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Students must post a completed fieldwork log to moodle
25 hours of fieldwork required

Study philosophy, models, practice and research foundations of comprehensive, trans-disciplinary, family-centered, inclusive early intervention in natural environments. Best practices for the entire range of disabilities and severity levels. Roles of governmental agencies, significant legislation, and state regulations for the Early Intervention program.

COURSE OBJECTIVESUpon completion of this course, teacher candidates will be able to:1.) Articulate the theories of early development, as related to infants and young children, and as they relate to early intervention service delivery.2.) Identify salient risk factors for developmental delays in infants and young children, as well as mitigating factors which have been shown to promote optimal growth and development.3.) Describe, in detail, the qualification and eligibility guidelines for receiving early intervention services in NYS, as well as being able to enumerate the services and therapies that may be available for young children with special needs and their families.4.) Apply professional standards and regulations during role play scenarios, as they pertain to early intervention case studies, and as part of class discussion regarding early intervention service delivery, in order to adhere to legal and ethical standards.5.) Evaluate various techniques and approaches used in early intervention service delivery, in order to ensure differentiated services for infants and young children with special needs which are developmentally appropriate (i.e.-services provided in the Natural Environment, etc.).

*The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here.

• EEC 600