Course Descriptions & Syllabi

Course Descriptions & Syllabi

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Note: some or all of the courses in the subjects marked as "Transfer" can be used towards a transfer degree: Associate of Science and Arts or Associate of Engineering Science at DACC. Transferability for specific institutions and majors varies. Consult a counselor for this information.

Areas of Study | | EDUC159 syllabus




COURSE NUMBER: EDUC159
COURSE TITLE:Issues in Exceptionalities
DIVISION:Liberal Arts
SEMESTER CREDIT HOURS:3
CONTACT HOURS:135
STUDENT ENGAGEMENT HOURS:
DELIVERY MODE:

COURSE DESCRIPTION:
A survey of special needs issues including: managing disruptive behavior, communicating with and helping the individual learn to communicate, choosing and implementing specialized teachng strategies, positioning and handling techniques, and collaborating with the family and professionals in social service agencies.

PREREQUISITES:
Place into ENGL121.

NOTES:
This course is not available for web registration.

STUDENT LEARNING OUTCOMES:
* To gain knowledge of the broad categories of special issues surrounding exceptionalities.
* To be able to identify behavior problems in individuals with special needs.
* To gain knowledge of techniques that work to change maladaptive behavior in individuals with special needs.
* To become fimilar with basic argumentative communication techniques and devices.
* To be knowledgeable about the variety of teaching strategies one might incorporate when working with a student with special needs.
* To be able to match an appropriate teaching strategy to a child's unique characteristics.
* To be aware of adaptations in the environment that are necessary for an individual with special needs.
* To be knowledgeable about different positioning and lifting techniques.
* To be aware of the variety of special equipment avialable for use with individuals with special needs and the purpose that each serves.
* To gain knowledge of adaptations sometimes used to help a student with special needs feed and toilet themselves.
* To be fimiliar with sensory defensiveness and ways to lessen this.
* To be able to identify sensory issues for individuals with special needs.
* To be aware of the roles filled by physical, occupational, and speech therapists.
* To be able to carry out programming developed by a therapist in a simulated experience.
* To be able to chart programming attempts on a regular basis.
* To understand the importance of developing a good working relationship with family members.
* To be knowldgeable of best practices useful in working with families of children with special needs.
* To be fimilar with the team approach taken when planning for services for individuals with exceptional characteristics.
* To be able to develop the skills necessary to collaborate with social service agencies.

TOPICAL OUTLINE:
1. Common problems surrounding exceptionalities
2. Special behavior issues.
3. Successful techniques for dealing with maladaptive behavior.
4. Introduction to augmentative communication devices/techniques.
5. Implementing programming using augmentative communication.
6. Teaching strategies particularly successful when used with students having special needs.
7. Determining appropriate teaching strategies for individual children.
8. Environmental adaptations necessary for teaching students with special needs.
9. Overview of basic positioning and lifting techniques.
10. Overview of special equipment for use with children with special needs.
11. Identifying sensory defensiveness.
12. Addressing issues of sensory defensiveness.
13. Roles of the physical, occupation, and speech/language therapist.
14. Implementing programming developed by the therapist.
15. Documenting daily programming attempts.
16. Developing positive realations with parents.
17. Becoming a member of a collaborative team.

TEXTBOOK / SPECIAL MATERIALS:
Mastropieri.. Inclusive Classroom. Prentice-Hall, 3rd edition.

EVALUATION:
In-Class Activities 10%
Class Demonstrations 30%
Positioning Techniques
Augmentative Communication Device
Teaching Strategies
Group Presentations 25%
Behavior Intervention Plan
Group Collaborative Plan
Exams (3) 20%
Final Exam 15%

BIBLIOGRAPHY:

STUDENT CONDUCT CODE:
Membership in the DACC community brings both rights and responsibility. As a student at DACC, you are expected to exhibit conduct compatible with the educational mission of the College. Academic dishonesty, including but not limited to, cheating and plagiarism, is not tolerated. A DACC student is also required to abide by the acceptable use policies of copyright and peer-to-peer file sharing. It is the student’s responsibility to become familiar with and adhere to the Student Code of Conduct as contained in the DACC Student Handbook. The Student Handbook is available in the Information Office in Vermilion Hall and online at: https://dacc.edu/student-handbook

DISABILITY SERVICES:
Any student who feels s/he may need an accommodation based on the impact of a disability should contact the Testing & Academic Services Center at 217-443-8708 (TTY 217-443-8701) or stop by Cannon Hall Room 113. Please speak with your instructor privately to discuss your specific accommodation needs in this course.

REVISION:
Fall 2010

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