|
Course Purpose:
The goal of this course is to provide the student with an overview of human exceptionalities and an understanding of individual differences as they relate to children and adults. We will explore historical perspectives on treatment and services, changing attitudes and beliefs regarding individuals with disabilities, educational and civil rights legislation and labeling practices over time. Finally, we will actively investigate the relationship between the various characteristics of human exceptionality and the ways in which teachers can accommodate individual differences in the classroom.
Required Texts:
Hardman, M.L., Drew, C.J., Egan, M.W., & Wolf, B. (2002) Human exceptionality: Society, school and family. Boston: Allyn & Bacon, Inc.
Course Objectives:
At the end of this course, the student will be able to:
a) demonstrate an understanding of the classification and labeling process as it relates to children and adults with disabilities by explaining the rationale used for classifying people and describing the advantages of the labeling process (General Standards IX [1,3,4,5]; Special Education Standard I. II. IV, V; Mentally/Physically Handicapped Standard VI).
b) compare and contrast historical perspectives with current trends on the education and treatment of children and adults with disabilities and describe the impact that each has on these individuals and their families (Special Education Standards I, II, IV, V; Mentally/Physically Handicapped Standard IV, V, VI, VII).
c) analyze the impact that a handicapping condition has on the individual in the learning and social environment (Special Education Standard I; Mentally/Physically Handicapped Standard I).
d) describe legislation that promotes individual rights for children and adults with disabilities and their families with regard to due process, equal access, and education with the least restrictive environment and identify various resources and support networks available to assist the teacher, parent, and individual with disabilities (Special Education Standard IV; Mentally/Physically Handicapped Standard V).
e) develop a sensitivity to the diverse needs of exceptional individuals and their families and reflect upon personal beliefs about individual differences.
f) develop a basic understanding of the range of assistive technologies available for people with disabilities.
g) expand the notion of the traditional role of teachers to include teachers as reflective practitioners who collaborate, possess a viable knowledge base, and use research to inform practice.
Course Requirements:
Class
Attendance and Participation:
10%
Observation: 20%
Each student will arrange for observations in one facility that provides educational or vocational services forindividuals with exceptionalities. See observation report criteria for more information.
Group Work: a) (Case Studies) 10%
For two major exceptionalities studied, groups will read, discuss, and analyze a case study. Reports from each group will be submitted on announced dates. Further explanation will be provided in class.
b) (Group Projects and Portfolios) 30%
Each group will be responsible for creating a presentation on a topic relating to one aspect of human exceptionality. These topics will be provided in class. Details for preparation will also be discussed in class, as well as modeled.
Examination 30%
An examination (multiple-choice, fill-in-the-blank, and short answer format) on course content will be designed as a final assessment.
Final Note:
A variety of instructional and assessment approaches are being used in this course to ensure that all styles of learning have been accommodated. The short duration of time in which have to absorb a great deal of information leaves those individuals who struggle with time management skills at a disadvantage. Students who are likely to succeed in this course are those that approach all assignments and readings in a responsible and diligent manner. The work must be completed on time. Students should also review notes on a frequent basis and use their groups to discuss relevant issues related to human exceptionality.
|
||||||||||||||||||||||||||||||||||||||||
|
EDC 510 Human Exceptionality Course Schedule (Tentative)
|
Grading System:
|
A |
100-93 |
| A- | 92-90 |
| B+ | 89-87 |
| B | 86-83 |
| B- | 82-80 |
| C+ | 79-77 |
| C | 76-73 |
| C- | 72-70 |
| F | 69 and below |
Education 510: Human Exceptionalities
Assignment Criteria for Observation Report
The report should be typed, using double-spacing. Be as concise as possible! The report will consist of three
sections. Make sure you label each section as designated below. The paper is worth 20 points. For papers submitted with careless grammatical or spelling errors, points will be deducted.
Preparation:
A. Research (3 points)
prior to conducting the observations, you will need to have a professional knowledge base that will
enable you to make informed observations. Therefore, this section should minimally include: a
definition(s) of the major disabilities represented by the "typical characteristics" of that population; and
the types of appropriate educational accommodations/strategies most commonly used with the
population(s).
B. Beliefs/Attitudes (3 points)
Here you should reflect upon your beliefs, feelings, and attitudes prior to conducting observations.
Examine your expectations and concerns.
Observation:
A. Demographics (3 points)
Describe the school, agency, or vocational setting. Include a brief description of the mission statement.
Describe the population that you observed in terms of age, range, number of students/clients per adult,
range of disabilities served, and the activity in which the students were engaged during your observation.
B. General Observation (3 points)
This writing is descriptive of what you observed during your observations. Refrain from inserting your
opinions or judgments in this section.
Response/Reaction/Analysis:
A. Connections between theory and practice (6 points)
Write how your observations connect with the research you conducted about the disability prior to the
observation. How does it differ? In addition, how have your expectations and beliefs changed as a
result of the observations.
B. Considerations (2 points)
Here you will discuss any questions that may have been raised by the observations and connections
theory. Any opinions, interpretations, and personal comments can be added to this section.
Grading Criteria
"A" papers include a clear statement of purpose in the introduction , an analysis of data arranged in appropriate categories which are clearly defined and include actual examples, and the results are discussed in light of course content and readings. In addition, paragraphs reflect logic of content, correct spelling, punctuation, and grammar, and APA referencing.
"B" papers should exhibit all of the qualities of the "A" paper. However, one section may be flawed or the analysis may not be as perceptive as the analysis of the "A" paper. Paragraphing, spelling, punctuation, and grammar should be of good quality.
"C" papers include all the components noted above, however, the analysis may not be sufficiently developed. The paper is thin. Paragraphing, etc., must be the same as the "B" paper.