|MATRIX FOR DISABILITY CATEGORY PRESENTATION
(and DSM if applicable):
Disorders in category:
Handout of key information:
Local and national resources:
More than 30 minutes:
|Pellissippi State Community College
ECED 2060 PO3 Development of Exceptional Children
MWF 9:40 -- 10:35 Blount 223
(TTh Hardin Valley)
(Thursday evening hybrid, Magnolia)
(MWF Hardin Valley)
Course hours: 3.0; Credit hours: 3.0; Laboratory hours: 0; Date revised: May 2013
Instructor Catherine T. Shafer, PhD
email@example.com OR firstname.lastname@example.org
Additionally you can send me a message from my contact me page.
A study of the practices that educational professionals can apply to develop a more inclusive and accessible environment for all children who qualify for special education under IDEA or
Section 504. This course includes strategies for developing strong relationships with families and other community agencies. This course is also designed to give a basic introduction of
special education and special education laws and regulations.
Catalog Course Description
This course covers physical disabilities, intellectual disability, sensory impairment, and the accessing and coordinating of community resources to ensure accurate diagnosis and appropriate
treatment and services. Students will learn to interpret diagnostic instruments and to write programs to meet the special needs of exceptional children.
Entry level standards: Must be able to read and write at the college level.
Students will understand:
The roles and responsibilities of special educators with regard to the six principles of IDEA and professional ethics;
Exceptionality categories included in IDEA.
Students will learn entry-level skills necessary to:
Construct and modify learning environments to best meet the needs of each student;
Identify and address limitations imposed by school environments on students identified with disabilities;
Communicate information related to special education using professional norms.
Students will demonstrate:
Awareness of potential effects of identified differences and labeling on individuals;
Respect for individuals identified with disabilities, such as through use of appropriate and non-biased language.
1. Observe classroom dynamics in various educational settings. Active Learning Strategy, Transitional Strategy
2. Utilize reflective inquiry thinking processes to integrate text and classroom observation.
3. Internalize work ethic by demonstrating regular attendance, punctuality, dependability, cooperation with teachers and peers, and professionalism.
4. Use the Internet and other computer programs to communicate with instructor and other class members. Technological Literacy Outcome
(Strategies and outcomes listed after instructional processes reference TBR’s goals for strengthening general education knowledge and basic skills, connecting coursework to experiences
beyond the classroom, and encouraging students to take active and responsible roles in the educational process.)
Expectations for Student Performance:
Upon successful completion of this course, the student should be able to:
1. Gain an understanding of the necessity for early intervention and special education in an inclusive approach to early childhood education and elementary education.
2. Identify recommended practices and elements of an inclusive educational setting.
3. Exhibit knowledge of legislation dealing with special education and early intervention.
4. Exhibit knowledge of the causes and classifications of developmental disabilities.
5. Identify characteristics of developmental disabilities and at-risk conditions.
6. Gain an understanding of the assessment processes for special education and early intervention.
7. Learn how to work effectively with other professionals in an effort to coordinate a developmentally appropriate educational program including parents, school, and community resources.
8. Identify approaches that are used in implementing developmentally appropriate learning experiences in preparing educators in inclusive settings.
Standard 1: Promoting Child Development and Learning
1a. Know and understand children’s characteristics and needs.
1b. Know and understand the multiple influences on development and learning.
Standard 2: Building Family and Community Relationships
2c. Involve families and communities in their children’s development and learning.
Standard 3: Observing, documenting, and assessing to support young children and families.
3b. Know about and use observation, documentation, and other appropriate assessment tools and approaches
3d. Know about assessment partnerships with families and other professionals.
Standard 4: Teaching and Learning
Substandard 4b: Use developmentally effective approaches
Know, understand, and use effective approaches, strategies, and tools for early education.
Standard 5: Becoming a professional
5d. Integrate knowledgeable, reflective, and critical perspectives on early education.
