Course Number and Title:
ECE 233 Introduction to Exceptional Learners
Prerequisites
Prerequisite: PSY 121 and (EDC 125 or PSY 126) and (ECE 120 or EDC 150)
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course is an overview of diverse learners with a major emphasis on inclusive and collaborative educational practices. Students examine evidence-based methods for supporting the needs of diverse learners through a family-centered approach.
Disclaimer
This course requires 10 hours of observation at a school designated by the department. Students must provide their own transportation to and from placement sites.
Core Course Performance Objectives (CCPOs)
- Summarize the evolution of special education and how major legislation has impacted learners with exceptional needs. (CCC 1, 4; PGC 3, 4)
- Describe an inclusive learning environment that addresses diverse learners' strengths and needs. (CCC 1, 2, 3; PGC 1, 5)
- Identify appropriate practices and resources associated with early intervention. (CCC 1, 5; PGC 1, 2)
- Examine the strengths and needs of diverse learners. (CCC 2, 5; PGC 1, 5)
- Analyze the teacher's role in designing, adapting, and delivering instruction to address diverse learners' strengths and needs. (CCC 2, 3; PGC 5, 6)
- Identify the essential components of an Individualized Education Program/Individualized Family Service Plan (IEP/IFSP) for exceptional learners. (CCC 1, 2, 3; PGC 5)
- Summarize techniques for collaborating with all stakeholders. (CCC 1, 3, 4; PGC 2)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Summarize the evolution of special education and how major legislation has impacted individuals with exceptional needs.
- Outline the historical overview and perspective of the treatment and education of individuals with exceptional needs.
- Summarize court cases that preceded Individuals with Disabilities Education Act (IDEA) and court cases that challenged IDEA.
- List the major principles of IDEA.
- Describe the impact of IDEA on programs and persons with exceptionalities.
- Describe an inclusive learning environment that addresses diverse learners' strengths and needs.
- Examine how to incorporate and value diverse backgrounds, unique interests, and developmental needs to engage all students.
- Describe an environment that promotes fairness and respect.
- Give examples of classroom procedures and routines to support all learners.
- Discuss evidence-based practices regarding least restrictive alternatives and inclusive education.
- Identify appropriate practices and resources associated with early intervention.
- Define the purpose of early intervention.
- Examine appropriate measures for screening and assessment of young children.
- Provide examples of early intervention supports and services.
- Justify the value of a family-centered approach to early intervention.
- Examine the strengths and needs of diverse learners.
- Define the major categories of diverse learners.
- Identify causes of common disabilities.
- Compare cognitive, linguistic, social, emotional, and physical implications of common disabilities.
- Identify characteristics of gifted and talented learners.
- Identify characteristics of English language learners (ELLs).
- Evaluate activities and techniques appropriate for diverse learners.
- Analyze the teacher's role in designing, adapting, and delivering instruction to address diverse learner's strengths and needs.
- Discuss methods for gathering information from observation, resources, colleagues, and families to provide optimal experiences for each learner.
- Describe teaming models that include but are not limited to multidisciplinary, interdisciplinary, and trans-disciplinary models.
- Identify approaches to differentiated instruction.
- Explain how intervention programs can be used to support all learners.
- Describe how assistive technology can enhance teaching and learning.
- Identify the essential components of an Individualized Education Program/Individualized Family Service Plan (IEP/IFSP) for exceptional learners.
- List the essential components of an IEP/IFSP.
- Describe the rationale for an IEP/IFSP's components.
- Analyze the roles of various partners that constitute an IEP/IFSP team.
- Describe the teacher's role in creating and designing an IEP/IFSP.
- Summarize techniques for collaborating with all stakeholders to systematically address the needs of diverse learners.
- Identify key stakeholders to be consulted to understand the learner's needs.
- Analyze the role of key stakeholders, including various specialists.
- Explain best practices for working collaboratively with families.
- Describe the teacher's role as a professional, advocate, and partner in supporting diverse learners.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
|
Evaluation Measure
|
Percentage of final grade
|
|
Summative: Exams (2-4) (Equally weighted)
|
20%
|
|
Summative Assessments:
-IEP Project (15%)
-Article Review (5%)
-Exceptional Learner Research Paper (25%)
|
45%
|
|
Summative: Observation Assignment
|
10%
|
|
Formative Assessments
|
25%
|
|
TOTAL
|
100%
|
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
ECEAATBTS
- Implement developmentally appropriate practices based on theories, norms and milestones associated with development in early childhood.
- Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.
- Plan developmentally appropriate curriculum for quality infant/toddler, preschool and kindergarten through second grade programs in multicultural settings.
- Maintain a healthy, safe environment for children by following licensing requirements and legal issues affecting Early Childhood programs.
- Apply knowledge of the physical, social, emotional, cognitive and language development of birth to second grade children in a classroom setting.
- Access and implement educational technology.
ECEAASECD
- Implement developmentally appropriate practices based on theories, norms and milestones associated with development in early childhood.
- Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.
- Plan developmentally appropriate curricula for quality infant/toddler and preschool children in multicultural settings.
- Maintain a healthy, safe environment for children by following licensing requirements and legal issues affecting Early Childhood programs.
- Apply knowledge of the physical, social, emotional, cognitive and language development of birth to pre-school aged children in a classroom setting.
- Access and implement educational technology.
- Develop an effective business plan for the operation of an Early Childhood Program.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.