Course Meeting Time
Wednesday 11-11:50 March 13-May 6
Course Description
This is a survey course which presents the historical, philosophical and legal foundations of special education. The course analyzes topics that impact students from early childhood through high school. There will be a review of the Individuals with Disabilities Education Act. Students will discuss characteristics of individuals with disabilities as well as the diverse populations they belong to. This course is part of the Illinois Gateways to Opportunity Early Childhood Credential. IAI: ECE 913.
Prerequisites
Appropriate assessment score or ENGL 1422 with a grade of C or better - Must be taken either prior to or at the same time as this course.
Course Alignment
IAI Number
ECE-913
IAI Title
The Exceptional Child
General Education Outcomes
General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:
- Responsibility
Explanation of Course Alignment
Student Learning Outcomes:
The student should be able to do the following:
• Describe factors affecting families of exceptional children and identify intervention techniques that could be used to support
families. (NAEYC 2a, 2b, 2c; IPTS 8H)
• Identify the 13 categories of Special Education. (NAEYC 1a, 1b; IPTS 1A, 1D)
The student should be able to do the following:
• Describe factors affecting families of exceptional children and identify intervention techniques that could be used to support
families. (NAEYC 2a, 2b, 2c; IPTS 8H)
• Identify the 13 categories of Special Education. (NAEYC 1a, 1b; IPTS 1A, 1D)
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• Examine federal, state and local disability rights legislation, anti-discrimination laws, and the history of specialized education.
(NAEYC 6b)
• Explain the importance of early intervention for children with special needs and their families. (NAEYC 3a, 4b)
• Identify the cause and characteristics of basic disabilities as they affect children and adolescents, ages birth through 22
.(NAEYC 1a, 1b; IPTS 1A, 1D)
• Describe methods of early identification, diagnosis and assessment of children with special needs. (NAEYC 3a, 3b, 3c: IPTS
7A)
• Describe the components of Individualized Educational Program (IEP), 504 Plan(s) and Individualized Family Service Plans
(IFSP) for children with special needs. (NAEYC 5b)
• Identify community agencies to which families with exceptional children may be referred, as well as understand the interaction
of these agencies and their impact on the family. (NAEYC 4a, 4b, 4c; IPTS 3A)
• Explain the role of the professional in curriculum planning and implementation for children with special needs and in
promoting inclusiveness in the classroom (PK-22). (NAEYC 4a, 4b, 4c; IPTS 3A)
• Cite a variety of delivery systems for services developed for children with special needs. (NAEYC 4b, 6d)
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• Examine federal, state and local disability rights legislation, anti-discrimination laws, and the history of specialized education.
(NAEYC 6b)
• Explain the importance of early intervention for children with special needs and their families. (NAEYC 3a, 4b)
• Identify the cause and characteristics of basic disabilities as they affect children and adolescents, ages birth through 22
.(NAEYC 1a, 1b; IPTS 1A, 1D)
• Describe methods of early identification, diagnosis and assessment of children with special needs. (NAEYC 3a, 3b, 3c: IPTS
7A)
• Describe the components of Individualized Educational Program (IEP), 504 Plan(s) and Individualized Family Service Plans
(IFSP) for children with special needs. (NAEYC 5b)
• Identify community agencies to which families with exceptional children may be referred, as well as understand the interaction
of these agencies and their impact on the family. (NAEYC 4a, 4b, 4c; IPTS 3A)
• Explain the role of the professional in curriculum planning and implementation for children with special needs and in
promoting inclusiveness in the classroom (PK-22). (NAEYC 4a, 4b, 4c; IPTS 3A)
• Cite a variety of delivery systems for services developed for children with special needs. (NAEYC 4b, 6d)
Faculty Contact Information
Faculty Name
Jessica Friedericks
Faculty Email
Faculty Phone
8158028374
Faculty Office Number
L335
Faculty Student Support Hours
In-person: Tuesday 10-12, Wednesday 10-11, 12-12:30
Virtual: Monday, Tuesday, Wednesday 8 a.m. - 10 a.m.
