Instructor: Deanna
(Dedee) Goldsmith
Cell Phone:
847-867-1209
I will answer calls from
8:00am-8:00pm, please do not hesitate to use this number.
E-mail:dgoldsmi@oakton.edu
Website:http://oakton.edu/~dgoldsmi
I. Course
Prefix
Course Number
Course
Name
Credit
Lecture Lab
ECE
180
The Exceptional
Child
3
3
0
II. Course Prerequisite
ECE 102 with a minimum grade of C or consent of instructor or
department
chair.
III. Course Description
Course provides an overview of exceptionalities in development.
Content includes federal and state laws, characteristics and etiologies
of mental retardation, learning disabilities, emotional disturbance;
speech
and language disorders, hearing and vision impairments, physical
disabilities,
and giftedness. Field observations required.
IV. Learning Objectives:
At the conclusion of the course, students who satisfactorily complete all work will be able to:
A. Demonstrate knowledge of the causes & characteristics of the following categories of exceptionality: mental retardation, learning disabilities, emotional disorders, speech & language disorders, hearing impairment, physical handicaps, and giftedness.
B. Demonstrate knowledge of PL 94-142, school code – Articles 21-2a and ADA & other related current laws, policies and issues, (labeling, student placement & parental & teacher attitudes).
C. Demonstrate an understanding of inclusion, early intervention, Individual Educational Plan, Individual Family Service Plan, and the effect on children, families and society.
D. Utilize resources to support the exceptional populations. These resources include libraries, journals, parent organizations, community agencies & educational/recreational facilities.
E. Demonstrate an awareness of the needs of children who are not diagnosed or labeled as exceptional but in some area of development they do not function within a normal or typical range.
In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and the Early Childhood Content Standards as put forth by the Illinois State Board of Education.
IPTS
Knowledge indicators – The competent teacher:
1A. understands major concepts, assumptions, debates, principles,
and theories that are central to the discipline(s) in which
certification
is sought.
1E. understands how a student’s disability affects
processes
of inquiry and influences patterns of learning.
STANDARD 2 – Human Development and Learning
The competent teacher understands how individuals grow, develop and
learn and provides learning opportunities that support the
intellectual,
social, and personal development of all students.
Knowledge indicators – The competent teacher
2B. understands that students’ physical, social, emotional,
ethical,
and cognitive development influences learning.
2C. understands human development learning theory, neural
science,
and the range of individual variation within each domain.
2D. understands that differences in approaches to learning and
performance interact with development.
2F. knows the impact of cognitive, emotional, physical, and
sensory
disabilities on learning and communication processes.
STANDARD 3 – Diversity
The competent teacher understands how students differ in their
approaches
to learning and creates instructional opportunities that are adapted to
diverse learners.
Knowledge indicators – The competent teacher
3A. understands the areas of exceptionality in learning as
defined
in the individuals with Disabilities Act (IDEA) AND THE State
Board’s rules
for Special Education (23 Ill. Adm. Code 226).
3C. understands how students’ learning is influenced by
individual
experiences, talent and prior learning, as well as language, culture,
family,
and community values.
STANDARD 5 – Learning Environment
The competent teacher uses an understanding of individuals and group
motivation and behavior to create a learning environment that
encourages
positive social interaction, active engagement in learning, and
self-motivation.
Knowledge indicators – The competent teacher:
5F. knows applicable statutes, rules and regulations, procedural
safeguards, and ethical considerations regarding planning and
implementing
behavioral change programs for individuals with disabilities.
STANDARD 6 – Instructional Delivery
The competent teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical
thinking, problem-solving,
and performance skills.
Knowledge indicators – The competent teacher:
6E. knows techniques for modifying instructional methods,
materials,
and the environment to facilitate learning for students with
disabilities
and/or diverse learning characteristics.
STANDARD 8 – Assessment
The competent teacher understands various formal and informal
assessment
strategies and uses them to support the continuous development of all
students.
Knowledge indicators – The competent teacher:
8F. knows legal provisions, regulations, and guidelines regarding
assessment (and inclusion in statewide assessments) of individuals with
disabilities.
8G. knows methods for monitoring progress of individuals with
disabilities.
STANDARD 9 – Collaborative Relationships
The competent teacher understands the role of the community in
education
and develops and maintains collaborative relationships with colleagues,
parents/guardians, and the community to support students’
learning and
well-being.
Knowledge indicators – The competent teacher:
9A. understands schools as organizations within the larger
community
context.
9B. understands the benefits, barriers, and techniques involved
in parent/family relationships.
9D. understands the collaborative process.
9E. understands collaborative skills which are necessary to carry
out the collaborative process.
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.
STANDARD 10 – Reflection and Professional Growth
The competent teacher is a reflective practitioner who continually
evaluates how choices and actions affect students, parents, and other
professionals
in the learning community and actively seeks opportunities to grow
professionally.
Knowledge indicators – The competent teacher:
10D. understands teachers’ attitudes and behaviors that
positively
or negatively influence behavior of individuals with disabilities.
