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SPRING SEMESTER 1995

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P. Kosonen

PREREQUISITE:

60

hours of credit

COURSE OBJECTIVES

1.

To increase knowledge of the range of exceptionalities with an emphasis on definitions,

characteristics, and educational implications of major categories of special need.

2.

To deepen understanding of issues related to teaching students with special needs including

current research in instructional psychology; status of special education in British Columbia

and Canada; and, comparable philosophies, practices, and policies in other educational

jurisdictions.

3.

To provide strategies for managing and delivering instruction in classrooms and schools.

COURSE TOPICS AND FORMAT

Text materials, lectures, handouts, audio-visual materials, and other resources will address

various categories of special need: communication difficulties, emotional and behaviour

disorders, learning disabilities, visual and auditory impairments, physical and mental

disabilities, health problems, developmental disorders, and giftedness. Related topics (e.g.

mainstreaming, inclusion, non-categorical service delivery models, least restrictive

environment) will be examined. In addition, cooperative group learning methods will be

employed to further consolidate learning among course participants.

COURSE REQUIREMENTS

1.

A resource book ........................................................................................................ 20%

2.

Two position papers (20% each) ............................................................................. .40%

3.

Two tests based on readings, lectures, and classwork (20% each) .............................. .40%

(Additional details will be given at the first class meeting.)

REQUIRED TEXTBOOK

Schulz, J.B., Carpenter, C.D., and Turnbull, A.P. (1991). Mainstreaming Exceptional Students.

Toronto: Allyn and Bacon.

RECOMMENDED TEXTBOOK

Winzer, M. (1993). Children with Exceptionalities: A Canadian Perspective, Prentice-Hall:

Scarborough.