EDUC 530 Psychology and Education of Exceptional Children
Fall 2002
Instructor: Dr. Norma Morrison Office: FOB 105 Office Hours: M-9:00-11:00; Tues.-1:00-3:00 Home Phone: 725-3167 (Before 9:00, please) Office Phone: 461-8769
E-mail—njmorrison@milligan.edu.
Course Description:
This course is an introduction to the education of exceptional children and psychological aspects of these exceptionalities. The exceptionalities include giftedness, mental retardation, brain injury, visual impairment, impaired hearing, speech delays and impairments, autism, emotional disabilities and other health impairments, and learning disabilities. The course includes observations and participation in classrooms where students with special needs are included.
Objectives:
The learner will demonstrate the following knowledge and skills:
1. Know the history, educational philosophies, definitions, etiologies, and classification systems for the various handicapping conditions. (outcome 1)
2. Understand the origin, development and application of the principles of normalization and least restrictive environment. (outcome 1)
3. Understand legislation, regulations and litigation related to the field of special education. (outcome 1)
4. Know family dynamic systems, parental reactions to handicapping conditions and strategies for coping with such systems. (outcome 1)
5. Determine the appropriate level within the continuum of services for each student. (outcome 1)
6. Interpret and incorporate information from assessments into Individualized Education Program (IEP) objectives; recognize and sequence annual goals and short-term goals that are ambitious and realistic emphasizing parent involvement, values, and choice. (outcomes 2, 3, 4, 5, 7, 8, 10 & 11)
7. Be aware of environmental modifications promoting accessibility and usability of buildings and facilities by students with disabilities and identify modifications appropriate for the disability (outcome 1)
8. Know of seizure disorders and communicable diseases. (outcome 1)
9. Define and present appropriate learning tasks for students with disabilities. (outcomes 2, 3, 4, 5, 7, 8, 10 & 11)
10. Select and adapt strategies and materials appropriate to the learning styles of students with disabilities; employ adaptive equipment, materials, and technology to support instruction in the endorsement area. (outcomes 2, 3, 4, 6, 10 & 11)
11. Integrate affective and social skills development, career and vocational development, personal management, and the academic curriculum appropriate for the endorsement area. (outcomes 2, 4, 5, 7, 10 & 11)
12. Structure and support the learning environment to provide optimal and age appropriate learning conditions in the leas restrictive environment. (outcomes 2, 3, 4, 7, 10 & 11)
13. Extend the learning environment by identifying and using community resources. (outcome 10)
14. Employ task and concept analysis in individualizing instruction. (outcome 3)
15. Employ behavioral principles to support acquisition learning, such as modeling, shaping, chaining, prompting, and fading, to support maintenance and generalization of learning. (outcomes 3, 5, & 6)
16. Analyze and address behaviors that interfere with learning and employ the least intrusive and appropriate behavior management. (outcomes 5 & 8)
17. Analyze and address inappropriate behavior. (outcomes 5 & 8)
18. Maximize students’ independence by using strategies to assist them in decision making. (outcomes 4 & 5)
19. Implement systematic, activity based, multi-sensory, thematic instruction within the context of naturally occurring situations and daily routines. (outcomes 4 & 7)
20. Design and implement a system for student participation in daily social and leisure activity interactions with age appropriate non disable peers. (outcomes 2, 5, & 11)
21. Communicate effectively with teachers of other disciplines and other professionals, parents, and others to coordinate and function as a leader and as a contributing member of an IEP meeting. (outcomes 6, 9, & 10)
22. Communicate systematically with parents about learning, medical concerns, and communication behaviors, and the importance of parents’ reinforcing learning at home. (outcome 10)
23. Assist individual students in areas of self concept, coping skills, and vocational decision making. (outcomes 2 & 11)