STANDARD 11 – Professional Conduct and
Leadership
The competent teacher understands education as a profession, maintains
standards of professional conduct, and provides leadership to improve
students’
learning and well-being.
Knowledge indicators – The competent teacher:
11D. understands legal issues in education.
11F. is familiar with the rights of students with disabilities.
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.
ECCS
STANDARD 8 – Human Development and Learning
The competent early childhood teacher understands how individuals grow,
develop, and learn and provides learning opportunities that support the
intellectual, social, emotional, and physical development of all
children
from birth through grade three.
Knowledge indicators: The competent early childhood teacher:
8A. understands how children from birth through grade three
develop
physically, socially, emotionally, cognitively, linguistically, and
aesthetically.
8C. understands how brain development from birth through grade
there is promoted through developmentally and culturally appropriate
learning
experiences.
STANDARD 9 – Diversity
The competent early childhood teacher understands how children and
families differ in their perspectives and approaches to learn and
creates
opportunities for growth and learning that are developmentally and
culturally
appropriate and are adapted for children for birth through grade three.
Knowledge indicators: The competent early childhood teacher
9A. understands conditions that affect children’s
development
and learning, including risk factors, developmental variations, and
developmental
patterns of specific disabilities.
9B. understands cultural and linguistic diversity and the
significance
of familial, sociocultural, and political contexts for development and
learning.
STANDARD 11 – Learning Environment
The competent early childhood teacher uses an understanding of
individual
and group motivation and behavior as well as of children’s
developmental
levels and needs to create a learning environment that encourages
positive
social interaction, active engagement in learning, intrinsic
motivation,
and self-esteem.
Knowledge indicators: The competent early childhood teacher
11B. understands how to adapt strategies to meet the specific
needs of all children from birth through grade three, including those
with
disabilities, developmental delays, or special abilities.
11E. Understands the influence of the physical setting, schedule,
routines, and transitions of children from birth through grade three.
STANDARD 12 – Instructional Delivery
The competent early childhood teacher uses a variety of instructional
strategies to encourage students’ development of critical
thinking, problem
solving, and performance skills.
Knowledge indicators: The competent early childhood teacher
12D. understands the importance of utilizing knowledge and
strategies
from multiple disciplines and systems in instructional delivery and in
the development of Individualized Family Service Plans (IFSPs) and
Individualized
Education Plans (IEPs) for children from birth through grade three.
STANDARD 13 – Communication
The competent early childhood teacher uses knowledge of effective
written,
verbal, nonverbal, and visual communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Knowledge indicators: The competent early childhood teacher
13B. understands how cultural, gender, and socioeconomic
differences
can affect communication in the classroom.
STANDARD 14 – Assessment
The competent early childhood teacher understands various formal and
informal assessment strategies and uses t hem to support the continuous
development of all children.
Knowledge indicators: The competent early childhood teacher
14A. understands assessment as a means of evaluating how children
learn, what they know and are able to do in meeting national, state,
and
local standards, and what kinds of experiences will support their
further
growth and development.
14B. understands the purposes, characteristics and limitation
of different kinds of assessments.
STANDARD 15 – Collaborative Relationships
The competent early childhood teacher understands the role of the
community
in education and develops and maintains collaborative relationships
with
colleagues, parents/guardians, and community service agencies, to
support
children’s learning and well-being.
Knowledge indicators: The competent early childhood teacher
15A. understands schools as organizations within the larger
community
context.
15B. understands the benefits, barriers and techniques involved
in parent/family relationships.
15C. understands the collaborative process and skills, which
are necessary to carry out the process.
STANDARD 17 – Professional Conduct and
Leadership
The competent early childhood teacher understands education as a
profession,
maintains standards of professional conduct, and provides leadership to
improve children’s learning and well-being.
Knowledge indicators: The competent early childhood teacher
17D. understands legal issues in education.
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. Outline of Topics:
A. History of special education
B. Issues in special education. Labeling,
least restrictive environment, public law 94-142
C. I.E.P.S. Role of special education
teachers
and parents, other professionals involved
D. Mainstreaming
E. Early Childhood Special Education –
Diagnosis,
Assessment, Curriculum
F. Mental Retardation
G. Gifted
H. Visual impairment
I. Hearing impairment
J. Speech and language disorders
K. Physically/orthopedically disabled
L. Medical disorders
M. Learning disabilities
N. Behavior disorders
VII. Method of Instruction
This course will be conducted on an online study basis. The text
will be supplemented by readings, videos, online interactive
journaling,
online discussions, and program observations.
VIII. Course Practices Required
Textbook reading assignments will be listed on
the assignment schedule and/or calendar on both D2L and the backup
website.
There is an online quiz for each chapter. Weekly discussion
questions
are the main means of communicating with one another on the bulletin
board.
Observation Reports are to be typed and posted in D2L (your private
folder
with your name on it located in the discussion area) to the
instructor.
