I. Course Title: Early Childhood Assessment and Intervention
II. Course Number: EDSP 637
III. Credit Hours: 3 credits
IV. Prerequisites: None
V. Course Description:
This course provides students with knowledge of the selection, administration, and
interpretation of formal and informal assessment techniques for young children with
disabling and at-risk conditions and their families.
VI. Detailed Description of Content of the Course:
Students will be provided with knowledge of the selection, administration, and interpretation
of formal and informal assessment techniques for young children with disabling and
at-risk conditions and their families.
Course content includes:
- Eligibility and diagnosis of disabling and at-risk conditions;
- Progress monitoring for growth compared to same age, typically developing peers and
functioning in environments where same age peers would normally attend to include
settings that the families choose;
- Program development and improvement; and
- Curriculum-based assessments for instructional planning.
VI. Detailed Description of Conduct of Course:
This course may include a lecture format with class discussion, audio/visual presentations,
simulations, audiovisual and web-based technologies, formal and informal writing,
case studies, cooperative learning groups, observations and field studies, guest speakers,
and student presentations.
VII. Goals and Objectives of the Course:
Goals, objectives, and assignments address the Virginia Department of Education regulations
for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation
Standards and Specialty Set Knowledge and Skill Items. Specialty set included in this
course covers competencies for Early Childhood Special Education.
In order to gain knowledge of the selection, administration, and interpretation of
formal and informal assessment techniques for young children with disabling and at-risk
conditions and their families, this course will prepare each student to:
- Demonstrate understanding of basic assessment terminology and knowledge of legal provisions
and ethical principles regarding assessment, including national, state, or local accommodations
and modifications.
- Demonstrate knowledge of screening, pre-referral, referral, and classification procedures,
as well as the limitations of assessment.
- Participate and collaborate as a team member with other professionals in conducting
family- centered assessments and assess and integrate family priorities and concerns
in the assessment process.
- Demonstrate knowledge of disabling and at-risk medical conditions that impact development
and how these affect the family.
- Develop and modify individualized assessment strategies to assess progress in the
five developmental domains.
- Gather relevant background information, as well as information from multiple sources,
and use it to make eligibility, program, and placement decisions for children with
exceptionalities, including those from culturally and linguistically diverse backgrounds.
- Administer nonbiased formal and informal assessments and interpret the information.
- Use technology to conduct assessments.
- Report assessment results that focus on developmental domains and functional concerns
to all stakeholders, including families, using effective communication skills.
- Participate as a team member to integrate assessment results in the development and
implementation of individualized family service plans and individualized education
plans.
- Evaluate services with families.
- Assess a young child鈥檚 environment.
VIII. Assessment Measures:
Assessment measures may include, but are not limited to:
- Conducting an assessment of family resources, priorities and concerns and writing
a reflection
- Completing written exams
- Conducting developmental, hearing, and vision screenings, and writing a report
Review and Approval
May 11, 2015
May 5, 2022