Pending approval at University Studies Sub-committee
Course Syllabus
SPED Department
College of Education
WinonaStateUniversity
Department: Special EducationDate of Revision: Spring 2006
Course Number: 400/500Course Title: Exceptional Children and
Youth
Number of Credits: 3Frequency of offering: Each semester and
summer
Grading: Grade only
Prerequisites:
Undergraduate: Sophomore status; Recommended Psy. 210
Graduate students: Acceptance as special student or Master’s candidate
Course applies to: SPED major, DAPE major, School Social Work and is an elective or requirement in many other graduate departments of human services
Catalog Description
This course provides an overview of information needed to assist pre-service and in-service teachers, nurses, social workers, recreation therapists, adapted physical education specialists and other professionals in understanding the psychological, education, and life-long needs of speech-impaired, emotionally disturbed, behavioral disordered, deaf, blind, mentally retarded, physically and otherwise health impaired, gifted and economically under advantaged persons. Cultural diversity and gender fairness are the context in which development, schooling, transition into the community and family/societal considerations of exceptional children are studied.
The social and educational needs of preschool, elementary, middle, secondary, and adult disabled and gifted persons are addressed within the existing cultural framework.
Focus
This course is intended as an introduction to exceptionality for all students studying in the professions pursuing Licensure in the various areas of human service. It also constitutes the first course in the special education core for SPED majors.
The following University Studies outcomes (Social Science section) are addressed in this course.
a. understand humans as individuals and as parts of larger social systems, see course objectives 1, 7, 11, 14, 21, 24, 28, 32
b. understand the historical context of the social sciences; see course objectives 6, 25
c. identify problems and frame research questions relating to humans and their experience; see
course objectives 23, 29, 34, 35
d. become familiar with the process of theory-building and theoretical frameworks used by the
social sciences; see course objectives 4, 5, 15, 29
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e. understand research methods used in the social sciences; see course objectives 23, 34
f. describe and detail discipline-specific knowledge and its applications; see course objectives 2,
3, 7, 8, 9, 11, 13, 18, 19, 25, 26, 27, 28, 31, 32, 33, 35
g. understand differences among and commonalities across humans and their experiences, as tied
to such variables as gender, race, socioeconomic status, etc; see course objectives 10, 13, 16,
17, 20, 30
Objectives
UNDERSTANDING OF-means in-depth comprehension of the subject area relating
theory to educational practice or human service
ABILITY TO-means demonstrated skill in the implementation of the
subject area
KNOWLEDGE OF-means familiarity with and exposure to the subject area
1. Knowledge of specific disabling conditions and the educational and societal implications
thereof.
2. Ability to effectively communicate the needs and rights of disabled persons.
3. Knowledge of special education instructional evaluation systems and transitional services.
4. Knowledge of philosophic issues and psychological principles involved in working with the
disabled, disadvantaged and gifted persons
5. Ability to explain various philosophical positions that have influenced thinking in the field of
exceptionality and identify persons associated with each philosophical position.
6. Understanding of historic and current attitudes, problems, practices and trends in services for
exceptional persons within a multicultural context.
7. Ability to identify the major characteristics of disabled, disadvantaged and gifted youth and
adults.
8. Understanding of how to identify and access resources that should guide professionals in the
selection of the most appropriate methods, materials and adult transitional experiences.
9. Understanding of the role of specialized services such as Chapter 1, transitional planning,
recreational therapy, social work/home/school relations and training in the fundamental
survival skills of daily-living.
10. Knowledge of the multi-cultural context of definitions used and services provided in SPED.
11. Ability to write a behavioral objective for an individual educational plan which comply with
the requirements of federal and state guidelines.
12. Knowledge of how to adapt lesson plans to the learning needs of the student.
13. Knowledge of how to utilize direct instruction, outcome based education and the mastery
teaching models of instruction to the benefit of the diverse learner.
14. Understanding of the roles and organizational structure of various social agencies and the
part they play in providing total services to all students.
15. Understanding of the classification of disabilities, their characteristics and continuum
of severity, and their educational and treatment implications.
16. Understanding of similarities and differences among the cognitive, physical, cultural,
social, emotional, and communication needs of typical and exceptional individuals.
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17. Understanding of stereotypical attitudes toward people with disabilities and how these
attitudes can positively or negatively impact student behavior.
18. Understanding of the complexity of coexisting disabilities and the implications of this
complexity for treatment and education of children.
19. Understanding of the procedures to address a student’s mental health needs.
20. Understanding of the influence of cultural and linguistic diversity on assessment
eligibility, programming, and placement.
21. Understanding of the full array of the available service options.
22. Understanding of how to adapt and modify curriculum and instruction to meet individual
learner needs.
23. Understanding how to evaluate research finding to appropriately sequence treatment
and/or instruction.
24. Understanding of the life-long impacts of disabilities on students and their families.
25. Understanding the historical and philosophical foundations, legal bases, and contemporary
issues pertaining to services to and the education of children and youth with a broad range of
cognitive impairments and deficits in adaptive behavior.
26. Understanding of the etiology, characteristics, and classifications of developmental
disabilities.
27. Understanding of the current educational definitions, identification criteria and labeling
issues, and entrance and exit criteria for services pertaining to students with developmental
disabilities.
28. Understanding of the general development, academic, social, and functional characteristics of
individuals with developmental disabilities to the levels of support needed.
29. Understanding of the research-based theories of behavior problems exhibited by individuals
with developmental disabilities.
