Department of Education
The Exceptional Child and School
EDU/PSY 2303
Spring 2007
Monday- Thursday 4:00- 6:45 pm
Room: College Union 217
Instructor: Stan Parker, M.S.
Phone: (731) 661-9285 (home) and (731) 695-6973 (cell)
E-mail Address: sparker@aeneas.net
Required Text: Turnbull, A., Turnbull, R., Shank, M.,
& Wehemeyer, M. Exceptional Lives (2007).
(5th ed.).
Course Description
This course covers the educational and psychological aspects of learning for children and youth who are exceptional. It considers the influence of the school and the home in the development of the exceptional child. The course is designed to provide all students planning to enter the field of education, counseling, or therapy with a general overview of the major areas of exceptionality. Emphasis will be given to: (1) legislation, (2) definitions, (3) characteristics, (4) instructional planning for the general classroom teacher, (5) an introduction to identification, (6) incorporation of and referral of the uncertified exceptional child, (7) teacher attitudes, and (8) consultative roles of professionals.
Conduct Code
The academic standards of
Conceptual Framework
Throughout this course, the Lambuth University Education Department’s F.A.C.E. conceptual framework is incorporated as a basis for the instructional design and the outcomes derived from the implementation of the instruction by means of preparation for the FUTURE, emphasis on ACTION, interaction with the COMMUNITY, and concentration on ENGAGEMENT as defined in the Teacher Education Handbook (2004).
Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of discipline(s) they teach and create learning experiences that develop student competence in the subject matter.
Student Learning and Development. Candidates understand how students learn and develop learning opportunities that support student intellectual, social, and personal development.
Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.
Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Communication. Candidates use knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the learning environment.
Planning. Candidates plan instruction based upon knowledge of subject matter, students, community, and curriculum goals.
Assessment and Evaluation. Candidates know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social, and physical development of the learner.
Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
Colleagues, Families, and Community. Candidates foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
Technology.
11.a Candidates use technology and technology-based resources to facilitate developmentally appropriate student learning.
11.b Candidates use technology to enhance their professional growth and productivity.
11.c Candidates effectively use and manage all technology available to them and explore uses of emerging resources.
Faculty Assistance
If you have questions, concerns, or need additional help, see me during my office hours or make an appointment to get any clarification or additional help that you need. Also, if you have a documented disability that impedes learning, please see me for reasonable accommodations.
Course Requirements
Exams. There will be three, in-class exams during the semester. All exams will cover material from lectures, presentations, demonstrations, videos, and required readings. Please note that the lectures are designed to complement, not necessarily repeat, material in the text chapters; just because something in the readings is not specifically discussed in class does not mean that it is unimportant.
15% each
Research Paper. Based on a subject addressed in the course. 3 To 5 pages in length. APA format and a minimum of three references other than the text.
10%
Presentations. There will be a presentation based on your paper. The instructor will provide guidelines.
10%
Observation assignments. There is a fifteen hour field placement for this course. Students will spend this time observing in a special education environment within the Jackson-Madison County School System. An observation log will be required (format will be provided by the instructor). A signature by the classroom teacher is required for each observation. Initials are not acceptable.
Finally, an observation packet must be completed. The observation packet consists of four assignments. The assignments are included in the Teacher Education Program (TEP) Handbook.
All education majors must purchase the handbook. All Assignments must be typed.
25%
Reflection writing. At the end of the course , short paper and presentation will address what you have learned and comments on how this course has affected your perception of Special Education
10%
Make-up Policy
Make-up exams will only be given in documented cases involving family or medical emergencies. Any undocumented absence will count as zero in determining the final grade.
Penalties for Late Work
It is the responsibility of the student to turn in any assignments in the event of an absence (e-mail attachments and faxes accepted). There will be a 10% grade deduction for each day that the assignment is late.
Liability Insurance
Each student taking this class will be required to carry liability insurance for individual protection during observations and other work in schools or clinics. You will not be permitted to begin your field placement until it is paid. Liability insurance can be obtained through membership in the Student Tennessee Teacher Association (STEA). This must be done at the beginning of the semester.
Grade and Percentage Requirements
Grade Percentage
A 95-100%
B 88-94%
C 80-87%
D 71-79%
F 0-70%
The instructor reserves the right to make changes in content and schedule contained in the course. Any changes deemed necessary will be made in the interest of increasing student learning and performance in the course. Written and/or oral notification will be given as changes are made.
Enrollment in this course represents your acknowledgment and acceptance of these non-negotiable grading policies.
DATE |
TOPIC |
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ASSIGNMENT |
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January 14 |
Course Introduction and Overview |
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January 28 |
Overview of Today’s Special Education |
Chapter 1 |
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February 4 |
Ensuring Progress in the General Curriculum: Universal Design and Inclusion
Ensuring Progress in the General Curriculum: Collaboration and Multicultural Responsiveness |
Chapter 2
Chapter 3 |
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February 11 |
Today's Families and Their Partnerships with Professionals |
Chapter 4, |
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February 18 |
Understanding Students with Learning Disabilities Exam 1 |
Chapter 5 |
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February 25 |
Understanding Students with Communications Disorders/hearing Loss/Visual Impairments |
Chapters 6, 14, 15 |
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March 3 |
Understanding Students with Emotional and Behavioral Disorders/ Gifted Exam 2 |
Chapter 7, 16
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March 17 |
Understanding Students with Mental Retardation |
Chapter 9
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March 24 |
Multiple Disabilities |
Chapter 10
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April 7 |
Autism/Papers Due and presentations |
Chapter 11 |
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April 14 |
Physical Disabilities |
Chapter 12 |
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April 21 |
Traumatic Brain Injury
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Chapter 13 |
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April 28 |
ADHD/Reflective Paper |
Chapter 8 |
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May 5 |
FINAL EXAMINATION
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