EDUC 303 Introduction to Teaching Students with Exceptionalities

Designed to provide prospective elementary and secondary school teachers with the knowledge and skills to understand and teach students with exceptionalities. Includes a 15-hour field experience. 

Credits

3

Prerequisites

Admission to teacher education; EDUC 201

Corequisites

EDUC 306

Offered

Fall, Spring

Student Learning Outcomes

1. Evaluate historical and current legislation pertaining to students with exceptionalities as well as ethical standards related to professional practices in the field. (InTASC 4j, 5k, 9a, 9d, 9e, 9f, fi, 9j, 9o, 10l, 10m)
2. Understand common terminology used in the field of special education. (InTASC 1g, 2e, 2i, 2o, 3f, 3h, 3q, 4h, 4i, 4l, 4n, 5e, 7e, 7m, 8h, 8i, 8m, 8q)
3. Demonstrate knowledge of a variety of exceptionalities including the etiologies and primary characteristics associated with each from the cultural, social, emotional, and educational perspective of the student, family, and teacher. (InTASC 1a, 1b, 1c, 1d, 1e, `f, 1g, 2d, 2j, 2k, 3f, 3l, 3n, 4m, 6h,7k, 7o, 7i, 7r, 8h, 9e, 9j, 9m, 10d, 10q)
4. Determine best practices in collaboration among teachers, families, and service providers, including those from diverse backgrounds, (InTASC 3a, 3b, 3c, 3e, 3h, 3k, 6c, 7a, 7e, 8c, 9c, 10c, 10d, 10f, 10j, 10r)
5. Explore various assistive technology and strategies teachers can employ to assist individuals with exceptionalities in being successful. (InTASC 2h, 3g, 3h, 3m, 4g, 5c, 5f, 5l, 6i, 7j, 7k, 7m, 7n, 8g, 8o, 8r, 9f, 10g, 10m)
6. Compare the major components and differences of an Individual Education Plan (IEP) and a 504 Plan. Determine the roles of students, families, and professionals on the teams. (InTASC 1k, 2a, 2b, 2d, 3n, 5h, 6p, 8c, 8d, 10b, 10b, 10l, 10m)
7. Incorporate education standards and benchmarks in subject areas and how they might be modified to meet exceptional students. (InTASC 1a, 1g, 3i, 4f, 6l, 6o, 6p, 6u, 7a, 7f, 7g, 7h, 7l, 8a, 8s, 9c)
8. Write lesson plans that include modifications and accommodations specific to students with exceptionalitites. (InTASC 1a, 1b, 1h, 1i, 1j, 2a, 2b, 2c, 2e, 2f, 2g, 2k, 3b, 3, 3e, 3p, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 4k, 4n, 4o, 4p, 4r, 5a, 5b, 5c, 5g, 5h, 5m, 5o, 6a, 6b, 6c, 6e, 6f, 6g, 6h, 6k, 6m, 6o, 6p, 6r, 6t, 6u, 7a, 7b, 7c, 7d, 7f, 7j, 7n, 8a, 8b, 8e, 8f, 8g, 8h, 8l, 8k, 8n, 9h)
9. Analyze the use of modifications and accommodations for students with exceptionalities in a school setting through a 15-hour field experience. (InTASC 1c, 3a, 3c, 3n, 3o, 3r, 4p, 4q, 6n, 8p, 8q, 9a, 9b, 9d, 9e, 9n)
10. Define the concepts of Universal Design for Learning (UDL) in inclusive classrooms. (InTASC 1d, 2l, 2m, 3j, 3l, 4m, 4o, 5i, 5q, 6o, 6p, 8j, 8l, 9g)