Course Description
This course will focus on increasing the student's understanding of the psychology and education of the exceptional child. This course is not a methodology course, but will provide an overview of the range of exceptional characteristics that exist and the effects of these on learning, including: physical, mental, emotional, behavioral, and social traits of children and adolescents. Other topics include: legal issues, giftedness (identification/classification/labeling), federal and state legislation, as well as diversity of culture and language. (3 credits)
This course has been approved as a Special Education course for teacher certification in Connecticut.
Prerequisites
- ENG 101: English Composition 1
- ENG 102: English Composition 2
- PSY 101: Psychology (Recommended)
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Identify a wide range of exceptionalities as well as investigate the conceptions of giftedness.
- Identify significant legislation and the due process rights allowed individuals who are being assessed and identified as eligible for special education services.
- Critically evaluate major psychological theories (cognitive, behavioral, social, emotional and learning), and research in the field of special education pertaining to children and adolescents.
- Discuss the role of the regular education teacher in meeting the learning challenge(s) of/with exceptional students through exploration of a variety of instructional strategies.
- Improve critical thinking skills, as evidenced through written work and oral communications
Course Activities and Grading
| Assignments | Weight |
|---|
Discussion Board Questions | 30% |
Chapter Assessments | 20% |
Other Written Assignments: Activities; Exercises, and Applications | 30% |
Midterm Exam (Week 4) | 10% |
Final Exam (Week 8) | 10% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's Book Bundle
- Friend, Marilyn. Special Education: Comtemporary Perspectives for School Professionals. 6th ed. Pearson Rental, 2023. ISBN-10: 0-13-752337-8 or ISBN-13: 978-0-13-752337-5
Course Schedule
Note: There are two topics covered each week with the exception of week 8.
Week | SLOs | Recommended Readings and Exercises | Assignments |
1 | 1,2,3,4 | Topic: Understanding Special Education - Suggested Readings:
- Chapter 1
- Read Chapter opening vignettes (Emma, Nicholas, Daniel). Timeline; Professional Edge; Technology Notes; Summary; Back to the Cases; Did you Know?
-
| - Read assigned material
- Review Lecture material
- Particpate in Discussions
- Complete Chapters 1-2 Assessments
- Submit Court Cases Assignment
|
Topic: The Personnel and Procedures of Special Education - Suggested Readings:
- Chapter 2
- Read Chapter opening vignettes (Raekwon, Lily, Isaiah). The Special Education Decision-Making Process; 3-Tiered Model of Interventions; Summary; Back to the Cases.
- Complete online assessment; activities, and applications.
|
2 | 1,3,4,5 | Topic: Multicultural and Bilingual Perspectives - Suggested Readings:
- Chapter 3
- Read Chapter opening vignettes (Kuai, Noah, Maria). Instruction in Action; Did You Know? Summary; Back to the Cases.
| - Read assigned material
- Review Lecture material
- Particpate in Discussions
- Complete Chapters 3-4 Assessments
- Submit Casa Notes Assignment
- Submit Bing Translator Assignment
- Submit Test Bias Assignment
- Submit Cultural Diversity Assignment
|
Topic: Collaboration in Special Education- Suggested Readings:
- Chapter 4
- Read Chapter opening vignettes (Megan, Derek, Makala). Did you Know? Professional Edge; Instruction in Action; Technology Notes; Summary; Back to the Cases.
|
3 | 1,2,3,4,5 | Topic: Students with Specific Learning Disabilities - Suggested Readings:
- Chapter 5
- Read Chapter opening vignettes (Nathaniel, Star, Audell). Timeline; Did you Know? Technology Notes; Professional Edge; Instruction in Action; Response to Intervention: Pyramid; Summary; Back to the Cases.
| - Read assigned material
- Review Lecture material
- Particpate in Discussions
- Complete Chapters 5-6 Assessments
- Submit Case Study: You Assignment
- Submit Graphic Organizers Assignment
- Submit Token Economics Assignment
- Submit Feingold and Quackwatch Assignment
|
Topic: Students with Attention Deficit-Hyperactivity Disorder - Suggested Readings:
- Chapter 6
- Read Chapter opening vignettes (Cedric, Layla, Marcus). Timeline; Did you Know? Professional Edge; Instruction in Action; Technology Notes; Comparing Section 504 and IDEA; Examples of Medication; Positive Behavior Supports; Summary; Back to the Cases.
