SPED 511 - Identification and Assessment of Young Children with Special Needs
2023 Fall Syllabus, Section 01, CRN 10985
You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.
Times and Location
This course is asynchronous, you are responsible for completing assigned readings and assignments on time. Asynchronous also allows you to work ahead.
About the Professor
Please see Discussion Board #1 for introduction.
The candidate will:
- Understand the basic terminology used in assessment and the legal provisions and ethical principles regarding assessment of young children. (CC851 and CC852)
- Understand screening, pre-referral, referral, and classification procedures. (CC8K3)
- Demonstrate an understanding of the differences between norm-referenced and criterion referenced assessments and the appropriate application. (CC854, CC8S2, EC8662)
- Express an understanding of play based assessment within a transdisciplinary team and the appropriate application. (CC854, CC8S2, EC8662)
- Articulate in writing the importance of team concept in the assessment of young children with disabilities. (EC10K1, EC10S3)
- Demonstrate in writing competence in the administration and interpretation of appropriate assessment tools for use with young children with disabilities. (EC8S1, CC862, CC864)
- Demonstrate in writing competence in the application of assessment information in the program planning for young children with disabilities and their families. (EC10S2)
- Demonstrate in writing an understanding of the strengths and challenges in the process of evaluating young children with disabilities. (EC8S3)
- Express in classroom discussion an understanding of strengths and challenges in the process of completing family assessments related to young children with disabilities. (EC8S4, EC8S5, EC8S6, EC9S3)
- Report assessment results in a positive manner and relate the information through a team process to the child’s programming. (CC867, CC8S8, EC8S3)
Kritikos, E., LeDosquet, P. and Melton, M. (2012). Foundations of assessment in early childhood special education. Pearson Education, Upper Saddle River: NJ.
Additional readings will be posted in the lessons by the instructor for students to download.
Whether you’re taking courses in the classroom or online, it’s important to have the right technology and equipment. Visit the UND Technical Requirements webpage for more information. Students are expected to use their official UND email in the course. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.
Minimum Technical Skills Needed
In order to succeed in this course, at a minimum, you should be able to:
- Navigate in and use basic Blackboard functions.
- Download and open electronic documents.
- Create, save, and upload/attach electronic documents.
- Send, receive, and manage email.
Access and Log in Information
This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.
The course content is organized by week for this semester. Each week contains a purpose, learning outcomes, and a variety of links to articles, video/audio files, and other instructional resources selected to enhance the learning experience and support the various topics. Discussions, quizzes, tests and assignments will be used to assess your comprehension and application of those materials.
What Should Students Do First?
Prior to the start of the first week you should have reviewed the syllabus and purchase your textbook.
How Students Should Proceed Each Week for Class Activities
On the left side course menu in Blackboard there is a “Lessons” tab. Inside Lessons you will find all the required readings, videos, and assignments/activities for the week. An overview of each week can be found in Blackboard under the Schedule tab.
Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.
Insert the course requirements/expectations. An example is posted below.
- The student will review the syllabus and course schedule posted in Blackboard. It will be important to read the course schedule each week so that you know whether you need to prepare, post answers to the discussion board, submit assignments, take quizzes, or complete field work.
- The student will access and follow all course instructions found in the weekly area of the Blackboard course.
- The student will participate in any lecture or discussion sessions online as provided and as part of this course.
- The student will complete and submit assignments, exams, quizzes, etc. by the dated noted and in the manner described in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
- Please contact me if there is an extenuating circumstance that prohibits you from meeting the deadline for submitting assignments by the due date. If you do not contact me, one point per day will be deducted for late assignments. Posting after 8:00 a.m. CST will be considered late even if posted on that day.
- The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.
- Identify one child to complete the Ages and Stages Questionnaire-3 on for this course. This screening is a questionnaire that parents complete, and you score. It is available in specific month intervals, so you will need the correct questionnaire for the child's age.
- Complete a developmental evaluation on a child between three to five years old. You will need a norm-referenced assessment (e.g., Battelle Developmental Inventory, Mullen’s Scales of Learning) and a criterion-referenced assessment (e.g., Hawaii Early Learning Profile (HELP), Brigance Developmental Inventory, AEPs). A list of norm and criterion referenced assessments is in Lesson 1.
Check your local early childhood special education program, Head Start program or early intervention program in your school district or state to see if you can borrow these instruments. If you are unable to locate the instruments, please email contact your instructor right away.
Instructor Responsibilities and Feedback
- The instructor will provide feedback on all assignments and group activities by Wednesday of the following week.
- The instructor will be available during appointed Zoom Office Hours to answer questions, provide feedback, and offer advice.
Announcements will be posted in Blackboard on a regular basis. Be sure to check the class announcements regularly as they will contain important information about class assignments and other class matters.
You are encouraged to email your instructor with any questions about the course. T= But, if you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information. I will respond back to you within 48 hours during the week or weekend.
This tool is an excellent way for you to engage with the course material and with your peers. Each week we will have a discussion board to participate in. You are expected to read all assigned discussion boards and provide thoughtful contributions.
When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. Please be respectful of your classmates at all times even if you disagree with their ideas.
Discussion Board 1: Introduction10
Discussion Board #2: Diversity10
Discussion Board 3: Collaboration10
Discussion Board 4: Child Find10
Discussion Board 5: Models Curriculum10
Discussion Board 6: Sensory10
Discussion Board 7: Research Article10
Discussion Board 8: Motor Development and Adaptive Skills10
Developmental Screening: Birth to Three25
Ages and Stages 3 (ASQ-3) should be used for this screening and it should be completed on a child birth to three years of age.
A one-page written summary must be submitted to grade book.
Developmental Assessment: Three to Five50
Complete one norm-referenced assessment (all areas) and three domains of a criterion-referenced assessment on a child who is three to five years of age. In the criterion-referenced assessment, use the cognition, adaptive or self-help and social-emotional sections. It should be noted that sections in each assessment might be labeled differently.
Assessment Names Submission5
Norm-Referenced Assessment Sheet10
Criterion-Referenced Assessment Sheet10
Child Outcomes Quiz10
Assignment Final Grade
- Quizzes (10 @ 10 pts each) 50 Points
- Weekly Discussion Boards (8 @ 10 pts each) 80 Points
- Developmental Screening 25 Points
- Developmental Assessment 50 Points
- Legal Issues Assignment 20 Points
- Assessment Names Submission 5 Points
- Norm-Referenced Assessment Assignment 10 Points
- Criterion-Referenced Assessment Assignment 10 Points
- Course Evaluation 5 Points
Total: 255 Points
Final Grade Scale
> 92% A
< 68% F
Schedule of Topics and Assignments