Professional AbilitiesED 225 - EXCEPTIONAL CHILD (3 hrs.) – ED 226 -FIELD PLACEMENT (1hr.)Syllabus, Fall Semester, 2008Professor: Susan Cherup, Education Department, Van Zoeren 282Office phone: 395-7736 Home phone: 399-4205E-Mail: [email protected]:Students completing this course will be prepared to:Resources:CEC Standards which are addressed in Ed. 225 & 226CC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgroundsCC1K6 Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of servicesGC1K3 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practiceGC1K4 The legal, judicial, and educational systems to assist individuals with disabilitiesGC1K5 Continuum of placement and services available for individuals with disabilitiesGC1K7 Factors that influence the overrepresentation of culturally/linguistically diverse students in programs for individuals with disabilitiesGC1K8 Principles of normalization and concept of least restrictive environmentCC2K2 Educational implications of characteristics of various exceptionalitiesCC2K5 Similarities and differences of individuals with and without exceptional learning needsCC2K6 Similarities and differences among individuals with exceptional learning needsGC2K2 Impact of sensory impairments, physical and health disabilities on individuals, families, and societyGC2K3 Etiologies and medical aspects of conditions affecting individuals with disabilitiesGC2K4 Psychological and social-emotional characteristics of individuals with disabilitiesCC3K1 Effects an exceptional condition(s) can have on an individual’s lifeGC4K1 Sources of specialized materials, curricula, and resources for individuals with disabilitiesGC4K4 Prevention and intervention strategies for individuals at risk for a disabilityGC5K1 Barriers to accessibility and acceptance of individuals with disabilitiesCC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs (226)CC6K4 Augmentative and assistive communication strategiesCC8K2 Legal provisions and ethical principles regarding assessment of individualsCC8K3 Screening, prereferral, referral, and classification proceduresCC9K2 Importance of the teacher serving as a model for individuals with exceptional learning needsCC9K3 Continuum of lifelong professional developmentGC9K2 Organizations and publications relevant to individuals with disabilitiesCC9S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individualsCC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized programEXPECTATIONS:GRADING ASSESSMENT:Grading Scale1. EMAIL and CourseWEB SITE3. Ed. 226- FIELD PLACEMENT, POWERPOINT AND REFLECTIONS4. Ed. 225 - ASSESSMENT5. ATTENDANCEEd. 225 – Exceptional ChildFall Semester 2008SyllabusExpectationsED 225 - EXCEPTIONAL CHILD (3 hrs.) – ED 226 -FIELD PLACEMENT (1hr.)Syllabus, Fall Semester, 2008 Professor: Susan Cherup, Education Department, Van Zoeren 282 Office phone: 395-7736 Home phone: 399-4205 E-Mail: [email protected] Course OverviewIn order to make and implement professional decisions in a changing world, teachers must be prepared torecognize and understand the unique educational and behavioral needs of the students for whom theywill be responsible. As the school population becomes more diverse, teachers must be prepared to meetthe needs and challenges of all students. One aspect of this diversity relates to exceptional individuals. Inthis course students will examine the nature and needs of exceptional students as well as the educationalprogramming and technology needed to help them become competent workers and responsible, valuedcitizens. Course DescriptionsEd. 225: A study of the person who deviates from the norm, mentally, physically, or socially and requiresspecial attention in regard to his/her education, development, or behavior. The field placement, Ed. 226,provides opportunities for interaction with persons with disabilities as well as the gifted and talented.Guiding Question:How will I meet the individual needs of all students in my classroom?Outcomes: Students completing this course will be challenged with the reality of diversity, differences in and amonglearners and will: recognize and value the diversity in students they will encounter in their profession. be prepared to meet the educational and social needs of the following categories of exceptionality:(Note: These are listed alphabetically, according to the revised Michigan Rules and Regulations, July 2001)-Autism (A.I.) Autism Spectrum Disorders-Cognitive Impairment (C.I.)-Early Childhood Developmental Delay (E.C.D.D.)-Emotional Impairment (E.I.)-Gifted and Talented (G&T) (Federal Legislation)-Hearing Impairment (H.I.)-Physical Impairment (P.I.)-Other Health Impairment (O.H.I.)-Specific Learning Disability (S.L.D.)-Speech and Language Impaired (S.L.I.)-Traumatic Brain Injury (T.B.I.)-Visual Impairment (V.I.)2Professional AbilitiesThroughout Ed. 225-226 you will continue to develop the Professional Abilities:- Effective Communicator-EC- Professional Collaborator-PC- Curriculum Developer-CD- Problem Solver-PS- Decision Maker-DM- Scholarly Educator-SE- Teacher as a PersonStudents completing this course will be prepared to:1. Understand atypical human growth and development. 2. Recognize characteristics of the categories of exceptionalities and their educational implicationsincluding those from culturally and linguistically diverse backgrounds.3. Understand and recognize the unique educational needs of students with disabilities.4. Understand factors that influence overrepresentation of diverse individuals in programs forstudents with disabilities. 5. Describe the pre-referral and referral process for special education.6. Describe the variety of special education services provided for students with disabilities.7. Understand ways to accommodate students with disabilities in general education settings.8. Recognize the needs and rights of students, parents, teachers, other professional and schools relatedto exceptional