30. Understanding of the factors that may influence the over-and under representation of
culturally or linguistically diverse students in programs for students with developmental
disabilities.
31. Understanding how to assess and accommodate for architectural barriers in the education
setting.
32. Understanding the various educational models and setting options and the selection of
appropriate options based on the needs of the students and clients.
33. Understanding how to design individual plans that integrate assessment results, family
priorities, resources, and concerns that incorporate, when appropriate, nonacademic and
academic goals and the appropriate use of augmentative, adaptive, and assistive technologies.
34. Understanding of how to apply research-supported instructional strategies and practices.
35. Understanding of how to access and evaluate information relevant to the field of
developmental disabilities through consumer and professional organizations, publications,
and journals.
Course Outline
Introduction
Human exceptionality/ development considerations
Identifications
Prevalence
Philosophical issues
Historical and multicultural perspectives
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IDEA, 504 AND ADA
Legislation
Case law
Current Practice
Exceptionalities – Life Perspectives and simulations
Mental retardation, emotional/behavioral disturbance, and learning disablilties
Cross-categorical perspectives
Speech and language Exceptionalities
Hearing and visual Exceptionalities
Physical and health Exceptionalities
Gifted, creative, talented
Interventions in the context of cultural diversity and gender fairness
Early intervention
Resources
IEP
Lesson Planning
Working with parents
Disabled seniors
Basic Instructional Plan
Lectures
Small Group Guided Practice
Simulations
Guest speakers who are disabled and gifted
Films and videotapes
Library assignments including retrieval of ERIC on Pals
Evaluation/ Requirements Undergraduates:
7 quizzes (best 6 utilized for grading)
Final Examination
5 projects
Evaluation/ Requirements Graduate Students:
Graduate students are not required to complete the above quizzes but are required to complete 2 reseach papers on current topics of there choice on a current topic in SPED (transition, collaboration, bilingual SPED students, direct instruction, etc.). Graduate students with particular research interests may negotiate their topics with their instructor to suit their needs. Deadlines will vary with the type of assignment agreed upon.
Graduate students will complete the final examination and the 5 assignment projects.
Note:Persons who require modifications to the course presentation format because of disabling or other conditions are asked to develop a joint plan with the professor that will alleviate the problem.
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Textbooks
Howard, William L. (2006) Exceptional Children, 8th edition, Merrill Prentice Hall, Columbus, Ohio.
Rocco, Study Guide, WSU Press, 2006.
References
The references utilized in the course are generated from text bibliography, the Prentice Hall web site ( and the ERIC retrieval system. Utilization of these resources are described and instructed in class.
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Timeline Fall ’06, SPED 400/500
Education of Exceptional Persons
Section 02, Tues-Thurs 2:00-3:50 PM
Professor Rocco
WK / DATE / TOPIC / CHAPTER / EVALUATIONAUG
1 / 29,31 / Overview/Introduction / Pretest______
VIDEO TAPES: See additional handout for video titles & instructions
Completion date for videos is ______
IMPORTANT DEADLINES FOR STUDENTS WHO ARE PARTICIPATING AS VOLUNTEERS
Orientation Dates & Times (half hour long) for ORC orientation are: ______
(Orientations held at ORC) ______
ALL PAPERWORK must be completed prior to: ______
You must attend one of these orientation sessions before you volunteer. Volunteering CANNOT begin before schedules are posted. All orientations are held at the OCCUPATIONAL REHABILITATION CENTER (ORC) 1053 East Mark St, Winona 452-1855 The contact person at ORC is: ______
For students who are volunteering in other sites pre-approved by Dr Rocco: Wed Sept 19th @ class time is the last day for completion of paperwork for the individual approval process
SEPT
2 / 5,7 / Purpose & Promise of Special Education / 1,2,3
3 / 12,14 / Planning & Providing SPED
Collaborating with Parent in Culturally Diverse Society / Quiz 1 ______/ 14-Sep
4 / 19,21 / Mental Retardation / 4,5
5 / 26,28 / Learning Disabilities / Quiz 2 ______/ 28-Sep
OCT
6 / 3,5 / Emotional & Behavioral Disorders / 6,7
7 / 10,12 / Autism Spectrum Disorders / Quiz 3 ______/ 12-Oct
8 / 17,19 / Communication Disorders / 8,9
9 / 24,26 / Deafness & Hearing Loss / Quiz 4 ______/ 26-Oct
10 / 30, 2 / The IEP Project / Make-Up Quizzes* / 2-Nov
NOV
11 / 7,9 / Blindness & Low Vision
Physical Dis., Health Imp., & ADHD / 10,11 / Quiz 5 ______/ 9-Nov
NOTE: There is ONLY 1 weeks time between quiz 5 & quiz 6
12 / 14,16 / Low Incidence, Severe/Multiple Disabilities
Giftedness & Talent / 12,13 / Quiz 6 ______/ 16-Nov
13 / 21 / Early Childhood Special Education / 14
22 / THANKSGIVING BREAK
14 / 28,30 / Transitioning to Adulthood / 15
DEC
15 / 5,7 / Postscript
Putting it all together / Quiz 7 ______
Make-Up Quizzes* / 5-Dec
16 / 12 / Final Examination: Tuesday Dec, 12 1:00 to 3:00 PM** / Final ______/ 12-Dec
TOTAL / ***______
* Read Grading Handout for information as to which missed quizzes must be taken on this date
** Note that the final exam is on Tuesday but at a different time
*** Read Grading Handout for information on how to compute your grade for the course
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