EDSP 404: Introduction to Special Education for Grades 6-12
Prerequisites: A minimum 2.5 overall GPA
Credit Hours: (3)
Prospective educators in middle and secondary education are introduced to characteristics
of exceptional learners, laws governing the delivery of special education and rights
of people with disabilities, current trends and issues in special education services,
and evidence-based practices that meet the needs of students with disabilities in
a general education setting.
Note(s): Cultural or Behavioral Analysis designated course.
Detailed Description of Content of Course
Prospective educators in middle and secondary education are introduced to characteristics of exceptional learners, laws governing the delivery of special education and rights of people with disabilities, and current trends and issues in special education services. The course also provides exposure to collaborative practices, evidence-based instructional strategies, differentiated and universally designed lesson planning, adapting instructional delivery, materials, and assessment, and designing accessible curriculum and learning activities for students with disabilities in a 6-12 general education setting.
Detailed Description of Conduct of Course
This course is conducted with emphasis on practical application of the subject matter through student participation and discussion, individual and collaborative group projects, presentations and demonstrations, technology applications, videos, readings (web and text-based), cooperative learning activities, case studies, simulations, lecture, and exams or other assessment measures.
Goals and Objectives of the Course
Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill Items. Specialty sets included in this course cover competencies for the Individualized General Curriculum and Individualized Independence Curriculum.
Upon successful completion of this course the students will be able to:
1.Demonstrate knowledge of the historical perspectives, models, theories, and philosophies that provide the basis for special education.
2.Exhibit basic knowledge of legislative and judicial mandates relating to education and special education, as well as current regulations governing special education, including the rights and responsibilities of parents, students, teachers, other professionals, and schools as they relate to the individual learning needs of students.
3.Examine variations in human growth and development and be able to recognize similarities and differences among the cognitive, linguistic, physical, psychomotor, social, or emotional functioning of students with and without exceptional learning needs.
4.Discuss the impact of the dominant culture on shaping schools and the individuals who study and work in them, including factors that influence the over-representation of culturally/linguistically diverse individuals with exceptionalities in programs for individuals with exceptionalities.
5.Explain the cultural perspectives influencing the relationships among families, schools, and communities as related to instruction, explain the dynamic influence of the family system and cultural and environmental milieu and related issues pertinent to the education of students with disabilities, and understand variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptionalities, family, and schooling.
6.Examine the ethical issues and responsibilities in the assessment of individuals with disabilities, including factors that may influence assessment findings such as cultural, behavioral, and learning diversity.
7.Identify personal and cultural attitudes, beliefs, values and biases about disability and difference that affect one’s teaching, 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 these understandings will impact their professional performance and growth.
8.Demonstrate knowledge of definitions, characteristics, and learning and behavioral support needs of students with disabilities from birth to 21 including students with attention deficit disorder, autism, deaf-blindness, deafness, emotional disability, 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, including an understanding of developmental disabilities and developmental issues related, but not limited to, low socioeconomic status; attention deficit disorders; developmental disorders; substance abuse; trauma, including child abuse, and neglect and other adverse childhood experiences; and family disruptions.
9.Develop the knowledge, skills, and attitudes necessary for working in an inclusive general education classroom including collaboration with special education teachers and support personnel.
10.Identify strategies to develop and integrate effective academic instruction and accommodations with positive behavioral supports to meet individual student’s academic, social, and behavioral needs.
Assessment Measures
Assessment measures may include but are not limited to
•Formal tests and/or quizzes
•Class participation in discussions and small group activities
•Written responses to readings
•Online modules including the Dyslexia Awareness Training Module
•Portfolio project
Other Course Information
Co-listed with EDSP 504
Review and Approval
Revised April, 2009
March 01, 2021