ED-215 Introduction to Exceptional Children

Course Description: 

Course provides introduction to concept of exceptionality and an overview of the different types of disabilities and/or disorders.  Introduction to laws governing individuals with disabilities will be discussed in terms of how they affect schools, intervention, and community organizations. A brief history of how far special education has come will also be included in this course.

  • Prerequisite Courses: EN 110 & EN 120a

A.  PROGRAM LEARNING OUTCOMES (PLOs): 
The student will be able to: 
1.   Demonstrate basic knowledge of the foundations and concepts related to elementary education.
2.   Demonstrate familiarity with a variety of instruction strategies for elementary school students.
3.   Demonstrate basic knowledge in the following areas: art, communication, humanities, language, literature, science, and social sciences.

B.  STUDENT LEARNING OUTCOMES (SLOs) - GENERAL: 
The student will be able to: 

  1. Demonstrate a basic understanding of the history of special education and underlying issues affecting public policy, community values, and trends in providing special education programs.
  2. Demonstrate a basic understanding of laws and regulations effecting special education and children with disabilities.
  3. Become knowledgeable of common key terms and concepts that are used in special education.
  4. Demonstrate knowledge of the disability categories and a basic understanding of the educational implications/approaches for each category.
  5. Become knowledgeable of the special education process and services.

SLO

PLO 1

PLO 2

PLO 3

1

I

 

 

2

I

I

I

3

I

 

 

4

I

ID

ID

5

I

I

 

I = Introduced
D = Demonstrated
M =- Mastered

C.  STUDENT LEARNING OUTCOMES (SLOs)-SPECIFIC: 
The student will be able to:

General SLO 1. Demonstrate a basic understanding of the history of special education and underlying issues affecting public policy, community values, and trends in providing special education programs.


Student Learning Outcomes

Assessment Strategies

  • 1.1. Compare and contrast past and current special education laws and practices including:
        • reasons for changes
        • barriers to change, including people’s beliefs and perceptions of individuals with disabilities

 

Student writes and presents a page paper comparing and contrasting past and current practices including:
a. reasons for changes
b. barriers to change, including people’s beliefs and perceptions of individuals with disabilities.
To be scored by a rubric.

General SLO 2. Demonstrate a basic understanding of laws and regulations effecting special education and children with disabilities.


Student Learning Outcomes                          

Assessment Strategies

2.1. Research and present the following principles of (Individuals with Disabilities Education Act) IDEA with an activity:

  • Free Appropriate Public Education (FAPE)
  • Least Restrictive Environment (LRE)
  • Individualized Education Plan (IEP)
  • Nondiscriminatory Identification and Evaluation
  • Parent & Student Participation in Decision Making
  • Procedural Safeguards
  • Zero Reject

Oral presentation, using Powerpoint, based on library/internet research, on the purposes/intentions of each principle with an activity (skit, role play, dance, song, etc.), to be scored by a rubric and a written checkout.

 

2.2. Categorize types of disability identified in federal regulations (IDEA).

Written checkout.

General SLO 3. Become knowledgeable of common key terms and concepts that are used in special education.


Student Learning Outcomes

Assessment Strategies

3.1. Explain each of these terms with an example :

  • Exceptional children
  • Special education
  • Special needs
  • Disability
  • Handicap
  • Impairment
  • Mainstreaming, inclusion, and full inclusion
  • Individualized Education Plan (IEP)
  • Incentives and Disincentives of Labeling
  • Least Restrictive Environment
  • Related services
  • Supplementary aids and services
  • Students with special needs

 Written checkout.

 

 

 

 

 

 

 

 

3.2. Use/Apply appropriate language for individuals with disabilities (People first language).

Final project presentation and essay to be scored by a rubric.

General SLO 4. Demonstrate knowledge of the disability categories and a basic understanding of the educational implications/approaches for each category.


Student Learning Outcomes

Assessment Strategies

4.1. Define and explain identification and assessment procedures, characteristics, causes, prevalence, and other important information about the following:
a. specific learning disabilities
b. mental retardations or intellectual disabilities
c. communication disorders (speech and language impairments)
d. emotional and behavioral disorders
e. hearing impairments (deafness and hearing loss)
f. visual impairments (blindness and low vision
g. autism spectrum disorders
h. traumatic brain injury
i. deaf-blind
j. physical impairments and other health
impairments

Tests/quizzes and written checkouts

 

 

 

 

 

 

 

 

4.2. Final Project: Write an essay and deliver a 15-minute Powerpoint presentation on a specific disorder.

Student writes an essay paper about disorder/disability and presents to class as a final project.
To be scored by a rubric.

General SLO 5. Become knowledgeable of the special education process and services.


Student Learning Outcomes

Assessment Strategies

5.1. Outline the special education process.

Written checkout.

5.2. Discuss the pre-referral intervention strategies.

Written checkout.

5.3. Summarize IEP components, IEP process, IEP team members and their roles.

Written checkout.

5.4. Draw a diagram of the placement options from the Least Restrictive Environment (LRE) to the Most Restrictive Environment (MRE).

Written checkout.

 

D.  COURSE CONTENT
Definition of exceptional and special education
History of special education
Categories of disabilities and their characteristics and causes
Assessment and placement options for different types of disabilities
Laws governing the education of exceptional children
Special education process and Individualized education program process
Individualized education program components and team
Intervention plans using the MAPS process

E.  METHODS OF INSTRUCTION
Lectures/ discussion
Individual and/or group projects and presentations
Library/internet search
Movies
Demonstrations/role play
Quizzes and tests.

F.  REQURIED TEXT(S) AND COURSE MATERIALS:
Heward, William L. Exceptional Children: An Introduction to Special Education, Ninth Edition. Merrill Prentice Hall. , Columbus, Ohio, 2009 (or most recent edition).

G.  REFERENCE MATERIALS
FSM Special Education Handbook of 2000 (or current) handbook.
Werner, David. Disabled Village Children: A guide for community health workers, rehabilitation workers, and families., Second Edition. The Hesperian Foundation; Palo Alto, Ca., 2003 (or most recent edition).

H.  INSTRUCTIONAL COSTS
None

I.   EVALUATION
None

J.   CREDIT BY EXAMINATION
None

 

 

 

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