CDEC 1459
Children with Special Needs

Western Texas College

  1. Basic Course Information:
    1. WECM Course Description: A survey of information regarding children with special needs including possible causes and characteristics of exceptionalities, intervention strategies, available resources, referral processes, the advocacy role and legislative issues.
  2. Student Learning Outcomes
    1. Learning Outcomes:  Summarize causes, incidences and characteristics of exceptionalities related to the domains of development; discuss current terminology and practices for intervention strategies; identify appropriate community resources and referrals for individual children and families; identify legislation and legal mandates and their impact on practices and environments; explain the roll of advocacy for children with special needs and their families; and identify materials and resources, including current technology, to support learning in all domains for each and every child.
    2. Texas Higher Education Coordinating Board Core Curriculum: Intellectual Competencies and Exemplary Objectives
      Intellectual Competencies: A series of basic intellectual competencies considered essential to the learning process in any discipline.
      1. Reading  x
      2. Speaking  x
      3. Critical Thinking__
      4. Writing   x
      5. Listening___
      6. Computer Literacy__
    3. Course Objectives:             
      1. Summarize causes, incidence and characteristics of exceptionalities related to the domains of development. (7, 8)
        1. Define areas of exceptionality and special education.
        2. Identify exceptionality as to genetic and/or environmental causes. Discuss prevalence and/or incidence of different categories of exceptionalities.
        3. Discuss prevalence and/or incidence of different categories of exceptionalities.
        4. Describe possible signs or characteristics of each area of exceptionality.
      1. Discuss current terminology and practices for intervention strategies. (4,5,6,7,8,9)
        1. Explain how children develop an awareness of similarities and differences.
        2. Describe learning experiences that promote children’s appreciation and respect for all individuals and groups.
        3. Describe available screening and assessment instruments.
        4. Discuss classification and labeling of children with special needs.
        5. Identify individuals and their roles in developing and implementing educational and family service plans.
        6. Discs integration of goals from Individualized Education Programs, Individualized Transition Plans, and Individualized Family Service Plans into daily activities and routines.
      2. Identify appropriate community resources and referrals for individual children and families. (2,4,7,8,9,10)
        1. Identify common needs and challenges facing families caring for children with special needs.
        2. Gather information on resources available in the community.
        3. Analyze the cultural implications and their impact on services to children with special needs.
        4. Discuss referral process.
      1. Review legislation and legal mandates and their impact on practices and environments.
        1. Discuss history and impact of legislation affecting children with special needs.
        2. Describe impact of landmark court cases on services for children with special needs.
      2. Explain the role of advocacy for children with special needs and their families.
        1. Identify agencies that advocate for children with special needs and their families.
        2. Discuss the importance of advocating on behalf of children with special needs and their families.
        3. Explain how the codes of ethical conduct apply to professional practice.
      1. SCANS:  (R, I, IS, T, TS, BS, PQ)
  3. Individual Development and Educational Assessment (IDEA)
    1. As the primary criteria to evaluate the course, the IDEA class evaluation survey is administered at the end of the semester.  The survey asks students to rate the amount of the educational progress they made based on a set of twelve learning objectives.  Your instructor has chosen 3-5 specific learning objectives from this set that he or she considers  “Essential” or “Important” learning objectives for this course:
      1. Gaining factual knowledge (terminology, classifications, methods, trends)
      2. Learning fundamental principles, generalizations, or theories
      3. Learning to apply course material (to improve thinking, problem solving, and decisions)
  4. Information on Books and Other Course Materials
    1. Text:  Allen, K E., Cowdery, G.E. (2012).  The Exceptional Child, 7th edition. Belmont, CA: Wadsworth Cengage Learning  
    2. Additional Readings:  None
  5. Instructional Methods: The class sessions will include lecture, discussions, problem solving, small group projects, videotapes, and student presentation.
  6. Evaluation:
    60%        Weekly Assignments
    20%        Participation/Attendance
    20%        Final
  7. Course/Lab Assignments:
    Each student will complete a literature assignment about children’s book on disabilities and tell when and how they would use it in the classroom.
  8. Each student will interview a family or parent of a child with a disability. The student will be expected to demonstrate professionalism at all times.

The data gathered from your interviews will be the foundation of your report. It should tell the families story and describe activities, reactions, progress in school or development, attitudes, hopes, fears, frustrations, motivations, and any other influences.  This story will be a logical orderly narrative.  The written report will be evaluated on your insights from the analysis of the interview.  

Each student will prepare a 3-page report on a disability. You may choose any disability that interests you to research. The report should include a bibliography page, listing all references used in your research. 

There will be a reading assignments and reviews each week.

  1. Other Requirements: Each student will be expected to keep up with assignments.  It is very easy to get behind in an online class.
  2. Late & Make-up
    1. Assignments Policy:  Make-up exams will be given if prior permission is obtained from the instructor and if there is a justifiable reason. No make-up on in-class assignments.  Late assignments will automatically be deducted 5 points for each day it is late.
    2. Attendance Policy:  Students shall adhere to the college policy on attendance.  Absent from six hours of instruction, your name will be submitted to the counseling office; with nine hours of absences, you will be encouraged to drop the course. Three tardies constitute as an absence.
  3. Academic Integrity:  Students shall adhere to the college policy on student conduct and academic dishonesty. A copy will be provided upon request.

“ The above schedule, policies, procedures and assignments in this course are subject to change in the event of extenuating circumstances.”

 

Last Modified: November 19, 2014