Syllabus

Laura Hutton

EDUC107

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Welcome to Introduction to Special Education!

Online Quizzes

You are required to complete the online quiz for each chapter until you earn 100% and e-mail the results to me before the start of class. These quizzes can be found on the text website. They are located under “Assignments and Quizzes” and are called “True/False.” Click on the link below to go to the text website.

Introduction to Special Education is divided into three units of study:

UNIT 1 - Historical and Legal Foundations of Special Education

UNIT 2 - Understanding Disabilities

UNIT 3 - Intervention for Children with Disabilities

On this website, you will find the syllabus, as well as information to help you review and study the contents of each unit. Follow the links below to view the Powerpoint presentations used for each lesson. Also below is a link to a plug-in to allow you to view these without purchasing Powerpoint. You may want to print out copies of the Powerpoint presentations prior to each class to facilitate note-taking. You can print three to six slides per page by first selecting "Print" from the file menu then selecting "handouts" next to the phrase "Print what." During each unit, use the lists of key terms and outcomes to help you determine what is most important to study. Near the end of each unit, use the games to help you review what you have learned. When you have completed each unit, you can take the self-checking quiz. You should also use these resources to study for the final exam.

Unit 1 Powerpoints

Unit 2 Powerpoints

Unit 3 Powerpoints

Powerpoint Viewer

Unit 1

KEY TERMS:

"special needs"	IDEA	LRE	"at risk"
IFSP	FAPE	prereferral strategy	fetal alcohol syndrome
screening test	IEP	nondiscriminatory, multifactored evaluation	fragile X

AT THE END OF THIS UNIT STUDENTS SHOULD BE ABLE TO:

List and describe factors which put a child at risk for learning difficulties.
Discuss court cases instrumental to the development of modern special education including name, date, and decision.
Describe the six major principles of IDEA.
Describe the major provisions of the Gifted and Talented Children's Act of 1978.
Describe the major provisions of Section 504 of the Rehabilitation Act of 1973.
Describe the major provisions of the Americans with Disabilities Act.
List the disability codes (i.e., handicapping conditions) listed in IDEA.
List and explain the steps in planning, providing, and evaluating special education.
Develop appropriate prereferral interventions.
Describe each of the following types of groups: multidisciplinary, interdisciplinary, transdisciplinary.
List the components of an IEP.
Write IEP goals and objectives.

PRACTICE WHAT YOU'VE LEARNED:

Key Terms Games IDEA Game Self-Checking Quiz

Unit 2

KEY TERMS:

mental retardation	emotional disturbance	deafness	severe disabilities
learning disability	speech and language impairment	vision impairment	multiple disabilities
ADHD	hearing impairment	orthopedic impairment	health impairment

AT THE END OF THIS UNIT STUDENTS SHOULD BE ABLE TO:

List the stages of the grief process.
Describe issues faced by parents and siblings of individuals with disabilities at each stage of the life cycle.
Develop a comprehensive family involvement program.
Compare and contrast the requirements regarding special education services for infants & toddlers, preschoolers, and school-aged children.
Discuss the characteristics of students with mild, moderate, and severe mental retardation.
Describe how the presence of a learning disability can effect a child's social skills.
Describe the experience of having a low incidence disability (such as, blindness, orthopedic impairment, traumatic brain injury, or autism) or raising a child with such a disability.
List medical conditions which could qualify as a health impairment under IDEA.
Describe the process of tube feeding.
Explain what should be done when a person is having a seizure.
Describe the characteristics of students who are gifted.
Describe the characteristics of students who are both gifted and learning disabled.

PRACTICE WHAT YOU'VE LEARNED:

Key Terms Games Review Game Self-Checking Quiz

Unit 3

KEY TERMS:

inclusion	competing behavior	augmentative communication	chaining
positive behavioral support	self-advocacy	behavior modification	multisensory
ABC data	total communication	positive reinforcement	task analysis

AT THE END OF THIS UNIT STUDENTS SHOULD BE ABLE TO:

Describe the continuum of placements.
List advantages and challenges regarding inclusion.
Develop a lesson plan addressing IEP objectives.
Discuss the principles for early intervention support and services.
Develop appropriate modifications for preschoolers with special needs.
Create a strategy based intervention.
Describe peer tutoring programs.
Describe one alternative procedure for reading instruction.
List multisensory techniques.
Create a behavior plan.
Discuss the skills adults with disabilities need to live as independently as possible.
Describe how educators can improve the transition to adulthood for their students with disabilities.

PRACTICE WHAT YOU'VE LEARNED:

Create a Positive Behavior Support Plan
Read About Joel & Review The Data	Create A Positive Behavior Support Plan	View A Sample Behavior Chart

Key Terms Games Review Game Self-Checking Quiz