A Course Syllabus
for
EdSp 2100
EDUCATION OF THE EXCEPTIONAL CHILD
(2 Semester Hours)
in
Special Education
Department of Educational Leadership and Human Development
of the
COLLEGE OF EDUCATION
Course Description: Identification of children with exceptionalities, methods and techniques for teaching them, as well as possible sources of referral which may be of assistance to teachers and parents of these children.
UNIVERSITY OF CENTRAL MISSOURI
Warrensburg, Missouri
Instructor: EDSP Faculty Office:
Office Hours : Phone:
Email:
I. GENERAL INFORMATION
Catalog Description: Identification of exceptional children, methods and techniques for teaching them as well as possible sources of referral which may be of assistance to teachers and parents of these children.
Conceptual Framework:
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
II. Course Objectives: The purpose of this course is to provide the student with basic working knowledge of the issues, methods and techniques involved in the identification and education of children with special needs. The objectives of this course are designed to correspond with the initial special education teacher competencies of the Council for Exceptional Children and the MO-Step Standards. The CEC objectives for this course are those specified by the Council for Exceptional Children in the document for CEC Program Standards What Every Special Educator Must Know: The International Standards for the Preparation and Certification of Special Educators (5th edition). The letters "K" and "S" represent either a Knowledge competency or a Skill competency.
MoSTEP: 1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.
MoSTEP: 1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
MoSTEP 1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
MoSTEP 1.2.8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
MoSTEP 1.2.9 The preservice teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
MoSTEP 1.2.10 The preservice fosters relationships with school colleagues, parents, and educational partners in the larger community to support the student learning and well being.
CEC Standards
CC1K1 / Models, theories, and philosophies that form the basis for special education practice.CC1K2 / Laws, policies, and ethical principles regarding behavior management planning and implementation.
CC1K3 / Relationship of special education to the organization and function of educational agencies.
CC1K4 / Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs.
CC1K5 / Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.
CC1K6 / Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services.
CC1K7 / Family systems and the role of families in the educational process.
CC1K8 / Historical points of view and contribution of culturally diverse groups.
CC1K9 / Impact of the dominant culture on shaping schools and the individuals who study and work in them.
CC1K10 / Potential impact of differences in values, languages, and customs that can exist between the home and school.
CC1S1 / Articulate personal philosophy of special education.
CC2K2 / Educational implications of characteristics of various exceptionalities.
CC2K3 / Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family.
CC2K4 / Family systems and the role of families in supporting development.
CC2K5 / Similarities and differences of individuals with and without exceptional learning needs.
CC2K6 / Similarities and differences among individuals with exceptional learning needs.
CC3K1 / Effects an exceptional condition(s) can have on an individual’s life.
CC3K2 / Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development.
CC3K3 / Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling.
CC3K4 / Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction.
CC3K5 / Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences.
CC4S1 / Use strategies to facilitate integration into various settings.
CC4S2 / Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs.
CC4S3 / Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.
CC4S4 / Use strategies to facilitate maintenance and generalization of skills across learning environments.
CC4S6 / Use strategies that promote successful transitions for individuals with exceptional learning needs.
CC5K1 / Demands of learning environments.
CC5K7 / Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world.
CC5K8 / Ways to create learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage.
CC5K9 / Ways specific cultures are negatively stereotyped.
CC5K10 / Strategies used by diverse populations to cope with a legacy of former and continuing racism.
CC5S1 / Create a safe, equitable, positive, and supportive learning environment in which diversities are valued.
CC5S6 / Use performance data and information from all stakeholders to make or suggest modifications in learning environments.
CC5S13 / Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences.
CC5S16 / Use universal precautions.
CC6K1 / Effects of cultural and linguistic differences on growth and development.
CC6K2 / Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages.
CC6K3 / Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding.
CC6K4 / Augmentative and assistive communication strategies.
CC6S1 / Use strategies to support and enhance communication skills of individuals with exceptional learning needs.
CC6S2 / Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language.
CC7K1 / Theories and research that form the basis of curriculum development and instructional practice.
CC7K2 / Scope and sequences of general and special curricula.
CC7S5 / Use task analysis.
CC7S6 / Sequence, implement, and evaluate individualized learning objectives.
CC7S8 / Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences.
CC9K1 / Personal cultural biases and differences that affect one’s teaching.
CC9K2 / Importance of the teacher serving as a model for individuals with exceptional learning needs.
CC9K3 / Continuum of lifelong professional development.
CC9S6 / Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals.
