2021-2022 Catalog 
    
    Feb 22, 2024  
2021-2022 Catalog [ARCHIVED CATALOG]

Add to Portfolio (opens a new window)

ECDV 160 - Children with Special Needs

3 Credit: (3 lecture, 0 lab, 0 clinical) 3 Contact Hours: [ECDV 120  or PSYC 221 ]


This course provides a comprehensive review of the primary diagnostic and/or descriptive characteristics of intellectual, learning, emotional, behavioral, autism spectrum, communication, physical, health, attentional, and low-incident disabilities/disorders. Educational approaches, family involvement, program management, and accommodations, as well as the purpose, creation, and adherence to the laws related to special education programming and inclusion are addressed. This course covers Special Education issues from birth to adulthood.   Students will spend 10 hours observing special needs children and their aides in the public school setting.
OFFERED: spring semesters

Course Goals/ Objectives/ Competencies:
Goal 1:  Demonstrate an understanding of the purpose, design, and complexities of special educational programming.

  1. Articulate the purposes of and laws related to special education programming.
  2. Summarize factors involved in the creation of special education programming.
  3. Discuss cultural and communication issues related to forming care relationships with families of special education students.

Goal 2:  Demonstrate an understanding of intellectual, learning, and emotional/behavioral disorders.

  1. Summarize primary diagnostic or descriptive characteristics of intellectual, learning, and emotional/behavioral disorders.
  2. Articulate current understanding of causal factors related to intellectual, learning, and emotional/behavioral disorder.
  3. Explain how the field of education approaches the management and accommodation of intellectual, learning, and emotional/behavioral disorders.

Goal 3:  Demonstrate an understanding of autism spectrum and communication disorders

  1. Summarize primary diagnostic or descriptive characteristics of autism spectrum and communication disorders.
  2. Articulate current understanding of causal factors related to autism spectrum and communication disorders.
  3. Explain how the field of education approaches the management and accommodation of autism spectrum and communication disorders.

Goal 4:  Demonstrate an understanding of disabilities related to physical impairments (i.e., vision, hearing, motor ability), health, or attentional issues.

  1. Summarize primary diagnostic or descriptive characteristics of children experiencing physical, health, or attentional impairments.
  2. Articulate current understanding of causal factors related to physical, health, or attentional impairments.
  3. Explain how the field of education approaches the management and accommodation of physical, health, or attentional impairments.

Goal 5:  Demonstrate an understanding of low-incidence disabilities (i.e., severe or multiple disabilities) and gifted/talented abilities.

  1. Summarize primary diagnostic or descriptive characteristics of gifted/talented children and children with rare or severe disabilities.
  2. Articulate current understanding of causal factors related to children with rare or severe disabilities and children who are gifted/talented.
  3. Explain how the field of education approaches the management and accommodation of children with rare or severe disabilities and gifted/talented children.

Goal 6:  Demonstrate an understanding of the unique factors associated with special education programming in terms of early childhood and transitioning to adulthood.

  1. Explain the importance of early intervention.
  2. Discuss service delivery alternatives for early intervention.
  3. Describe the transition process for recipients of special education services after reaching the maximum age for educational services.
  4. Identify educational and employment opportunities for adults transitioning out of special education programs.



Add to Portfolio (opens a new window)