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Jul 31, 2025
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IECD-527 Law, Policy and Advocacy4 semester credits
Consistent with Fielding Graduate University’s values promoting transformational leadership, social and economic justice, learner centered education, diversity, community, and academic excellence, this course emphasizes development of effective advocacy for practitioners and parents in policy and program development decisions to ensure all children and families can access covered services to maximize each child’s success. The US Individuals with Disabilities Education Act (IDEA), the UN Convention on the Rights of the Child, the WHO International Classification of Functioning, Disability, and Health, and the World Association for Infant Mental Health Statement on the Rights of Infants form the foundation for this course. Students are encouraged to additionally research relevant laws and regulations in their home regions and to make practical recommendations to improve policies and programs, transdisciplinary collaborations, and parent engagement. This course builds on the specialized knowledge and skill gained from previous courses and practitioner experience to encourage students’ application in public advocacy and leadership on behalf of children and families in their communities, workplaces, and society.
Delivery Method: Online
Grading Default: Letter
Learning Outcome(s):
Students successfully completing this course will be able to:
- Articulate key elements of Parts B and C of U.S. federal law IDEA, the UN Convention on the Rights of the Child, WHO ICF, and/or WAIMH statements or their country’s laws related to young children with developmental disabilities as they pertain to covered services, provider qualifications, performance measures, and funding for early intervention, rehabilitation, and educational services for young children (birth to 8 years).
- Identify research and resources, local and online, within their own state/country and know how to access them to help parents successfully advocate for needed services for their children birth to eight with developmental delays/disabilities.
- Discuss opportunities to foster collaboration with other agencies in the health, educational, and child welfare systems to maximize funding and services for young children.
- Increase own sensitivity to both family desires and goals for their child/ren and cultural norms around interpretation and implementation of law and policy within the community and school.
- Define the policy issues and actions to undertake in student’s home state/country to take a leadership role to change policy and practice (including family engagement) as needed to improve early intervention and school requirements.
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