Chaminade University of Honolulu
ED 460 Introduction to Exceptional Children
Mary E. Smith, Ph.D.
Office 117 Education

Office Phone 735-4833 					Office hours:
Home Phone 262-8450						Monday, 12:00-2:00 p.m.			email:msmith2@Chaminade.edu		 	Friday 10:00-12:00 p.m.

GOAL:
The goal of this course is to gain an understanding of children with special needs who are served jointly by special and general education through mainstreaming or inclusion or by Section 504 of the Rehabilitation Act of 1973 through general education and other programs available at the school. It will include knowledge of concepts, research and practical applications of instructional strategies to meet the needs of these children. In order to meet this goal the following objectives have been established:

OBJECTIVES:
1.  Students will demonstrate an understanding of the models, theories, philosophies and history that provide the basis for special education practice. Council for Exceptional Children, CC 1K1.1
2.  Students will demonstrate an understanding of the rights and responsibilities of parents, students, teachers, other professionals and schools as they relate to individuals with disabilities.  CC1K4

3.  Students will demonstrate an understanding of different areas of exceptionality such as:  mental retardation, speech language impairments, specific learning disabilities, and giftedness, behavior disorders, emotional disturbance, attention deficit disorder with hyperactivity, visual impairments, hearing impairments, physical disabilities and health impairments. They will understand the effects of medication on these conditions. CC2k1,CC2k5, CC2K6, CC2K7, GC3K; HTSB

4. Students will demonstrate an understanding of the array of services available in special education and gain an understanding of how the concept of least restrictive environment (LRE) interfaces with this array of services. They will focus on how general educators support the education of these students. CCGC3S1, CC5K1, CC5S1 HTSB

5, Students will demonstrate an understanding of the components of an individualized education plan (IEP), and how it relates to an individualized family service plan (IFSP), and a modification plan (MP). The focus will be on the roles of the general and special education teachers in the IEP process. HTSB

6.  Students will demonstrate an understanding of the issues of mainstreaming, Integration and inclusion as they relate to the delivery of special education. HTSB
7.  Students will demonstrate an understanding of the effects of exceptional conditions on an individual's education and life. HTSB

8. Students will become familiar with multicultural and bilingual special education and the issues in this field. HTSB

9. Students will observe in person or on video children with different exceptionalities and note differences in communication patterns. HTSB

CATALOGUE DESCRIPTION:
ED 460 Introduction to Exceptional Children (3)
Examines different types of students with exceptionalities serviced by special and general education as well as other populations with special needs that are found in the general education classroom. This course will provide historical, legal and educational contexts as well as instruction strategies to meet the unique needs of these students in the general education classroom.

COURSE REQUIREMENTS: ED 460 INTRODUCTION TO SPECIAL EDUCATION 

1.  MATERIALS:
		Text:  lntroductlon To Special Education: Teaching In An Age of Opportunity, Fifth EditIon, 2003. Deborah Deutsch Smith, Naomi Chowdhurt Tyler and Zina Yzquierdo McLean Allyn and Bacon: Boston, Mass.
2. Requirements:

A.  Basic Learning Experiences

Attendance and participation in each class.
Short 1-2 page paper on Why Special Education Is of Interest to You
Written paper of 5-7 pages and oral presentation to class.
Final Exam.
          B.  Selected Learning Experiences: 	
Visit three Agencies or schools that serve children and families with special needs and write a 3-4 page reaction paper describing your observations and reactions. 
Abstract two professional journal articles and share findings with class.

Grading												POINTS	
			        			                                      
Attendance and participation in each class* (2pts/week)		30
Why Special Education Is of Interest to me (1-2 pages)	          	10
Mid term quiz							    					15		
Paper on special education topic				        			15	
Abstract two professional journal articles. Share with class		10
Final Exam												20
			Total  											100	

Grading Scale:

A  93-100
B   85-92
C  77-84
D  69-76
68 and below F

4. Administrative Requirements
A. Attendance
University policy requires students to attend all class meetings of courses for which they are registered. If an emergency prevents attending, the instructor should be informed. Because graduate terms are accelerated, no more than one class absence can be allowed.

B. Incompletes may be given if the student is unable to complete a portion of the work due to circumstances beyond their control. The STUDENT AND THE INSTRUCTOR MUST SIGN THE INCOMPLETE CONTRACT. It will specify when the work must be completed. Usually the work must be completed in 90 days, if it WERE not the incomplete WOULD revert to the grade the student would have earned that is specified on the incomplete contract.

5. Academic Honesty:
Plagiarism is a serious offense. Plagiarism is the offering of work of another as one's own and may include but is not limited to the following; Complete or partial copying directly from a published or unpublished source without proper acknowledgment to the author. Minor changes in wording or syntax are not sufficient to avoid charges of plagiarism. Proper acknowledgment of the source of the text is always mandatory. Paraphrasing the work of another without proper author acknowledgment. Submitting as one's own original work (however freely given or purchased) the original exam, research paper, manuscript, report, computer file or other assignment that has been prepared by another individual.

