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Center for Curriculum and Transfer Articulation
Introduction to the Exceptional Learner
Course: EDU222

First Term: 2026 Fall
 Lecture   3.0 Credit(s)   3.0 Period(s)   3.0 Load  
Subject Type: Academic
Load Formula: S - Standard Load


Description: Overview of the exceptional learner with emphasis on factors relating to current practices, identification, characteristics, and educational adaptations. Issues related to mild disabilities, severe disabilities, emotional and behavioral disorders, intellectual disabilities, and students who are gifted.



MCCCD Official Course Competencies
1. Investigate past, current, and future trends in beliefs and attitudes related to the education of exceptional learners. (I)
2. Summarize the history of the laws impacting the exceptional learner, their families, schools, and communities, including the implications of current legislation. (II, III)
3. Identify the definition and characteristics of the 13 Individuals with Disability Education Act (IDEA) eligibility criteria, including gifted/talented and developmental delay. (III)
4. Apply knowledge of high-leverage and evidence-based practices to real-world scenarios to promote inclusive learning environments for the exceptional learner and their families. (III, IV)
5. Examine the Individual Family Services Plan (IFSP), Individualized Education Plan (IEP), and related processes and practices. (III, V)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.
 
MCCCD Official Course Outline
I. Trends in beliefs and attitudes related to the education of exceptional learners
   A. Past, current, future instructional practices
      1. Expectations
      2. Misconceptions
      3. Educational goals
      4. Educational setting
   B. Philosophical roots: deinstitutionalization
   C. Civil rights
II. Prevalence and trends in legislation and litigation
   A. Public Law 94-142 (Education for All Handicapped Children)
   B. Individuals with Disability Education Act (IDEA)
   C. Section 504 of the Rehabilitation Act
   D. Relevant court cases
      1. Brown vs. Board of Education (1954)
      2. Parc vs. Commonwealth of Pennsylvania (1972)
      3. Mills vs. Board of Education of District of Columbia (1972)
      4. Others
III. Categories of Disability (IDEA parts B and C)
   A. Definition/eligibility
   B. Characteristics
      1. Academic
      2. Cognitive
      3. Behavioral
      4. Social/Emotional
      5. Functional
   C. High leverage practices and educational considerations
      1. Inclusive practices
         a. Early intervention
         b. Least Restrictive Environment (LRE)
         c. Accommodations/modifications/adaptations
            (1) UDL (Universal Design for Learning)
            (2) RTI (Response to Intervention)
            (3) MTSS (Multi-Tiered System of Support)
         d. Assistive technology
         e. Related services
      2. Transition planning
IV. Gifted and talented
   A. Definition
   B. Characteristics
      1. Academic
      2. Cognitive
      3. Behavioral
      4. Social/Emotional
   C. High leverage inclusive practices and educational considerations
      1. Least Restrictive Environment (LRE)
      2. Accommodations/modifications/adaptations
         a. UDL (Universal Design for Learning)
         b. RTI (Response to Intervention)
         c. MTSS (Multi-Tiered System of Support)
V. Individual Education Program (IEP)/Individual Family Support Plan (IFSP)
   A. Special education process
      1. Identification and referral
      2. Evaluation
      3. Determination of eligibility
         a. Special education services (IEP/IFSP)
         b. Section 504
   B. Special education personnel
      1. Parent/guardian notification/participation
      2. Educational team
      3. Specialists and related service providers
      4. Others
 
MCCCD Governing Board Approval Date: May 27, 2025

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.