COURSE SYLLABUS

 

Department:                           Human Development and Learning

 

Course Number:                     SPED 2300

 

Course Title:                           Exceptional Learners

 

Semester Hours:                     Three (3) Credit Hours

 

Revision of Syllabus:               Fall 2002

 

Text(s) and/or Required Readings:

Smith D. D.(l998). Introduction to Special Education: Teaching in an age of challenge. (3rd ed.). Boston: Allyn & Bacon.

 

Catalog Description:

           This course will enable the student to identify psychological, physical, educational, medical, behavioral and learning characteristics and needs of individuals with various disabilities, as well as students from diverse cultural, social, ethnic and racial backgrounds and adopt instructional techniques to fit individual needs.  Inclusion of students with disabilities will be emphasized.  An understanding of legislation, regulations, and litigation related to serving individuals with disabilities will enable the student to correlate individualized educational programs with the principles of normalization and least restrictive environment.  The integration and working relationships of families, school, vocational and local service agencies will be addressed to provide an understanding of assistance referral networks. Students are required to volunteer ten hours over the course of the semester in a setting with individuals with disabilities. (every semester)

 

Relationship of Course to College and Program Philosophy and Goals:

           This course will prepare students in acquiring and applying knowledge of people and subject matter regarding individuals with disabilities in a diverse society.

 

Course Objectives:

The student will:

 

1.             Demonstrate initial ability to articulate the rationale for non-categorical programming for children.  (DOE M I.A)

2.             Demonstrate initial knowledge of the etiology of moderately and severely disabling conditions.  (DOE C I.A)

3.             Demonstrate initial ability to identify psychological, physical, educational, medical, behavioral, and learning characteristics and needs of individuals with various disabilities.  (DOE II.G)

4.             Demonstrate initial knowledge of legislation, regulations, and litigation related to the field of special education.  (DOE II.D)

5.             Demonstrate initial knowledge of the origin, development, and application of the principles of normalization and least restrictive environment.  (DOE II.C)

6.             Demonstrate initial ability to identify the prevalence/incidence of individuals with various disabilities; understanding the need to maintain natural proportions in community based instruction.  (DOE II.B)

7.             Demonstrate initial knowledge of the history, educational philosophies, definitions, etiologies, and classification systems for the various handicapping conditions.  (DOE II.A; CEC/FIC I.K.2)

8.             Demonstrate initial knowledge of language development, both receptive and expressive.  (DOE I.C)

9.             Demonstrate initial knowledge of cognitive development and that early experiences of children contribute to individual differences in cognitive development.  (DOE I.B)

10.         Demonstrate initial knowledge of psychological and social-emotional characteristics of individuals with disabilities. (CEC/FIC 2.K.3; CEC 2.K.4)

11.         Demonstrate initial knowledge of the continuum of placement and services model, including alternative programs available for individuals with disabilities.(CEC 1.K.4; CEC/FIC 1.K.3)

12.         Demonstrate initial knowledge of the historical foundations, philosophies, theories and classic studies including the major contributors, and major legislation that undergird the growth and improvement of knowledge and practice in the field of special education.(CEC 1.K.4; CEC/FIC 1.K.3)

13.         Demonstrate initial knowledge of current educational terminology and definitions of individuals with disabilities* including the identification criteria and labeling controversies, using professionally accepted classification systems, and current incidence and prevalence figures.(CEC 1.K.1)

14.         Demonstrate initial knowledge of differing perceptions of deviance, including those from mental health, religion, legal-corrections, education, and social welfare.(CEC 1.K.3)

15.         Demonstrate initial knowledge of the legal system to assist individuals with disabilities.(CEC 1.K.5)

16.         Demonstrate initial knowledge of evolution and major perspectives from medicine, psychology, behavior, and education of the definitions and etiologies of individuals with disabilities.(CEC 1.K.2)

17.         Demonstrate initial knowledge of the impact of language development on the academic and social skills of individuals with disabilities.(CEC 4.K.3)

