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EDUC615 - Understanding and Diagnosing the Needs of the Special Learner

Course Details

Course Code: EDUC615 Course ID: 3954 Credit Hours: 3 Level: Graduate

Course participants will develop instructional and leadership skills needed for teaching students with special learning needs, as well as students at-risk for academic and social failure. The concepts of teacher collaboration, least restrictive environment, accommodations and modifications, confidentiality, behavior management, identification, and giftedness will be reviewed using authentic case studies. Participants will reflect upon how these concepts drive instructional practices in today’s challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, and current research.





Course Schedule

Registration Dates Course Dates Session Weeks
12/31/18 - 05/31/19 06/03/19 - 07/28/19 Spring 2019 Session D 8 Week session
03/25/19 - 08/30/19 09/02/19 - 10/27/19 Summer 2019 Session D 8 Week session

Current Syllabi

After successfully completing this course, you will be able to:
• Describe what is “special” about special education. (NCATE/CEC 1)
• Explain the roles and responsibilities of special education teachers. (NCATE/CEC 4, 7, 9)
• Identify ways a general education teacher can work effectively with students with special needs. (NCATE/CEC 7, 10)
• Identify other professional who provide services to students with special needs. (NCATE/CEC 10)
• Explain what dispositions, attitudes, and skills are necessary to be a successful teacher for all students. (NCATE/CEC 4)
• Describe the rewards and challenges associated with teaching students with special needs. (NCATE/CEC 9)
• Identify personal reasons in your decision to become a special education teacher. (NCATE/CEC 9)
• Identify the shared characteristics and accomplishments among notable historical figures involved in the social history of special education and disability. (NCATE/CEC 1)
• Discuss the major components of the Individuals with Disabilities Education Act (IDEA, 2004). (NCATE/CEC 1, 5)
• Explain how historical legislation and precedent-setting litigation influenced the development of IDEA. (NCATE/CEC 1, 5)
• Define the five characteristics of the No Child Left Behind Act (NCLB) (NCATE/CEC 1, 5)
• Explain how the components of NCLB represent a major expansion of the federal role in the education of all students. (NCATE/CEC 1, 5)
• Discuss Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) and how they influence service delivery to students with disabilities. (NCATE/CEC 1, 5)
• What personal characteristics and traits do you feel will help you succeed as a special education teacher?
• Explain what is meant by continuum of services in special education.
• What is the difference between a resource room and a self-contained classroom?
• Explain the differences between a physical therapist and an occupational therapist.
• Explain what is meant by the least restrictive environment (LRE).
• Discuss what future historians might identify as today’s key issues in special education.
• Identify the members of the IEP team.
• Describe Section 504 of the Rehabilitation Act and how it applies to school students.
• Describe how the demographics of public school students are changing. (NCATE/CEC 2, 3, 5, 6)
• Explain how the increasing diversity of the student population is reflected in special education. (NCATE/CEC 2, 3, 5, 6)
• Explain the demographic divide and why it is important. (NCATE/CEC 2, 3, 5)
• Explain the significant discrepancies in educational outcomes for children who vary by race, culture, socioeconomic status, language, and learning differences. (NCATE/CEC 2, 3, 5)
• Describe what successful teachers believe and do to enhance the education futures of all children. (NCATE/CEC 4, 7)
• Explain how infants and toddlers with special needs are identified for special services and what type of planning is conducted for infants and toddlers with special needs are their families. (NCATE/CEC 8)
• List characteristics that may be used to identify preschool-age children as potentially having special needs, and what plans may be used as a basis for services. (NCATE/CEC 8)
• Discuss how school-age students are recognized as possibly needing special education services and what happens after this recognition. (NCATE/CEC 8)
• Describe an IEP and who serves on the IEP team. (NCATE/CEC 1, 8, 9, 10)
• Identify other plans that are available for students with special needs. (NCATE/CEC 7)
• Explain what kinds of tests are used to identify students with special needs. (NCATE/CEC 8)