By Appointment
Faculty Information
Teaching Experience
Kankakee Community College 2004-Present
Herscher High School 2000-2006
Bourbonnais Township Park District 2001-2003
Illinois State University 1999
Kankakee School District 111 1998
Degrees and Licenses
MAE, Curriculum and Instruction, BS History Education
Master Online Teacher
Professional Educator's License
- Teacher Leadership Endorsement
- Middle School Endorsement
- Paraprofessional Educator Endorsement
Course Information
Course Outcomes
At the end of this course, students will be able to:
- Communicate with precision, clarity, fluency, accuracy, and coherence through their reading, writing, and verbal communications.
- Reason and solve quantitative problems from a wide array of contexts.
- Apply skills in ethical reasoning and come to understand the ways ethical issues affect individual behaviors, individual lifestyles, and public life.
- Examine complex topics and apply systematic processes resulting in formed conclusions.
Textbook/s and Course Materials
Required Textbook: Educating Exceptional Children (15th Edition) by Kirk, Gallagher, Anastasiow, and Coleman.
Methods of Evaluation
Typical classroom assessment techniques:
1. X Projects
2. X Group participation
3. X Objective tests
4. Studio/Lab performance
5. X Comprehensive final exam
6. _ Electronic portfolios
7. _X_ Online discussion forums
8. X_ Essays
9. Oral Examination
10. X Research report
1. X Projects
2. X Group participation
3. X Objective tests
4. Studio/Lab performance
5. X Comprehensive final exam
6. _ Electronic portfolios
7. _X_ Online discussion forums
8. X_ Essays
9. Oral Examination
10. X Research report
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Overview of Major Course Assessments
Observation Component D5 Capstone projects or other
culminating assignments
Students complete 15 hours of
observation in a special
education setting ranging from
ECE to High School. Students
use comprehensive notes to
write a thoughtful reflection on
their experiences, connecting
classroom topics to the real-
world.
8I) understands the roles and the
importance of including students
with disabilities, as appropriate, and
all team members in planning
individualized education programs
(i.e., IEP, IFSP, Section 504 plan) for
students with disabilities
(NAEYC 5b)
Midterm/Final Exam D1 Course-embedded
assessment
D2 Student work samples from
tests and exams
Students complete a traditional
assessment that involves
matching, short answer and
multiple choice.
(NAEYC 3a, 4b)
(NAEYC 6b)
(NAEYC 5b)
Final Project D5 Capstone projects or other
culminating assignments
Students have 3 options.
1. Final Reflection (three
parts; reflection and
research components,
citations)
2. Video presentation (tri-
fold board, presentation,
handout)
3. Video interview with
special education
teacher/paraprofessional
8A) understands schools as
organizations within the larger
community context8B) understands
the collaborative process and the
skills necessary to initiate and carry
out that process;
8H) understands concerns of families
of students with disabilities and
knows appropriate strategies to
collaborate with students and their
EDUC 1833 The Exceptional Learner
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2023
Overview of Major Course Assessments
Observation Component D5 Capstone projects or other
culminating assignments
Students complete 15 hours of
observation in a special
education setting ranging from
ECE to High School. Students
use comprehensive notes to
write a thoughtful reflection on
their experiences, connecting
classroom topics to the real-
world.
8I) understands the roles and the
importance of including students
with disabilities, as appropriate, and
all team members in planning
individualized education programs
(i.e., IEP, IFSP, Section 504 plan) for
students with disabilities
(NAEYC 5b)
Midterm/Final Exam D1 Course-embedded
assessment
D2 Student work samples from
tests and exams
Students complete a traditional
assessment that involves
matching, short answer and
multiple choice.
(NAEYC 3a, 4b)
(NAEYC 6b)
(NAEYC 5b)
Final Project D5 Capstone projects or other
culminating assignments
Students have 3 options.
