I. Course Title: Students with Diverse Learning Needs and the Special Education Process
II. Course Number: EDSP 651
III. Credit Hours: 3 credits
IV. Prerequisites: Graduate standing or permission of Graduate Coordinator.
V. Course Description:
This course provides an overview of the historical, social and cultural foundations that frame our response to disability and diversity today, and the philosophies, principles, theories, laws and policies that have shaped educational practice for students with disabilities. An introduction to diverse learning needs and the categories of eligibility for services, the general characteristics and needs of infants, children and youth with exceptionalities and their families, and the current trends and issues in service delivery and special education professional practice will be included.
VI. Detailed Description of Content of the Course:
This course as described above includes the following topics:
VI. Detailed Description of Conduct of Course:
Tools of learning include lecture, case studies, discussion, documentaries, videos, readings in the textbook, journal articles, the Internet, and application activities.
VII. 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, Individualized Independence Curriculum, Early Childhood Special Education, Visual Impairment, and Deaf and Hard of Hearing.
Having successfully completed this course, the students enrolled in this course will:
1. Explain the impact of the historical foundations and social and cultural perspectives that frame our response to disability and diversity today, and the philosophies, principles, theories, laws and policies which form the basis for educational practice for students with disabilities
2. 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 as well as an awareness that relationships may be affected by areas of variation and difference; and reflect on how past and present understandings will impact their professional performance and growth.
3. Identify the supports and services that remove barriers to accessibility and acceptance of individuals with disabilities, empower communities and enable students with disabilities to be academically and socially successful in early childhood and general education settings.
4. Describe 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; and 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.
5. Identify the needs of families of children with disabilities and describe the scope of desired and required involvement of family members of students with disabilities, and the cultural, social and language barriers and facilitators to involvement and support.
6. Apply the legal and regulatory requirements and expectations associated with identification, education, evaluation and due process of students with disabilities, including those who are culturally diverse
a. Legislative and judicial mandates related to education and special education including the Individuals with Disabilities Education Improvement Act, § 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, the No Child Left Behind Act of 2001, and the Every Student Succeeds Act (ESSA) of 2015.
b. Current regulations governing special education
I. Definitions of student with a disability and the IDEA disability categories, and the evaluation/reevaluation process for eligibility for services.
II. What encompasses special education, related services, and supplementary aids and services, and the IEP
III. Examine laws; disciplinary policies, practices, and procedures; and ethical principles regarding behavior management planning and implementation as well as policies related to alternative placements/programs in schools.
IV. Demonstrate an understanding of accepted standards of professional behavior.
V. Rights and responsibilities of parents, students, teachers, and schools as they relate to individuals with disabilities and disability issues.
7. Describe the characteristics of birth-grade 12 children and youth with disabilities, including attention deficit/hyperactivity disorder; autism spectrum disorder; deaf-blindness; hearing impairment, including deaf and hard of hearing; emotional disability; orthopedic impairment; intellectual disability; other health impairment; specific learning disability; speech/language impairment; traumatic brain injury; visual impairment and blindness; and developmental delay; as well as their learning, medical, and support needs. Understand age-span and developmental issues, levels of severity of impairment, social development, and the influence of cultural, ethnic, and socioeconomic factors in development.
8. Complete a learning module on child abuse and neglect recognition, intervention, reporting, and prevention, and identify issues and strategies unique to working with students with disabilities.
9. Identify and access information on exceptionalities, and services, networks, publications and organizations for individuals with disabilities.
10. Acquire introductory knowledge of CEC Code of Ethics and accepted standards of professional behavior.
VIII. Assessment Measures:
Assessment measures may include, but are not limited to:
Other Course Information: None
Review and Approval
January 1998 reviewed Marilyn Graham
November 2003 reviewed Debora Bays
September 2008 revised Elizabeth Altieri
September 2019 revised Brenda-Jean Tyler