EDUC 230 - Introduction to Special Education

Number of Credits: 3
Survey the existing knowledge about disabling conditions and the implications of these differences for educational programming. Examine the foundations of special education, gifted and talented conditions, the nature of sensorimotor exceptionalities, intellectual disabilities, learning disabilities, and behavioral disorders. Discuss how current information concerning federal and state regulations in special education is provided and the use of appropriate educational modifications and environmental adaptations. The Introduction to Special Education course required by Carroll Community College is a necessary requirement of the College’s A.A.T. degree, but is not sufficient to meet all special education or inclusion course requirements for four-year teacher education programs. Students may be required to take additional special education or inclusion courses as a part of the requirements for a Baccalaureate Degree and Teacher Education Certification at four-year institutions. Successful completion of EDUC-130 meets the Maryland State Department of Education Office of Child Care required compliance with the American Disabilities Act and provides three clock hours of required ADA Training. External classroom observation will occur on students’ own time. (Fall & Spring Only) Three hours lecture each week. Three Credits. Three billable hours.

Pre-requisite(s): Baccalaureate degree; EDUC 120 and PSYC 101 ; or ECE 100 and ECE 101 required. Good academic standing (2.0 GPA) required.
Co-requisite(s): Undergraduate students, including Transfer students, enrolled in EDUC-230 must be concurrently enrolled in EDUC 231 , Directed Practicum in Special Education.
Course Topics:
HIstory of Special Education

The IEP and IFSP Process

Executive Functioning Skills

Culture, Diversity and Families

Assistive Technology

Universal Design for Learning

High Incidence Disabilities and Conditions

Low Incidence Disabilities and Conditions

Course Objectives: Upon successful completion of this course, students will be able to:
Upon completion of this course, students will be able to:

Define and trace the historical development of special education and relate to current practice. (PLG2)
Describe recent federal and state regulations pertaining to the rights and privileges of special education children. (PLG 2, PLG3, PLG4)
Explain the process for providing special education services and the various environments into which children are placed. (PLG2, PLG3, PLG4)
Describe appropriate assessment and responsive curriculum for culturally diverse students. (PLG2, PLG3, PLG4)
Effectively communicate with special education children and their parents. (PLG2, PLG4)
Explain educational approaches for the following special education categories: intellectual disabilities, learning disabilities, emotional and behavioral disabilities, communication disorders, hearing loss, visual impairment, physical impairment, severe disabilities, and giftedness and talented. (PLG1, PLG2, PLG4)

Acquire qualities of open-mindedness, inquiry, and rational assessment of data. Teacher candidates will explore their roles in assessing and documenting children’s learning and evaluating progress in special education classrooms. (PLG2, PLG4)
Express ideas analytically, critically, and creatively. Teacher candidates will observe and participate in a special education field (EDUC 131) experience and be able to critique their work. (PLG 2, PLG4)
Apply ethical principles to inquiry. Teacher candidates will explore the role of the instructor in working with special education children and maintaining confidentiality. (PLG2, PLG4)
Adapt to the increasing integration of information technology by becoming familiar with technology available for use with special education populations. (PLG4)
Develop communication skills in written and oral English. Additionally, Teacher candidates will learn communication skills to use with parents of special education children. (PLG2)
Develop an understanding of cultural and social diversity and unity. Teacher candidates will learn to adapt the classroom environment to the needs of special education children. (PLG2)