1. Final Reflection (three
parts; reflection and
research components,
citations)
2. Video presentation (tri-
fold board, presentation,
handout)
3. Video interview with
special education
teacher/paraprofessional
8A) understands schools as
organizations within the larger
community context8B) understands
the collaborative process and the
skills necessary to initiate and carry
out that process;
8H) understands concerns of families
of students with disabilities and
knows appropriate strategies to
collaborate with students and their
Kankakee Community College
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families in addressing these concerns;
and
(NAEYC 4b, 6d)
(NAEYC 6b)
(NAEYC 1a, 1b; IPTS 1A, 1D)
(NAEYC 3a, 4b)
(NAEYC 4a, 4b, 4c; IPTS 3A)
Agency Flyer D5 Capstone projects or other
culminating assignments
Students research agencies in
Illinois that provide support for
families of those with
exceptionalities. After the
student has selected an agency
from the list provided, he/she
generates a flyer/published
document that includes the
mission statements, services
offered, contact information,
etc.
8A) understands schools as
organizations within the larger
community context 8B) understands
the collaborative process and the
skills necessary to initiate and carry
out that process;
NAEYC 4a, 4b, 4c; IPTS 3A
(NAEYC 2a, 2b, 2c; IPTS 8H)
Online Discussion Forums D2 Students participate in a variety
of discussion topics such as:
• Special education case
law (Wrightslaw, text)
(NAEYC 4b, 6d)
(NAEYC 6b)
(NAEYC 1a, 1b; IPTS 1A, 1D)
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families in addressing these concerns;
and
(NAEYC 4b, 6d)
(NAEYC 6b)
(NAEYC 1a, 1b; IPTS 1A, 1D)
(NAEYC 3a, 4b)
(NAEYC 4a, 4b, 4c; IPTS 3A)
Agency Flyer D5 Capstone projects or other
culminating assignments
Students research agencies in
Illinois that provide support for
families of those with
exceptionalities. After the
student has selected an agency
from the list provided, he/she
generates a flyer/published
document that includes the
mission statements, services
offered, contact information,
etc.
8A) understands schools as
organizations within the larger
community context 8B) understands
the collaborative process and the
skills necessary to initiate and carry
out that process;
NAEYC 4a, 4b, 4c; IPTS 3A
(NAEYC 2a, 2b, 2c; IPTS 8H)
Online Discussion Forums D2 Students participate in a variety
of discussion topics such as:
• Special education case
law (Wrightslaw, text)
(NAEYC 4b, 6d)
(NAEYC 6b)
(NAEYC 1a, 1b; IPTS 1A, 1D)
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• The impact of the IEP on
student discipline
• How to help families cope
with issues related to the
diagnosis
(NAEYC 3a, 4b)
(NAEYC 4a, 4b, 4c; IPTS 3A)
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• The impact of the IEP on
student discipline
• How to help families cope
with issues related to the
diagnosis
(NAEYC 3a, 4b)
(NAEYC 4a, 4b, 4c; IPTS 3A)
Academic Division
Business, Technology & Human Services
Dean, Paul Carlson; 815-802-8858; V105; pcarlson@kcc.edu; Division Office – W102; 815-802-8650
Course Policies
Criminal Background Check Information
It is the policy of Kankakee Community College to adhere to all policies of educational facilities with which the College affiliates for
student classroom observation experiences. Some of the schools require criminal background checks for students enrolled in an
education program.
Kankakee Community College has determined that prior to being assigned to a classroom observation experience; the student must
complete the prescribed criminal background check.
The student must sign a “Criminal Background Check Consent Form” provided by Kankakee Community College. The student is
responsible for all costs incurred. Both requirements must be completed no later than two weeks prior to the student beginning
It is the policy of Kankakee Community College to adhere to all policies of educational facilities with which the College affiliates for
student classroom observation experiences. Some of the schools require criminal background checks for students enrolled in an
education program.
Kankakee Community College has determined that prior to being assigned to a classroom observation experience; the student must
complete the prescribed criminal background check.
