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:
Most current editions of the following:
Special Education in Today's Schools
By Ann Turnbull, Rud Turnbull, Michael L. Wehmeyer, Karrie Shogren (Pearson) Recommended
Course Learning Outcomes
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.
Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
Can create interdisciplinary lessons that are aligned with standards.
Knows and identifies child/adolescent development stages and can apply them to students.
Applies knowledge of the theory of learning in all aspects instructional design.
Recognizes diversity and the impact it has on education, and designs and implements instruction that considers the needs of students.
Is able to plan lessons and learning activities to address a student’s prior experiences, multiple intelligences, strengths and needs to positively impact learning.
Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
To use a variety of instructional strategies and resources to encourage student's critical thinking, problem solving, and performance skills.
Can demonstrate 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.
Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.
Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
Understands the importance of and develops the ability to use effective verbal, nonverbal communication techniques, including strategies to communicate with students whose first language is not Standard English or whose disability requires specific forms of communication.
Develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.
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.
Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process.
Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.
Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
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 and others across the system to identify and provide needed services to support individual learners.
Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being.
Major Topics/Skills to be Covered:
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
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.