Title

EDSP 250

Authors

Document Type

Course Change

Alternate Date

2007 - 2008

Abstract

KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: October 2007 SPONSORING PROGRAM AND CHAIR: Education, MS 2611 Chairs: Dottie Bauer (8-2864) and Len Fleischer (8-2846) PROPOSAL SPONSOR: Evie Gleckel and Nancy Lory on behalf of faculty teaching in the special education, early childhood, and elementary education certification options TITLE SUMMARY: EDSP 250 Context for Special Education (4 credits) PROPOSED ACTION: Underline proposed changes . Course Addition Description Change Prerequisite Change Course Deletion Course Replacement Number Change Title Change Credit Change EXISTING (OLD) DATA: PROPOSED (NEW) COURSE NUMBER: EDSP 250 PROPOSED (NEW) COURSE TITLE: CONTEXT FOR SPECIAL EDUCATION PROPOSED (NEW) COURSE DESCRIPTION: Historical perspectives, trends, impact of legislation and school contexts on the evolving and changing field of special education; learning theory, styles, and differences including language psychological processing; underlying principles of curriculum accommodations and modifications. Prerequisite: EDSP 202 or EDSP 333. LEARNING OUTCOMES: CEC has identified 10 categories of standards for the Beginning Special Educator. Objectives for this course are organized around each of the ten areas. 1.  Understand the models, theories, and philosophies that form the basis for special education practice. Foundations  Explore issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.  Have an introduction of the issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services.  Historical points of view and contribution of culturally diverse groups.  Understand the models, theories, and philosophies that form the basis for special education practice.  Understand the relationship of special education to the organization and function of educational agencies.  Understand the rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. 2.  Be able to explain the educational implications of characteristics of various exceptionalities. Development and Characteristics of Learners  Understand a learning model that explains the similarities and differences among individuals with exceptional learning needs.  Be able to describe the effects of various medications on individuals with ADHD. 3.  Understand the effects an exceptional condition(s) can have on an individual’s life. Individual Learning Differences  Be able to describe and apply a model of understanding differing ways of learning by individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences. 4.  Research strategies to facilitate integration into various settings. Instructional Strategies  Understand how to teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs.  Research ways to select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. 5.  Understand the social and emotional demands of learning environments and their impact on a student's self-concept, interactions with others, and approach to learning. Learning Environments and Social Interactions 6.  Understand the complex relationship between receptive and expressive language and the impact on reading, writing, and mathematics Language  Be familiar with assistive technology for reading and writing. 7.  Understand theories and research that form the basis of curriculum development and instructional practice. Instructional Planning  Explore the scope and sequences of general and special curricula.  Know how to use state and local curricula standards in curriculum planning for student with special needs. 8.  Be able to use the use the basic terminology used in assessment. Assessment  Understand the assessment process including screening, pre-referral, referral, and classification procedures. 9.  Become aware of how personal cultural biases and differences that affect one’s teaching. Professional and Ethical Practice  Explore issues about the importance of the teacher serving as a model for individuals with exceptional learning needs.  Develop research skills that set the stage for a continuum of lifelong professional development.  Explore professional journals and website that have current research-validated methods and practice. 10.  Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. Collaboration  Maintain confidential communication about individuals with exceptional learning needs.  Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. RATIONALE: The prefix change is part of the Education Department’s redesign and move to a 4-credit model. The scope and the sequence of the course will be similar to the previous SPED 301 course with additional attention devoted to portfolio development for students, language development, the role of the elementary, middle school, and secondary special education teacher, and transition for students from high school to post-secondary environments. RESOURCES: Who will teach this course: Is additional staffing needed? How often will the course be offered? The course will be offered every semester with existing resources What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently? No additional resources needed at present. ADVISORY OPINIONS: Education Secondary Education Option(s)

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

EDSP 250

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