The student must sign a “Criminal Background Check Consent Form” provided by Kankakee Community College. The student is
responsible for all costs incurred. Both requirements must be completed no later than two weeks prior to the student beginning
Kankakee Community College
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his/her program. Students may be dropped from their course/program if this requirement is not completed. Arrest or conviction during
the course may result in removal from the program.
Kankakee Community College will designate the companies selected to perform the background check. Kankakee Community
College will also arrange to have results sent from the company to the college.
Arrests or convictions during the semester may also result in the removal from the course.
All reasonable efforts will be made to maintain the confidentially of results.
IF you plan on observing with Kankakee School District 111, please see me!
You may not obtain your background check from a local police department!
Mandated Reporter
State law mandates that workers in certain professions must make reports if they have reasonable cause to suspect abuse or
neglect. Mandated reporters include:
• Medical Personnel: Physicians, psychiatrists, surgeons, residents, interns, dentists, dentist hygienists, medical examiners,
pathologists, osteopaths, coroners, Christian Science practitioners, chiropractors, podiatrists, registered and licensed practical
nurses, emergency medical technicians, substance abuse treatment personnel, hospital administrators and other personnel
involved in the examination, care or treatment of patients.
• School and Child Care Personnel: Teachers, school personnel, educational advocates assigned to a child pursuant to the School
Code, truant officers, directors and staff assistants of day care centers and nursery schools, and child care workers.
• Law Enforcement: Truant officers, probation officers, law enforcement officers, and field personnel of the Department of
Corrections.
• State Agencies: Field personnel from the Departments of Children and Family Services, Public Health, Public Aid, Mental
Health and Developmental Disabilities, Corrections, Human Rights, Rehabilitation Services. Also includes supervisors and
administrators of general assistance under the Illinois Public Aid Code.
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his/her program. Students may be dropped from their course/program if this requirement is not completed. Arrest or conviction during
the course may result in removal from the program.
Kankakee Community College will designate the companies selected to perform the background check. Kankakee Community
College will also arrange to have results sent from the company to the college.
Arrests or convictions during the semester may also result in the removal from the course.
All reasonable efforts will be made to maintain the confidentially of results.
IF you plan on observing with Kankakee School District 111, please see me!
You may not obtain your background check from a local police department!
Mandated Reporter
State law mandates that workers in certain professions must make reports if they have reasonable cause to suspect abuse or
neglect. Mandated reporters include:
• Medical Personnel: Physicians, psychiatrists, surgeons, residents, interns, dentists, dentist hygienists, medical examiners,
pathologists, osteopaths, coroners, Christian Science practitioners, chiropractors, podiatrists, registered and licensed practical
nurses, emergency medical technicians, substance abuse treatment personnel, hospital administrators and other personnel
involved in the examination, care or treatment of patients.
• School and Child Care Personnel: Teachers, school personnel, educational advocates assigned to a child pursuant to the School
Code, truant officers, directors and staff assistants of day care centers and nursery schools, and child care workers.
• Law Enforcement: Truant officers, probation officers, law enforcement officers, and field personnel of the Department of
Corrections.
• State Agencies: Field personnel from the Departments of Children and Family Services, Public Health, Public Aid, Mental
Health and Developmental Disabilities, Corrections, Human Rights, Rehabilitation Services. Also includes supervisors and
administrators of general assistance under the Illinois Public Aid Code.
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• Others: Social workers, social service administrators, substance abuse treatment personnel, domestic violence program
personnel, crisis line or hotline personnel, foster parents, homemakers, recreational program or facility personnel, registered
psychologists and assistants working under the direct supervision of a psychologist, members of the clergy.
Mandated reporters who make good faith reports have the same immunity from liability under the law as non-mandated reporters.
However, a mandated reporter's failure to report suspected instances of child abuse or neglect to DCFS constitutes a Class A
misdemeanor; simply reporting suspicions to a superior does not satisfy legal requirements.
