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Courses may be offered in one of the following modalities:

  • Traditional in-person courses (0–29 percent of coursework is delivered online, the majority being offered in person.)
  • Hybrid/blended courses (30–79 percent of coursework is delivered online.)
  • Online courses (100 percent of coursework is delivered online, either synchronously on a designated day and time or asynchronously as a deadline-driven course.)
  • Hyflex (Students will be assigned to attend in-person or live streamed sessions as a reduced-size cohort on a rotating basis; live sessions are also recorded, offering students the option to participate synchronously or view asynchronously as needed.)

If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.


Introduction To Special Education (EEC-600)


Semester: Fall 2024
Number: 0810-600-055
Instructor: TBA
Days: Thursday 4:30 pm - 6:20 pm
Note: Online, Synchronous
Location: Online
Credits: 3
Notes:

Students must post a completed fieldwork log to Moodle
25 Hours Of Fieldwork Requiredthis Course Satisfies The New York State
Requirement For 3 Hours Of Seminar In "needs Of Children With
Autism"registration For Nycdoe Transitional B Onlystudents Must Post A
Completed Fieldwork Log To Moodle

Course Materials: View Text Books
Related Syllabi: Dennis Cowan for Summer 2008*
Anita Frey for Spring 2011*
Dennis Cowan for Spring 2013*
Dennis Cowan for Fall 2023*

*Attention Students: Please note that the syllabi available for your view on these pages are for example only. The instructors and requirements for each course are subject to change each semester. If you enroll in a particular course, your instructor and course outline may differ from what is presented here.

Description:

This course is designed to introduce regular education and prospective special education teachers to students with special needs. Topics include the legal/historical foundation of special education, referral and identification processes, family involvement, and descriptions of student with the various classifications as well as students with special health care needs. The course will focus on the Individual Education Plan (IEP) and research-based teaching strategies. Field (practicum) experiences constitute part of the course requirements, including the child study and observation in settings that include special education students.

Learning Goals:   B. PERFORMANCE OUTCOMES - based on the 6 goals of the Conceptual Framework1. Scholarship. The student will understand the major issues and perspectives of current trends in Special Education. Knowledge of Special Education legislation and CEC standards..2. Reflective Practice. Students will write a personal philosophy of Special education.3. Social Justice Students will understand critical and ethical issues in the assessment, identification and instruction of special learners, particularly culturally diverse students.4. Inclusive Community Students will develop a basic understanding of the approaches used to accommodate students with special needs in general education classrooms and outside of school. 5. Wellness Assigned readings will be a background for an awareness of the needs of special students based on physical, mental and emotional health.6. Creativity and the arts Students will create an oral presentation in a group, latitude is provided to encourage a creative class presentation.

*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.

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