EDU-296: Exceptional Child

School
Health and Human Services
Division
Education & Human Services
Department
Pre-Education
Academic Level
Undergraduate
Course Subject
Education
Course Number
296
Course Title
Exceptional Child
Cross-Referenced Course
PSY-296: The Exceptional Child
Credit Hours
3.00
Instructor Contact Hours Per Semester
47.00 (for 15-week classes)
Student Contact Hours Per Semester
47.00 (for 15-week classes)
Grading Method
A-E
Pre-requisites
PSY-131 with a C grade or better
Catalog Course Description

Focuses on the characteristics, identification, assessment, and instruction of students with exceptionalities. Explores special education children’s syndromes and their learning environments. Covers how to provide free and appropriate academic services to children with exceptionalities. Includes the theories, laws, and procedures surrounding special education. Course topics also include specific learning disabilities, autism, mild and severe behavior disorders, emotional impairment, intellectual disability, visual and hearing impairments, speech impairment, giftedness, physical impairments and chronic medical conditions. Additional discussions revolve around different special education learning environments such as inclusion, mainstreaming, pullout programs, resource rooms, co-teaching environments, and the self-contained classroom.

Goals, Topics, and Objectives

Goal Statement

This course seeks for students to become familiar with the characteristics, identifications, and assessment of students with exceptionalities. This course addresses the Michigan Department of Education's core teaching practices and teacher standards.
Core Teaching Practices
Lower Elementary PK-3 Education Preparation Standards
Upper Elementary 3-6 Education Preparation Standards
Professional Standards 5-12
Special Education Preparation Standards