• Describe general education curriculum. (NCATE/CEC 1, 5, 7)
• Identify tools used to adapt instruction for students who have special education needs. (NCATE/CEC 4)
• Explain the major approaches to instruction that teachers use to guide their systematic teaching. (NCATE/CEC 4)
• Describe systematic, proactive, and positive behavior management systems. (NCATE/CEC 4)
• Identify practices for communicating instruction and behavior management in a positive and professional manner. (NCATE/CEC 4)
• Describe who students with learning disabilities are defined and classified. (NCATE/CEC 2, 3)
• Identify the primary characteristics of students with learning disabilities. (NCATE/CEC 2, 3)
• Explain the prevalence of students with learning disabilities. (NCATE/CEC 2, 3)
• Identify the major causes of learning disabilities. (NCATE/CEC 2, 3)
• Describe how students with learning disabilities are identified. (NCATE/CEC 8 )
• Explain the principles that guide effective instruction for students with learning disabilities. (NCATE/CEC 4)
• Explain the prevailing controversial issues related to learning disabilities. (NCATE/CEC 1)
• Describe how emotional and behavioral disorders are defined and classified. (NCATE/CEC 2, 3)
• Identify the primary behavioral characteristics of EBD. (NCATE/CEC 2, 3)
• Explain the causal factors associated with EBD. (NCATE/CEC 2, 3)
• Discuss how students with EBD are identified and assessed. (NCATE/CEC 8)
• Identify educational practices that improve academic, social, early childhood, and transition outcomes for students with EBD. (NCATE/CEC 7, 4)
• Explain three prevailing and controversial issues associated with the education of students with EBD. (NCATE/CEC 1)
• Explain the primary criteria used to identify students with intellectual disabilities. (NCATE/CEC 8)
• Identify the major characteristics of students with mild intellectual disabilities. (NCATE/CEC 2, 3)
• Discuss how many students are identified with mild intellectual disabilities. (NCATE/CEC 8)
• Identify the major causes of mild intellectual disabilities. (NCATE/CEC 2, 3)
• Explain the educational practices that improve outcomes for students with mild intellectual disabilities. (NCATE/CEC 7, 4)
• Discuss the prevailing controversial issues related to students with mild intellectual disabilities. (NCATE/CEC 1)
• Explain how attention deficit hyperactivity disorder is defined and classified. (NCATE/CEC 8)
• Identify the primary characteristics of ADHD. (NCATE/CEC 2, 3)
• Discuss how many students with ADHD are identified. (NCATE/CEC 2, 3)
• Discuss the effectiveness of medication in addressing the symptoms of students with ADHD. (NCATE/CEC 2, 3)
• Explain which interventions are effective in improving academic and social outcomes for students with ADHD. (NCATE/CEC 4, 7)
• Define the prevailing controversial issues that are related to students with ADHD. (NCATE/CEC 1)
• Discuss the two most prevalent forms of the autism spectrum disabilities (ASD)—autistic disorders and Asperger’s disorder—and how they are defined and classified. (NCATE/CEC 2, 3)
• Define the behavioral characteristics that are universal and specific to ASD. (NCATE/CEC 2, 3)
• Explain the prevalence rates of ASD. (NCATE/CEC 1)
• Identify the causal factors associated with ASD. (NCATE/CEC 2, 3)
• Explain how students with ASD are screened, identified, and assessed. (NCATE/CEC 8)
• Discuss which educational practices are effective in improving early childhood, academic, social, and transitional outcomes for students with ASD. (NCATE/CEC 4, 7)
• Describe communication disorders. (NCATE/CEC 3, 2, 6)
• Compare and contrast language and speech disorders. (NCATE/CEC 2, 3, 6)
• Identify the main types of language and speech disorders. (NCATE/CEC 2, 3, 6)
• Explain how communication disorders are related to other disabilities. (NCATE/CEC 2, 3, 6)
• Discuss the prevalence of communication disorders. (NCATE/CEC 1, 6)
• Identify the possible causes of communication disorders. (NCATE/CEC 2, 3, 6)
• Identify the assessments used by speech/language pathologists to plan interventions for students with communication disorders. (NCATE/CEC 6, 8)
• Describe the major features of intervention for communication disorders and the service delivery options that may be used. (NCATE/CEC 4, 7, 6)
• Explain the collaborative needs between teachers and speech/language pathologists. (NCATE/CEC 6, 10)
• Identify and explain the major issues present today with regard to providing services to students with communication disorders. (NCATE/CEC 1, 6)
