EDSP 361: Introduction to Students with Diverse Learning Needs and the Special Education Process (GE)
Prerequisites: None
Credit Hours: (3)
Provides an overview of historical perspectives, models, theories, philosophies, and
trends that provide the basis for special education practice. Students enrolled in
this course will gain an understanding and application of the legal aspects, regulatory
requirements, and expectations associated with identification, education, and evaluation
of students with disabilities. An introduction to characteristics of children and
youth with disabilities and their educational implications, the dynamic influence
of the family systems and culture, and the rights and responsibilities of parents,
students, teachers, and schools as they relate to both individuals with disabilities
and disability issues will be included. This course provides the foundation for other
coursework in special education.
Note(s): General Education and Cultural or Behavioral Analysis designated course.
Detailed Description of Content of Course
This course as described above, incorporates the appropriate use of media and technology, and includes the following topics:
Detailed Description of Conduct of Course
Lecture, demonstration, discussion, small group activities, documentaries and training DVDs, readings in textbook, small group application activities, and completion of a semester-long portfolio project.
Goals and Objectives of the Course
Goals, objectives, and assignments in this class address NCATE Standards 1b Pedagogical Content Knowledge and 1g Professional Dispositions.
Objectives below also include the following standards:
Having successfully completed this course, the student will:
1. Demonstrate knowledge of the models, theories, and philosophies that provide the basis for special education. (CC1, K1)
2. Explain the basic intent of the Individuals with Disabilities Education Act (2004) and its regulations in relation to:
i. Least restrictive environment
ii. Due process procedures/ procedural safeguards
iii. Free appropriate public education
iv. Individual education plan
v. Nondiscriminatory assessment
vi. Transition planning(CC1, K4, K5)
vii. Disciplinary practices, policies and procedures, and alternate placements/programs (CC1K2)
viii. Rights and responsibilities of parents, students, teachers, and schools as they relate to individuals with disabilities and disability issues. (CC1K4)
3. Exhibit basic knowledge of federal legislation (IDEA, ADA, Section 504) and state legislation related to the participation of students with exceptionalities in schools, including the rights and responsibilities of parents, students, teachers, other professionals, and schools as they relate to the individual learning needs of students. (CC1, K4, K5)
4. Examine variations in human growth and development, and be able to recognize similarities and differences among the cognitive, physical, cultural, social, and emotional needs of students with and without exceptional learning needs. (CC2, K1) (CC2, S1)
5. Understand the impact of the dominant culture on shaping schools and the individuals who study and work in them. (CC1K9)
6. Explain variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child, family, and schooling; and explain their potential influence on the effective education and participation of students with disabilities in the home, school, and community. (CC1, K2) (CC4, K7)
7. Understand the impact of family values, language and customs, and individual differences and diversity-economic, social, racial, ethnic, religion, physical ability, and intellectual ability- on development and social and academic success in school and community; Identify the dynamics and issues that arise from the interaction of these factors with developmental disabilities and developmental issues such as attention deficit disorders, substance abuse, child abuse, and family disruptions: and recognize the teacher’s role in developing classroom and school communities that promote a sense of belonging and value for all children. (CC1K5, CC1K8, CC1K10)(CC2K3) (VPS1) (VGC/AC1a3) (VHI/VVI/VEC1d);
8. Discuss issues in definitions related to exceptionality, and how we identify and assess those who will receive services, including students from culturally and/or linguistically diverse backgrounds. (CC1K3)
9. Define and list the differential characteristics of individuals with exceptionalities and the effects that exceptional conditions may have on an individual’s school performance and quality of life. (CC2, K2) (CC2, K4)
10. Demonstrate understanding of how teachers and other professionals collaborate to ensure school success for students with exceptionalities. (CC2, K7) (CC4, K1)
11. Discuss the effects of various medications on the educational, cognitive, physical, social, and emotional behavior of individuals with exceptionalities. (CC2, K6)
12. Begin to identify personal and cultural attitudes, beliefs, values and biases about disability and difference, develop new personal understandings of ability and disability, develop and demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals, and reflect on how past and present understandings will impact their professional performance and growth. (CC9K) (CC9S11) (CC9S6)
13. Understand the characteristics, learning, medical, and support needs of birth-grade 12 students with exceptional learning needs including attention deficit disorder, autism, deaf-blindness, deafness, emotional and behavioral disorders, giftedness, hearing impairments, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment , specific learning disability, speech/language impairment, traumatic brain injury, visual impairment and blindness, and developmental delay. (CC2K2)(VPS1)(VGC/AC1a2) (VGC/AC 1a6) (VHI/VVI/VEC1a) (VDOE A1a4)
14. Examine laws, policies, and ethical principals regarding behavior management planning and implementation and demonstrate an understanding of accepted standards of professional behavior (CC1K2) (VDOE A1 a7)
Assessment Measures
· Exams
· Class participation in discussions and interactive activities
· Disability specific assignment such as disability study, completion of comparison chart or web quest assignments
· Key NCATE Performance Assessment: “Images of Disability” Portfolio Project submitted in digital format.
· For licensure candidates who have not yet passed Praxis I and VCLA: proof of having taken proficiency exams in semester of course
Other Course Information
None
Review and Approval
Date Action Reviewed by
Revised April, 2009
March 01, 2021