MANHATTANVILLE COLLEGE
EDU
5071 Introduction to the Exceptional
Student
Instructor:
Kathy Dickinson Rockwood, Ed.D.
Telephone: (914) 323-3149
E-Mail:
rockwoodk@mville.edu
COURSE DESCRIPTION
This
course is designed to provide an overview of the field of special
education. Students will become more
aware of the theories, diagnostic procedures and teaching strategies that are
important in the areas of learning disabilities, mental retardation, emotional
disturbance, physical handicaps and multiple handicaps. This course will examine the evaluation
procedures and educational alternatives within the context of I.D.E.A. and the
practical realities within schools.
REQUIRED TEXT
Smith, D.D. (2006). Introduction to special education: Teaching in an age of opportunity. (5th ed.).
Boston: Allyn and Bacon.
COURSE OBJECTIVES
(Aligned to CEC Standards)
By the end of this course, students will provide
evidence of developing understanding of:
- The nature of students within the full
range of disabilities
(CEC # 2)
- Special health-related issues (CEC #1
& 2)
- Learning processes of the exceptional
student (CEC #2)
- Motivational and communication
techniques (CEC #1)
- Classroom management (CEC #5)
- The means to update knowledge and skills
in the subjects taught (CEC #1)
- Pedagogical history, philosophy, and the
role of education
(CEC #1)
- The rights and responsibilities of
parents
(CEC #1)
- Adaptive technology (CEC 5, 6 & 7)
- Ethical and policy issues (CEC 1, 8,
& 9)
- Current trends and issues (CEC #1)
- Special education legislation (CEC #1)
- Theories of child development (CEC #2)
- Child development (CEC #2)
- Characteristics and etiology of specific
disabilities
(CEC #2)
- Cultural and linguistic diversity
(CEC 1, 2, 3, 5, 6, & 10)
- Families as active participants in the
assessment process (1, 2, 3, & 10)
- The Individual Education Program and the
Individual Family Service Plan
(CEC #3)
- Intervention curricula and methods for
children with disabilities (CEC #4)
- Appropriate assessment procedures (CEC
#1)
- Medical care for children (CEC #2)
- How to adapt the learning environment to
meet the needs of exceptional children
(CEC #2)
- The continuum of educational services
(CEC #1)
- Collaborative partnerships (CEC # 1
& 10)
- Teacher Models (CEC 8 & 9)
- Identification of exceptional
individuals (CEC #1)
- Your personal philosophy as it relates
to special and general education ( CEC #2)
- Life skills instruction (CEC # 1 &
9)
- Instructional strategies for exceptional
children (CEC # 3)
- Theories and research that form the
basis of curriculum development. (CEC #7)
- The scope and sequence of general and
special curricula. (CEC # 7 & 8)
- National, State, and local curricula
standards. (CEC # 7)
SUMMARY OF COURSE
INSTRUCTIONAL FOCUS & ASSESSMENT
(Refer to
“Attachments” for specific details of assignments and performance assessments.)
|
COURSE OBJECTIVES & CEC STANDARDS By the end of the
course you will have better understanding of |
LEARNING
ACTIVITIES/ASSIGNMENTS |
PERFORMANCE
ASSESSMENT |
|
The nature of students within the full range of disabilities. (2) |
Mini lectures, class discussion, student presentations, case studies, role play, simulations, work group online discussion, field observations, video clips |
Oral presentation rubric Instructor observation Online discussion rubric Case study response rubric Field experience journal rubric |
|
Special health related issues. (1 & 3) |
Work group internet research, poster presentations & discussion |
Class discussion rubric |
|
Learning processes of the exceptional student.(2) |
Research paper response Final group investigation Group work: lesson adaptations Simulations Video clips |
Final group investigation rubric Research paper response rubric |
|
Motivational and communication techniques. (1) |
Field experience observations Simulations/demonstrations |
Field experience journal rubric |
|
Classroom management. (5) |
Class discussion Case study Field observations Mini lecture |
Case study response rubric Field experience journal rubric |
|
The means to update knowledge and skills in the subjects taught. (1) |
Access current research Exercise: Content enhancement strategies Group investigation |
Research paper response rubric Final group investigation rubric |
|
Pedagogical history, philosophy and the role of education. (1) |
Class discussion
|
|
|
The rights and responsibilities of parents. (1) |
Role play Identify components of an IEP Case studies Video clips |
Exam Case study response rubric |
|
Technology. (5,6 & 7) |
Online participation in “discussion forum”(Blackboard) Use of technology for presentations Access electronic databases for research |
Online discussion rubric Oral presentation rubric |
|
Ethical and policy issues. (1,8, & 9) |
Disposition survey Case studies Class discussions Online participation in “discussion forum”(Blackboard) |
