SPD408 Introduction to Special Ed
A survey course of history and definitions of special education and characteristics of student with various mild/moderate disabilities. Examines cultural and linguistic factors and policies of inclusion. (NV TL: B I, III)
- Describe the role of school personnel in inclusion -- including both general and special education teachers.
- Communicate and collaborate effectively to a wide variety of people, including, but not limited to, individuals with disabilities and other special needs, their families and / or primary care givers, general and special education teachers, related service personnel and administrators, members of trans-disciplinary teams, and other professionals.
- Demonstrate an understanding and acceptance of differences.
- Recognize the appropriate intervention/instructional environment for each student's specific chronological age, developmental differences, disability and other special needs.
- Identify atypical development associated with various disabilities and risk factors e.g. visual impairment, autism spectrum disorders, cerebral palsy, etc., resilience and protective factors e.g. attachment, temperament and their implications for learning, including access to visual communication and visual language.
- Describe the different service delivery models for students with exceptionalities and give the advantages and disadvantages of each.
- Develop strategies and best practices which are appropriate for students with diverse strengths and needs to include (a) differentiated lessons, (b) instructional sequences.