Syllabus

This course is equivalent to college courses about children and youth with exceptionalities required for teacher licensure in many states. Emphasis is given to the cognitive, social, motor, and language development of children and youth with exceptionalities and to the educational implications of individual differences in development. Attention is also given to the influences of a disability on the student’s performance in school, relationships with peers and siblings, participation in the community, vocational training, and adult life.

Although the course is oriented toward education, detailed attention is not given to teaching techniques or curriculum content. You are introduced, however, to principles of educational programming, interventions, and assessment strategies. The course is designed to provide you with a view of exceptionality from the multidisciplinary perspective of physicians, psychologists, sociologists, and educators, as well as family members and friends. Many educators believe that the study of exceptionality should include a historical review, educational and social issues relative to ethnic diversity, show a concern for families with children with special needs, and cover the life span of the individual who is exceptional. This course will provide you with information about each of these areas.

The course is divided into categorical areas of exceptionality under the overall headings of high incidence and low incidence. These terms reflect the prevalence of the specific disabilities in the population.

When reference is made to individuals with disabilities or those who are considered academically gifted, the term “exceptional” is used to refer to both groups. When reference is made to children with disabilities, the phrase “students with disabilities” or “students with special needs” is used. Consider how you would introduce someone who doesn’t have a disability. You would give her name and perhaps her interests. Why say it differently for persons with disabilities? Every person is made up of many characteristics, both mental and physical. Few people would want to be identified by their ability to play golf or the fact that they wear glasses. Those are just parts of us. In speaking or writing, remember that children, youth, or adults with disabilities are like everyone else. They just happen to have a disability. It is important to recognize that all people are unique with individual strengths and needs, whether or not a disability is identified. It is appropriate to say “young child with mental retardation” or “student with a visual impairment” rather than “mentally retarded student,” “the handicapped,” or “physically handicapped boy.” A person is not “confined to a wheelchair.” Rather, he “uses a wheelchair.” Students/professionals completing this course should recognize the need to refer to the person first and add the label second. All of your written work for this course should use current appropriate terminology that places the person before the label.