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ECED 2360 Syllabus

Course Syllabus

ECED 2360 - Development of Exceptional Children

3 Credit Hours

Course Information

Course Description:

This course is a study of the practices that early childhood professionals can apply to develop a more inclusive and accessible environment for all children ages birth to nine. It provides students with skills to include children of all abilities through appropriate arrangement of the environment.  Some topics Include strategies for developing strong relationships with families and community agencies. Field experiences required.

Course Outcomes:

Upon successful completion of the course the student will be able to:

  1. Demonstrate initial knowledge of legislation, regulations, and litigation related to the field of special education(6d)
  2. Identity recommended practices and elements for inclusive early childhood programs (4b, 5c)
  3. Know and understand the causes, classification and characteristics of developmental disabilities (1a, 1b)
  4. Demonstrate and interpret the use of screening and diagnostic instruments used with young children with developmental disabilities (3b)
  5. Know and understand how to work effectively with a multi-disciplinary team in an effort to coordinate an appropriate educational program integrating parents, school, and community resources (3d, 2c)

NAEYC Associate Degree Standards:

Standard 1: Promoting Child Development and Learning
1a. Know and understand young children’s characteristics and needs
1b. Know and understand the multiple influences on development and learning

Standard 2: Building Family and Community Relationships
2c. Involve families and communities in their children’s development and learning

Standard 3: Observing, Documenting and Assessing to Support Young Children and Families
3b. Know about and use observation, documentation, and other appropriate assessment tools and approaches 3d. Know about assessment partnerships with families and other professionals

Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
4b. Know and understand effective strategies and tools for early education

Standard 5: Using Content Knowledge to Build Meaningful Curriculum
5c. Using own knowledge, appropriate learning standards, and Other resources to design, implement, and evaluate
Meaningful, challenging curricula for each child

Standard 6: Becoming a Professional
6d. Integrating knowledgeable, reflective, and critical perspectives on early education 

Prerequisites & Co-requisites:

ECED 2320 and ECED 2340 or departmental approval.

Course Topics:

The course is organized into modules, each of which will require readings, assignments, a quiz and interaction with classmates. Following are the modules and topics: Orientation

Module I: Perspectives on Early Childhood Special Education
A. Attitudes towards inclusion
B. People first language
C. Definitions and terminology
D. Inclusion
E. Legislation and Litigation
Inclusive Programs

Module II: Young Children and Disability
A. Development, causes & classification
B. Sensory disabilities
i) Deafness and hearing loss
ii) Blindness and vision impairment
C. Physical Disabilities and Health problems
i) Physical disabilities
ii) Health problems
D. Learning and Behavioral Disorders
i) Attention Deficit Disorder
ii) Learning Disabilities
iii) Behavioral Disorders
iv) Autism Spectrum
v) Mental Retardation
vi) Giftedness

Module III: Planning for Inclusion
A. Partnership with Families
B. Identification and assessment
C. The IFSP/IEP process
D. Service delivery models and settings
E. Collaboration

Module IV: Implementing Programs for Young Children with Disabilities
A. Learning Environments
B. Instructional strategies
C. Self-Care, Adaptive and Independence skills
D. Social Development
E. Speech, Language and Communication
F. Pre-academic, Academic and Cognitive learning
G. Challenging Behaviors

Module IV: Implementing Programs for Young Children with Disabilities
A. Learning Environments
B. Instructional strategies
C. Self-Care, Adaptive and Independence skills
D. Social Development
E. Speech, Language and Communication
F. Pre-academic, Academic and Cognitive learning
G. Challenging Behaviors

Module V: Wrapping Up
A. Current and Future Issues in Early Childhood Special Education
B. Professionalism

Field Experience:
Course requirements include observation in an inclusive early childhood environment.

Specific Course Requirements:

Broadband internet connection will be required to utilize the resources for this class. Web-based sources of information include information from online databases, selected websites, audio clips, video, and instructor developed Power Points and handouts. Selected websites are diverse in purpose and target audience. Some sites are intended for consumers, others are designed for pre-service instruction, and a third group address legislation or policy. Criteria for selection of websites include sites that can be directly linked to at least one element of the NAEYC Standards for Early Childhood accuracy of information that reflects research based empirical findings or professional perspective, and sites related to established name recognition and credibility.

Many of the websites used are established sites, familiar to professionals involved in special education. Some sites provide comprehensive, topical information; others link the user (student) to national and international organizations created to meet the needs of specific consumers such as families or professionals. The Office of Special Education Programs (OSEP) within the U.S. Department of Education sponsors a number of websites that are targeted to educators and provide copyright free information presented in print, audio and video formats.

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks:

Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."

Supplementary Materials:

CSEFEL: Center on Social and Emotional Foundations for Early Learning, Infant Module 3, Preschool
Modules 3a and 3b, Parent Modules 5 and 6.

