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, 10:00-11:30 p.m.
Cell: 434-409-6036						Wednesday 10:00-11:30p.m				
E-mail:msmith2@Chaminade.edu		 and by appointment

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, CEC 1, 2,3,4,7; HTSB 5.
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.  CEC  9,10; HTSB 10.

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. CEC 2, 3; HTSB 3, 7.

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. CEC 9,10; HTSB 1, 6.

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. CEC 1, 7, 9, 10; HTSB 1, 3, 0.

6.  Students will demonstrate an understanding of the issues of mainstreaming, Integration and inclusion as they relate to the delivery of special education. CEC1, 7, 10; HTSB 5,10.
7.  Students will demonstrate an understanding of the effects of exceptional conditions on an individual's education and be able to adapt instruction to students’ differences in development, learning differences and styles. CEC 1,2,3,4,6,7; HTSB1, 2, 3.

8. Students will become familiar with multicultural and bilingual special education and the issues in this field. CEC 1, 3; HTSB 3,9.

9. Students will observe in person or on video children with different exceptionalities and note differences in communication patterns.CEC3, 6; HTSB 4.

10. Students will use a variety of appropriate assessment strategies to enhance knowledge of learners and appropriately modified teaching and learning strategies. CEC 2, 8; HTSB 9.

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 

I. 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.
!!. Requirements:
•	Attendance and active participation in each class.
•	Short 1-2 page paper on Why Special Education Is of Interest to You
•	Written paper of 6-8 pages on disabilityand oral presentation to class- THIS ASSIGNMENT WILL GIVE STUDENTS THE OPPORTUNITY TO DEMONSTRATE A THOROUGH INVESTIGATION OF THE ETIOLOGY, FORMAL AND INFORMAL ASSESSMENTS, TEACHING STRATEGIES, INTERVENTIONS, AND SUPPORTS USED FOR STUDENTS WITH ONE CATEGORY OF EXCEPTIONALITY. CHOOSE AND RESEARCH ONE AREA OF EXCEPTIONALITY DISCUSSED IN CLASS. THOROUGHLY DISCUSS ALL THE AREAS ADDRESSED ABOVE, AND INCLUDE YOUR IDEAS ON THE MOST SIGNIFICANT CONTRIBUTIONS AND SALIENT ISSUES IN THE FIELD. INCLUDE 2-3 OTHER REFERENCES TO RESEARCH, READINGS, AND/OR INTERNET RESEARCH SOURCES OTHER THAN THE TEXT USED FOR THE COURSE. PAPER SHOULD BE IN APA FORMAT, 6-8 PAGES LONG. ATTACHED RUBRIC WILL BE USED IN GRADING.
•	Resource Manual containing 5-6 research validated practices for each of the 12 disability categories	. Template will be provided. Besides using the textbook for practices, students will research in journals and/or on the internet and find at least one additional practice for each disability. This should be posted on WebCT for all to consider. appropriate websites for various disability categories are located in the back of each chapter.
 
!!!. Grading																	points

Attendance and stellar participation in each class*								30
Why Special Education Is of Interest to me (1-2 pages)							10					
Resource Manual on Strategies/Accommodations (12)		                                 24		
 	(include differentiated lesson plan for G/T)									16
Presentation & paper on special education topic								20
Total																	  	            100

Grading Scale:
A  91-100
B   81-90
C  71-80 

IV. 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.

V. 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.

Syllabus will be adjusted to meet the needs of the class

Spring 2006 Schedule

Week 1:
Topic:
Introduction &
Orientation	1/9/06  Introductions, preview course syllabus	
	1/11/06  Preview textbook, Web CT	
	1/13/06  Review Assignments, APA	
	Assignments: Read preface and chapter 1. Paper due: 1/20/06
 ‘How does special education pertain to you?’	
‘

Week 2:
Topic:
History of Special
Education	1/16/06  no class- Martin Luther King Holiday	
	1/18/06  discuss chapter 1	
	1/20/06  IDEA , Personal Sped paper due	
	Assignment: Read chapter 2	

Week 3:
Topic:
Individualized Special Education
Programs	1/23/06  IEP Process	
	1/25/06  IEP components, LRE, FBA	
	1/27/06  IFSP, CMB	
	Assignment: Read chapter 3	

Week 4:
Topic:
Multicultural &
Bilingual
Education	1/30/06  Culturally Diverse Students	
	2/1/06   Why are they at-risk?	
	2/3/06  Strategies to Assist ESLL Students*	
	Assignment: Read chapter 4	

Week 5:
Topic:
Learning 
Disabilities	2/6/06  Characteristics of LD students*	
	2/8/06  Video 	
	2/10/06 Video, Issues with identification, remedial options	
	Assignment: Read chapter 5	

Week 6:
Topic:
Speech &
Language 
Impairments	2/13/06  Strategies to assist LD students	
	2/15/06  Speech vs. Language impairments	
	2/17/06 Language delays, impairments	
	Assignment: Review chapter 5	

Week 7:
Topic:
Case Studies	2/20/06  no class- President’s Day	
	2/22/06  Group work- case study	
	2/24/06  Strategies to enhance language development*	
	Assignment: Read chapter 6	

Week 8:
 Topic:
Mental Retardation	2/27/06  Components of 2002 AAMR definition	
	3/1/06  Causes and categories, questions on page 186 due 	
	3/3/06  Specialized instructional approaches*	
	Assignment: Read chapter 7	

Week 9:
Topic:
Gifted &
Talented
	3/6/06  Definition of Gifted, Talented*	
	3/8/06  Controversy, groups that are underrepresented	
	3/10/06  Differentiation, meeting needs in the regular ed classroom	
	Assignment: Read chapter 8, construct a ‘differentiated’ lesson plan based on Hawaii Standards  to accommodate high-end learners	

Week 10:
Topic:
Emotional & 
Behavioral
Disorders	3/13/06  Emotional disabilities/behavioral challenges*	
	3/15/06  ADHD*	
	3/17/06  Strategies to assist ADHD students	
	Assignments: Read chapter 9	

Week 11:
Topic: Physical Impairments &
Special Health 
Issues
	3/2706  Neuromotor Impairments	
	3/29/06  Muscular/skeletal conditions	
	3/31/06 No Class	
	Assignment: Read chapter 10,11	

Week 12:
Topic: Deafness
& Hard of Hearing,
Low Vision &
Blindness	4/3/06 Guest speaker- Teacher of hearing impaired students	
	4/5/06  Web Ct assignment	
	4/7/06  Strategies for students with hearing impairments*, visual impairments*/Web CT assignments	
	Assignments:; Read chapter13, 12	

Week 13:
Topic: Multiple-
Severe disabilities
& TBI 
(chapter 13)	4/10/06 Multiple disabilities*	
	4/12/06 TBI	
	4/14/06 no class- Good Friday 	

Week 14:
Topic: Autism 
Spectrum 
Disorder
(chapter 12)	4/17/06  Autism Spectrum Disorders*	
	4/19/06  Different Types of ASD, i.e., Asperger’s Syndrome*	
	4/21/06  TEACCH strategies	

Week 15:
Topic: Inclusion
	4/24/06  Why?	
	4/26/06  When?	
	4/28/06  How?