Course: Introduction to Exceptional Children
INDIANA UNIVERSITY NORTHWEST - School of Education
Introduction to Exceptional Children
COURSE DESCRIPTION
An overview of the characteristics and identification of exceptional children. Survey of characteristics, causes, prevalence, assessment, and intervention related to individuals who differ in cognitive, sensory, physical, communicative, emotional/behavioral, or social areas. Focus on educating students with disabilities in inclusive classrooms.
SCHOOL MODELS
This course is part of the IUN School of Education’s Teacher Education Program. This program is based upon a research-based conceptual framework that incorporates nine themes, all of which are designed to prepare a “Reflective Professional.”
Course goal
To facilitate understanding of the characteristics and needs of individuals with disabilities from an educational and social standpoint.
Course Objectives/CompetenciesUpon successful completion of the course, the student will:
1. Students will identify theoretical and historical perspectives of special education.
2. Students will articulate personal philosophy of special education.
3. Students will demonstrate an understanding of laws, issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services.
4. Students will explain major legislation in special education.
5. Students will demonstrate an understanding of the concept of least restrictive environment and apply it to the continuum of services.
6. Students will define identifying characteristics of persons with exceptional learning needs.
7. Students will identify issues related to identification of disabilities including cultural and linguistic diversity.
8. Students will explain the importance of the role of families as it relates to special education and the potential impact of differences in values, languages, and customs that can exist between the home and school.
9. Students will demonstrate an understanding of the right of confidentiality throughout the special education process.
10. Students will identify professional special education resources.
MATERIALS
Required Text: Turnbull, Rud, Turnbull, Ann, Shank, Marilyn, and Smith, Sean J. (2004). Exceptional Lives: Specia1 Education in Today’s Schools. Upper Saddle River (N.J.), Columbus (OH): Perason - Merrill Prentice Hall (4th Edition).
ASSIGNMENTS AND COURSE ACTIVITIES
2 quizzes
Presentation of specific research project and journal summary
Final
GRADING AND EVALUATION
94 -100% - A 90-93% - A-
83 - 89% - B 80-82% - B-
73-79% - C 70-72% - C-
63-69% - D 60-62% - D-
below 60% - F
BIBLIOGRAPHY
Diagnostic Statistical Manual IV (DSM - IV). American Psychiatric Association, 2000.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Hammell, D. D., & Bartel, N. R. (1995). Teaching students with learning and behavior problems (6th edition). Austin, TX: Pre-ed.
Heller, K. A., Mönks, F. J., Sternberg, R. J. & Subotnik, R. F. (Eds.) (2000). International handbook of giftedness and talent. Oxford: Elsevier.
Heward, W. L. (1994). Three “low-tech” strategies for increasing the frequency of active student response during group instruction. In Gardner, R., Sainato, D. M., Cooper, J. O., Heron, T. E., Heward, W. L., Eshleman, J. W., & Grossi, T. A. (Eds.) Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole Publishing Company.
Indiana Administrative Code: Title 511 Article 7 (2000). Indiana Department of Education.
Hewett, F. & Forness, S.R. (1974). Education of exceptional learners. Boston: Allyn & Bacon.
Hyvärinen, L. (2001). Instructinal manual for vision testing products. La Salle: Precision Vision.
Kauffman, J.M. (1989). Characteristics of behavior disorders of children and youth. Columbus: Merrill (8th ed. 2004.).
Professional Standards and Code of Ethics of the Council for Exceptional Children, Reston, VA: Author.
Simpson, R. L. (2004). Inclusion of students with behavior disorders in general education settings: Research and measurement issues. Behavioral Disorders, 30, 19 - 31.
Skrtic, T. M. (1991). Behind special education: A critical analysis of professional culture and school organization. Love Publishing Co. Denver, CO.
Sternberg, R. (1985). Beyond IQ: The triarchic theory of human intelligence. In N. Coangelo & G. Davis (Eds.). Handbook of gifted education (pp. 45 - 54). Boston: Allyn & Bacon.
