EDUC 6655 Exceptional Children

A comprehensive introduction to the education of students with special needs. The intent of this course is to provide educators with the knowledge skills, attitudes, and beliefs that are crucial to constructing learning environments which allow all students to reach their potential. A foundational knowledge in the concepts of co-teaching and differentiated instruction will be emphasized. Directed field-based experience is required. 

Candidates will survey the basic characteristics and unique educational and life needs of students who have been determined to differ significantly from their "average" peers in terms of mental, physical, and/or emotional characteristics. This course will provide a foundation of legal, social, educational, medical, and psychological concepts that focus on an understanding of who exceptional children are and how their diverse needs can be met within the context of a democratic learning community. (Pre-service certificate is not required. Field experience required.)

Credits

3

Typically Offered

fall, spring — Online: summer

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES (CO):

What happens when students with diverse abilities cannot adapt to the standard education program?  The consequences are serious and have lifelong implications.  What is the role of a proactive educator in meeting the needs of these students?  In this course we will focus on the specific educational needs resulting from exceptionalities among different groups of children and the range of educational prorams designed to meet their needs.  By the end of the course, the student should be able to:

1. Define who exceptional children are and recent trends in prevalence for exceptionalities in the  school-age population. (CCLO 3,4)
2. Know the requirements of I.D.E.A. and the historical events that led to its passage. (CCLO 1).
3. Explain how technology is being used to meet the needs of students with exceptionalities. (CCLO 7)
4. Discuss major issues concerning the education of exceptional children, including the regular education initiative, inclusion, community-based instruction, mainstreaming, early intervention, assessment. (CCLO 1,2,8)
5. Discuss issues related to culture and diversity and their implications for the identification, placement, assessment, and social acceptance of exceptional children. (CCLO 4)
6. Describe the definitions of physical, emotional and sexual child abuse, indicators, and the responsibilities of the classroom teacher. (CCLO 1,10)
7. Describe the definitions, characteristics, etiology, and educational needs of students with Intellectual disabilities, learning disabilities, communication disorders, hearing impairments, vision impairments, emotional/behavior disorders, attention deficit hyperactivity disorders, severe and multiple disabilities, and those identified as gifted. (CCLO 1-10)
8. Discuss transition and lifespan issues for all areas of exceptionalities. (CCLO 1, 10)
9. Understand issues of advocacy for students with exceptionalities and their families, know the role of the Student Support Team (SST) and how to make an appropriate student referral, know the role of participants in an IEP meeting, describe appropriate modifications for students with exceptionalities, and provide appropriate information to families. (CCLO 1-10)
10. Describe the mission and standards of the Council for Exceptional Children (CEC) and understand its national role in professional development. (CCLO 9)
11. Understand the Information Processing Model (IPM) as it relates to the education of exceptional children. (CCLO 1,2,3,5,6).
12. Understand the Response to Intervention Model (RTI) that provides a framework for integrating both general and special education into an inclusive environment. (CCLO 1, 5, 8,9,10)