ECCE 2201 Syllabus

Subject Code

ECCE

Course Number

2201

Course Title

Exceptionalities

Prerequisites

Prerequisite/Corequisite: ECCE 1103 with a grade of C or higher or SOCW 2020

Corequisites

Terms Offered

Credit Hours

Course Description

Provides for the development of knowledge and skills that will enable the student to understand individuals with special needs and appropriately guide their development. This course places emphasis on acquainting students with programs and community resources that serve families with children with special needs. Topics include inclusion/least restrictive environment, physical and motor impairments, gifted/talented, intellectual and cognitive disabilities, emotional and behavioral disorders, communication disorders in speech and language, autism spectrum disorders, visual impairments, deaf and hard of hearing, health impairments, multiple disabilities, and community resources.

Course Outcomes

Inclusion/Least Restrictive Environment (LRE)

  • Identify laws and regulations regarding individuals with special needs, including a review of legislation and regulations.
  • Define the teacher's role in working with individuals with special needs.
  • Identify examples of changes in societal attitudes toward individuals with special needs, including examples of people-first language.
  • Examine screening and assessment tools and procedures for referral.
  • Describe the formation of these plans and the importance of implementing such plans.
  • Explore assistive technologies and their use in inclusive settings.
  • Recognize role of cultural differences in individual circumstances.
  • Discuss ethical issues related to quality of life and the right to education.

Physical and Motor Impairments

  • Identify "established conditions" presenting with a variety of physical disabilities. (ie., CP, MD, traumatic brain injury, spinal cord injury, etc.).
  • Identify characteristics associated with neurological system impairment (brain, spinal cord, nerves) vs. musculoskeletal system impairment ( muscles, bones, joints).
  • Identify typical adaptive equipment that may be employed including assistive technology devices and technological services.

Gifted and Talented

  • Explore methods of curriculum content acceleration and enrichment.
  • Explore methods of identification and measurement.
  • Examine giftedness as it relates to creativity and talent.

Intellectual and Cognitive Disabilities

  • Identify skills to be included in the life-skills curriculum that relates to a child with severe and profound mental disability.
  • Identify routines, teaching methods, and materials that work to incorporate skills learning into the lives of children with intellectual or cognitive disabilities.
  • Identify typical adaptive equipment that may be employed including assistive technology devices and technological services.
  • Modify activities for children without disabilities to accommodate children with intellectual or cognitive disabilities and build on existing levels of competency.
  • Identify how intellectual and cognitive disabilities are defined and classified according to degree of intensity and necessary degrees of support.

Emotional and Behavioral Disorders

  • Describe how emotional disorders and behavioral disorders are defined and classified.
  • Identify techniques and measurements used to recognize and assess children with emotional and behavioral disorders.
  • Develop behavior management strategies use to prevent or manage inappropriate behavior in young children.
  • Develop strategies which help children learn to manage their own behavior.
  • Identify differences between LD/ADHD and BD.

Communication Disorders in Speech and Language

  • Identify the specific differences in language deficit and speech/language disorder.
  • Describe the major categories of speech/language disorders.
  • Examine an array of teaching/play strategies that would build communication skills and language development.
  • Identify typical adaptive equipment that may be employed including assistive technology devices and technological services.

Autism Spectrum Disorders

  • Identify the types of collaboration necessary to provide early intervention for young children with autism and related disorders..
  • Examine typical characteristics of autism and related disorders.
  • Identify theories as to the possible causes of autism and related disorders.
  • Discuss methods of intervention and teaching strategies to use with children with autism.

Visual Impairments

  • Identify causes of vision loss and impairment.
  • Examine how a visual impairment impacts the learning and development of the young child.
  • Explore accommodations and assistive technology that can be used with children with visual impairments.

Deaf and Hard of Hearing

  • Examine the relationship between hearing and language development.
  • Identify communication options available for children who are deaf.
  • Identify characteristics associated with congenital vs acquired hearing loss.
  • Identify typical adaptive equipment that may be employed including assistive technology devices and technological services.
  • Describe the types of manual languages and the systems to transcribe them.

Health Impairments

  • Identify the teacher's role with children that are medically fragile and technology-dependent (ie., tube feeding, IV, catheter, colostomy, oxygen supply, etc.).
  • Identify presenting symptoms of varying health impairments (asthma, juvenile diabetes, cystic fibrosis, sickle cell, juvenile rheumatoid arthritis, heart disease, AIDS, FAS, etc.).
  • Identify ways to adapt the learning environment to accommodate children with health impairments.
  • Examine collaboration of services and review policies for handling medical procedures and emergencies.

Multiple Disabilities

  • Examine assistive technology assessments in determining the child's needs (functional use, mobility, communication, etc.)
  • Identify ways to adapt the learning environment to accommodate children with multiple disabilities.
  • Identify the types of collaboration necessary to provide early intervention for young children with multiple disabilities..

Community Resources

  • Develop a resource file of community agencies and support groups for students with physical disabilities and health disorders; intellectual exceptionalities; and social emotional disorders.