Course Policies
Specifications for Written Materials
When working on paper assignments, students must remember to give credit where credit is due. Properly paraphrase and cite, using
either the APA or MLA referencing style, everything that originates from the work of others. Use your own words when writing to
demonstrate an understanding of the material. Only minimal use of direct quoting will be acceptable.
APA guidelines can be found at http://owl.english.purdue.edu/handouts/research/r_apa.html.
MLA guidelines can be found at http://owl.english.purdue.edu/owl/resource/557/01/.
Unexcused absences exceeding the course credit value will result in a final semester course grade reduction.
Course Deadlines
Course work is expected on the day it is due. Acceptance of late work is left up to the discretion of the instructor.
Participation
This is a college course, and as an adult you are responsible for your participation. In this course participation will be measured by the
in-class discussions, projects, and various other instructional strategies. I will be looking at what input you provide to determine a
portion of your grade.
Incompletes
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• Others: Social workers, social service administrators, substance abuse treatment personnel, domestic violence program
personnel, crisis line or hotline personnel, foster parents, homemakers, recreational program or facility personnel, registered
psychologists and assistants working under the direct supervision of a psychologist, members of the clergy.
Mandated reporters who make good faith reports have the same immunity from liability under the law as non-mandated reporters.
However, a mandated reporter's failure to report suspected instances of child abuse or neglect to DCFS constitutes a Class A
misdemeanor; simply reporting suspicions to a superior does not satisfy legal requirements.
Course Policies
Specifications for Written Materials
When working on paper assignments, students must remember to give credit where credit is due. Properly paraphrase and cite, using
either the APA or MLA referencing style, everything that originates from the work of others. Use your own words when writing to
demonstrate an understanding of the material. Only minimal use of direct quoting will be acceptable.
APA guidelines can be found at http://owl.english.purdue.edu/handouts/research/r_apa.html.
MLA guidelines can be found at http://owl.english.purdue.edu/owl/resource/557/01/.
Unexcused absences exceeding the course credit value will result in a final semester course grade reduction.
Course Deadlines
Course work is expected on the day it is due. Acceptance of late work is left up to the discretion of the instructor.
Participation
This is a college course, and as an adult you are responsible for your participation. In this course participation will be measured by the
in-class discussions, projects, and various other instructional strategies. I will be looking at what input you provide to determine a
portion of your grade.
Incompletes
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Incompletes are designed to help a student who is successfully completing a course deal with a personal emergency that arises at the
end of the semester. A grade of Incomplete will only be assigned in the case of emergencies such as a death in the immediate family or
an illness which requires hospitalization. This is college policy. The student must currently have a passing grade and must still meet
the attendance requirements of the course. Official documentation will be required to verify the validity of the student's need for an
incomplete.
Incompletes will NOT be given in the case of vacation plans, job conflicts, apartment lease problems, social engagements, missing too
many deadlines, or forgetting to take exams. If you need an incomplete, you must speak with me, provide the documentation, and fill
out the required paperwork before final grades are due.
Academic Integrity
Academic integrity is a fundamental principle of collegial life and is essential to the credibility of the College's educational programs.
Moreover, because grading may be competitive, students who misrepresent their academic work violate the right of their fellow
students. The College, therefore, views any act of academic dishonesty as a serious offense requiring disciplinary measures, including
course failure, suspension, and even expulsion from the College.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or other acts of academic
dishonesty, plagiarism, and misrepresentation of data, falsification of academic records or documents and unauthorized access to
computerized academic or administrative records or systems. Definitions of these violations may be found in the college catalog.
Plagiarism
Plagiarism is the presenting of others' ideas as if they were your own. When you write a paper, create a project, do a presentation or
create anything original, it is assumed that all the work, except for that which is attributed to another author or creator, is your own.
Plagiarism is considered a serious academic offense and may take the following forms:
1. Copying word-for-word from another source and not giving that source credit.
2. Paraphrasing the work of another and not giving that source credit.
3. Adopting a particularly apt phrase as your own
4. Using an image or a copy of an image without crediting its source
5. Paraphrasing someone else's line of thinking in the development of a topic as if it were your own.
6. Receiving excessive help from a friend or elsewhere, or using another project as if it were your own.
The penalties for plagiarism are at minimum failure on the particular piece of work to failure in the course.