IDEA Course Evaluation Objectives:
Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends);
Objective 2: Learning fundamental principles, generalizations, and theories;
Objective 4: Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course;
Objective 9: Learning how to find and use resources for answering questions or solving problems.
Friday, January 18 -- Snow Day
Monday, January 21 -- Martin Luther King, Jr. Day; no class
Wednesday, January 23 -- Introduction, syllabus
Sign up for disability category presentations and disorders
Friday, January 25 -- Disability category activity, Christmas in Purgatory
Monday, January 28 -- History of Disabilities
Wednesday, January 30 -- Laws/ History of Special Education/ Pivotal cases
Friday, February 1 -- IDEA, NCLB, 504
Monday, February 4 -- Inclusion (Least Restrictive Environment)
Wednesday, February 6 -- Autism category presentation
Friday, February 8 -- Assessment, Juan case study
Monday, February 11 -- observe a classroom; work on presentations; no class
Wednesday, February 13 -- Emotional Disorder category presentation
Friday, February 15 -- IEP, IFSP, Transitions; IEP form; IFSP form
Monday, February 18 -- Intellectual Disability category presentation
Wednesday, February 20 -- teacher sick
Friday, February 22 -- teacher sick
Monday, February 25 -- Traumatic Brain Injury category presentation
Wednesday, February 27 -- Specific Learning Disability category presentation
Friday, March 1 -- Roots, Causes of Disabilities
Monday, March 4 -- Deaf and Hearing Impairment categories presentation
Wednesday, March 6 -- "Normal" v. "Abnormal" Development
Friday, March 8 -- Speech and Language Impairment disability category presentation
RECEIVE MIDTERM IN CLASS TODAY
Monday, March 11 -- Friday, March 15 -- SPRING BREAK (no school)
Monday, March 18 -- Families and Professionals
Wednesday, March 20 -- Tia case study
Friday, March 22 -- Universal Design
MIDTERM IS DUE TODAY
Monday, March 25 -- Deaf/Blind category presentation
Wednesday, March 27 -- Early Intervention
Friday, March 29 -- Multiple Disability category presentation
Monday, April 1 -- attachment and abuse issues
Wednesday, April 3 -- Other Health Impairment category presentation
Friday, April 5 -- Classroom Environments
Monday, April 8 -- Orthopedic Impairment category presentation
Wednesday, April 10 -- observe a classroom; work on presentations; no class
Friday, April 12 -- Visual Impairment category presentation
Monday, April 15 -- student presentations of disorders
Wednesday, April 17 -- student presentations of disorders
Friday, April 19 -- student presentations of disorders
Monday, April 22 -- student presentations of disorders
Wednesday, April 24 -- student presentations of disorders
Friday, April 26 -- student presentations of disorders
Monday, April 29 -- student presentations of disorders
Wednesday, May 1 -- student presentations of disorders
Friday, May 3 -- review for final exam
OBSERVATION PAPERS ARE DUE TODAY
Monday, May 6 FINAL EXAM, 12:30 -- 2:20, in class, open notes
Pellissippi State Community College expects students to attend all scheduled instructional activities. At a minimum, students in all courses must be present for at least 75% of their scheduled
class and laboratory meetings in order to receive credit for the course. I take attendance every day.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited. A student guilty of academic misconduct, either directly or indirectly through participation or assistance, is
immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions that may be imposed through the regular PSCC procedures as a result of academic
misconduct, the instructor has the authority to assign an F for the exercise, examination, or course.
Accommodations for disabilities:
Students who need accommodations because of a disability, have emergency medical information to share, or need special arrangements in case the building must be evacuated should
inform the instructor immediately, privately after class or in her/his office. Students must present a current accommodation plan from a staff member in Services for Students with
Disabilities (SSWD) in order to receive accommodations in this course. SSWD may be contacted by going to Goins 134 or 126 or by phone: 694-6751 (Voice/TTY) or 539-7153. More
information is available at
Extended College Closure:
In case of an extended college closure (one week or more), please contact me by email (see above), I will also attempt to contact you. I expect you to be in touch with me while the college is
closed. The classes that I can conduct online will be covered in the days that the college is closed. Student presentations will be resumed when we return to campus. If it appears that we will
not return to campus before the semester ends, I will contact you with further instructions.
