EEC 3403 - Young Children with Special Needs

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2026 (660)

Requisites

Admission to Educational Studies and Community Leadership (Bachelor of Science) (EDST-BS)
Early Childhood Education subplan or
Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (Bachelor of Science) (PKPED-BS)

Course Description

This course introduces the student to the study of young children with special needs. The content includes legal perspectives; the family-based model of service delivery; the importance of early identification and strategies for teaching young children with special needs including the preparation of the learning environment and curriculum design. (Note: This course requires 5 field experience hours in an early childhood setting.)

Learning Outcomes and Objectives

  1. The student will summarize their knowledge of family-based early childhood services by:
    1. describing how the relationship between families and professionals in early intervention/early childhood special education has changed over the years.
    2. discussing the influences that have contributed to the emergence of a family-based orientation.
    3. explaining the differences between multi, inter, and trans disciplinary team models.
    4. examining models of individualized family service plans (IFSP) and individualized education programs (IEP).
    5. describing the federal legislation that protects young children with special needs including Americans with Disabilities Act (ADA) and Individuals with Disabilities Education Act (IDEA.)
  2. The student will explain the importance of early identification and assessment of young children with special needs by:
    1. describing the types of assessment procedures used in early intervention/early childhood special education.
    2. comparing potential issues associated with traditional assessment practices used with young children.
  3. The student will organize early childhood environments to support play and peer interaction by:
    1. describing a safe and healthy learning environment.
    2. creating a model of an accessible learning environment.
    3. examining an early learning environment that promotes and facilitates engagement between children with special needs and typically developing peers.
  4. The student will utilize developmentally appropriate curriculum by:
    1. explaining the theoretical influences on curricula development in early childhood.
    2. describing factors to be considered in developing curricula for young children with special needs.
    3. describing the components of developmentally appropriate practice (DAP).
    4. creating and implementing accommodations for young children with special needs.
  5. The student will analyze contemporary issues and challenges in early childhood special education by:
    1. identifying the main types of child abuse and neglect.
    2. describing the care and education of young children with special health needs.
    3. identifying the professional development needs of those working in various classroom settings.

Criteria Performance Standard

Upon successful completion of the course the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

C&I 4/28/09, BOT 6/19/09, Effective 20091(0415). Submitted as EEC 3276; SCNS approved as 3403. C&I 4/27/2010, BOT 6/15/2010, Effective 20093(0425). C&I 9/16/2011, BOT 10/2011, Effective 20112(0450). C&I Approval: 05/31/2013, BOT Approval: 08/05/2013, Effective Term: Spring 2014 (480). C&I Approval: , BOT Approval: , Effective Term: Fall 2018 (550).
C&I Approval: , BOT Approval: , Effective Term: Spring 2026 (660)