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Incompletes are designed to help a student who is successfully completing a course deal with a personal emergency that arises at the
end of the semester. A grade of Incomplete will only be assigned in the case of emergencies such as a death in the immediate family or
an illness which requires hospitalization. This is college policy. The student must currently have a passing grade and must still meet
the attendance requirements of the course. Official documentation will be required to verify the validity of the student's need for an
incomplete.
Incompletes will NOT be given in the case of vacation plans, job conflicts, apartment lease problems, social engagements, missing too
many deadlines, or forgetting to take exams. If you need an incomplete, you must speak with me, provide the documentation, and fill
out the required paperwork before final grades are due.
Academic Integrity
Academic integrity is a fundamental principle of collegial life and is essential to the credibility of the College's educational programs.
Moreover, because grading may be competitive, students who misrepresent their academic work violate the right of their fellow
students. The College, therefore, views any act of academic dishonesty as a serious offense requiring disciplinary measures, including
course failure, suspension, and even expulsion from the College.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or other acts of academic
dishonesty, plagiarism, and misrepresentation of data, falsification of academic records or documents and unauthorized access to
computerized academic or administrative records or systems. Definitions of these violations may be found in the college catalog.
Plagiarism
Plagiarism is the presenting of others' ideas as if they were your own. When you write a paper, create a project, do a presentation or
create anything original, it is assumed that all the work, except for that which is attributed to another author or creator, is your own.
Plagiarism is considered a serious academic offense and may take the following forms:
1. Copying word-for-word from another source and not giving that source credit.
2. Paraphrasing the work of another and not giving that source credit.
3. Adopting a particularly apt phrase as your own
4. Using an image or a copy of an image without crediting its source
5. Paraphrasing someone else's line of thinking in the development of a topic as if it were your own.
6. Receiving excessive help from a friend or elsewhere, or using another project as if it were your own.
The penalties for plagiarism are at minimum failure on the particular piece of work to failure in the course.
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[Adapted from the Modern Language Association's MLA Handbook for Writers of Research Papers. New York: MLA, 1995: 26]
Plagiarism
Plagiarism is defined in section 16.2 of the Code of Conduct: “Representing the words or ideas of another as one’s own.
Plagiarism includes claiming credit for assignments completed by someone else.” All instances of intentional plagiarism on any
major assignment for this course will lead to the immediate failure of the course with no opportunity for the student to withdraw. The
instance of plagiarism will be reported to the Dean of Student Development. If the student has a second instance of plagiarism
reported to the Dean of Student Development, the student may be suspended from the institution.
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[Adapted from the Modern Language Association's MLA Handbook for Writers of Research Papers. New York: MLA, 1995: 26]
Plagiarism
Plagiarism is defined in section 16.2 of the Code of Conduct: “Representing the words or ideas of another as one’s own.
Plagiarism includes claiming credit for assignments completed by someone else.” All instances of intentional plagiarism on any
major assignment for this course will lead to the immediate failure of the course with no opportunity for the student to withdraw. The
instance of plagiarism will be reported to the Dean of Student Development. If the student has a second instance of plagiarism
reported to the Dean of Student Development, the student may be suspended from the institution.
Expectations for Classroom and Online Behavior
Please log into our course 3-5 times per week. Submit assignments on or before the posted due date(s) listed in the Modules, the Course Calendar and on the To Do List.
Course Calendar
Module One:
Who is an exceptional child?
The context of an exceptional child
The influence of culture and community
Historical Perspectives
Finding The Child with Special Needs
Government Support of Educational Services
The Role of the Courts
Overview of Early Intervention
Genetic and Circumstances That Put Children at
Risk
Readings, Slide deck, Online Submissions, Viewing of the Netflix
Documentary Crip Camp (2020)
https://www.youtube.com/watch?v=OFS8SpwioZ4
Documentary Questions:
Where was Camp Jened? Describe the camp setting. Why was this camp
such a wonderful opportunity for individuals with disabilities?