|
4 | 1,2,3,4,5 | Topics: Students with Emotional and Behavioral Disorders - Suggested Readings:
- Chapter 7
- Read Chapter opening vignettes (Charlotte, Gabriel, Travis). Did you Know? Timeline; Professional Edge; Instruction in Action; Technology Notes; Summary; Back to the Cases.
| - Read assigned material
- Review Lecture material
- Particpate in Discussions
- Submit The Arc Assignment
- Submit Using Task Analysis Assignment
- Complete Midterm
|
Topic: Students with Intellectual and Developmental Disabilities - Suggested Readings:
- Chapter 8
- Read Chapter opening vignettes (Camila, Anthony, Ernest). Timeline; Did you Know? Technology Notes; Professional Edge; Instruction in Action; Task Analysis; Summary; Back to the Cases.
|
Midterm Exam
Chapters 1-8
|
5 | 1,2,3,4,5 | Topic: Students with Speech and Language Disorders - Suggested Readings:
- Chapter 9
- Read Chapter opening vignettes (Kevin, Savannah, David). Timeline; Professional Edge; Did you Know? Positive Behavior Supports; Instruction in Action; Technology Notes; Summary; Back to the Cases.
| - Read assigned material
- Review Lecture material
- Particpate in Discussions
- Complete Chapters 9-10 Assessments
- Submit Social Story Assignment
|
Topic: Students with Autism Spectrum Disorders - Suggested Readings:
- Chapter 10
- Read Chapter opening vignettes (Christopher, Paula, Casey). Timeline; Did you Know? Professional Edge; Understanding Sensory Systems and Autism; Instruction in Action; Technology Notes; SOCCSS; Summary; Back to the Cases.
|
6 | 1,2,3,4,5 | Topic: Students with Deafness and Hearing Loss - Suggested Readings:
- Chapter 11
- Read Chapter opening vignettes (Lily, Devon, Brian). Timeline: Did you Know? Classification of Hearing Loss; Communication Options; Technology Notes; Professional Edge; Summary; Back to the Cases.
| - Read assigned material
- Review Lecture material
- Particpate in Discussions
- Complete Chapters 11-12 Assessments
- Submit Visual Impairment 1 Assignment
- Submit Visual Impairment 2 Assignment
|
Topic: Students with Visual Impairments - Suggested Readings:
- Chapter 12
- Read Chapter opening vignettes (Jaden, Anna Marie, Edward). Timeline; Did you Know? Professional Edge; Technology Notes; Instruction in Action; Summary; Back to the Cases.
|
7 | 1,2,3,4,5 | Topic: Students with Orthopedic Impairments, Traumatic Brain Injury, and Other Health Impairments - Suggested Readings:
- Chapter 13
- Read Chapter opening vignettes (Trevon, Krystle, Jeffrey). Timeline; Did you Know? Professional Edge; Technology Notes; Instruction in Action; Summary; Back to the Cases.
| - Read assigned material
- Review Lecture material
- Particpate in Discussions
- Complete Chapters 13-14 Assessments
- Submit Chapter 13 Activities and Application Assignment
- Submit Chapter 14 Activities and Application Assignment
- Submit Wheelchair Etiquette Assignment
|
Topic: Students with Extensive Support Needs - Suggested Readings:
- Chapter 14
- Read Chapter opening vignettes (Isabella, Jackson, Victoria). Timeline; Did you Know? Causes of Severe and Multiple Disabilities; Technology Notes; Instruction in Action; Professional Edge; Summary; Back to the Cases.
|
8 | 1,2,3,4,5 | Topic: Students Who Are Gifted and Talented - Suggested Readings:
- Chapter 15
- Read Chapter opening vignettes (Arnando, Kimberly, Grayson). Timeline; Did you Know? Instruction in Action; Technology Notes; Assessment Tools; Professional Edge; Summary; Back to the Cases.
| - Read assigned material
- Review Lecture material
- Particpate in Discussions
- Complete Chapter 15 Assessment
- Submit Wheelchair Etiquette Assignment
- Complete Final Exam
- Complete Course Evaluation
|
Final Exam
Chapters 9-15
|
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.