Spelling, grammar, neatness and clarity will be considered in grading
all
papers. See online instructions for explicit requirements for
each
of these assignments and the Grading Guide for Papers
Assignments and online quizzes must be turned
in on time. Late work will be marked down
a full
letter grade and will only be accepted up to one week after
the due date, unless other arrangements are made with the instructor in
advance of the due date. The exception to this is the last week
of
classes, no late work accepted after the last day of class.
IX. Text required
Turnbull, Turnbull, Wehmeyer (2010). Exceptional Lives: Special
Education in Today’s Schools 6th edition
ISBN 0-13-701104-0
X. Methods of Evaluating Student Progress:
Evaluation/Grading
system
IPTS
Standard
ECCS
Standard
Point Value
Chapter Quizzes (10 points
each)
2B, 3A, 8G,
11F
8A, 12D,
14A
160 points
Observation paper
#1
2F, 5F, 6E,
9G
11B, 11E,
12D
100 points
Observation paper
#2
2F, 5F, 6E,
9G
11B, 11E,
12D
100 points
1 journal
entries
1A, 9F,
11D
9B, 15A,
17D
30 points
Discussion questions (5 points
each)
2C, 2D, 3C, 9D, 10D, 11H 8C, 13B, 14B,
15B
80 points
Research
paper
1A, 1E, 8F,
11G
9A, 15C,
17D
50 points
TOTAL
POINTS:
520 POINTS
Grading Scale
Point Distribution
A=
90-100%
466-520
B=
80-89%
414-465
C=
70-79%
362-413
D=
60-69%
310-361
F= 59% and
lower
309 and below
PLEASE NOTE: All work handed in late will
be
marked down at least one full letter grade. Work more than one
week
past deadline will not be accepted and student will receive a zero for
that assignment.
Grading Guide for Papers as stated
by the Early Childhood Education Program
This
guide is intended to be used for written assignments and essay
questions, as
they apply, on exams.
80 – 89
= B
70 – 79
= C
60 – 69
= D
Below 60
= F
|
A – Exemplary
Mastery |
B – Exceeds
Acceptable Mastery |
C – Adequate
Mastery |
D – Minimal
Mastery |
F – Inadequate
Performance |
|
Careful, thoughtful,
often original consideration of issues. Additionally: 1.
All of the appropriate material is included. 2.
No unrelated or irrelevant material is included. 3.
The organization of the paper or essay answer reflects a
clear understanding of the material and the interrelationship of the
various parts of the paper/answer. 4.
The paper is typed. The paper
is also grammatically and typographically correct (does not apply to
in-class exam answers, which are hand-written). |
Organized presentation
and discussion of material. Ideas appear
clearly understood in student’s own terms. Shows
high academic standards of work. Additionally: 1.
Some of the appropriate material is missing; or 2.
some unrelated or irrelevant material is included; or 3.
the organization of the assignment/answer does not reflect
a clear understanding of the material and/or the interrelationship of
the various parts of the paper/answer. 4.
The paper is typed with nor more than 3 grammatical or
typographical errors (does not apply to in-class exam answers which are
hand-written). |
Meets all requirements
at a basic level of understanding. Work
may be somewhat sketchy in some areas and not thoroughly thought out. There is little evidence of involvement at the
personal or intellectual level. There is
some question about whether the student fully understands the material. Additionally: 1. Some appropriate material is missing; and/or 2.
some unrelated or irrelevant material is included; and/or 3.
the organization of the assignment/answer reflects a
misunderstanding of the material and the interrelationship of the
various parts of the paper/answer. 4.
The paper is typed with no more than 5 grammatical or
typographical errors (does not apply to in-class exam answers, which
are hand-written). In other words, a
“C” assignment/answer is one in which there are problems in
two of the above areas. |
The assignment/answer
partially meets the requirements. The
student demonstrates little understanding and/or effort to understand
the material. Additionally: 1.
Some, or a lot of the appropriate material is missing; and 2.
some, or a lot of unrelated or irrelevant material is
included; and 3.
the organization of the assignment/answer reflects a
misunderstanding of the material and the interrelationship of the
various parts of the assignment/answer. 4.
The paper is typed with numerous grammatical or
typographical errors, which contribute to a lack of clarity (does not
apply to in-class exams, which are hand-written). In other words, a
“D” assignment/answer is one in which there are problems in
three of the above areas, or serious problems in two
of the above areas. |
The assignment/answer
fails to meet minimal requirements. The
student demonstrates a lack of understanding and/or effort to
understand the material. Additionally: So much appropriate
material is missing that the assignment/answer reflects no real
understanding of the material. |
XI. Other Course Information
The Early Childhood Education Program of Oakton Community College is committed to supporting students' learning about the profession of teaching at the early childhood level. To that end, it is essential that students understand the most fundamental skills necessary for their work with young children
Important Skills for Teaching Positions in Early Childhood Education Programs
Physical Skills
Oakton Community College does not discriminate on the basis of race, color, creed, religion, national origin, disability, age, sex, sexual orientation or marital status in admission to and participation in its educational programs, College activities and services, or employment practices.
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 ASSIST office in the Learning Center. 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.
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