Textbook: No textbook required! However, I would like you all to purchase Clock Watchers by Stevi Quate and John McDermott. It can be found in book stores and on Amazon for $22. Please have by the second week of class.
This course is designed to sensitize educators to the need for effective educational programming for exceptional children. It explores the legal basis of P.L. 94-142 and its amendments for working with handicapped children in regular educational programs. An overview of the area of special education and it implications for teaching and learning constitutes the framework for the emphasis of this course. Special attention is given to the characteristics and needs of minority handicapped students.
- Identify the general characteristics of individuals with learning disabilities, speech/language impairments, hearing impairments, physical and health disabilities, emotional and behavioral disorders, mental impairments, visual impairments, and students considered gifted and/or talented.
- Describe the implications of special needs and disabilities upon teaching, learning and the educational environment.
- Identify appropriate materials, instructional approaches, and adaptations that accommodate special needs in a heterogeneous classroom.
- Explain the historical and legal evolution of providing education for individuals with special needs.
- Identify elements of effective inclusion, early intervention, and transition services as related to education.
- Describe the procedures for identification, assessment, eligibility, and placement of students with special needs.
- Discuss the concept of least restrictive environment.
- Describe the range or resources, support services, and technological assistance available for students with special needs.
- Discuss current research findings related to special education.
- Describe the legal rights and responsibilities of schools, parents, students, teachers, and other professionals related to the education of students with special needs.
- Explain the Individualized Education Plan (IEP) and other plans relevant to students with special needs.
1. A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
2. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
3. A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
4. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing.
5. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner
6. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.