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EST 305: The Child With Special
Needs
3 credits
Introduction to students with special needs and a historical perspective on special education. Topics include teaching resources, family involvement, referral and identification processes and Individual Education Plans. Twenty-five hours of fieldwork is required.
Learning Goals
B. PERFORMANCE OUTCOMES (based on 4 of the 6 Conceptual Framework goals – see https://education.adelphi.edu/about/philosophy.php for more information.) 1. Scholarship a. To study ranges of atypical child development within a context of more typical development. b. To analyze learning theory, practice principles, concepts and related research findings as they apply to diverse learner populations. c. To study the impact of individual learner's ability, skill, attitude, values, interests motivation on instruction and management, in the home, at school, and in the community. d. To review how learning environments and behavior management strategies impact diverse learners, and to examine models and strategies for consultation and collaboration. e. To examine the expanding role research plays in understanding atypical development, learning and teaching of students with special needs. 2. Reflective Practicea. To examine one's own attitudes and experiences with children who may have special needs.b. To study teacher attitudes and behaviors that may influence behavior and learning of atypical learners and their families. 3. Social Justicea. To examine one's own attitudes and experiences with children who may have special needs.b. To study teacher attitudes and behaviors that may influence behavior and learning of atypical learners and their families. 4. Inclusive Communitya. To understand social reactions, values and perspectives on current issues concerning children with special needs and their families.b. To examine the impact of learner diversity, (e.g. disability, gender, culture, language, age, etc.) on teaching and learning in inclusive environments.c. To analyze best practices and limitations of assessment and evaluation for atypical students including those with cultural and or linguistically diverse backgrounds.
*The learning goals displayed here are those for one section of this
course as offered in a recent semester, and are provided for the purpose of
information only. The exact learning goals for each course section in a
specific semester will be stated on the syllabus distributed at the start
of the semester, and may differ in wording and emphasis from those shown
here.