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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:

Special Education in Today's Schools
By Ann Turnbull, Rud Turnbull, Michael L. Wehmeyer, Karrie Shogren (Pearson)
Course Objectives

To understand the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students. (MoSPE Standard 1)

To understand how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal
development of all students. (MoSPE Standard 2)

To recognize the importance of long range planning and curriculum development The teacher develops, implements, and evaluates curriculum based upon student, district, and state standards data. (MoSPE Standard 3)

To use a variety of instructional strategies and resources to encourage student's critical thinking, problem solving, and performance skills. (MoSPE Standard 4)

To use an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. (MoSPE Standard 5)

To model effective verbal, nonverbal, and media communication techniques with students, colleagues, and families to foster active inquiry, collaboration, and supportive interaction in the classroom. (MoSPE Standard 6)

To understand and use formative and summative assessment strategies to assess the learner's progress and uses both classroom and standardized assessment data to plan on-going instruction. The teacher monitors the performance of each student and devises instruction to
enable students to grow and develop, making adequate academic progress. (MoSPE Standard 7)

To be a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. (MoSPE Standard 8)

To have an effective working relationship with students, parents, school colleagues, and community members.(MoSPE Standard 9)

Measurable Learning

• Sequence significant legislations pertaining to
individuals with disabilities.
• Describe behaviors and academic indicators for the
primary categories of "exceptionality."
• Articulate the processes of screening, identifying, and staffmg students who are identified with special learning needs.
• Design goals and objectives with measurable outcomes and incorporate into lessons with differentiation.
• Identify available services and means of coordinating these efforts.
• Modify/adapt instruction while maintaining content integrity.

Topical Outline:

• Historical perspectives • Current legislation and implications • Areas of exceptionality: 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 You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Teresa Vandover Date: October 2, 2013
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 objectives and cover the subjects listed in the topical outline. 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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