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Standard |
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R State Standard £ Institutionally Developed College: NA |
Course Description |
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This course provides for the development of knowledge and skills that will enable the student to understand individuals with special needs and appropriately guide their development. Special emphasis is placed on acquainting the student with programs and community resources that serve families with children with special needs. Topics include inclusion/least restrictive environment (LRE), physical disabilities and health disorders, intellectual exceptionalities, social/emotional disorders, and community resources. |
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Competency Areas |
Hours |
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Inclusion/Least Restrictive Environment (LRE) |
Class |
5 |
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Physical Disabilities and Health Disorders |
D. Lab |
0 |
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Intellectual Exceptionalities |
P. Lab/O.B.I. |
0 |
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Social/Emotional Disorders |
Credit |
5 |
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Community Resources |
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Prerequisite: |
ECE 1030 |
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Course Guide |
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Competency |
After completing this section, the student will: |
Hours |
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Class |
D.Lab |
P.Lab/ O.B.I. |
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INCLUSION/LEAST RESTRICTIVE ENVIRONMENT (LRE) |
11 |
0 |
0 |
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Laws and regulations |
Identify laws and regulations regarding individuals with special needs, including a review of legislation and regulations. |
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Teacher’s role |
Define the teacher’s role in working with individuals with special
needs. |
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Attitudes |
Identify examples of changes in societal attitudes toward individuals
with special needs, including examples of people-first language. |
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Individual Education Plans (IEP) and Individual Family Service Plans
(IFSP) |
Describe the formation of these plans and the importance of
implementing such plans. |
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Assistive technologies |
Explore assistive technologies and their use in inclusive settings. |
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12 |
0 |
0 |
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Vision, hearing, motor, and/or speech impairments; |
Identify presenting symptoms of varying physical disabilities. |
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Modify teaching techniques/classroom organization to accommodate physical disabilities. |
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INTELLECTUAL EXCEPTIONALITIES |
12 |
0 |
0 |
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Identify characteristics and modify teaching techniques to accommodate persons with intellectual exceptionalities. |
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SOCIAL/EMOTIONAL DISORDERS |
12 |
0 |
0 |
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Identify characteristics of persons with social/emotional disorders. |
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Modify traditional teaching techniques to accommodate persons with social/emotional disorders. |
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COMMUNITY RESOURCES |
3 |
0 |
0 |
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Develop a resource file of community agencies and support groups for students with physical disabilities and health disorders; intellectual exceptionalities; and social emotional disorders. |
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Suggested Resources |
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Media |
Note: Please adhere to the APA Formatting
and Style Guidelines. Duncan, G.J., & Brooks-Gunn, J.
(Eds.). (1997). Consequences of growing
up poor. New York: Russell Sage Foundation. |
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Text |
Bowe, F. (2008). Early Childhood Special Education, Birth to Eight. Albany,
NY, Delmar |
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Hallahan, Kauffman and Pullen. (2008). Exceptional
Learners. Allyn and Bacon |
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Herr, J. (1997). Working with young children. South
Holland, IL, Goodheart-Wilcox |
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Herr, J. (1995). Mastering CDA competencies. South
Holland, IL, Goodheart-Wilcox |
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Phillips, C.B. (1991). Essentials for child development associates. Washington,
DC, Council for Early Childhood Professional Recognition |
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Raver. (2009). Early Childhood Special Education,
0-8: Strategies for positive outcomes, Allyn and
Bacon |
Posted: 01/06/09