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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 390
Course Title: Education and Psychology of the Exceptional Child
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of teaching children with exceptionalities. Students study the effects of exceptionality on children's cognitive, affective, behavioral, social and psychomotor behaviors. Offered Spring.

 
Course Rotation for Day Program: Offered Spring.
 
Text(s): Most current editions of the following:

Exceptional Lives: Special Education in Today's Schools
By Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. (Pearson)
Recommended
 
Course Learning Outcomes
  1. Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri. (1.1)
  2. Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students. (1.2)
  3. Can create interdisciplinary lessons that are aligned with content standards. (1.4)
  4. Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction. (2.1)
  5. Applies knowledge of the theory of learning in all aspects instructional design. (2.3)
  6. Recognizes diversity and the impact it has on education. (2.4)
  7. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
  8. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  9. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3)
  10. Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills. (4.1)
  11. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills. (4.2)
  12. Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning. (4.3)
  13. Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning. (5.1)
  14. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
  15. Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families. (6.2)
  16. Can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators. (7.5)
  17. Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process. (7.6)
  18. Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)
  19. Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure. (8.3)
  20. Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners. (9.2)
  21. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being. (9.3)
 
Major Topics/Skills to be Covered:
  • Historical perspectives
  • Current legislation and implications
  • Areas of exceptionality, including characteristics and instructional strategies
  • Multicultural and diversity issues
  • Referral, evaluation, IEP's, and programs 
  • Coordination of services
 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Terrence Mason Date: November 29, 2016
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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15/03