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Students with Disabilities in School

I.     Course Prefix/Number: EDN 280

       Course Name: Students with Disabilities in School

       Credits: 3 (3 lecture; 0 lab)

II.    Prerequisite

EDN 101 and PSY 201.

III.   Course (Catalog) Description

Course surveys historical, philosophical and legal foundations of K-12 special education.  Content includes overview of the characteristics of individuals with disabilities, programs that serve them under the Individuals with Disabilities Education Act, and diversity of the populations of individuals with disabilities.  20-hour field experience included.

IV.   Learning Objectives

(Based on the Illinois Professional Teaching Standards (IPTS):

There are two levels that correspond to the standards/indicators identified below:

Introduced: Concepts/materials are covered at a beginning level of knowledge and/or skill.
Met: Concepts/materials are covered at a proficient level of knowledge and/or skill.

11F. Is familiar with the rights of students with disabilities.

1E. Understands how a student’s disability affects processes of inquiry and influences patterns of learning.
2A. Understands how students construct knowledge, acquire skills, and develop habits of mind.
2B. Understands that students’ physical, social, emotional, ethical, and cognitive development influences learning.
2C. Understands human development, learning theory, neural science, and the ranges of individual variation within each domain.
2F. Knows the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication processes.
3A. Understands the areas of exceptionality in learning as defined I the Individual with Disabilities Act (IDEA) and the Illinois Administrative Code.
3C. Understands how students’ learning is influenced by individual experiences, talents, and prior learning as well as language, culture, family, and community values.
3F. Understands personal cultural perspectives and biases and their effect on one’s learning. 
5E. Knows procedures for inventorying the instructional environment to determine when and how best to meet a student’s individual needs. (partially introduced)
5F. Knows applicable laws, rules and regulations, procedural safeguards, and ethical considerations regarding planning and implementing behavioral change programs for individuals with disabilities. (partially introduced)
5G. Knows strategies for intervening in situations to prevent crises from developing or escalating. (partially introduced)
5H. Knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics. (partially introduced)
6B. Understands principles and techniques, along with advantages and limitation, associated with various instructional strategies. (partially introduced)
6E. Knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with disabilities and/or diverse learning characteristics. (partially introduced)
8F. Knows legal provisions, regulations, and guidelines regarding assessment and inclusion in statewide assessments) of individuals with disabilities.
8G. Knows methods for monitoring progess of individuals with disabilities. (partially introduced)
8H. Knows strategies that consider the influence of diversity and disability on assessment, eligibility, programming, and placement of students with disabilities. (partially introduced)
9D. Understands the collaborative process. (partially introduced)
9E. Understands collaborative skills which are necessary to carry out the collaborative process. (partially introduced)
9F. Understands concerns of parents of individuals with disabilities and knows appropriate strategies to collaborate with parents in addressing these concerns.
9G. Understands roles of individuals with disabilities, parents, teachers, and other school and community personnel in planning individualized education programs for students with disabilities.
10A. Understands that reflection is an integral part of professional growth and improvement of instruction. 
10D. Understands teachers’ attitudes and behaviors that positively or negatively influence behavior of individuals with disabilities.
11D. Understands legal issues in education.
11G. Knows the roles and responsibilities of teachers, parents, students, and other professionals related to special education.
11H. Knows identification and referral procedures for students with disabilities.


3N. Demonstrates positive regard for the culture, religion, gender, sexual orientation, and varying abilities of individual students and their families.
7J. Practices effective listening, conflict resolution, and group facilitation skills as a team member.
10I. Assesses his or her needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources.
11J. Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives. (partially introduced)
11K. Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families. (partially introduced)
11O. Demonstrates commitment to developing the highest educational and quality-of-life potential of individuals with disabilities.
11P. Demonstrates positive regard for the culture, religion, gender, and sexual orientation of individual students and their families.
11Q. Promotes and maintains a high level of integrity in the practice of the profession.

