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Special Education 403

EDSP 403: Accommodations for Exceptional Learners in the Mainstream

Prerequisites: Admission to Teacher Education Program and a minimum 2.5 GPA

Credit Hours: (1)

Provides the prospective teacher with an overview of the educational needs of exceptional learners and the adaptations to accommodate these needs within the mainstream classroom.

 

Detailed Description of Content of Course

Provides the prospective professional educator with a functional knowledge of the educational needs of exceptional learners and the adaptations to accommodate those needs within the mainstream classroom.

Legal requirements of special education (Including Section 504, PL94-142, etc.)

  • Child Find - Zero Reject
  • Non-Discriminatory Assessment
  • Free, Appropriate, Public Education - IEP
  • Least Restrictive Environment
  • Due Process

Role of the classroom teacher in the special education process.

  • Referral Procedures - Child Study Team
  • Assessment - Multidisciplinary Team
  • Eligibility - Multidisciplinary Team
  • Placement - IEP Committee
  • Services - Special and Regular Teachers, Support Specialists
  • Annual and Triennial Follow-up

Overview of Specific Exceptionalities

  • Gifted and Talented
  • Learning Disabled
  • Mentally Retarded
  • Emotionally Disturbed
  • Speech and Language Disordered
  • Physical and Health Impaired
  • Hearing Impaired
  • Visually Impaired
  • Multi/Severely Handicapped
  • Autistic
  • Traumatic Brain Injured

Adapting instruction for exceptional learners in the mainstream environment.

  • Adapting Methods of Instruction
  • Adapting Instructional Materials
  • Adapting Testing Materials
  • Modifying Grading Procedures

 

Detailed Description of Conduct of Course

Lecture, Discussion, and Reading Assignments - 2 projects in the block field experience: case study of an exceptional child; observation of a special education classroom.

 

Goals and Objectives of the Course

The students will learn:

  • To collect and interpret information about learners.
  • To foster students' social and emotional development.
  • To evaluate and modify instruction to provide for multicultural and individual differences.
  • To apply general education skills to professional tasks.
  • To develop students' abilities to apply knowledge of social forces which affect professional tasks.
  • To describe methods, techniques and materials appropriate for teaching diverse populations and exceptional students.
  • To foster students' acceptance of and regard for individual and cultural differences.
  • To convey expectations for reaching ones potential.
  • To apply knowledge of diverse populations and exceptionalities in conducting professional tasks.

Instructional Outcomes:

  • Students will demonstrate factual knowledge of the course content.
  • Students will conduct observations of exceptional students and special education programs and recognize appropriate accommodations and differences from regular classroom practices.

 

Assessment Measures

  • Class Assignments
  • Field placement assignments: Informal (observation, discussion, anecdotal records); Formal (Observation reports and comments based on course content)
  • Written exams

 

Other Course Information

None

 

Review and Approval

September 2001 Alice G. Anderson