Who is Judy Heumann? What is her story? Describe Judy’s early school
experience(s). Who were the “upstairs kids”? What is the hierarchy of those
with special needs?
Key Words and Acronyms:
• Special Education
• The 13 Categories of Special Education
• 504 Plan
• IDEA (Individuals with Disabilities Education Act)
• IDEA
• IFSP (Individualized Family Service Plan)
Project Option:
• Pamphlet Comparing IEP, 504 Plan and IFSP with video explanation
Discussion Forum Topics:
• Three principles of IDEA
• Special Education Law (Court cases that impact the classroom)
• Environmental Rating Scales Overview
• Journal (Reflection) Drop Box:
Prompt You have learned a lot in this module! Think back to the major
topics (504 Plan, Early Intervention, 13 Categories of Special
Education). In this assignment, reflect on 3 major concepts or new bits
of information that you learned from the lecture notes, video clips,
PowerPoint slides and classroom discussions. Tell me about what you
learned!
Sample Student Submission
Prompt - 1. Choose one of the 3 above principles. (FAPE, LRE or IEP)
2. Search for two articles and/or case law on the topic. (Use Wrights Law website for
this, enter one of the topics in the search box on the website to find articles and/or court
cases)
3. Briefly (2-3 paragraphs) summarize your findings regarding the principle.
Module Two:
Two Children with Learning Disabilities
- Neuropsychological
- Biological and genetic
- Perceptual-Motor
- Visual Processing
- Auditory Processing
- Memory Disorders
- Attention Deficit and Hyperactivity
- Dyslexia
- Writing and Spelling Disorders
- Mathematics and Nonverbal Disorders
Educational Adaptations for the Learning
Environment
Readings, Online Submissions, Continued Viewing of the Netflix
Documentary Crip Camp (2020)
https://www.youtube.com/watch?v=OFS8SpwioZ4
Documentary Questions: How would you describe the end of
camp/the camp season? How did Camp Jened change peoples’ lives?
What is Disabled in Action? Who is the leader? What was
Willowbrook? What was the Rehab Act of 1972? What was a major
hallmark from the Rehab Act? Who vetoed it? Why? What was the
response to the veto?
Once laws were passed, were they immediately followed? Who was
Joseph Califano? What role did he play? What issues came up in-
regards-to the legislation? Describe the protest that took place. How
were the Black Panthers involved?
Who is an exceptional child?
The context of an exceptional child
The influence of culture and community
Historical Perspectives
Finding The Child with Special Needs
Government Support of Educational Services
The Role of the Courts
Overview of Early Intervention
Genetic and Circumstances That Put Children at
Risk
Readings, Slide deck, Online Submissions, Viewing of the Netflix
Documentary Crip Camp (2020)
https://www.youtube.com/watch?v=OFS8SpwioZ4
Documentary Questions:
Where was Camp Jened? Describe the camp setting. Why was this camp
such a wonderful opportunity for individuals with disabilities?
Who is Judy Heumann? What is her story? Describe Judy’s early school
experience(s). Who were the “upstairs kids”? What is the hierarchy of those
with special needs?
Key Words and Acronyms:
• Special Education
• The 13 Categories of Special Education
• 504 Plan
• IDEA (Individuals with Disabilities Education Act)
• IDEA
• IFSP (Individualized Family Service Plan)
Project Option:
• Pamphlet Comparing IEP, 504 Plan and IFSP with video explanation
Discussion Forum Topics:
• Three principles of IDEA
• Special Education Law (Court cases that impact the classroom)
• Environmental Rating Scales Overview
• Journal (Reflection) Drop Box:
Prompt You have learned a lot in this module! Think back to the major
topics (504 Plan, Early Intervention, 13 Categories of Special
Education). In this assignment, reflect on 3 major concepts or new bits
of information that you learned from the lecture notes, video clips,
PowerPoint slides and classroom discussions. Tell me about what you
learned!
