CALUMET COLLEGE OF St. JOSEPH
Syllabus for Educating Exceptional Children
Course Number:
TTT430X
Instructor: Dr.
FranCina Conard
Office Phone:
(219) 473-4294
Email Address: fconard@ccsj.edu
Office Hours:
Mon. & Wed. 1pm to 5pm –
Fri. 8am to Noon
Course Time: 8am
to 4pm Sat 10/26, 11/2,
11/9
Instructor Background:
B.S. Elementary Education, M.S. Educational Psychology,
MBA-Business Administration - Indiana University
Ph.D. Educational
Psychology - Purdue Universitry
Areas of Research and Interest - Using creative
dramatics in the classroom and cooperative learning strategies.
Course Description:
The purpose of this introductory course is to provide a
foundation of legal, social, educational, medical, and psychological concepts
that focus on an understanding of who exceptional children are. The Individuals with Disabilities Education
Act and corresponding state regulations provide the basis for understanding the
definitions of ten areas of exceptionality and their means of
identification. The definitions are
developed with knowledge of the social, cultural, and family context in which
exceptional children live and learn.
General characteristics of each area of disability and of giftedness are
related to typical developmental and educational expectations. The framework for understanding intervention
strategies from birth to adulthood includes procedural requirements as well as discussions
of different etiological perspectives:
medical, cultural, behavioral, and cognitive processing. Also provided are overviews of various
educational approaches to instructional interventions for students with
exceptionalities.
Prerequisites:
Edu 100,
200, 300, 311,
342 and 370
Learning Outcomes/competencies:
Students
in this course will be able to
Video
October 26 Exceptional children
Early Intervention
Video
November 2 Mental Retardation
Exercises – (Groups)
Video
Giftedness
Exercises – (Groups)
November 9 Learning Disabilities
Exercises – (Groups)
Article Reviews
Group Reports
Textbook: Educating Exceptional Children: Tenth Edition
Kirk, Gallagher & Anastasiow
Houghton Mifflin, New York
BlackBoard Assignment:
The
class will be divided into groups. Each
group will complete a paper on a
specific exceptionality. The groups may
select any of the exceptionalities covered in the textbook.
The paper should address the following :
I.
Identifying characteristics of students in this
category
II.
Special
Education legislation pertinent to the exceptionality
III.
Types of curriculum modifications required
IV.
Successful
teaching strategies
V.
Training
availability beyond high school
Each group will post their paper
in their Discussion Room on BlackBoard, provide a hard copy for the instructor,
and present their paper to the class on
the last day of the session.
Due Dates
Assessment :
Chapter Summary
(Group) 25
Points 10/26 & 11/2
Article
Review #1 40 Points
11/2
Article
Review #2 40 Points
11/2
Field
Experience (interview) 20
Points 11/9
Group
Report (BlackBoard) 50 Points 11/9
Group
Presentation 25 Points 11/9
Total Points Possible
200
Grading:
A: 93-100 B: 85-92%
C:77-84% D:70-76% F: Below 70%
Field Experience:
Students will interview a
special Education Teacher who is currently teaching in a public school system.
Portfolio:
The education program at Calumet
College of St. Joseph requires teacher candidates to develop a professional
portfolio prior to the student teaching course. This portfolio should contain examples of professional
development from various courses and activities. Several of the projects required in this course would make
appropriate additions to the portfolio.
RELATED INTASC PRINCIPLES
Principle #1
The teacher understands the
central concepts, tools of inquiry, and the structures of the discipline(s) he
or she teaches and can create learning experiences that make these aspects of
the subject matter meaningful for
students.
Principle #2
The teacher understands how
students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
Principle #3
The teacher understands how
students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
Principle #4
The teacher understands and uses
a variety of instructional strategies to encourage students” development of
critical thinking, problem solving, and performance skills.
Principle #5
The teacher uses an
understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
Principle #6
The teacher uses knowledge of
effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.
Principle #7
The teacher plans instruction
based upon knowledge of subject matter, the community, and curriculum goals.
Principle #8
The teacher understands and uses
formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the lerner.
Principle #9
The teacher is a reflective
practitioner who continually evaluates the effects of his/her choices and
actions on others (students, parents, and other professionals) in the learning
community and who actively seeks out opportunities to grow professionally.
Principle #10
The teacher fosters
relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well-being.
Statement of Plagiarism:
If an instructor or other
Calumet College of St. Joseph personnel find that a student has plagiarized or
been involved in another form of academic dishonesty, the instructor or other
personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic
dishonesty is dismissal from the college.
The procedures for judicial review are listed under the section of the
CCSJ handbook that addresses student grievances.
Citation Guidelines:
Calumet College of St. Joseph
adheres to citation guidelines as prescribed by the particular discipline (i.e.
MLA, APA, and Chicago Manual of Style or Turabian). All of these guidelines are available in the Calumet College of
St. Joseph library or bookstore. These
texts outline how to cite references from a variety of sources, including
electronic media.
Withdrawal from classes Policy:
After the last day for class
changes has passed (See College calendar), students may withdraw from a course
in which they are registered with permission from the faculty member conducting
the course. A written request detailing
the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be
received by the Registrar by the last day of classes prior to the final
examination dates specified in the catalogue.
Written requests may be mailed to the Registrar or faxed to the
College. FAX number: (219) 473-4259.
Students are to make note of the
refund schedule when withdrawing from courses.
The request is forwarded to the faculty member, who makes the final
determination to accept or deny the request. If the request is honored, the
student will receive notification of official withdrawal; if denied, the
notification will indicate why the withdrawal was disallowed.
NOTE: Degree Completion Division (DCD)
students should consult the DCD Student handbook for information on DCD
withdrawals. An official withdrawal is
recorded as a “W” grade on the student’s transcript. Dropping a course without written permission automatically incurs
an “F” grade for the course. (See
Refund Schedule.)