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 / EVALUATION
AUG
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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