Sample Student Submission
Prompt - 1. Choose one of the 3 above principles. (FAPE, LRE or IEP)
2. Search for two articles and/or case law on the topic. (Use Wrights Law website for
this, enter one of the topics in the search box on the website to find articles and/or court
cases)
3. Briefly (2-3 paragraphs) summarize your findings regarding the principle.
Module Two:
Two Children with Learning Disabilities
- Neuropsychological
- Biological and genetic
- Perceptual-Motor
- Visual Processing
- Auditory Processing
- Memory Disorders
- Attention Deficit and Hyperactivity
- Dyslexia
- Writing and Spelling Disorders
- Mathematics and Nonverbal Disorders
Educational Adaptations for the Learning
Environment
Readings, Online Submissions, Continued Viewing of the Netflix
Documentary Crip Camp (2020)
https://www.youtube.com/watch?v=OFS8SpwioZ4
Documentary Questions: How would you describe the end of
camp/the camp season? How did Camp Jened change peoples’ lives?
What is Disabled in Action? Who is the leader? What was
Willowbrook? What was the Rehab Act of 1972? What was a major
hallmark from the Rehab Act? Who vetoed it? Why? What was the
response to the veto?
Once laws were passed, were they immediately followed? Who was
Joseph Califano? What role did he play? What issues came up in-
regards-to the legislation? Describe the protest that took place. How
were the Black Panthers involved?
Key Words and Acronyms:
• LRE
• FAPE
• Response to Intervention (RtI)
• Inclusion
• Self-Contained
• Co-Teaching Models
Project Option:
Discussion Forum Topics:
• IEPs
• Disciplining students with IEPs
• Assistive technology in the classroom
• Helping families cope
• Positive behavior supports
Journal Reflection (Dropbox):
Prompt Wow! What a module! For this journal, please comment on
at least 3-4 topics or new pieces of information that you learned
during the completion of activities. Think back to everything that we
tackled:
• IEP
• Learning Disabilities
• Assistive Technology
• Co-Teaching
There is a lot to say about each! You should aim for about a
paragraph per topic - so about 3-4 paragraphs total.
Module Three:
Three Children With Intellectual and Developmental
Disabilities
Children With Emotional and Behavior Disorders
Children With Communication Disorders
Differences Between Speech and Language
Disorders
Children With Autism Spectrum Disorders
Children Who Are Deaf and Hard of Hearing
Children With Visual Impairments
Children With Physical, Health and Multiple
Disabilities
Readings, Online Submissions, Documentary Hear and Now
2007
https://www.youtube.com/watch?v=j6LfG7dpK08andt=1367s
Documentary Questions:
How would you describe Sally? Who is Paul? What is his
profession? What surgery are the experiencing? How long is the
surgery? How do deaf people listen to music? What daily
activities do Paul and Sally do that mimic your day? How old was
Sally when they discovered she was deaf? How was it discovered?
What was Paul’s early life like? What is the “oral method” of
teaching people to speak?
Once Sally and Paul left the St. Louis school, what did they do to
“blend in” in a public high school? What challenges did they
face? What was the TTY? How did it change the world for
individuals who are deaf/hard of hearing? What challenges did
they face as parents? How did they navigate those challenges?
Describe the surgery. Any side effects? What were they?
Key Words and Acronyms:
• Accommodations
• Modifications
• Learning Disabilities (High Incidence)
• Deaf/Hard of Hearing (Low Incidence)
Student Sample Submission
College Policies, Resources and Supports
College Policies
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide.
Resources
KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:
- Clubs and organizations
- Counseling and referral services
- Office of disability services
- Student complaint policy
- Transfer services
- Tutoring services, etc.
Copyright & Syllabus Disclaimer
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further information regarding KCC's copyright policy is available at https://kcc.libguides.com/copyright.
|Course syllabus/calendar is subject to change.