• Identify the meaning and definition of severe intellectual disabilities. (NCATE/CEC 2, 3)
• Identify the meaning and definition of multiple disabilities. (NCATE/CEC 2, 3)
• Compare and contrast severe intellectual disabilities and multiple disabilities. (NCATE/CEC 2, 3)
• Identify the significant characteristics of students with severe intellectual and/or multiple disabilities. (NCATE/CEC 2, 3)
• Explain the prevalence of students with severe intellectual and/or multiple disabilities. (NCATE/CEC 1)
• Discuss the causes of severe intellectual and/or multiple disabilities. (NCATE/CEC 2, 3)
• Describe the types of assessment and planning procedures used with students with severe intellectual and/or multiple disabilities. (NCATE/CEC 7, 8)
• Describe curriculum and teaching strategies used with students with severe intellectual and/or multiple disabilities. (NCATE/CEC 4, 7)
• Discuss other supports that should be used with students with severe intellectual and/or multiple disabilities. (NCATE/CEC 2, 5, 7, 10)
• Identify and explain the major issues related to education students with severe intellectual and/or multiple disabilities. (NCATE/CEC 1)
• Identify how disability classifications differ for students with various sensory impairments. (NCATE/CEC 2, 3)
• Describe the ways in which the characteristics of students with sensory impairments are different from those of typical students. (NCATE/CEC 2, 3)
• Explain how the number and distribution of students with sensory impairments affect special education services. (NCATE/CEC 2, 3)
• Discuss the issues that impact the educational experiences of students with sensory impairments. (NCATE/CEC 2, 3)
• Identify which areas of the curriculum are traditionally addressed by specialized teachers of students with sensory impairments. (NCATE/CEC 2, 3)
• Define physical disabilities, traumatic brain injury, and other health impairments as used in special education. (NCATE/CEC 2, 3)
• Describe the major characteristics of students with physical disabilities, traumatic brain injury, and other health impairments. (NCATE/CEC 2, 3)
• Identify the prevalence of TBI, physical disabilities, and other health impairments. (NCATE/CEC 2, 3)
• Explain the important areas of assessment and planning for students with TBI, physical disabilities, and other health impairments. (NCATE/CEC 8)
• Discuss special considerations that exist for students with TBI, physical disabilities, and other health impairments with regard to instruction and related services. (NCATE/CEC 2, 3, 5, 6, 10)
• Identify and explain the major issues related to teaching and providing services for students with TBI, physical disabilities, and other health impairments. (NCATE/CEC 4, 5, 7)
• Explain how giftedness is defined and classified. (NCATE/CEC 2, 3)
• Identify the primary characteristics of students with gifts and talents. (NCATE/CEC 2, 3)
• Identify causal factors associated with the characteristics of students with gifts and talents. (NCATE/CEC 2, 3)
• Describe how students with gifts and talents are identified and assessed. (NCATE/CEC 8)
• Discuss the educational practices used for early intervention, academic enhancements, and transitions to adult life for students with gifts and talents. (NCATE/CEC 2, 3, 4, 5, 10)
• Identify and explain the major issues confronting the education of students with gifts and talents. (NCATE/CEC 5, 10)
• Identify what activities and actions help beginning teachers develop into special education professionals. (NCATE/CEC 9)
• Describe the key elements of support that help new special education teachers navigate early career development. (NCATE/CEC 9)
• Discuss actions that new teachers of students with disabilities can take to contribute, maintain, and represent ongoing personal and professional growth. (NCATE/CEC 9)
• Identify strategies to help keep special educators invigorated and committed to their students and profession. (NCATE/CEC 9)

Recommended Textbook for the degree program:
In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (Currently 6th Ed.) if you have not previously purchased this resource.

Book Title:Practice Cases in Special Education for All Educators
ISBN:9780618370856
Publication Info:Houghton Mifflin Co.
Author:Weistaar, Mary Konya / Scott, Victoria Joan
Unit Cost:$105.00
Book Title:Special Educator's Survival Guide
ISBN:9780787970963
Publication Info:Jossey-Bass, Inc.
Author:Pierangelo, Roger
Unit Cost:$27.76
Book Title:Special Education for Today's Teachers: An Intro., 2nd ed
ISBN:9780137033973
Author:Rosenberg
Unit Cost:$83.30

Previous Syllabi

Not current for future courses.