Semester
Dates: Beginning and ending Date and Time of Class
Course Description:
This
introductory course focuses on various aspects of education involving all
learners, including educational philosophy, foundations, effective teaching
practices and models, and professional teaching standards. An emphasis on special education definitions,
terminology, developmental characteristics, curriculum and programs will be
included. Prepracticum monitored
field-based experience is required.
Field Experience requirement:
During
this field experience the college student visits three different education
settings; a regular education classroom, a special education setting within a
public school and a special education setting in a private special education
school or collaborative. The three
visits should be broken up into approximately 10 hours in regular education, 15
hours in a special education setting within a public school and 15 hours in a
special education setting in a private special education school.
Measurable Objective:
The
student will be able to articulate orally and in writing the description of
three different educational models for servicing students with special
needs. In addition they will interview a
teacher or staff member to discuss aspects of inclusion, parent involvement and
professional development.
Text:
Turnball & Turnball, Exceptional
Lives, Merrill Publishing, 2nd edition
CEC
Policy on
Supplement to
Teaching exceptional Children, vol. 25, No.4, May 1993
Appropriate
immerging (new) articles from CEC journal and other field journals
Teaching Methods Employed in the Course:
Class discussions, peer
interactions, medial presentation and field activities will be utilized to
present the various topic areas.
Beliefs on Philosophy about Teaching:
This
course is an essential introduction to the field of Special Education. It is a prerequisite for all other courses in
the undergraduate and post-baccalaureate programs. It provides a foundation in the field by
exploring terminology, laws, various disabling conditions, instructional
techniques and other pertinent issues.
This course will be taught thorough a variety of teaching strategies
including lecture, group/collaborative work, daily reflective activities,
portfolio development and field experiences.
Active learning will be stressed in an environment designed to foster
motivated independent learners.
Goals:
1. Gaining factual knowledge.
2.
Learning fundamental principles, generalizations, or
theories including psychological and social emotional characteristics of
individuals with disabilities.
3.
Developing specific skills, competencies and points of view
needed by professionals in the field most closely related to this course.
4.
Learning how professionals in this field go about the
process of gaining new knowledge.
Outcomes:
1.
Assess personal attitude toward exceptional students
focusing on respect for individual differences.
2.
Analyze various
characteristics of exceptional students (including educational, psychological,
medical, and social) covering major disability categories and the continuum
from those needing mild adaptations to a totally independent curriculum.
3.
Contrast appropriate classification systems for learners
with special needs.
4.
Explain & evaluate terminology used in describing and
relating to learners with special needs.
5.
Describe appropriate prevalence and incidence figures for
exceptional students.
6.
Contrast the various delivery models and educational trends
for learners with special needs.
7.
Appraise the “normalization concept” presently active in
special education and society.
8.
Analyze various professional definitions of each
classification of exceptional students.
9.
Identify and explain laws related to Special Education and
their components particularly IDEA (including process right related to
assessment, eligibility, confidentiality, and placement ),
10. Discuss the
effects an exceptional condition has on an individual’s life and the life of
his family.
11. Be aquainted
with the historical foundations and classical studies in the field of Special
Education as well as contemporary issues.
12. Discuss causes
and theories of disabilities and implications for prevention.
13. To identify
and establish contact with sources of unique services, rewards and resources
specific to individuals with disabilities.
14. To be
knowledgeable of consumer and professional organizations including journals and
publications.
15. To be
knowledgeable of service providers in school and in related agencies.
16. To review the
major perspectives from medicine, psychology, behavior, and education as they
apply to the definitions and etiology of disabilities.
17. To be knowledgeable
of appropriate practices as defined by the CEC Code of Ethics.
Major Topics:
1.
Definitions, Terminology, Statistics, Programs, Categorical
Issues, Chapter 766 and P.L. 94-142, Inclusion.
2.
Mental Retardation
3.
Learning Disabilities and Attention Deficit Disorder.
4.
Behavior Disorders.
5.
Visual Impairments.
6.
Hearing Impairments.
7.
Physical and Health Disorders.
8.
Communication Disorders.
9.
Gifted and Talented.
10. Severe/
Multiple Disabilities
Activities:
Three
field based experiences observing, participating and analyzing different
special education settings must be completed.
Specific information and the format for this assignment will be detailed
in class. Credit value
– up to 65 points. This activity must be completed to obtain
course credits.
A paper concerned with
methods and materials for the regular classroom related to one of the
exceptional areas or one of the topics discussed in class must be
completed. Topics may vary according to
individual interest: all topics should be discussed with the instructor. The paper should include recent information
related to the topic. It should be a
minimum of five and a maximum of seven pages, not including the bibliography,
double-space typed, and completed in a professional manner. Credit value - up to 35
points.
Measures of Student Success:
·
Observe, participate and analyze three different setting
serving learners with special needs:
* Regular classroom with special
needs students
* Public school special education
program.
* Non-public school special education
program.
·
Research paper on teaching strategies for special needs
students in the regular classroom
·
Appropriate examinations.
·
Portfolio Assessment at Midpoint and Final Point
Assessment:
The
final grade will be based on two exam, the credit value earned for activities
and, somewhat, the
value of class participation. Grading in
very traditional:
90% of the
possible points equals and A-
80% a B-
70% equals a
C-
SE202-
Tentative Course Content (calendar):
|
Week |
Topic |
|
1 |
Introduction, Overview, Assignments |
|
1,2,3 |
Definitions,
Terminology, Statistics, Programs, Categorical Issues, Chapter 766 and P.L. 94-142 |
|
3,4 |
Mental
Retardation |
|
5 |
Learning
Disabilities |
|
6 |
Learning
Disabilities/ ADD & ADHD |
|
7 |
Behavior Disorder |
|
8 |
Exam/Portfolio Assessment |
|
9 |
Visual
Impairments |
|
10 |
Hearing
Impairments, including impact of disabilities on auditory skills |
|
11 |
Physical and Health Disorder |
|
12 |
Communication
Disorders, including impact of disabilities on auditory skills |
|
13 |
Gifted and Talented |
|
14 |
Severe/
Multiple Disabilities |
|
Exam
Week |
Exam/ Portfolio Assessment |
Bibliography of related materials:
Bender,
William N. (1998). Learning Disabilities: Characteristic,
Identification and Teaching Strategies.
Allyn
& Bacon.
Bernstein, Deena K. & Tiegerman-Farber, Elllenmorris. (1997). Language and Communication Disorders
in Children. Allyn & Bacon.
Hallahan,
Daniel P. & Kauffman, James M. (1997).
Exceptional Learners: Introduction
to Special
Education.
Allyn & Bacon.
Hardman,
Michael L., Drew, Clifford J. & Egan, M. Winston. (1999). Human Exceptionality: Society,
School, and Family. Allyn & Bacon.
Hickson,
Linda, Blackman, Leonard S. & Reis, Elizabeth M. (1995). Mental Retardation: Foundations of
Educational Programming. Allyn & Bacon.
Nelson,
Nickola W.
(1998). Childhood Language Disorders in Context: Infancy Through Adolescence.
Allyn
& Bacon.
Smith,
Deborah Deutsch. (1999). Introduction to
Special Education: Teaching in an Age of Challenge
(Web Edition).
Allyn & Bacon.
Smith,
Tom E. C., Dowdy, Carol A., Plloway, Edward A., &
Blalock, Ginger. (1997). Children and Adults
with Learning
Disabilities. Allyn & Bacon.