EDUA 231 Introduction to Special Education

This course is a survey of assessment procedures for determining eligibility and identifying the educational needs and services of students (K-12) requiring an individual education plan within the established categories of exceptionality.

Credits

3 Credits

Semester Contact Hours Lecture

45

Semester Contact Hours Lab

135

EDUA 231Introduction to Special Education

Please note: This is not a course syllabus. A course syllabus is unique to a particular section of a course by instructor. This curriculum guide provides general information about a course.

I. General Information

Department

II. Course Specification

Course Type

Program Requirement

Credit Hours Narrative

3 Credits

Semester Contact Hours Lecture

45

Semester Contact Hours Lab

135

Repeatable

No

III. Catalog Course Description

This course is a survey of assessment procedures for determining eligibility and identifying the educational needs and services of students (K-12) requiring an individual education plan within the established categories of exceptionality.

IV. Student Learning Outcomes

Upon completion of this course, a student will be able to:

  • Identify and explain risk factors in development.
  • Discuss risk factors related to exceptionalities in early childhood.
  • Examine issues relating to families who include a child(ren) with disabilities.
  • Describe the definition of a learning disability.
  • Describe how the learning characteristics of individuals with learning disabilities affect academic performance in academic areas.
  • Explain the most effective approaches for presenting information to students with learning disabilities.
  • Describe the federal definition of intellectual disabilities.
  • Describe the role of adaptive behavior in the definition of intellectual disabilities.
  • Describe teaching methods and materials that can be used to help students with intellectual disabilities achieve their learning potential.
  • Explain how behavior disorders are defined and classified.
  • Identify strategies that can be used to assist students in managing their behavior.
  • Identify instructional strategies found to be effective with students who have behavioral disorders.
  • Articulate the definitions of communication, language, and speech, and the relationships among those terms.
  • Define and describe the major categories of speech disorders in school-age children.
  • Define and describe language impairment in school-age children, and its relationship to learning.
  • Describe an array of teaching strategies for children with communication disorders.
  • Discuss the roles of members of the interdisciplinary team working with the student with communication disorders.
  • Explain how people hear.
  • Describe the federal definition of hearing impairment.
  • List the major types of hearing loss.
  • Describe the communication options available for people who are deaf.
  • Identify the supports that a student with hearing loss needs in the general education classroom.
  • Articulate the legal and educational definitions of blindness and low vision.
  • Describe how we see.
  • List the major types of visual impairments in children.
  • Identify how education for students with visual impairments should be different from that of sighted children, and how it should be the same.
  • Describe teaching strategies, accommodations, and assistive technology supports that can be used with students with visual impairments.
  • Describe the characteristics of Autism Spectrum Disorder (ASD), including social communication challenges, repetitive behaviors, and sensory sensitivities.
  • Explain how individuals with ASD may experience challenges in educational settings.
  • Identify strategies for supporting students with ASD in the classroom, including the use of visual supports and structured routines.

V. Topical Outline (Course Content)

VI. Delivery Methodologies