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Course Description:

This course will provide an overview of the science behind early intervention including early brain development, environmental risk factors, and effective early intervention supports that promote family resilience. This course fulfills the Upper Division B (Science) requirement and with the SF Studies Social Justice and Environmental Sustainability designations.

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Summary of Student Learning Objectives:

1. Students will demonstrate knowledge of current scientific research about early intervention pertaining to early brain development, environmental risk factors, and effective early intervention practices that promote environmental sustainability and social justice.

2. Students will demonstrate their ability to engage in the scientific process as applied to early intervention practices.

3. Students will demonstrate their ability to research, evaluate, and apply current scientific information regarding early brain development and environmental risk conditions. Further, students will apply this information using principles of social justice to consider how effective early intervention approaches can be promoted, both at a personal level and at a community/national/global level.

Course Content:

Module 1: Early Brain Development

· Prenatal development

· Brain architecture in the first 5 years

· Considering the impact of genetics and environment on early brain architecture

· Spotlight on Adverse Childhood Experiences and Toxic Stress

· Introduction to the Field of Early Intervention

Module 2: Environmental Risk Factors and Effective Early Intervention

· Overview of Environmental Risk Factors

· Physical (e.g., Lead Poisoning) and Social (e.g., Systemic Racism)

· Hazardous Perinatal Environments

· Unsafe and/or Disparate Living Conditions

· Challenges within the Family Unit

· Spotlight on Trauma and Mental Health

Module 3: Effective Early Intervention Supports

· Risk and Resilience Frameworks

· Spotlight on Protective Factors Framework

· Effective Early Intervention Frameworks

· Individual/Family, Community, and Societal

· Use of Science to guide Future Early Intervention

· Spotlight on Environmental Sustainability and Social Justice

Presentation Guidelines

Part 1 SPED 620 Early Intervention Presentation & speaker note ( separate the speaker note please)

Using the same topic for Case Study #3, students will present their work virtually to their peers in the form of an online presentation, informational video, family-friendly factsheet, or artistic performance.  

The content of the presentation should loosely cover the same areas as the written case study (summary, critique, application and reflection).  For the presentation, students should also detail effective early intervention strategies that could be enacted in partnership with families, including application of the resiliency strategies (e.g., the Protective Factors Framework).  

Students can earn up to 45 points for the presentation, per the following rubric: 

Content –  35 points   

· Provide an overview of the environmental risk factor and how it impacts young children and their families:  15 points 

· Provide your analysis of the research:  5 points  

· Describe effective intervention strategies for a child and family living within this type of environment, including how progress/improvements could be assessed:  10 points 

· Include application of the Protective Factors Framework and/or other tangible strategies that could be enacted in partnership with the family to promote resiliency:  5 points 

Preparedness –  5 points   

· Materials are accurate and edited:  1 point 

· Assignment submitted by due date to receive peer feedback:  2 points 

· Materials appear to be thorough and well planned:  1 point 

Engagement of Audience –  5 points  

· Effort is given to engaging the audience and making the presentation interesting and applicable to the targeted audience:  2 points 

· Provide resources, including citing a minimum of 2 peer-reviewed journal articles and 1 newspaper article:  1 point 

· Presentation is accessible to a wide range of learners:  1 point

Part 2. Reflection on this Presentations (about 150 words)

Part 3. Self-Evaluation (about 150 words)

Reflect on the following to assess your growth and participation in this course:

(you can refer to Course Description and the 3 case studies you have done)

1. Student Learning Objectives (especially your reflection from Week 1)

2. Class goals and commitments

3. Individual participation level sent via email (attendance on Zoom, engagement with online materials)

Please let me know in a few sentences how much you feel you’ve learned in this course. Any areas you feel you excelled in? And areas you wish you’d been able to give more time and attention to? Are there any extenuating circumstances you want me to be aware of? Do you feel your total points accurately reflect your learning and participation? If not, what grade do you feel you deserve?

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