Introduction to Special Ed

Course Description

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)

Learning Outcomes

  • 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.

Requirements

  • Students taking the class on ground are expected to attend all class sessions, actively participate in class activities and discussions.
  • Students in online classes are expected to actively participate in class and sign into class at least twice a week.
  • All students are expected to complete examinations as scheduled, and to turn in all assignments on time.
  • Students are also expected to read all assigned material prior to the class session in which the material is presented and be prepared to contribute to discussion and dialogue.
  • In order to help you develop the knowledge, skills and dispositions you’ll need to support literacy in your content area, you will participate in weekly discussions, develop instructional plans, and conduct field work.
  • Specific course requirements are explained below.

Prerequisites

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Sanford College of Education

“Our goal is to deliver high quality educator preparation programs that feature social-emotional learning and evolve inspiring professionals who have positive impact in PK-12 school settings.”
Sanford College of Education
Osvaldo A.
Class of 2019