Santa Ana College Mission Statement

Santa Ana College inspires, transforms, and empowers a diverse community of learners

Child Development and Education Studies Department Mission Statement

The Department of Child Development and Education Studies is devoted to being a leader and partner in meeting diverse intellectual, sociocultural, and linguistic needs of educators and pre-professionals who aim to advocate and empower both children and families in the 21st century

Class Information

Course Number

Days

Time

Location

Tuesdays

6:30pm – 9:40pm

I -102

Instructor’s Contact Information

Dept. Facebook: SAC Human Development

Department Phone: 714.564.6815

Email: laney_marianne@sac.edu

Personal Cell: 714.925.4995 (24hr message)

Course Text and Materials

Course Text: Keyser, Janis. From Parents to Partners, Redleaf, 2006 PAPERBACK

Additional Materials: List given on first day of class and will be posted in CANVAS

Additional Considerations: Email Address, Internet Access, #2 Pencil

Note: Students are responsible for making sure their e-mail is correct in WebAdvisor at all times

Campus Safety

All SAC students automatically receive text alerts in case of emergency,

but can also call 911 or campus security at any time (714) 564-6330 (or 333 from a campus phone)

Note: Students are responsible for making sure their e-mail is correct in WebAdvisor at all times

Course Expectations

This 16-week course was designed with the 21^st century teacher and family in mind. Students will learn crucial and sensitive concepts, ideas, tips and techniques in order to help students and families affected by exceptional needs. CANVAS is used as a learning hub for all materials discussed in class. Student will be encouraged to apply course terms outside of class.

Ultimately, this class will educate, intrigue, and inspire students to become better learners and citizens in our ever-changing dynamic and exciting neuro-diverse community!

Course Description:

This course will provide teachers, intervention assistants, administrators, and parents the tools necessary to support and empower families of children with disabilities and other special needs in early childhood and school age programs. Techniques, strategies, and resources will be provided to support children in a natural and/or inclusive educational setting and to help guide parents to be advocates of their children

Course Learning Outcomes

By the end of this course, you should be able to have this knowledge and/or demonstrate the following (and more):

ü  Identify appropriate referential language within various programs and settings

ü  Demonstrate ability to communicate with current and operational terminology between families and programs and settings

ü  Discuss and utilize structured communication techniques

ü  Define and identify various roles within the family, interdisciplinary teams, administrators, and programs

ü  Be able to clearly empower, communicate, and support families

ü  Discuss challenges families, schools, and students face regarding changes and eligibility

ü  Define and discuss personality styles as well as temperament, goodness of fit and cultural dynamics as it relates to family communication and family involvement

ü  Identify stages of parental grief cycle, readiness and ability 

ü  Describe the steps for establishing and maintaining positive working relationships within various settings

ü  Demonstrate effective communication, strategies, management, and documentation

ü  Increase awareness of challenges to parents, children, and professionals across various settings

ü  Demonstrate ability to identify, and operationalize student challenges using appropriate language and communication techniques

ü  Synthesize information from various sources, reports and assessment into functional plans for effective student outcomes

ü  Identify additional resources within the community for parents, students, and schools

ü  Identify personal contribution as well as affective/effective and objective/subjective influences and discuss how these influences can support or hinder the team dynamic

Course Policies and Etiquette

Academic Honesty Policy:

Students at Santa Ana College are expected to be honest and forthright in their academic endeavors. To falsify the results of one's research, to steal the words or ideas of another, or to cheat on an examination, corrupts the essential process by which knowledge is advanced. Academic dishonesty is seen as an intentional act of fraud, in which a student seeks to claim credit for the work or efforts of another without authorization, or uses unauthorized materials or fabricated information in any academic exercise.  As institutions, we also consider academic dishonesty to include forgery of academic documents, intentionally impeding or damaging the academic work of others, assisting other students in acts of dishonesty or coercing students into acts of dishonesty.

There are two categories of sanctions: Limited and College-wide. Limited sanctions include an academic action such as assigning a lower grade or a grade of "F" for the assignment, project, or test. College-wide sanctions include any sanction that will affect a student's standing with the college-at-large, up to and including suspension or expulsion from the college.

 In cases where a violation of academic honesty is discovered, the faculty member is encouraged to file an "Academic Misconduct Incident Report" form and distribute the form to the appropriate offices listed.

For more, go to http://www.sac.edu/StudentServices/StudentLife/Pages/Rights-and-Conduct.aspx

Academic Accommodations:

A student with a disability, who would like to request an academic accommodation, is responsible for identifying herself/himself to the instructor and to the Disabled Student Programs and Services (DSPS). To make arrangements for academic accommodations, contact the Disabled Student Office in Johnson Center, U-103, or phone (714) 564-6264, TTY (714) 564-6284 for a referral to the appropriate DSPS Department. Every professor will require proper documentation in order to accommodate each student appropriately.

Contacting your professor:

I am delighted to answer questions through either phone or email (albeit, I prefer receiving emails!).  If you call me, please leave a complete message and clearly and slowly provide your phone number so that I can get back to you in a timely manner.  If you email me, please make sure that you put your name and class in the subject line, and be sure to be clear about what you are requesting.

Assignments and Make up and Late Policy:

Students are responsible for all material covered in class and all assignments on the syllabus. All activities and outside assignments will be posted on blackboard. Assignments and projects are to be completed on the due date which appears on the syllabus. NO LATE WORK WILL BE ACCEPTED

Course Assignments & Requirements

ASSIGNMENTS

Instructions to all assignments, APA or MLA format requirements as well as a grading rubric will be handed out during class for each assignment. Past examples of completed work may be available for preview.

Introductions/Bias Check

The class begins with a survey of what students know and what they already believe about the nature of the parent child teacher relationship. A class discussion will provide an opportunity to share.

Article Review

Students will do research to find out current trends and topics regarding empowering parents. Students will present their findings to the class.

Book Review

Students will research literature and books written regarding empowering parents, parent teacher relationships and communication, or families and the Law. Students will present their findings to the class.

Advocacy Agency Interview

Students will find a local agency and conduct an informational interview in order to find out the type of advocacy provided. Students will report their findings to the class.

Interactive Journal

In efforts to coordinate and combine all information learned and share with in this course, students will be compiling and creating an interactive journal every class meeting

Personal reflection

Students will turn in a personal reflection paper at the end of the semester synthesizing information learned through the semester.

ASSESSMENTS

Mid-Course Interview

Students will have a one-on-one interview with the professor at the midpoint of the semester. Interactive Journal will be assessed at that time.

Exit Interview

Students will have a one-on-one interview with the professor at the end of the semester. Students will present their interactive journal for grading at that time.

Extra Credit:

Posted on Blackboard, have maximum of 5 points (1% of total points) and need to be turned in per syllabi guidelines. Be sure to complete all parts of the assignments in order to get full credit