18.         Demonstrate initial knowledge of the impact of disabilities on auditory skills.(CEC 4.K.4; CEC/FIC 4.K.3)

19.         Demonstrate initial knowledge of common environmental and personal barriers that hinder accessibility and acceptance of individuals with disabilities.(CEC 6.K.4)

20.         Demonstrate initial ability to articulate the teachers ethical responsibility to non-identified individuals who function similarly to individuals with disabilities.(CEC 8.S.2)

21.         Demonstrate initial ability to delineate the principals of normalization versus the educational concept of “least restrictive environment” in designing educational programs for individuals with disabilities. (CEC/FIC 1.S.2)

22.         Demonstrate initial ability to describe and define general developmental, academic, social, career, and functional characteristics of individuals with disabilities as they relate to levels of support needed. (CEC 2.S.1)

23.         Demonstrate initial knowledge of continuum of alternative placements and programs available to individuals with disabilities; state, provincial, and local services available; and the advantages and disadvantages of placement options and programs within the continuum of services. (CEC/FIC 6.K.2)

24.         Demonstrate initial ability to maintain confidentiality of medical and academic records and respect for privacy of individuals with disabilities. (CEC/FIC 8.S.4)

25.         Demonstrate initial knowledge of physical development, physical disability, and health impairments as they relate to the development and behavior of individuals with disabilities. (CEC 2.K.1)

26.         Demonstrate initial ability to delineate the principles of normalization versus the educational concept of “least restrictive environment” in designing educational programs for individuals with disabilities. (CEC 1.S.3)

 

COURSE TOPICS:

  Overview of Special Education

  Issues and Trends in Special Education        

  Inclusion of Students with Disabilities

  Technology and Exceptional Learners

  Overview of Early Childhood Special Education/Families

  Overview of Diversity

  Overview of Adult Services/Transitioning into Community Settings

  Developing Individual Education Plans and Related Services

  Educating Learners with Complex Health Care Needs

  Overview of Mental Retardation(Mild, Moderate, Severe)

  Overview of Behavioral Disorders

  Overview of Communication Disorders

  Overview of Sensory Impairments    

  Overview of Learning Disabilities

  Overview of Physical and Health Impairments

  Overview of the Gifted/Talented

 

Class Activities and Requirements:

The student is required to complete the following assignments:

 

l.     Attend class and participate in discussions and activities (10% of final grade).

 

2.    Read chapters in text, additional readings assigned, and glossary terms.

 

3.    Volunteer in a setting with individuals with disabilities for 10 hours. Documentation will be through an activity log (20% of final grade).

 

4.    Complete and pass quizzes and exams. (40% of final grade)

 

5.    Develop an intervention notebook that contains activities or intervention strategies for five disability areas (30% of final grade).

 

 

Grading:

95 - 100%            A            86 - 90%     B            76 - 80%     C            60 - 69%     D

93 - 94%            A-            83 - 85%     B-            73 - 75%     C-            below 60%     F

91- 92%            B+            81- 82%     C+            70 - 72%     D+

 

Bibliography:

 

Dettmer, P., Thurston, L. P., & Dyck, N. (1993).  Consultation, collaboration, and teamwork for students with special needs. Boston, MA: Allyn and Bacon.

Goodlad, J. I. & Lovitt, T. C. (Eds.) (1993). Integrating general and special education.  New York: Macmillan Publishing Co. 

Grossman, H. (1995).  Special Education in a Diverse Society.  Boston, MA: Allyn & Bacon.

Kauffman, J. M. (l993).  Characteristics of emotional and behavioral disorders of children and youth (5th ed.). New York: Macmillan Publishing Co.

           Male, M. (l994). Technology for inclusion: Meeting the special needs of all students (2nd ed.). Boston, MA: Allyn and Bacon.

            Turnbull, H. R. (1993). Free appropriate public education:

The law and children with disabilities (4th ed.).  Denver, CO: Love Publishing Co.

 

 

 

 

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