Course Abstract Details
EDUC-130, Introduction to Special Education
EDUC-130, Introduction to Special Education, is a survey of the existing knowledge about disabling conditions and the implications of these differences for educational programming. The content includes an examination of the foundations of special education, gifted and talented conditions, the nature of sensorimotor exceptionalities, mental retardation, earning disabilities, and behavioral disorders. Current information concerning federal and state regulations in special education is provided, and the use of appropriate educational modifications and environmental adaptations is discussed. Prerequisite: Baccalaureate degree, or ECE-101 and 102, or EDUC-120 and 125. Three hours lecture each week. Three credits. Three billable hours. Undergraduate students enrolled in EDUC-130 must be concurrently enrolled in EDUC-131. The Introduction to Special Education course required by Carroll Community College is a necessary requirement of the College's A.A.T. degree, but is not sufficient to meet all special education or inclusion course requirements for four-year teacher education programs. Students may be required to take additional special education or inclusion courses as a part of the requirements for a baccalaureate degree and teacher education certification at four-year institutions. DIVERSITY/WORLD VIEW.
Course Objectives and Grading Information
Course Objectives: Upon completion of this course, students will be able to:
1. Define and trace the historical development of special education and relate to current practice. (GE 1, 2, 4, 7; Education PG 1, 2, 3/Early Childhood Education PG 1 )
2. Describe recent federal and state regulations pertaining to the rights and privileges of special education children. (GE 1, 2, 4, 7; Education PG 1, 2, 3/ Early Childhood Education PG 1)
3. List and explain the process for providing special education services and describe the various environments into which children are placed. (GE 1, 2, 7; Education PG 1, 2, 3/Early Childhood PG 1)
4. Describe and explain appropriate assessment and responsive curriculum for culturally diverse students. (GE 1, 2, 4, 5, 7; Education PG 1, 2, 3/Early Childhood PG 1,3)
5. Relate and effectively communicate with special education children and their parents. (GE 1, 2, 6, 7; Education PG 1, 2, 3/Early Childhood PG 1)
6. Define and explain educational approaches for the following special education categories: mental retardation, learning disabilities, emotional and behavioral disabilities, communication disorders, hearing loss, visual impairment, physical impairment, severe disabilities, and giftedness and talent.(GE 1, 2, 4, 7; Education PG 1, 2, 3/Early Childhood PG 1, 3)
7. Acquire qualities of open-mindedness, inquiry, and rational assessment of data. Teacher candidates will explore their roles in assessing and documenting children?s learning and evaluating progress in special education classrooms. (GE 1, 2, 3, 7; Education PG 1, 2, 3/Early Childhood PG 1, 3)
8. Possess the ability to think and express analytically, critically, and creatively. Teacher candidates will observe and participate in a special education field (EDUC 131) experience and be able to critique their work. (GE 1, 2, 3, 5, 7; Education PG 1, 2, 3/Early Childhood PG 1)
9. Seek to apply ethical principles to inquiry. Teacher candidates will explore the role of the instructor in working with special education children and maintaining confidentiality. (GE 1, 2, 7; Education PG 1, 2, 3/Early Childhood PG 1)
10. Adapt to the increasing integration of information technology by becoming familiar with technology available for use with special education populations. (GE 1, 2, 4, 7; Education PG 1, 2, 3/Early Childhood PG 1)
11. Develop communication skills in written and oral English as he/she reads the textbook and discuss concepts in class. Additionally, Teacher candidates will learn communication skills to use with parents of special education children.(GE 1, 7; Education PG 1, 2, 3/Early Childhood PG 1)
12. Develop an understanding of cultural and social diversity and unity. Teacher candidates will learn to adapt the classroom environment to the needs of special education children. (GE 1, 2, 5, 6, 7; Education PG 1, 2, 3/Early Childhood PG 1, 3)
13. Keep a "developmental portfolio" that will include reflections on their developing schema of the teaching profession. A portfolio activity will be completed for EDUC 130. (GE 1, 2, 5, 6, 7; Education PG 2, 3/Early Childhood PG 1).
Field Placements: All students are required to enroll in EDUC 131, Special Education Field Placement. Students in EDUC 131 will be assigned a 15-hour field placement in Carroll County Public Schools.
The abbreviations in parentheses represent Learning Goals which have been identified for this course and program of study: