Special Education 320

Educational Services for Individuals with Exceptionalities

Spring 2005 - 3 Semester Credits

Tuesday/Thursday, 2:00-3:15, Lommen 101

• Dr. Sue Severson
• Lommen 209G
• 477-2585
• severson@mnstate.edu
• Webpage: http://web.mnstate.edu/severson

Course Description:

Introduction to the recognition, incidence and educational needs of individuals with exceptionalities. A wide range of educational services are studied with emphasis on the shared responsibility of all professionals in education and related services.

Text:

Turnbull, A., Turnbull, R., Shank, M., Leal, D. (2002). Exceptional lives, (4th Ed.). Columbus, OH: Merrill.

Overall Objective:

Upon completion of this course, a student will have knowledge of a wide variety of disabilities and their educational implications, program delivery systems, including all levels of service, and institutional and administrative factors which facilitate or impede delivery of services. A student will understand factors influencing development, including physiological, social, physical environment, and psychological.

Description of Conceptual Model

Students with Disabilities: “Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-2652 (voice) or 477-2047 (TTY), CMU 222 as soon as possible to ensure that accommodations are implemented in a timely fashion.”

Course Objectives:

The student will:

• Apply liberal studies/content knowledge. (Knowledgeable)
  • Be able to explain how past and current educational trends have affected the development of programs for learners with exceptionalities.
• Understand student/child development and learning. (Knowledgeable and Humanistic)
  • Compare and contrast the educational needs of learner who have exceptionalities with those of typical learners throughout the human development life span.
  • Develop knowledge of conditions which cause exceptionalities and their educational implications.
  • Understand the needs of children who are developmentally diverse and recognize conditions requiring assistance from other professionals. Recognize availability of resources.
• Demonstrates multicultural, gender-fair, and disability sensitive values. (Humanistic)
  • Describe educational modifications that may be necessary to meet the special needs of learners with exceptionalities.
  • Become aware of the variety of settings for diverse learners and evaluate these within the range of services from segregated to inclusive environments.
• Engages in life-long learning, reflective practice, and professionalism. (Reflective and Professional)
  • Observes a variety of school/community programs for persons with disabilities and write a reaction paper.
• Demonstrates collaboration, ethical behavior, and leadership. (Reflective and Professional)
  • Become aware of program delivery systems for persons with exceptionalities within schools, communities, state and national programs.
  • Describe the shared responsibilities, roles and functions of various members of the educational team, including parents of children with exceptionalities in determining and meeting special needs.
  • Understand how child abuse/neglect impacts children and families. Understand the vulnerability of individuals who have disabilities. Be aware of the responsibility of educators and other service providers in reporting suspected cases of abuse/neglect.
  • Understand the team planning process including prereferral interventions.

Evaluation:

Course grading is based upon percentage of total points earned throughout the semester.

• 92%=A
• 84%=B
• 75%=C
• 60%=D
• <59%=F

1. Four exams-multiple choice and true/false questions (30 points each)=120 points
2. Group Project-a lesson/activity will be adapted/modified for several students with diverse needs=10 points
3. Class Participation-10 points (one point deducted for each missed class)
4. Field Observation-three field trips will be completed by each student at a variety of sites/programs for persons with disabilities. Observation reports-(5 pts. each) Total-15 points.
5. Resource Guide-basic information about disability and suggested classroom modifications for your chosen area of teaching-20 points

Resource Guide

For each of the areas of exceptionality identified in the text, you will develop summary sheets that defines the disability, identifies common characteristics of the disability, and delineates specific strategies for accommodating learners with the disability in your future classroom. The final copy of the guide is due on May 3rd however, a rough draft of your descriptions should be developed prior to the class period when the specific disability is being discussed. I will expect you to use this guide in contributing to the class discussions.

Course Schedule (Subject to Change)