CONNECT: The Center to Mobilize Early Childhood Knowledge. A web-based instructional resource that focuses on meeting challenges faced by those working with young children with disabilities and their families through evidence based decision making.

Hardware and Software Requirements:

Minimum hardware requirements can be found here.

Minimum software requirements can be found here.

Common applications you might need:

Web Resources:

Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)

The Writing Center Online Writer's Handbook

Student Resources:
  • Technical support information can be found on the TN eCampus Help Desk page.
  • Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
  • Information on other student issues or concerns can be located on the TN eCampus Student Resources page.

Instructor Information

Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.

Participation, Assessments, & Grading

Testing Procedures:

This course requires that students complete four quizzes online - one for each of the first four modules. Each quiz will have time limits and specific open dates on which the student may take the quiz. Students may take each quiz twice and the higher of the two grades will be the grade recorded for the student.

Grading Procedures:

Student learning will be assessed through the following:

Assignment nameNumber of assignments and point valueTotal points
Group Case Study AssignmentPower point on specific disability
Transition plan
Matrix of goal implementation
Plan for monitoring and assessment
Behavior plan
Adapted lesson plan
Group participation and self-assessment


Homework reflections4 homework assignments @ 15 pts. each60
Discussion postingsOriginal and responses 12 @ 5 pts. each60
Fieldwork Interview of parent @40 pts.
Inclusive environment observation @ 40 pts.
QuizzesQuiz for each module 1- 4@30 pts. each120


Grading Scale:

90% - 100% = A 450 – 500 points
80% - 89% = B 400 – 449 points
70% - 79% = C 350 – 499 points
60% - 69% = D 300 – 349 points
Below 60% = F 0 - 299 points

Assignments and Projects:
  1. Textbook readings, video demonstrations, website explorations, Modules 3a and 3b from the CSEFEL (Center on the Social Emotional Foundations for Learning) Preschool and Infant/Toddler Modules will be utilized in the course.
  2. Group Case study assignment. For this case study you will complete the following as cooperative group submissions:
  • A power point on the specific disability to post for class use
  • A transition plan
  • A daily matrix of goal implementation
  • A plan for ongoing monitoring and assessment
  • A behavior plan

And these as individual submissions:

  • An example lesson plan
  • A self-assessment of team (group) work
  • Weekly group discussion board postings
  1. Reflection/homework assignments submitted through the dropbox
  2. Discussion postings
  3. Fieldwork/observations in an early childhood inclusive setting (2)
Class Participation:

Students are expected to participate in all interactive aspects of the course. This means that you should communicate with other students and your instructor via emails and discussion board exchanges. Because a significant portion of the graded work for the class includes a group project you must maintain frequent communication with your assigned group. A group discussion board will be established and monitored by the instructor. The class bulletin board should be checked frequently for announcements. You must actively participate in threaded discussion events and respond to instructor email when requested.

Late Policy:

You are encouraged to work at your own pace; however deadlines are placed on class activities, discussions, assignments and quizzes. You should become familiar with the class schedule which is included in the orientation module and also reflected in the course calendar. To receive full credit assignments must be handed in (or posted) on time. Late assignments will have a deduction of 10% off the points available. No assignment aligned with a module will be accepted beyond the date the module closes. All due dates/times are in Central Standard Time.

Course Ground Rules

The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:


Read the document in its entirety here.

1. Standards of Conduct:

  • Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.

2. Review the TN eCampus Academic Integrity/Academic Honesty Policy:

  • In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.

Such conduct includes, but is not limited to:

  • an attempt by one or more students to use unauthorized information in the taking of an exam
  • to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
  • or to knowingly assist another student in obtaining or using unauthorized materials.

Plagiarism, cheating, and other forms of academic dishonesty are prohibited.

Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution.  Refer to the student handbook provided by your home institution to review the student conduct policy.

In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.

Other Course Rules:

Students are expected to:

  • Participate in all aspects of the course
  • Communicate with other students
  • Learn how to navigate in Brightspace
  • Keep abreast of course announcements
  • Use the assigned course management (Brightspace) email address rather than a personal email address
  • Address technical problems immediately:
  • Observe course netiquette at all times.

Guidelines for Communications


  • Always include a subject line.
  • Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
  • Use standard fonts.
  • Do not send large attachments without permission.
  • Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
  • Respect the privacy of other class members


  • Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
  • Try to maintain threads by using the "Reply" button rather starting a new topic.
  • Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
  • Be patient and read the comments of other group members thoroughly before entering your remarks.
  • Be cooperative with group leaders in completing assigned tasks.
  • Be positive and constructive in group discussions.
  • Respond in a thoughtful and timely manner.


The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.

Students with Disabilities

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

Syllabus Changes

The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.


The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.

Last Revised on April 28, 2017