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Viewing: ECI 585 : Education of Children with Exceptionalities

Last approved: Tue, 30 Aug 2016 08:00:58 GMT

Last edit: Tue, 30 Aug 2016 08:00:58 GMT

Change Type
Major
ECI (Curriculum and Instruction)
585
006685
Dual-Level Course
No
Cross-listed Course
No
Education of Children with Exceptionalities
Educ Child Exceptional
College of Education
Curriculum, Instruction & Counselor (13ECI)
Term Offering
Fall and Spring
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Distance Education (DELTA)
Online (Internet)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Edward J. Sabornie, Ph.D.
Professor
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC2020Yesduring the fall '15 semester there were 20+ students in the course
Prerequisite: 9 hours of ED or PSY
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
?Special Education M.Ed.Required
?Special Education MATRequired
?Special Education Graduate CertificateRequired
Introduction to field of special education. Focus on historical overview, definitions and terminology in basic areas of exceptionality; etiological factors in exceptionality; developmental and learning characteristics of each area of exceptionality;and educational settings and strategies employed in special education including Multi-Tiered Systems of Support and Positive Behavior Intervention and Support. Review of current educational laws and policies affecting special education.

The very slight name change is in keeping with the long-held, appropriate manner in which to refer to persons with exceptionalities using "person first" terminology. That is, instead of saying "exceptional children," the appropriate, person first way of saying the same thing is "children with exceptionalities." Secondly, with the current influence of Multi-Tiered Systems of Support (MTSS) in K-12 schools and classrooms (including Response to Intervention--RtI, and Positive Behavior Intervention and Support--PBIS), students need to know more about the role that MTSS plays in effective instruction of all students with exceptionalities. 


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

The purpose of ECI 585 is to improve understanding of special education for students with education disabilities. This course will address various categories of education disability in overview. There will be emphasis on issues of particular relevance to the education of students in these disability categories: Emotional Disability, Specific Learning Disability, Intellectual Disability (mild to moderate degrees), Other Health Impairment (attention, activity level, and impulsivity problems), and Autism Spectrum Disorder (high functioning form).

1. State and define important terms and concepts in educating students with education disabilities.


2. Describe some teaching practices for improving the learning, behavior, and other functioning of students with disabilities.


3. State and describe each of the categories of “individuals with disabilities” from a U.S. federal perspective and “children with disabilities” from the NC perspective.


4. State important controversies and problems in special education.


5. Describe multicultural issues as they relate to educating students with disabilities.


6. State and explain foundations of special education in terms of legal and political events, and knowledge from psychology, medicine, and other disciplines.


7. State, explain, and defend a philosophy for educating students with disabilities.


8. Describe educational, psychological, and other key characteristics common in each category of disability.


Student Learning Outcomes

1. State and define important terms and concepts in educating students with education disabilities.


2. Describe some teaching practices for improving the learning, behavior, and other functioning of students with disabilities.


3. State and describe each of the categories of “individuals with disabilities” from a U.S. federal perspective and “children with disabilities” from the NC perspective.


4. State important controversies and problems in special education.


5. Describe multicultural issues as they relate to educating students with disabilities.


6. State and explain foundations of special education in terms of legal and political events, and knowledge from psychology, medicine, and other disciplines.


7. State, explain, and defend a philosophy for educating students with disabilities.


8. Describe educational, psychological, and other key characteristics common in each category of disability.


Evaluation MethodWeighting/Points for EachDetails
Test20 pointsFour Text Chapter Responses Assignments -5 points each
Quizzes40 pointsFour Quizzes on assigned chapters of Text: Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2012). Exceptional learners (12th or 13th ed). Boston: Allyn and Bacon.(HK&P). 10 points each
Participation20 points4 Chapter Responses: Contribute to class activities, participate in online discussions, raise and respond to questions about readings, work on class activities. 5 points each
Written Assignment20 points2 Reading Reports - 10 points each
Written Assignment15 pointsIntervention Report Assignment
Oral Presentation20 points2 IRIS Module Assignments, 10 points each
Final Exam30 pointsFinal Exam
TopicTime Devoted to Each TopicActivity
Overview of ECI 5851 weekOnline introductions, website review.
HK&P Chap 1 Exceptionality & Special Education.2 weekText Chapter Response
HK&P Chap 2 Current Practices. Collier-Meek Additional Reading3 weekReading Report
HK&P 3 Multi-Culturalism and Bi-Lingualism 4 weekQuiz
HK&P Chap 5 Intellectual & Developmental Disabilities5 week On line discussion forum
HK&P Chap 6 Learning Disabilities. IRIS Mod (A) Universal Design for Learning. 6 weekIRIS Mod Assignment: UDL
HK&P Chap 7 Attention Deficit Hyperactivity Disorder.7 weekQuiz
HK&P Chap 8 Emotional and Behavioral Disorders. 8 weekDiscussion TCR
HK&P Chap 9 Autism Spectrum Disorders. 9 weekIntervention Report Assignment. Written Report
HK&P Chap 10 Communication Disorders. 10 weekQuiz
HK&P Chap 11 Deaf or Hard of Hearing. 11 weekDiscussion, TCR
HK&P Chap 12 Blindness or Low Vision. Kamps et al Additional Reading 12 weekReading Report on CWPT
HK&P Chap 13 Low Incidence, Multiple, & Severe. 13 weekQuiz
HK&P Chap 14 Physical Disabilities and OHI. 14 weekDiscussion, TCR
Multi-Tier System of Supports: Putting It All Together.15 weekIRIS Mod B Assignment: RTI Assessment
Final Exam16 weekFinal Exam
mlnosbis 8/2/2016: No overlapping courses. No consultation required. Syllabus should include item #14 from the Graduate Course Syllabus Checklist regarding NC State Policies, Rules, and Regulations.

Syllabus has been updated.

ABGS Reviewer Comments:
-None
mmmartin (Tue, 15 Mar 2016 18:57:07 GMT): Rollback to Ed Sabornie. Please update CIM with revised syllabus information. Load revised syllabus.
mmmartin (Tue, 15 Mar 2016 18:59:09 GMT): Rollback: update CIM with updated syllabus info and load revised syllabus into CIM. Susan Osborne has edits.
mlnosbis (Tue, 29 Mar 2016 13:35:12 GMT): This is not a minor action because the learning outcomes are affected. Please provide all required information.
Key: 1647