EDUC 390 Special Needs in an Inclusive Environment
This course applies ways to identify students with special needs as outlined in PL 108-446 (i.e., learning disabilities, intellectual disabilities, physical disabilities, other health impairments, sensory impairments, communication disorders, behavioral disorders, autism, and traumatic brain injury) and PL 95-561 (i.e., gifted and talented). A strong feeling exists in our society that all citizens deserve the opportunity to develop their capabilities fully. All teachers can expect to work with students with specific needs in their classrooms; hence, pre-service teachers must be prepared to examine their own personal attitudes toward students with varying abilities. Second, they must be aware of the various diagnoses, including etiology, characteristics, and implications for the quality of life (e.g., academic, recreation, social pursuits). Third, pre-service teachers must apply this knowledge by cultivating their ability to assess the intra-individual and inter-individual differences of the students. Knowing how to read an IEP and modify a curriculum according to the IEP and content taught ensures that all individuals are given ample opportunity to excel depending on their capabilities and personal desires. Emphasis will be placed on the inclusion concept, teaming approaches using the five-step problem-solving process, an overview of assessment techniques and writing clear objectives to build skills, and universal design techniques that affect the class as a whole. This course will also practice the role of the general education teacher in referring a student for special education, working with the student’s guardians through the referral process, and writing an IEP and IEP meeting requirements. All these items build a well-rounded understanding of the general education teacher and their collaborative role with special education. Pre-requisites: Admission to Teacher Education