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.
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
II. Course Specification
Course Type
Program Requirement
Credit Hours Narrative
3 Credits
Semester Contact Hours Lecture
45
Semester Contact Hours Lab
135
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