Exceptional Children: An Introduction To Special Education .
Exceptional Children: An Introduction to Special EducationCourse Syllabus3 Credit HoursFall 2019Instructor: Nancy HickeyOffice: NCBLD- 215C, Hours PostedPhone: 731.424-3520 ext: 50394E-Mail: nhickey@jscc.eduCourse Description:This course is designed to introduce teachers to the historical, legal, and pedagogicalaspects of teaching individuals with special needs and gifted. This course covers beginningpre-school age until early adulthood. The student will be introduced to Individual EducationPlans (IEP) and diagnostics assessments. Field experience is required.Prerequisite: ACT ENGL 18, ACT READ 19Learning Outcomes:1. Demonstrate understanding of the legal and ethical reasons for the practice of2.3.4.5.6.7.8.9.inclusion in the field of education and early childhood education.Demonstrate initial knowledge of legislation, regulations and litigation related to thefield of special educationIdentify recommended practices and elements for inclusive programs in both earlychildhood programs and schools.Identify the causes, classification and characteristics of exceptionalities addressedincluded under federal laws regarding the education of individuals with disabilities.Demonstrate understanding of the necessity for early intervention for children at riskfor developmental disabilities.Identify the steps involved in the assessment process, which identifies and supportschildren with exceptionalities.Demonstrate initial understanding of the development and implementation of theIndividualized Education Plan (IEP).Identify strategies for effectively collaborating with parents, schools and communityresources in an effort to coordinate an appropriate educational program for eachchild.Demonstrate a general knowledge of the Tennessee Common Core Standards andthe terms of inclusion, RTI (2) as this applies to special needs students
Textbook:DigitalAdd to Cart Exceptional Children: An Introduction to Special Education (Subscription), 11th Edition 25.99 ISBN-13: 978-0-13-420135-1Digital PrintAdd to Cart Exceptional Children: An Introduction to Special Education Plus Revel -- Access Card Package, 11th Edition 102.67 97.54 ISBN-13: 978-0-13-499042-2Free Ground Shipping.PrintAdd to Cart Exceptional Children: An Introduction to Special Education, 11th Edition 94.00 79.90 ISBN-13: 978-0-13-516042-8William L. Heward, Exceptional Children: An Introduction to Special Education, 11thedition. Upper Saddle River, New Jersey: Merrill Prentice Hall Company, Pearson.Praxis Core Information:Go to the JSCC Library web site and look at “Featured Resources” on the right. Clickon Testing and Education Reference Center at the bottom.Then type in Praxis in the search boxThe student would click on the item and then would be asked to set up a usernameand password for that item (in order to save their work and come back to it).The instructor reserves the right to alter class requirements if needed (withnotification given to the class).2
Course Requirements:1. Quizzes: There will be 4 quizzes. Each exam will be worth 100 points, for a total of400 points. Quiz 1: Chapter 1,2,3,4Quiz 2: Chapter 5,6,7,8Quiz 3: Chapter 9,10,11,12Quiz 4:: Chapter 13,14,152. Major Assignments: 800 points School Board Meeting ( 100 points)Special Education Teacher Interview: (100 points)Special Education Classroom Observation: ( 200 points)- 10 hourIEP Report (200 points)Journal Articles: (50 possible points) each for a total of 200 points.Each journal must be 500 words double spaced, your reflection, and a documentedscholarly journal and perma link as a reference. Four journal article reports are required andshould be on topics related to inclusive education, special education or any of thedisabilities studied. Each journal will be worth 50 points each for a total of 200 points.3. Graded Discussions: 4 @50 points each 200 pointsDiscussion participation will be evaluated as to the student’s ability to participate inclass discussions by making relevant comments to the class and responding to thepost of others on the discussion board. Comments should contain opinionsconcerning the topic but should also demonstrate knowledge of the subject gainedthrough in-class and out of class study. In these assignments, the instructorintroduces a topic. The instructions for each discussion are listed in the courselectures and course content materials. You are to study the topic and then post andreply to others in the class. All discussions must have 100 words to post and reply. Inclusion ( arguments for and against) ( assessments)IEP ( Individual Education Plan) ( why is this document important)Autism, Emotional, Behavioral, or Physical Disorders ( Intellectual Functioning)Gifted and Talented Students ( Individual Difference Among Gifted & Talented)3
Teacher’s Lounge Discussion Board (25 points)The teacher’s lounge discussion board is a forum that you post questions orcomments about education issues that you are passionate about or have concerns.This discussion allows you to engage with others in the class. You need to post whoyou are, why you want to teach, and how to motivate students with special needs.You must post and reply to another person in the course, 100 words each post andreply.Extra Credit Opportunities Box Tops for Education – max. 30 points- 1 point per box toPraxis Core Webinar- 30 points- TBA- 9/17 & 9/24Special Education Supervisor Interview- 50 pointsUp to 50 points extra: Attending speaking events on campus or off-campuscenters, volunteers at school events, & Mentor U volunteer, during thesemester (TBA)Teacher’s Lounge Discussion Board (25 points)The teacher’s lounge discussion board is a forum that you post questions or commentsabout education issues that you are passionate about or have concerns. This discussionallows you to engage with others in the class. You need to post who you are, why you wantto teach, and how to motivate students with special needs. You must post and reply toanother person in the course, 100 words each post and reply.Course Content D2L Discussion BoardThe course content D2L is a discussion board that is voluntary. You can ask questionsabout the content of the course, an assignment, or just clarification about expectations ofthe course. You can email me directly as well via elearn, nhickey@elearn.edu, if you havequestions or need clarification.Assignments: Assignments are to be typed, neat, and professional in appearance. Spellingpunctuation or grammar errors will result in a deduction. Educational journals mustbe 500 words, properly document references, and perma link. Assignments are to besubmitted in or before the date, they are due. It is the student’s responsibility tokeep track of all due dates.4
