  • evaluate the role of schools in supporting a comprehensive school readiness system,
  • promote the role of the family in supporting comprehensive school readiness system,
  • illustrate the role of the community in supporting a comprehensive school readiness system,
  • reflect on confidentiality expectations and family communication to work collaboratively to promote a successful early childhood experience, and
  •  
Course Organization

This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.


Read
When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

Activities
When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into course project.

Discuss
When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.
Prerequisites

Early childhood educators working in West Virginia Pre-K and Kindergarten classrooms have the opportunity to participate in e-Learning courses designed to meet requirements for the Early Childhood Teacher Assistant Authorization. This authorization includes pre-k and kindergarten classrooms. The Office of Instructional Technology offers three courses for pre-k and kindergarten teacher assistants including a course targeting early language and literacy, an introduction to preschool special needs, and an introduction to child development. 

Note:  All ECCAT 15 week course participants are now required to log the hours that they have participated in a Pre-K or Kindergarten classroom during instructional time while enrolled in the online course.  Participants must be working in the classroom with the cooperating teacher at least 4 hours per week during instructional time in order to get credit for the course. A total of 60 hours is required for each ECCAT course taken.

A form will be provided on which to log the hours spent in the Pre-K or Kindergarten classroom beginning with the Orientation  Each week the hours spent in the classroom are to be listed, along with both the participant's signature and that of the lead or cooperating teacher. The principal or site coordinator must sign the form at the end. The form will be uploaded to the course dropbox at the end of Session Six. This completed document is part of the requirement for a course certificate of completion. 

Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/county technology support person if you need help in using/installing Word and/or other Office applications. 

If you do not have a k12.wv.us email account, Word must be acquired through other means.  One way to get access to Word Online at no charge is by Creating a Microsoft Outlook Account with Access to FREE Office Online

Format and Requirements

This workshop is divided into six sessions, plus an Orientation, which each include readings, activities, and an online discussion among workshop participants.  

The outline for the workshop is as follows:

Session One Introduction to Early Childhood Special Needs Inclusion
Session Two The IEP Process
Session Three Modifications and Accommodations for Students with Disabilities
Session Four Implementing Modifications and Accommodations for Students with Disabilities
Session Five School Readiness
Session Six Confidentiality and Family Communications

Orientation
This orientation session should be completed prior to the start of our course. It includes a participant survey; an introduction to the course website; and the opportunities to update your profile, email your facilitator, and introduce yourself to fellow participants as you experiment with the online Discussion board.

Session One: Introduction to Early Childhood Special Needs Inclusion
Inclusion in early childhood will be examined in this session. A working definition of inclusion will be identified and scenarios in which families and service providers can effectively work together to create and support positive experiences for young children with disabilities will be explored.

Session Two: The IEP Process
Participants will use readings and a video to identify aspects of successful inclusion. Participants will explore what is necessary to provide collaborative services to early childhood with disabilities and their families in early care and education environments. Participants will explore who is included in the IEP process and the role of each IEP team member.

Session Three: Modifications and Accommodations for Students With Disabilities
Modifications and adaptations for students with disabilities will be examined in this session. Participants will identify the modifications needed in the school and classroom to accommodate students with special needs in the early childhood setting.  

Session Four: Implementing Modifications and Accommodations for Students With Disabilities
Implementing modifications for students with disabilities will be examined in this session. Participants will identify modifications needed and how their classroom environment will be adapted to meet the needs of the child in this early childhood setting.

Session Five: School Readiness
Applying the definition of school readiness to authentic situations and evaluating the role of schools in supporting a comprehensive school readiness system with be examined in this session.  Participants will explore the need for promoting the role of the family and community in supporting a comprehensive school readiness system.

Session Six: Confidentiality and Family Communication
Emphasis and reflection of confidentiality expectations and family communication to promote a successful early childhood experience will be examined in this session.  Community collaboration that is necessary to establish and promote a positive environment will be delivered to support student success. 

Assignments and Project Assessment

Workshop participants will complete an orientation and then six workshop sessions that include readings, activities, and online discussions. Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages.  Optional readings may also be completed, but are not mandatory.  There will be a pre-workshop survey and a post-workshop survey. Quizzes take place during the Orientation and Session Six. Participants are expected to score a minimum of 90% on all quizzes. Participants will complete session projects throughout the duration of the course. Completing each session is estimated to take between six and a half to seven hours. 

Participants will upload their project templates to the course discussion forum during every course session and receive Rubric Review feedback from their peers. Session Projects will also be uploaded to the course dropbox for every course session to be evaluated by the facilitator according to the guidelines on the project rubrics.

Session 1-6 project information follows:

 Session One Project

 Session One Rubric

 Session One Peer-Review Rubric

 Session Two Project

 Session Two Rubric

 Session Two Peer-Review Rubric

 Session Three Project

 Session Three Rubric   

 Session Three Peer-Review Rubric

 Session Four Project

 Session Four Rubric

 Session Four Peer-Review Rubric

 Readiness Diagram & Session Five Project  

 Session Five Rubric

 Session Five Peer-Review Rubric

 Session Six Project

 Session Six Rubric

 Session Six Peer-Review Rubric

 Discussion Participation

Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum. This course has dual discussion posting for each session. 

Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality.

The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. In certain discussions, participants will be asked to peer review others' projects using the rubric for that project and this Rubric Review Help Guide.

Course Grading Expectations

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Copyright and Plagiarism Information

All resources referenced during the course will be properly documented. 

Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 
 
Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course  

Course projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landin (dlandin@k12.wv.us).

Software Disclaimer

Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.

Certificates of Completion

Upon successful completion of this course, EC Special Needs Inclusion, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant via email and by attachment to the course feedback in the Dropbox shortly after the completion of the course.

Content and Technology Standards

This workshop, Early Childhood Special Needs Inclusion, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf). For more information about Technology Integration visit: http://www.iste.org.

In addition, participants may reference specific WV Standards (http://wvde.state.wv.us/policies) as they engage in course content.

About this Course

This workshop was developed for the West Virginia Department of Education (http://wvde.state.wv.us

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.