MCCCD Program Description

Introduction to the Exceptional Learner

Course: EDU222

First Term: 2014 Spring

Lecture 3 Credit(s) 3 Period(s) 3 Load
Subject Type: Academic
Load Formula: S - Standard Load

Description: Overview of the exceptional learner, one who differs from the average or normal, with emphasis on factors relating to current practices, identification, characteristics, and educational adaptations. Issues related to mildly disabled, severely disabled, emotionally and behaviorally disordered, intellectually disabled, and gifted students.

MCCCD Official Course Competencies
1. Trace the history of society`s treatment of the exceptional learner, including the implications of current legislation. (I) 2. Identify early intervention priorities and programs for the exceptional learner. (I) 3. Describe the Individualized Education Plan (IEP) and other parent, family, and social support systems. (II) 4. Describe the Individual Family Services Plan (IFSP) and other parent, family, and social support systems. (II) 5. Describe educational adaptations for the exceptional learner. (II, XI) 6. Describe educational considerations for children with intellectual disabilities and developmental disabilities and those with emotional and behavior disorders. (III-IV) 7. Identify and explain factors to consider in defining and diagnosing learning disabilities. (V) 8. Compare and contrast language and speech disorders. (VI) 9. Analyze the controversy over the use of assistive technology and augmentative communication devices for children with language and speech disorders and for children with hearing or visual impairments. (VI, VII, VIII) 10. Compare neurological impairment, musculoskeletal condition, congenital malformation, and other physical disabilities and health problems. (IX) 11. Describe characteristics of children with multiple severe disabilities. (X) 12. Describe qualities and characteristics of gifted learners. (XI) 13. Explain the State Board of Education Professional Teaching Standards that relate to the exceptional learner. (XII)
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. Educational Definition of Exceptional Children and Youth A. Prevalence and trends in Legislation and litigation 1. PL94-142 2. IDEA B. Philosophical Roots: Deinstitutionalization C. Early Intervention D. Mainstreaming E. Inclusion (Full and Partial) F. Transition to independent living II. Parents and Families of Children with Exceptionalities A. Effects on the parents and Family B. Individual Education Plan (IEP) C. Individualized Family Services Plan (IFSP) D. Social support systems III. Intellectual Disabilities and Developmental Disabilities A. Psychological and behavioral characteristics B. Causes and Assessment C. Educational Consideration IV. Emotional and Behavioral Disorders A. Psychological and Behavioral Characteristics B. Causes and Assessment C. Educational Considerations V. Learning Disabilities A. Psychological and Behavioral Characteristics B. Causes and Assessment C. Educational Considerations VI. Communication Disorders A. Psychological and Behavioral Characteristics B. Language and Speech: Causes and Assessment C. Educational considerations D. Assistive Technology E. Augumentative Communication Devices VII. Hearing Impairment A. Psychological and Behavioral Characteristics B. Causes and Assessment C. Educational Considerations D. Assistive Technology VIII. Visual Impairment A. Psychological and Behavioral Characteristics B. Causes and Assessment C. Educational considerations D. Assistive Technology IX. Physical Impairments A. Psychological and Behavioral Characteristics B. Neurological, Musculoskeletal, Congenital, Accidental Causes C. Educational Considerations D. Classroom Adaptations and Ancillary Equipment X. Multiple Severe Disabilities A. Physical, psychological and Behavioral B. Autism C. Pervasive developmental Disorders D. Other Multiple and Severe Disabilities E. Causes and Assessment F. Educational Considerations XI. Giftedness A. Psychological and Behavioral Characteristics B. Attitudes Toward the Gifted C. Educational Considerations D. Classroom Placements XII. State Board of Education Professional Teaching Standards

MCCCD Governing Board Approval Date: December 10, 2013

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.