1. Grading Scale:A - 1325 to 1425 pointsB - 1324 to 1224 pointsC - 1223 to 1123 pointsD - 1122 to 1022 pointsF - 1021 below pointsAttendance and Punctuality:1. Attendance is a requirement for successful class completion. Students are expectedto be in class on time and attend the entire class period. This class meets once aweek. Attendance is required and taken at the beginning of class. If you miss, fivetimes or more you will not pass the course. Beginning with the second absence andbeyond -50 points will be deducted from the final grade for each absence.Documented proof is required (illness/hospital stay, Dr. Excuse for sickness, juryduty) for the second absence and a determination will be discussed if points arededucted. If a catastrophe event occurs, we will discuss options.2. Any student who is absent is responsible for the content of the class missed andany assignments given. In-class assignments cannot be made up.3. The last day to drop a course or withdraw from College is Friday November 1, 2019.Make-Up Exams and Assignments:Documentation for absence (illness-Dr. excuse, jury duty) is required if the student isallowed to take a make-up exam or submit an assignment past the due date. Make-upexams and assignments may or may not be the same type as the original exam orassignment, but equivalent.Students with Disabilities:Students with diagnosed disabilities will be provided reasonable and necessary academicaccommodations if they are determined eligible by the college’s Disability Resource Center(DRC) staff. The instructor must receive a “Special Accommodations Agreement Form”signed by the DRC staff before granting disability related accommodations in this course.5
It is the student’s responsibility to initiate contact with the DRC and follow establishedprocedures to be allowed accommodations by the instructor. All information about astudent’s actual disability (ies) is confidential.The DRC is located in the Counseling and Career Services Office in the Student Center.Please contact the Dean of Students, Linda Nickell, at 731-424-3520 x50354 or atlnickell@jscc.edu. Information also is available on the JSCC website -services/disabled-student-services.html.Academic Honesty:Academic honesty is central to the educational process. Acts of academicdishonesty are serious offenses and can result in academic penalty. Therefore, nostudent shall: Claim or submit the academic work of another as one’s own.Procure, provide, accept or use any materials containing questions or answersto any examination or assignment without proper authorization.Complete or attempt to complete any assignment or examinations for anotherindividual without proper authorization.Allow any examination or assignment to be completed for oneself, in part or intotal, by another without proper authorization.Alter, tamper with, appropriate, destroy or otherwise interfere with theresearch, resources, or other academic work of another person.Fabricate or falsify data or results.Commit plagiarism if you submit as your own: a) Part or all of an assignmentcopied or paraphrased from another person’s manuscript, notes or talk: b) Partor all of an assignment copied or paraphrased from anything published.Act as an accomplice in plagiarism if you: a) Allow your work, in outline, draftor finished form, to be copied and submitted as the work of another; b)Prepare an assignment for another student which he/she submits as his/herown work; c) Keep or contribute to a file of papers or presentations whichanyone other than the author adopts and submits as his/her work.6
Add to CartExceptional Children: An Introduction to Special Education, 11th Edition 94.00 79.90 ISBN -13: 978 0 13 516042 8 William L. Heward, Exceptional Children: An Introduction to Special Education, 11th edition. Upper Saddle River, New Jersey: Merrill Prentice Hall
exceptional children. For the purpose of this course, exceptional children will encompass the following domains: special educational, alternative and at-risk, and gifted and talented. 3. Texts, Materials, Resources 3.1 Required Texts: Heward, W.L. (2013). Exceptional children: An introduction to special education (10th edition).
Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN 013514454X How Many Exceptional Children Are There? More than 6 million children and youth with disabilities, ages 3 to 21, received special education services during the 2005–2006 school year Children in special education represent about 12% of
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
document resume. ec 004 916. preschcol anl early childhood education. exceptional children bibliography series. council iof exceptional. children, arlington, va., information center on exceptional children. office ci edu
exceptional children are those that operate below the norm. Heward (2014) notes that exceptional children have the following problems: learning problems; behaviour problems; physical disabilities; sensory impairments; and those who are intellectually gifted and talented. They are exceptional in that their development differs from other children .
Training and Personnel in Early Childhood Education Programs. Papers Presented at the. Special Conference on Early Childhood Education. The Council for Exceptional Children. New Orleans, Louisiana. December 10-13, 1969. Compiled by The Council for Exceptional Children. Jefferson Plaza Suite 9
4.2.3.3 Nutritional Needs of Exceptional Children The nutritional needs and eating capacity of exceptional children are not always the same as those of the ordinary children. It is important that all institutions accommodating these children have a policy for delivering, in partnership with parents, carers and
behavior, including all bodily postures, movements, and processes that are involved in the behavior; an aspect of every behavior is that it involves the occurrence of physical processes, which processes can in principle be described at any level of analysis appropriate to the describer’s needs, ranging from the very molar to the very molecular (e.g., Peter’s grasping and moving the rook .