6. Standards Addressed In ED 460  
CEC Standards:
1. Philosophical, Historical, and Legal Foundations of Special Education
K.1 Models, theories, and philosophies that provide the basis for special education practice.	.
K.2 Variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child family and schooling.
K.3 Issues in definition and identification procedures for individuals with
exceptional learning needs including individuals from culturally and/or
linguistically diverse backgrounds.
K.4 Assurances and due process rights related to assessment, eligibility, and placement.
K.5 Rights and responsibilities of parents, students, teachers, and other professionals, and schools as they relate to individuals with learning needs.  Articulate a personal philosophy of special education including its relationship with regular education. 
2. Characteristics of Learners
K.1 Similarities and differences among the cognitive, physical, cultural, and social, and emotional needs of individuals with and without exceptional learning needs.
K.2 Differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities.
K.3 Characteristics of normal, delayed, and disordered communication patterns of individuals with exceptional learning needs.
K.4 Effects an exceptional condition may have on an individual's life. K.5 Characteristics and effects of the cultural and environmental milieu of the child and the family including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse.
K.6 Effects of various medications on the educational, cognitive, physical, social, and emotional behavior of individuals with exceptionalities.
K.7 Educational implications of characteristics of various exceptionalities.
3. Communication and collaborative partnerships
K.4 Roles of individuals with exceptionalities, parents, teachers, and other school and community personnel in planning an individualized program.

Htsb Standards:
Standard 1 Focus on the Learner
A. Provides opportunities for students to take responsibility for their own
learning, shaping tasks and pursuing their own goals and aspirations.
B. Nurtures students' desire to learn and achieve.
C. Demonstrates concern and interest by taking time to listen and respond
to students.
D. Makes instructional decisions that consider students' physical, social, emotional and cognitive development.
Standard 3 Adapts to Learner Diversity
A. Develops rapport with all students.
B. Fosters an appreciation of human and cultural differences.
C. Helps every student achieve success.	.
D. Adapts instruction to students' differences in development, learning styles, strengths and needs.
E. Foster trust, respect and empathy among diverse learners.
Standard 4 Fosters Effective Communication in the Learning Environment 
A. Communicates openly with all students and others working in the learning environment,
E. Applies principles of language acquisition and development to the teaching of communication skills.
F. Fosters sensitivity to variations in meaning in verbal 

Syllabus will be adjusted to meet the needs of the class

Course Schedule

Week  1
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	

Week  2
Topic:

Introduction & Orientation	1/16/06     no class—Martin Luther King, jr. holiday	
	1/18/06   Preview Textbook	
	1/20/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	

MIDTERM QUIZ chapters 1,2,3,4,5.
Week  3
Topic:

Introduction & Orientation	1/23/06     Introductions, preview course syllabus	
	1/25/06   Preview Textbook	
	1/27/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	
Mental Retardation

Week  4
Topic:

Introduction & Orientation	1/30/06     Introductions, preview course syllabus	
	2/1/06   Preview Textbook	
	2/3/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	
10/24/05 Discuss Chapter 7
Session 8: 

Week  5
Topic:

Introduction & Orientation	2/6/06     Introductions, preview course syllabus	
	2/8/06   Preview Textbook	
	2/10/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	

Assignments: Read Chapter 8

Week  6
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	
10/31/05 Behavior Disorders and Emotional Disturbance Session 9: 
Week  7
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	
Papers: Selected Special Education Topics (Due on day of oral presentation)
Week  8
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	
Assignments: Read Chapter 9

11/7/05 Discuss Chapter 9
Week  9
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	
Week 10: Physical Impairments and Special Health Needs
Week  10
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	
Papers (cont.): Selected Special Education Topics (Due on day of oral presentation)
Week  11
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	

Week  12
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	
Assignments: Read Chapter 10

11/14/05 Discuss Chapter 10 Deafness and Hard of 
Week  13
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	
Assignments: Read Chapter 11
Week  14
Topic:

Introduction & Orientation	1/9/06     Introductions, preview course syllabus	
	1/11/06   Preview Textbook	
	1/13/06   Preview Assignments	
	Assignments:  Read Preface and chapter 1.
Paper due 1/18/06 ‘Why Is Special Education of Interest to you’ (2 pgs.) 	

11/21/05 Low Vision and Blindness
Week 12 Discuss Chapter 11
Assignments: Read Chapter 12, 13
Due: Second Journal Review

11/28/05 Discuss Chapter 12, 13
Week 13: Very-low Incidence Disabilities; Autism, Deaf-Blindness,
Traumatic Brain Injury

12/5/05 Discuss Education’s Role in the Delivery of Services/Inclusion
Week l4:  Review for Final
12/12/05 Week 15 Final Exam, Course Evaluation