Core Course Topics
  1. Special education terminology, labels and statistics
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Synthesize the legislative, historical, and sociological relationships between the disability rights movement, other civil rights movements, and educational equity.
    • Identify the different policies, practices, and programs related to special education.
    • Explain the effects of culture and language and their implications on diversity and exceptionalism.
    • Identify the components of an Individualized Education Plan (IEP).
    • Explain the IEP process.
    • Discuss the implications of the law on school practices.
    • Relate special education theory to educational practice.
  2. History of special education and the different special education roles
    • Discuss the different special education perspectives and apply them to the field.
    • Synthesize the legislative, historical, and sociological relationships between the disability rights movement, other civil rights movements, and educational equity.
    • Identify the different policies, practices, and programs related to special education.
    • Compare and contrast the different roles of the special education professionals as they relate to the families and children they serve.
    • Identify the different professional group dynamic approaches used to provide educational programs to students with exceptionalities.
    • Identify the components of an Individualized Education Plan (IEP).
    • Explain the IEP process.
    • Discuss the implications of the law on school practices.
    • Relate special education theory to educational practice.
  3. The special education policies, practices and programs
    • Discuss the different special education perspectives and apply them to the field.
    • Synthesize the legislative, historical, and sociological relationships between the disability rights movement, other civil rights movements, and educational equity.
    • Identify the different policies, practices, and programs related to special education.
    • Compare and contrast the different roles of the special education professionals as they relate to the families and children they serve.
    • Identify the different professional group dynamic approaches used to provide educational programs to students with exceptionalities.
    • Identify the components of an Individualized Education Plan (IEP).
    • Explain the IEP process.
    • Discuss the implications of the law on school practices.
    • Relate special education theory to educational practice.
    • Identify and discuss the different familial interrelationships contributing to exceptional children's families.
  4. Addressing the cultural and linguistic diversity of special education students
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
  5. The parent/guardian-professional relationship
    • Synthesize the legislative, historical, and sociological relationships between the disability rights movement, other civil rights movements, and educational equity.
    • Compare and contrast the different roles of the special education professionals as they relate to the families and children they serve.
    • Identify the different professional group dynamic approaches used to provide educational programs to students with exceptionalities.
    • Identify the components of an Individualized Education Plan (IEP).
    • Explain the IEP process.
    • Identify and discuss the different familial interrelationships contributing to exceptional children's families.
  6. Family and community social, emotional and economic characteristics
    • Synthesize the legislative, historical, and sociological relationships between the disability rights movement, other civil rights movements, and educational equity.
    • Explain the effects of culture and language and their implications on diversity and exceptionalism.
    • Compare and contrast the different roles of the special education professionals as they relate to the families and children they serve.
    • Identify the different professional group dynamic approaches used to provide educational programs to students with exceptionalities.
  7. Persons with intellectual disabilities
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Compare and contrast the aspects of the different exceptionalities.
    • Compare and contrast the different special education learning environments.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
  8. Persons with learning disabilities
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Compare and contrast the aspects of the different exceptionalities.
    • Compare and contrast the different special education learning environments.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
  9. Persons with emotional or behavioral disorders
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Compare and contrast the aspects of the different exceptionalities.
    • Compare and contrast the different special education learning environments.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
  10. Gifted and talented persons
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Compare and contrast the aspects of the different exceptionalities.
    • Compare and contrast the different special education learning environments.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
  11. Speech and language disorders
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Explain the effects of culture and language and their implications on diversity and exceptionalism.
    • Compare and contrast the aspects of the different exceptionalities.
    • Compare and contrast the different special education learning environments.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
  12. Hearing Impairments
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Compare and contrast the aspects of the different exceptionalities.
    • Compare and contrast the different special education learning environments.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
  13. Visual Impairments
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Compare and contrast the aspects of the different exceptionalities.
    • Compare and contrast the different special education learning environments.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
  14. Persons with physical or health disabilities
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Compare and contrast the aspects of the different exceptionalities.
    • Compare and contrast the different special education learning environments.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
  15. Autism
    • Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
    • Compare and contrast the aspects of the different exceptionalities.
    • Compare and contrast the different special education learning environments.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
  16. Modifying the regular education environment to meet the needs of students with exceptionalities
    • Identify the different professional group dynamic approaches used to provide educational programs to students with exceptionalities.
    • Identify the components of an Individualized Education Plan (IEP).
    • Explain the IEP process.
    • Relate special education theory to educational practice.
    • Analyze the different teaching approaches used with exceptional children within the classroom.
Core Course Learning Objectives (Separated)
  1. Discuss the different special education perspectives and apply them to the field.
  2. Synthesize the legislative, historical, and sociological relationships between the disability rights movement, other civil rights movements, and educational equity.
  3. Define and describe ableism, its intersections with other oppressions (e.g., linguicism, racism, sexism, trans/homophobia, etc.), and how inclusive teaching practices can impact student experiences (academic, social, disciplinary) and identities and transform learning communities.
  4. Identify the different policies, practices and programs related to special education.
  5. Explain the effects of culture and language and their implications on diversity and exceptionalism.
  6. Compare and contrast the different roles of the special education professionals as they relate to the families and children they serve.
  7. Identify the different professional group dynamic approaches used to provide educational programs to students with exceptionalities.
  8. Compare and contrast the aspects of the different exceptionalities.
  9. Compare and contrast the different special education learning environments.
  10. Identify the components of an Individualized Education Plan (IEP).
  11. Explain the IEP process.
  12. Discuss the implications of the law on school practices.
  13. Relate special education theory to educational practice.
  14. Identify and discuss the different familial interrelationships contributing to exceptional children's families.
  15. Analyze the different teaching approaches used with exceptional children within the classroom.

Assessment and Requirements

Assessment of Academic Achievement

Assessment may include but not be limited to the following assignments:
1. With a partner, or individually, students will create a case study identifying multiple aspects of the exceptional child's home and school environment.
2. Individually, students will conduct an interview on ONE of the individuals given below. Suggestions for interview questions will be discussed in class. The interview will be 3-4 pages typed.
*A special education teacher
*A parent of a special education child
*A disabled teen or adult
*A teacher in an inclusive or co-taught classroom
*An administrator of special education.
3. Individually, students will analyze an article from a special education journal (i.e. Journal of Learning Disabilities, Teaching Exceptional Children). Article critique guidelines will be distributed in class.
4. Students will create a lesson from their major or minor area of study and adapt the lesson to meet the needs of at least two categories of exceptionalities.
5. Multiple choice examinations.
At least 40% of the assessments must be reflective

General Course Requirements and Recommendations

This course should be taken before EDU 201 and EDU 202.

Texts

Textbooks will be determined by the program faculty.

Outcomes

General Education Categories
  • Social Sciences
Institutional Outcomes
  • Civil Society and Culture - U.S. and Global
MTA Categories
  • Category 4: Social Sciences
Satisfies Wellness Requirement
No

Approval Dates

Effective Term
Fall 2022
ILT Approval Date
AALC Approval Date
Curriculum Committee Approval Date
Review Semester
Fall 2022