EDUC 232 - Introduction to Special Education

3 Credits: (3 lecture)

Course Description
This course provides a survey of current knowledge on individuals with exceptionalities across the lifespan. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, assessment, and support services of/for individuals with high and low incidence disabilities ranging from mild to severe levels of varying exceptionalities. Students must conduct a minimum of ten hours of observation in a PreK-12 setting and reflect upon their experiences.

Text
Turnbull, A. A., & Turnbull, H. R. (2016). Exceptional lives: Special education in today’s schools (8th ed.). Upper Saddle River, NJ: Pearson. 

Gibb, G. S., & Dyches, T. T. (2022). IEPs: Writing quality individualized education programs. (4th ed.) Upper Saddle River, NJ: Pearson.  

Objectives
The student will be able to: 

A. Discuss the definitions, prevalence, and behavioral characteristics of the major categories of high and low incidence exceptionalities as identified by the Individuals with Disabilities Education Improvement Act (IDEIA). 

B. Identify the roles of parents and families in the education of persons with disabilities, including advocacy and legal rights. 

C. Apply knowledge of the laws that govern special education. 

D. Describe the role (including collaboration) of each participant in the referral, assessment, and Individual Education Program (IEP) process. 

E. Evaluate an understanding of creating safe, inclusive culturally responsive learning environments for students with exceptionalities. 

F. Discuss the application of the Multi-Tier System of Supports (MTSS). 

G. Select evidence-based general and specialized curricula to individualize instruction for students with exceptionalities. 

H. Examine one’s personal philosophy of education and pedagogy, as guided by observation experiences.   

 

Content
A. Historical development of the field of special education including legislation and litigation 

B. Neurological, physical, emotional, and cognitive exceptionalities 

C. Legal rights of individuals with atypical needs 

D. Assessment of individuals with atypical needs 

E. Least restrictive environments 

F. Inclusive and collaborative practices 

G. Framework of support for individuals with atypical needs 

Student Evaluation
A. Exams, quizzes, assignments, reflection journals addressing observation hours 

B. Exams, quizzes, assignments, reflection journals addressing observation hours 

C. Exams, quizzes, assignments 

D. Exams, quizzes, assignments 

E. Exams, quizzes, reflection journals addressing observation hours 

F. Exams, quizzes, assignments, reflection journals addressing observation hours 

G. Exams, quizzes, assignments, lesson plans, reflection journals addressing observation hours 

H. Reflection journals addressing observation hours Bibliography
Cook, R. E., & Kleen, M. D. (2016). Adapting early childhood curricula for children. Upper Saddle River, NJ: Pearson. 

Dicker, L. A., & Hines, R. Strategies for teaching content effectively in the inclusive secondary classroom. Upper Saddle River, NJ: Pearson. 

Gallagher, J. J., & Kirk, S. A. (2015). Educating exceptional children. Stamford, CT:  Cengage Learning. 

Kampwerth, T. J., & Powers, K. M. (2015). Collaborative consultation in the schools: Effective practices for students with learning and behavior problems. Upper Saddle River, NJ: Pearson.  

Overton, T. (2015). Assessing learners with special needs: An applied approach.  Upper Saddle River, NJ: Pearson. 

Salend, S. J. (2016). Creating inclusive classrooms:  Effective, differentiated, and reflective practices. Upper Saddle River, NJ: Pearson. 

Yell, M. L. (2012). The law and special education. Upper Saddle River, NJ: Pearson.