Foundations of Exceptionality – COSC 521

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

A comprehensive course dealing with the characteristics of children and youth with disabilities and topics related to models of service delivery, documentation procedures, and legal/ethical issues. Recommended as the first special education course.

Prerequisites

None

Rationale

It is imperative that all educators and school counselors are prepared to deal with the special needs of exceptional students. Ministering to those in need is the professional responsibility and the spiritual mandate for every Christian. “Inasmuch as ye have done it unto one of the least of these my brethren, ye have done it unto me” (Matthew 25:40b, KJV).

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

A. Identify the conceptual and biblical basis of special education.

(CACREP 2.F.2.g; CACREP 5.G.1.d; CACREP 5.G.2.d; CACREP 5.G.3.h); assessed with Discussion Board Forum #1; Quiz #1; Quiz #12; Quiz #13

B. Recognize the legal requirements concerning students with exceptionalities.

(CACREP 2.F.1..i; CACREP 5.G.2.a; CACREP 5.G.2.d; CACREP 5.G.2.m-n); assessed with Discussion Board Forum #1; Law Analysis Part I and Part II; Quiz #1; Quiz #12; Quiz #13

C. Identify the characteristics of various categories of exceptionality.

(CACREP 2.F.2.d; CACREP 2.F.3.e-i; CACREP 5.G.2.g); assessed with Exceptionality Chart; Quiz #4; Quiz #5

D. Develop understanding of role for school counselor in supporting exceptional students.

(CACREP 5.G.2.d; CACREP 5.G.2.f; CACREP 5.G.2.j-l; CACREP 5.G.3.l); assessed with Community Engagement Assignment; School Counselor Article Review; Quiz #2

E. Develop understanding of intervention strategies for students wtih exceptionalities.

(CACREP 2.F.5.f; CACREP 2.F.5.h-l; CACREP 5.G.1.c; CACREP 5.G.2.d; CACREP 5.G.3.c-d; CACREP 5.G.3.h); assessed with Discussion Board Forum #2; Exceptionality Chart; Quiz #3

F. Research current professional literature on special education.

(CACREP 2.F.2.f; CACREP 2.F.2.h; CACREP 5.G.1.c; CACREP 5.G.2.d; CACREP 5.G.3.c-d; CACREP 5.G.3.h); assessed with Discussion Board Forum #1 and #2; Community Engagement Assignment; Law Analysis Part I and Part II; Exceptionality Chart; School Counseling Article Review; Quiz #10; Quiz #11

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forum

Discussion boards are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each forum. Each thread must be 400-words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to one other classmates’ threads. Each reply must be 250-words. Each thread must have at least one source in current APA format. Acceptable sources would be scholarly journals and the text books, and the Bible can be used as an additional source. MLO: (A, B, D, E, F).

School Counseling Article Review

The student will review and critique a journal article related to School Counseling and supporting exceptional students.The article must be recent and related to the role of school counselor and exceptional students. The review must be at least 2-pages in length and follow current APA format. MLO: (D, F).

Exceptionality Chart

The student will complete a chart related to exceptionalities, criteria for service, characteristics, and general instructional strategies/school counselor interventions/technology. The information will be from the course text and cover a broad range of exceptionalities. MLO: (C, E, F).

Law Analysis Part I and Part II

Part I: Student will complete the activity Laws in Special Education.

Part II: Student will analyze two special education landmark court cases by stating the facts of the case, the rulings of the case, and the implications to special education. MLO: (B, F).

Community Engagement Assignment: 2-Parts

Part 1-Plan: Student will submit a plan during Week 2 in a discussion board for professor approval to complete no less than 2-hours of  volunteer observation of an exceptional child or student in a community or educational setting.

Part II- Reflective Video Blog: Student will complete a reflective video blog post during Week 7 of no less than 3-minutes to discuss the observation of the exceptional child or student, questions and reflections as they relate to the individual observed, and culturally responsive practices for meeting the specific needs (i.e., academic, social, emotional, behavioral) of diverse populations. The student will also complete a reply video blog post to the reflective video of a classmate. This reply video will be at least 2-minutes in length. MLO: (D, F).

Chapter Quizzes and VDOE LD Guidelines Quiz (14)

Throughout the course, the student will complete quizzes that correspond with the weekly Reading and Study materials. All quizzes are open-book and open-notes,  and contain 10 multiple-choice questions with the exception of the VDOE LD Guidelines quiz that is 15-questions. The student will have 1-hour and 30-minutes to complete each quiz.