Disposition self-assessment Case study response rubric Online discussion rubric |
|
Current trends and issues. (1) |
Class discussion Group investigation Online participation in “discussion forum”(Blackboard) Mini lectures |
Group investigation rubric Online discussion rubric |
|
Special Education Legislation. (1) |
Class discussion Work group presentations |
Exam |
|
Theories of child development. (2) |
Final group investigation Mini lecture |
Final group investigation rubric |
|
Child development. (2) |
Field observations Group work: lesson adaptations |
Field experience journal rubric |
|
Characteristics and etiology of specific disabilities. (2) |
Class discussion Video clips Simulations |
Exam |
|
Cultural and linguistic diversity. (1,2,3,5,6, & 10) |
Group work: lesson adaptations Online participation in “discussion forum”(Blackboard) Mini lecture |
Exam Online discussion rubric |
|
Families as active participants in the assessment process. (1,2,3 & 10) |
Case Study Video clips Classroom discussion |
Case study response rubric |
|
The individual education program and individual family service plan. (3) |
Class discussion of key components Review sample plans |
Exam |
|
Intervention curricula and methods for children with disabilities. (4) |
Work group lesson adaptations Demonstrations Final group investigation |
Exam Final group investigation rubric |
|
Appropriate assessment procedures. (1) |
Class discussion |
Exam |
|
Medical care for children. (2) |
Class discussion Work group internet research; create poster |
Instructor observation |
|
How to adapt the learning environment to meet the needs of exceptional children. (2) |
Group work: lesson adaptations Case studies Final group investigation |
Case study response rubric Final group investigation rubric |
|
The continuum of educational services. (1) |
Class discussion |
Exam |
|
Collaboration partnerships. (1 & 10) |
Collaborative group work |
Instructor observation |
|
Teacher models. (8 & 9) |
Video clips Simulations/demonstrations |
|
|
Identification of exceptional individuals. (1) |
Class discussion Final group investigation |
Exam Final group investigation rubric |
|
Your personal philosophy as it relates to special and general education (2) |
Case study paper responses Disposition survey |
Case study paper response rubric Disposition self-assessment |
|
Life Skills Instruction. (1& 9) |
Class discussion Group exercises/demonstration |
Exam |
|
Instructional strategies for except. children. (3) |
Role Plays Demonstrations Group exercises: Content enhancement strategies Case studies Research paper response Final group investigation |
Instructor Observation Case study response rubric Research paper response rubric Final group investigation rubric |
|
Theories and research that form the basis of curriculum develop. (7) |
Research paper response |
Research paper response rubric |
|
The scope and sequence of general and special curricula. (7 & 8) |
Online participation in “discussion forum”(Blackboard) |
Online discussion rubric |
|
National, state, and local curricula standards. (7) |
Class discussion Online participation in “discussion forum”(Blackboard) |
Online discussion rubric |
COURSE REQUIREMENTS
Class Participation and Attendance – 10%
Journal of Field
Experience- 20%
Disposition Survey – 5%
Final Research
Report - 10%
Final Group
Investigation Presentation – 10%
Two Paper Response
Assignments- 20% (each 10%)
Online Discussion
Groups (4) – 10%
Mid-Term Exam- 15%
Evaluation/Grading
Grading in this course will be guided by mastery learning, ongoing self assessment, and peer assessment. Rubrics and protocols will establish the expectations for each assignment. Students will be given an opportunity to revise assignments that are below expectations. Anything below a B is not acceptable for graduate work. The grading scale is as follows:
Late Assignments: Due dates for various assignments are indicated in the course outline. Assignments which are turned in late will lose credit at the rate of one point value for each day past the due date.
Academic Honesty (excerpt from School of Education catalog):
All forms of academic dishonesty, unfair advantage, and plagiarism will have consequences, from failure of the assignment or failure of the course, up to and including expulsion from the School of Education. In all cases where academic dishonesty is suspected, both faculty members and students have the obligation to bring the matter to the attention of the Associate Dean for Graduate Advising.
Field Experience: During the semester you will be required to complete 12 hours of field experience in schools (refer to attachments for more detail about assignment.) Before you begin your field work, you must be fingerprinted. You should have already received a fingerprinting kit from the School of Education Graduate Advising Office.
Back to Professor Rockwood's Home