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

I.    What is a Disability?
A.    Classification and Labeling
II.    Perspectives
A.    History
B.    Philosophy
C.    Families
D.    Cultural Diversity
III.    Litigation and Legislation
A.    IDEA
B.    Legal Terms
IV.    Characteristics and Impact of Disabilities in Learning, Communication, and Behavior
A.    Categories of Disabilities
• Learning Disability
• Autism
• Traumatic Brain Injury
• Speech Communication
• Deaf/Blind
• Physical Disability
• Mental Retardation
• Blind and Visually Impaired
• Deaf and Hard of Hearing
• Emotional Disturbance
• Other Health Impaired
• Multiple Disability
• Severe Disability
V.    Students with Disabilities in a General Education Class
VI.    Eligibility, Referral and Continuum of Services
VII.    Roles, Responsibilities, and Ethics

VII.  Methods of Instruction

The course will include lecture when necessary to clarify initial content; however, more generally this course will consist of student small groups, student discussions, student presentations, and student debates.
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

Students are expected to have completed the assigned readings and/or other assignments BEFORE coming to class.  In addition, you are expected to participate in the group work and writing assignments assigned as part of the class session.  All work is due on time.

This course relies on the student’s ability to read and understand college-level text material.  Students will be required to write for this class the equivalent of 12-15 typed pages of material that will be graded.  This writing may take the form of a research or term paper, summaries of journal articles, and/or a series of shorter, analytical papers.

This course also relies on the student’s ability to use technology, such as e-mail, Internet search engines, library databases and presentation software.  All students must have a functioning e-mail address for this class. 

Students are expected to submit college-level writing that is free from typographical, spelling, and grammatical errors. All written work should be typed, doubled-spaced, using 10 or 12 point normal fonts (Arial, Times New Roman), and have 1-inch top and bottom margins, and 1.25-inch left and right margins.

In order to create a safe and healthy learning environment for all students in the class, it is important that you treat your fellow students and your instructor with respect and consideration.  Disruptive and/or disrespectful behavior can result in removal from the class and possible dismissal from the college.

Cell phones, beepers, and other disruptive communication devices are not allowed to be on during class.  Please remember to turn them off when entering the room.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Varies by instructor.

X.    Methods of Evaluating Student Progress

(suggested – but must include field experience and the equivalent of 12-15 typed pages of graded material):

Field Experience
The 20 hour field placement offers a practical application of classroom learning and an opportunity to gather insights into a chosen career. It is an integral part of the course.  Failure to complete all hours during the semester will result in failure of the course.

Reflection Journal
Each student will write an 8 page reflection journal on the field experience.  Specific guiding questions will be given out in class.

Individual Presentation
Each student will give a ten minute PowerPoint presentation on the field experience that demonstrates her/his knowledge of, understanding about, and attitude towards students with disabilities in the classroom, as well as technological skills.

Case Studies
Case studies will be presented and analyzed by small groups in class.

Research Paper
Each student will write a 5 page research paper on a particular disability.

Group Presentation
Students will be placed in small groups in order to prepare a presentation on various legal aspects of special education.

Each student will interview a teacher and a parent of a student with a disability regarding their experiences with and views of students with disabilities in the classroom.  Insights gained from these interviews must be included in the reflection journal.

There will be in-class multiple choice and short answer exams on the units of the textbook.

XI.   Other Course Information

A .A proposed philosophy of social justice for working with individuals with exceptionalities adapted from TASH will be presented in this course: “Teachers should use innovative educational strategies, cutting-edge research, and support grassroots, personal and collaborative advocacy for people with disabilities.”  (  Described by many as pioneers of social change for persons with disabilities who have been underserved and undervalued in our society, the members of TASH are strong advocates of people who have traditionally been denied access to education, work, and community living.

B. This course contributes to the fulfillment of the Illinois Professional Teaching Standards, Core Language Arts Standards, and Core Technology Standards.
p = partially introduced

IPTS Core Language Arts Core Technology

1E, 2A, 2B, 2C, 2F, 3A, 3C, 3F, 5E (p), 5F (p), 5G (p), 5H (p), 6B (p), 6E (p), 8F, 8G (p), 8H (p), 9D (p), 9E (p), 9F, 9G, 10A, 10D, 11D, 11G, 11H

7J, 3N, 10I, 11J (p), 11K (p), 11O, 11P, 11Q



Assessment/ Artifacts

Case studies
Field experience
Group presentation
Individual presentation
Reflection journal
Research paper

2A, 3B (p)

2C, 2D, 2E, 2F, 2H

Assessment/ Artifacts

Case studies
Group presentation
Individual presentation
Reflection journal
Research paper Introduced

2A (p), 2H

2C (p), 2D (p), 2F (p), 7G

Assessment/ Artifacts

Group Presentation
Individual presentation
Research paper

If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.