I. General Information

1. Course Title:
Profiles of Exceptional Child

2. Course Prefix & Number:
CDEV 1135

3. Course Credits and Contact Hours:

Credits: 3

Lecture Hours: 3

Lab Hours: 0

4. Course Description:

This course is an exploration of individual difference in the areas of mental retardation, orthopedic handicaps, visual and hearing impairments, speech and language disorders, learning disabilities, emotional and behavioral disorders, and the gifted. It is an introduction to the field of special needs. Although it is designed for students in the CDEV program, it is appropriate for persons who are interested in Special Education, either teachers, teacherÆs aides, childcare providers, or parents.

5. Placement Tests Required:

6. Prerequisite Courses:

There are no prerequisites for this course.

9. Co-requisite Courses:

There are no corequisites for this course.

II. Transfer and Articulation

1. Course Equivalency - similar course from other regional institutions:

Name of Institution	Course Number and Title	Credits
E-LECT articulation of MnSCU 2 yr colleges

2. Transfer - regional institutions with which this course has a written articulation agreement:

Name of Institution	Date of Acceptance	Discipline/Area/Program of Transfer
Bemidji State University	2009	Early Childhood Bachelor degree

3. Prior Learning - the following prior learning methods are acceptable for this course:
Portfolio

III. Course Purpose

1. Program-Applicable Courses – This course is required for the following program(s):

Name of Program(s)	Program Type
Child Development	Diploma   Certificate
Young Child Education	AS
Child Development Care & Guidance	AAS
Child Development/ASL	AAS

IV. Learning Outcomes

1. College-Wide Outcomes

College-Wide Outcomes/Competencies	Students will be able to:
Analyze and follow a sequence of operations	Analyze and describe teaching strategies to meet the needs of the child and his/her family.

2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of the course:

Expected Outcome

MnTC Goal Area

Describe PL94-142, PL 194-157 and current legislation. Differentiate between the concepts of: mainstreaming, integration, and inclusion. Define task analysis. Explain how IEP/IFSP reports are created and utilized. Plan and perform assessment/screening for exceptional educational needs. Propose how to discriminate the child’s strengths and needs through various methods (work sampling, play-based assessment, checklists, etc.) Plan how to integrate the knowledge of child development with atypical development. Analyze and describe teaching strategies to meet the needs of the child and his/her family. Examine and describe the impact of a child with disabilities on the family. Examine and describe the affect of societal attitudes on a child with disabilities. Examine the criteria for children in MN to qualify for gifted/talented programs. Compare and contrast learning styles. Research(the criteria in MN) of the following disabilities/challenges: motor disabilities sensory integration disability learning disability ADD ADHD Asperger’s syndrome Down syndrome Tourette’s syndrome Autism mental retardation visual disability hearing impairment health impairment speech/language disability Compare and contrast the difference between active/alert, spirited and ADHD children. Analyze the MN criteria for a child with a cognitive delay. Adapt and/or design an activity for children displaying a cognitive delay. Examine the MN criteria for a speech/language impairment. Adapt/design an activity for a child displaying a speech/language delay Adapt/design an activity to accommodate a child with a hearing impairment. Adapt/design activity to accommodate visual impairment

V. Topical Outline

Listed below are major areas of content typically covered in this course.

1. Lecture Sessions

1.         Early intervention and public policy

• An inclusive approach to early education
• Federal legislation: early intervention and prevention

2.         Inclusive programs for young children

3.         Normal and exceptional development

4.         Developmental disabilities: causes and classification

5.         Sensory impairments

• Hearing
• Vision

6.         Physical disabilities and health problems

7.         Learning and Behavior Disorders

8.         Partnerships with families

9.         Assessment and the IFSP/IEP process

10.       Characteristics of effective teachers in inclusive programs

11.       Development-behavioral approach

12.       Arranging the learning environment

13.       Facilitating learning

• Self-care
• Social development
• Speech & language
• Cognitive learning

14.       Managing challenging behaviors

• Planning goals and objectives
• Strategies to promote positive guidance techniques
• Reinforcements and consequences

15.       Planning transitions to support inclusion