SPE/513 - Orientation to the Exceptional Child

Course Description

This course provides an overview of special education and the characteristics of exceptional learners. Candidates are introduced to special education laws and their implications for identification and eligibility, service delivery options, and the Individualized Education Program (IEP). In addition, the use of technology, collaborative practices, and transition planning requirements are examined. Candidates will also reflect on their dispositions and motivations to teach and explore basic philosophies, professionalism, and legal and ethical ramifications in education.

This graduate course is 6 weeks.

This course has a prerequisite. Please see details in the Prerequisite section below.

PLEASE NOTE:
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

This course is not available for enrollment to residents of Alaska, Arkansas, California, Connecticut, Indiana, Iowa, Kentucky, Michigan, New Jersey, New York, Pennsylvania, Texas, Utah, West Virginia. Wisconsin, Wyoming, and individuals who reside outside the United States.

Course Objectives

Week 1

• Investigate the philosophical, historical, and legal principles that form the basis of special education practice.
• Distinguish terminology used in the education of individuals with exceptional learning needs.
• Examine current trends and challenges in special education.
• Explore the IDEA eligibility categories, FERPA guidelines, and state and federal laws relevant to special education.

Week 2

• Examine the pre-referral, referral, and multidisciplinary evaluation processes.
• Compare an Individualized Education Program (IEP) to an Individualized Family Service Plan (IFSP).
• Classify assessment instruments and practices used for determining special education eligibility and IEP construction.
• Distinguish service delivery options and least restrictive environment (LRE).

Week 3

• Investigate the cognitive, processing, and language characteristics of exceptional learners.
• Explore the social, personality, and learning characteristics of exceptional learners.
• Determine the identification and eligibility guidelines for students with other health impairment and emotional disturbance.
• Examine the use of accommodations, modifications, and differentiating instruction for exceptional learners. 

Week 4

• Interpret the definitions and laws regarding assistive technology in special education
• Distinguish technology devices and tools to support communication, instruction, assessment, and lesson delivery for exceptional learners. 
• Differentiate the benefits and challenges of adopting and implementing assistive technology. 

Week 5

• Investigate current practices in schools regarding collaborative planning and instruction for exceptional learners and guiding paraeducators.
• Determine the importance of school-to-family collaboration and communication.
• Examine the transition planning process for post-secondary outcomes.
• Explore methods for encouraging self-advocacy and self-determination to promote student engagement.

Week 6

• Describe the professional expectations and standards of practice for special education teachers.
• Explain the legal and ethical responsibilities of teachers.
• Assess the importance of teacher-reflection to improve teaching practices.
• Explore professional organizations for special education teachers.

Notes

Disclaimers

The University of Phoenix reserves the right to modify courses.

Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.

Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.

While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.