Sternberg, R.J. (1993). Procedures for identifying intellectual potential in the gifted: A perspective on alternative Metaphors of Mind. In K.H. Heller, F.J. Mönks & A.H. Passow (Eds.). International Handbook of research and Development of Giftedness and Talent (pp. 185 - 208). Oxford: Pergamon.
Terman, L. (1922). Genetic Studies of Genius. Vol.1: Mental and Physical Traits of a Thousand Gifted Children. Palo Alto: Stanford University Press. (reprint 1968).
Torrance, E.P. (1962). Guiding creative talent. Englewood Cliffs: Prentice Hall.
World Health Organization (1980). International Classification of Impairment, Disabilities, and Handicaps. Geneva.
World Health Organization (2001). ICF - International Classification of Functioning. Geneva.
Yell, M.L. (1998) The Law and Special Education. Merrill Publishing. Columbus, OH.
General requirements
Participants are expected
- to fulfill reading assignments,
- to engage in class discussions and activities,
- to present on a special education target group in this manner:
A special education target group should be chosen and be reflected upon under 2 aspects:
I: A Specific Research Project and
II: A Journal Summary.
I: Specific Research Project. The purpose of this assignment is to allow you to explore one of the target groups in more depth than time in class allows. The content should include, but is not limited to controversial issues related to the topic of disability, but you may also choose one of the following: a comparison and contrast of definitions of the disability currently in use, characteristics, probable adaptations needed for success in an “included” setting, specific instructional strategies that might be employed, controversial interventions associated with the disability, public awareness of the disability, and an interview with a teacher and, if possible, parent who has had a student with the disability in their classroom. Your information should reflect different sources. Articles off the Internet that do not identify the author or periodical cannot be used. These sources are in addition to our textbook. All citations selected for these sources must be substantive in nature and current in date. Sources should be balanced in reflecting professional information, research, educational practice and society’s perspective.
Your information will be displayed in two forms. First, a paper of 5 pages in length is to be submitted at least 3 days before due date (a Monday). Pages include a title page, table of contents, text and separate reference page. The written paper should synthesize all the information you have researched. Second, you will present shortly in class about this research which could include a discussion about controversial issues related to the topic of disability. The due dates for this project are the dates of the assessment days/panel presentation for the topic you have chosen (i.e. LD: 9/22; EBD: 9/29; ADHD: 10/6; etc.).
II. Journal Summary. This is a self-directed reading. The article chosen must be related to the chosen target group. The reading must be an article from a professional journal. Articles off the Internet that do not identify the author or periodical cannot be used. The article must be substantive in nature (a minimum of five pages). It must also be recent (published within the last five years). The format of the summary should begin with the full bibliographic citation. The summary should be three pages describing what the article said, making sure that the focus is on the educational issue of discussed target group. It is expected that at least 5 discussion questions are included which should reflect contents and educational implications of chosen article. Try to follow in your paper / presentation the APA-format:
Write down correct citation. Example: Correct title: Grskovic, J. A. & Belfiore, P. J. (1996). Improving the spelling of students with disabilities. The Journal of Behavioral Education, 6, 343-353.
Purpose: Give an overview of what the study was about, the purpose, the focus. Example: The purpose of this study was to compare two strategies for teaching spelling using a single subject, alternating treatments design.
Participants: How many and what types of students participated in the study? Gender, age, grade, race/ethnicity, SES, disability status, etc. Use person first terminology
Independent Variable: What was the intervention or component that they assessed? Give a detailed explanation of their method.
Dependent Variable(s): What did they measure to evaluate the effectiveness of the strategy?
Results: What did they find? Report the results for each of the dependent variables. Please try to display the data for the class as you talk about this part.
Discussion by author(s): What implications do they offer? In which way do they see limitations in their efforts?
Reaction/Evaluation: What did you think of the article? Did it convince you? Under what conditions or with what students was the strategy effective?
Instructional procedures in course work
Class sessions typically will include review of last week’s contents in an open question format, lecture, discussion, group activities, individual student presentations, video presentations, and – if possible - guest speakers. International perspectives will be added in a lectured form.