EC1K1 / Historical and philosophical foundations of services for young children both with and without exceptional learning needs. / EDSP 2100
GC1K8 / Principles of normalization and concept of least restrictive environment. / EDSP 2100
GC2K2 / Impact of sensory impairments, physical and health disabilities on individuals, families, and society. / EDSP 2100
GC5K1 / Barriers to accessibility and acceptance of individuals with disabilities. / EDSP 2100
GC8K2 / Laws and policies regarding referral and placement procedures for individuals with disabilities. / EDSP 2100
GC8K3 / Types and importance of information concerning individuals with disabilities available from families and public agencies. / EDSP 2100
GC9K1 / Sources of unique services, networks, and organizations for individuals with disabilities. / EDSP 2100
GC9K2 / Organizations and publications relevant to individuals with disabilities. / EDSP 2100
IC1K1 / Definitions and issues related to the identification of individuals with disabilities. / EDSP 2100
IC1K3 / The legal, judicial, and educational systems to assist individuals with disabilities. / EDSP 2100
IC1K4 / Continuum of placement and services available for individuals with disabilities. / EDSP 2100
IC1K6 / Principles of normalization and concept of least restrictive environment. / EDSP 2100
Course Outline:
Defining Special Education
Ø Models, theories, and philosophies that form the basis for special education practice.
Ø Laws, policies, and ethical principles
Planning and providing special education services
Ø Issues in definition and identification of individuals.
Ø Similarities and differences of individuals with and without exceptional learning needs
Ø Rights and responsibilities related to exceptional learning needs.
Ø Effects of various medications on individuals with exceptional learning needs
Ø Legal provisions and ethical principles regarding assessment of individuals
Providing special education in a culturally diverse society
Ø Beliefs, traditions, and values across and within cultures
Ø Potential impact of differences in values, languages, and customs
Ø Effects of cultural and linguistic differences on growth and development
Ø Personal cultural biases and differences that affect one's teaching
Ø Ways to create learning environments that allow students to retain and appreciate their own and each other's respective language and cultural heritage
Working with parents and families of children with special needs
Ø Characteristics and effects of the cultural and environmental milieu of the child and family
Ø Parent-teacher communication
The educational needs of exceptional students
Ø Topical/categorical areas may include:
· Early childhood special education
· Intellectual disabilities (Mental Retardation)
· Learning disabilities
· Emotional and behavioral disorders
· Communication disorders
· Hearing loss
· Blindness and low vision
· Physical impairments and special health care needs
· Severe disabilities
· Giftedness and talent development
· Transition to adulthood
Ø Differing learning styles of individuals with exceptional learning needs
Ø General and special curricula for individuals with exceptional learning needs
Ø Basic classroom strategies for individuals with exceptional learning needs
Ø Ways to use technology in planning and managing the teaching and learning environment
Ø Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs
Ø Importance of the teacher serving as a model for individuals with exceptional learning needs
IV. Course Requirements:
Your instructor will provide you with a list of course required activities designed to assess your knowledge and skills in the competency areas covered by this course. These activities will include reading assignments, research, written homework, field experiences, and assessments/tests. The instructor will also discuss the class grading scale and procedures, and provide you with a schedule for the semester. Students missing two or more class sessions will have their final grade lowered one letter.
V. Portfolio Artifacts:
If you are a special education major, one of your class assignments will serve as an artifact for your portfolio. You will be required to submit a reflection paper with the assignment. If you have not begun assembling your portfolio, please schedule an appointment with your special education advisor on the 4th floor of Lovinger.
Field Experience Summary: 1.2.1.1 (Special Ed. 2) Characteristics of Learners
VI. Required Text:
Heward, W.E. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River, NJ: Prentice Hall.
VII. Bibliography
Council for Exceptional Children (2003). What every special educator must know: The international standards for the preparation and certification of special education teachers (5th ed.). Reston, VA: Author.
Internet Sites
Heward Textbook Companion website www.prenhall.com/heward
The Council for Exceptional Children www.cec.sped.org
Office of Special Education and Rehabilitation Services (OSERS)
www.ed.gov/about/offices/list/osers/osep
OTHER INFORMATION
Academic Honesty
Academic dishonesty, known as plagiarism, will not be tolerated in ANY FORM. Your instructor advises you to examine the portion of the UCM Student Handbook that addresses this issue. Disciplinary action will be taken against those who are involved in academic dishonesty in accordance with University policies.
Attendance
Students are expected to be present and to participate in class discussions and activities. Excessive unexcused absences of may result in the lowering of the final grade by one letter. When you cannot come to class, for whatever reason, please notify your instructor in person in advance .
Students Under ADA
Students who have a DOCUMENTED DISABILITY and require necessary accommodations are advised to contact the University Americans with Disabilities Act (ADA) Coordinator located in the Student Union, room 220. No action can be taken on accommodation requests until your instructor receives appropriate written notice from the University ADA Coordinator.
Academic Assistance
There are a number of on-campus services available to students who may be experiencing difficulties either academic or socially. Your instructor can assist you in using these resources to your advantage. Contact him whenever you feel that you need help in ANY capacity. Additionally, your instructor is available for conferences whenever it is needed. Try to make an appointment, but walk-ins are permissible during most times.