24. Understand the importance of maintaining ethical and professional standards and maintaining confidentiality with respect to the sharing of student information. (outcome 9)
25. Demonstrate a personal philosophy of ethics related to the use of behavioral management and behavior modification programs. (outcomes 5 & 11)
26. The following specific reading skills will be learned at the introductory level as specified in the Tennessee Reading Standards Matrix as established by the Milligan College faculty:
a. Phonemic awareness- the skills and knowledge to understand how phonemes, or speech sounds are connected to print;
b. Decoding;
c. Fluency;
d. Comprehension;
e. Motivation to read;
f. Read to learn;
g. Apply information;
h. Demonstrate knowledge;
i. Recognize characteristics of good readers;
j. Teaching of word identification strategies, comprehension and literature appreciation;
k. Instruction in the code system;
l. Selection of developmentally appropriate books for interaction sessions;
m. Use information to meet needs of diverse learners;
n. Adapt and augment lessons’
o. Knowledge of factors that identify children at risk;
p. Conduct curriculum-based assessments;
q. interpret and modify instruction;
r. Evaluate learning of students being tutored;
s. Involve parents, understand role of family literacy, understand importance of cultural context of the community;
t. Opportunities to observe successful instruction—instruction in reading—assessments;
u. Opportunities to develop expertise, work with school-based educators who practice research-based instructional strategies; reflect on practice and knowledge of collaborative community relationships that provide quality sites.
27. The following specific reading skills will be learned at the developmental level as specified in the Tennessee Reading Standards Matrix as established by the Milligan College education faculty:
a. Use information to meet needs of diverse learners;
b. Adapt and augment lessons;
c. Knowledge of factors that identify children at risk;
d. Use strategies to support reflective practice.
The knowledge base of Education 231 follows: Turnbull, National Joint Committee on Learning Disabilities; Mercer & Mercer, The ARC; Kauffman, Torres, Epilepsy Foundation of America; Gallagher, Gardner, International Dyslexia Association; Winebrenner, Wood, & Walker, O’Shea & O’Shea, Algozzine, Yseldyke, Polloway, Clark, Alliance for Technology Access, the Reggio Approach, Orton, Slingerland, Wilson, Cunningham, Vacca and Vacca, Adams, Routman, Lapp.
Text: Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2001). Teaching students with special needs in inclusive settings. 3rd Edition. Boston, MA: Allyn and Bacon
Turnbull, R., Turnbull, A., Shank, M., Smith, S., & Leal, D. (2001). Exceptional Lives: Special Education in Today’s Schools. 3rd Edition. New York: Merrill Prentice Hall
Reading: Critical and creative reading of the text and outside materials will be expected of all students. These insights will be shared during class discussions and journal writing and will be considered as an important aspect of evaluation.
Attendance Policy: Students are expected to attend all classes. Failure to comply will result in negotiation and a written contract of expected behavior between the professor and teacher candidates. Teacher candidates will spend three hours/week in field experience with students having exceptionalities.
Schedule:
Aug. 28-30, Introduction
September 2-6 Chapter 1
September 9-13 Chapter 2
September 16-20 Chapter 3
September 23 Exam on Chapters 1, 2 and 3
September 25- October 7 Chapter 4
October 9-14 Chapter 5
October 16-21, Chapter 6
October 23 EXAM on ch. 4, 5 and 6
October 25-28 Chapter 7
October 30, Chapter 8
November 1 Chapter 9
November 4 Chapter 10
November 6 Exam on Chapters 7, 8, 9 and 10
November 8-13 Chapter 11
November 15-20 Chapter 12
November 22-December 4 Ch. 13
December 6 Guest speaker
December 10 FINAL EXAM 1:30-3:30
Grading:
An average of the performance/journaling (100 points) and exam grades (100 points) will result in the course grade.
Grading
Scale:
A = 95 – 100
A- = 90 – 94
B+ = 87 – 89
B = 84 – 86
B- = 80 – 83
C+ = 77 – 79
C = 74 – 76
C- = 70 – 73
D+ = 67 – 69
D = 64 – 66
D- = 60 – 63
F = below 60
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