EDUA 231 Individual Education Programs
This course is a survey of assessment procedures for determining eligibility and identifying the educational needs and services of students (K-12) requiring an individual education plan within the established categories of exceptionality.
EDUA 231Individual Education Programs
Please note: This is not a course syllabus. A course syllabus is unique to a particular section of a course by instructor. This curriculum guide provides general information about a course.
I. General Information
II. Course Specification
Course Type
Program Requirement
Credit Hours Narrative
3 Credits
Semester Contact Hours Lecture
45
Grading Method
Letter grade
III. Catalog Course Description
This course is a survey of assessment procedures for determining eligibility and identifying the educational needs and services of students (K-12) requiring an individual education plan within the established categories of exceptionality.
IV. Student Learning Outcomes
Upon completion of this course, a student will be able to:
- Identify and explain risk factors in development.
- Discuss risk factors related to exceptionalities in early childhood.
- Examine issues relating to families who include a child(ren) with disabilities.
- Describe the definition of a learning disability.
- Describe how the learning characteristics of individuals with learning disabilities affect academic performance in academic areas.
- Explain the most effective approaches for presenting information to students with learning disabilities.
- Describe the federal definition of intellectual disabilities.
- Describe the role of adaptive behavior in the definition of intellectual disabilities.
- Describe teaching methods and materials that can be used to help students with intellectual disabilities achieve their learning potential.
- Explain how behavior disorders are defined and classified.
- Identify strategies that can be used to assist students in managing their behavior.
- Identify instructional strategies found to be effective with students who have behavioral disorders.
- Articulate the definitions of communication, language, and speech, and the relationships among those terms.
- Define and describe the major categories of speech disorders in school-age children.
- Define and describe language impairment in school-age children, and its relationship to learning.
- Describe an array of teaching strategies for children with communication disorders.
- Discuss the roles of members of the interdisciplinary team working with the student with communication disorders.
- Explain how people hear.
- Describe the federal definition of hearing impairment.
- List the major types of hearing loss.
- Describe the communication options available for people who are deaf.
- Identify the supports that a student with hearing loss needs in the general education classroom.
- Articulate the legal and educational definitions of blindness and low vision.
- Describe how we see.
- List the major types of visual impairments in children.
- Identify how education for students with visual impairments should be different from that of sighted children, and how it should be the same.
- Describe teaching strategies, accommodations, and assistive technology supports that can be used with students with visual impairments.
V. Topical Outline (Course Content)
VI. Delivery Methodologies
Required Text
Hunt, N., Marshall, K. (1999). Exceptional Children and Youth. (5th edition). Boston: Houghton Mifflin Co.