Course Goals and Objectives

These course goals/objectives meet the following CEC Standards:
#1 Foundations; #2 Development and Characteristics of Learners Knowledge; #3 Individual Learning Differences; #8 Assessment; #9 Professional and Ethical Practice; and #10 Collaboration.
For specific information about the CEC Initial Licensure Standards, go to:
(http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/?fromtlcHome) Click on Initial Content Standards under Standards to download the full descriptions of each CEC standard.
 
Goals:

The goal of the course is to provide professionals with characteristics, prevalence, and etiology of high incidence disabilities they will encounter in their classrooms along with evidence-based instructional strategies and supports for working with these students that represent culturally diverse populations, their families, the school, and community at-large. Candidates will gain information on professional organizations and other sources of supports students and their families may need to access throughout their lifespan.

Objectives:

  1. Know the evolution of Special Education in the areas of intellectual disabilities, learning disabilities, emotional disturbance, autism spectrum disorders, health impairments, and traumatic brain injury through historical, psychological, medical and educational perspectives.
  2. Know the characteristics of individuals with intellectual disabilities, learning disabilities, emotional disturbance, autism spectrum disorders, health impairments and traumatic brain injury, to be able to respond to their varying abilities and behaviors.  Understand age-span/developmental issues, levels of severity, cognitive functioning, language development, emotional and behavioral adjustment, social development, medical aspects, and cultural/ethnic and socioeconomic factors.
  3. Demonstrate respect for individuals with disabilities as unique human beings through their use of person-first language.
  4. Understand the effects that intellectual disabilities, learning disabilities, emotional disturbance, autism spectrum disorders, health impairments, and traumatic brain injury can have on an individual’s learning in school requiring adaptations to the general curriculum and throughout life
  5. Demonstrate the use of best practices to create learning environments for individuals with disabilities that foster safety and emotional well being, positive social interactions, and active engagement.
  6. Understand the relationship of one diagnostic category to other categories of exceptionality in the case of co-morbid or multiple conditions.
  7. Become acquainted with the terminology, labels, and placement used in the field of special education as it relates to intellectual disabilities, learning disabilities, emotional disturbance, autism spectrum disorders, other health impairments and traumatic brain injury.
  8. Know state and federal legislation and regulations affecting the delivery of services for students with intellectual disabilities, learning disabilities emotional disturbance, autism spectrum disorders, other health impairments, and traumatic brain injury.
  9. Become familiar with the psycho-social problems of students with intellectual disabilities, learning disabilities, emotional disturbance, , autism spectrum disorders, other health impairments and traumatic brain injury
  10. Know life adjustment issues for individuals with intellectual disabilities, learning disabilities, emotional disturbance, autism spectrum disorders, other health impairments, and traumatic brain injury
  11. Gain understanding from the research base in the field of disabilities that will foster critical reflection consistent with best practices in working with children, adolescents and adults with intellectual disabilities, learning disabilities, emotional disturbance, autism spectrum disorders, other health impairments, and traumatic brain injury.

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