Attention Financial Aid and/or HOPE Scholarship Recipients:
Maintaining continuous attendance in your classes is very important. If you are considering dropping or withdrawing from a course, please check with the Financial Aid Office before doing
so. Dropping or withdrawing from a class can adversely affect your financial aid and/or lottery eligibility.
Assignments and Grades:
There will be 2 tests: a mid-term take-home exam and a final. The midterm will be passed out on Friday, March 8 and will be due Friday, March 22. Your exam is due on that day. If you
don't turn it in on that day or before, I will drop the grade 5 points per school day that it is late. The final will be in class, open book on Monday, May 6, 12:30 -- 2:20.
Each test is worth 100 points.
2. Student presentation.
Pick a particular disorder (not a category) to research more deeply. I will have a sign-up sheet available starting the first day of class. Only one person can choose a particular disorder, so if
you know what you want, sign up early! For this presentation, make a thorough but succinct handout for the class to include in their portfolios (if that is what they are doing ...). For the
presentation, you will briefly describe and pass out the handout. These will be presented in class on April 15, 17, 19, 22, 24, 27, 29 and May 1.
3. Group presentation.
On the first day of class, you will choose a category from the 13 special education categories listed in IDEA. You will be working with 1 or 2 other students. Your presentation will be given as
indicated in the syllabus, starting with “Autism” on Wednesday, February 6. Your group should take the entire class time on your particular day and your presentation must include:
~a preassessment of the class: a teaser, to introduce key points and to ascertain present knowledge;
~a thorough description of the category from sources ADDITIONAL to my website.
~Include IDEA definition (and DSM qualification characteristics if applicable);
~interventions available for infants or toddlers (early intervention);
~classroom strategies to accommodate children;
~a media presentation of the category (i.e., a movie, a website, or some other demonstration) to show how this particular disability category is seen by the general public;
~a list of disorders that may be included in this category;
~a handout of key information;
~a list of area and national resources (agencies, etc.) where parents and professionals can go for help or information;
~an activity for class participation (OUR class);
~a list of your sources (for me).
4. Visit a special education or general education classroom and observe for at least two hours.
(May be done in separate visits.) Visit either a special education classroom or a regular classroom with inclusion. This observation needs to happen THIS semester, not when you were a
senior in high school or last year at your practicum. The purpose of this assignment is to consider the things you have learned in the course thus far and observe with a more critical eye.
Observe, make notes, and then tell me what happened and WHAT YOU LEARNED in a response paper (2 -- 3 typed pages). Remember confidentiality! This is due NO LATER than
Friday, May 3. I will not accept this paper during final week or any time thereafter, so don't ask. For your safety, give it to me in person.
5. Class participation and attendance.
This is worth 100 points. If you come to class, you will participate, because that is how life happens. So come to class.
This is an easy 100.
700 points total possible
200 points 2 exams
100 points presentation (disorder)
200 points presentation (category)
100 points classroom observation and response
100 points attendance; participation
630 -- 700 points = A
560 -- 629 points = B
490 -- 559 points = C
420 -- 489 points = D
Below 419 = F
Below 50 = G
|Some good links for your
Books (children's) about disabilities
Brief overview of a couple of disorders
Disabilities in literature
DNA and stuff
Fetal Alcohol Syndrome
History of Disabilities
IQ and Bell Curve Info
Juan case study
Specific Learning Disability
Least Restrictive Environment
Medical prefixes and suffixes
Other Health Impairment
Tia case study
Traumatic Brain Injury
Visually Impairment including
Power point notes
|MATRIX FOR STUDENT PRESENTATION OF A DISORDER