Course Snapshot for ECE260 - The Exceptional Child
The information listed below is subject to change. Please review the course syllabus within your online course at the start of class.
Course Competencies
The competencies you will demonstrate in this course are as follows:
- Demonstrate a basic understanding of typical and atypical child development in children ages birth through 8 years.
- Demonstrate a basic knowledge of historical and philosophical aspects of national Individuals and Disabilities Education
- Demonstrate a basic knowledge of the legal components under the national IDEA (Part C and Part B)
- Examine evidence-based research and identify accommodations when creating developmentally appropriate activities for typically and atypically developing children withing natural environments or least restrictive environments.
- Identify the barriers to inclusion that parents, other children, and staff encounter.
- Describe the concept of family-centered, inclusive practices including sensitive and supporting communication with families.
- Explore the impact of child exceptionality on the family regarding resources and priorities.
- Demonstrate understanding of basic early childhood special education terminology.
Module Outcomes Mapped to Competencies
Module 1 Learning Outcomes |
Mapped to Course Competencies (above) |
| Identify historical and philosophical aspects of IDEA. | B, H |
| Define legal components under IDEA for Part C and Part B. | C,H |
| Outline steps in the IEP process and legalities surrounding development, implementation and inclusion of families. | B, C, E, F |
| Examine what it means to provide educational opportunities for all learners and explore concept of developmentally appropriate practice in an inclusive environment. | D, E |
Module 2 Learning Outcomes |
Mapped to Course Competencies (above) |
| Describe instructional techniques, adaptations, and accommodations that are appropriate to modify instruction for a variety of learners. | A,D,E,H |
| Examine the relationships between cultural diversity and schooling experiences. | C,E,F,G |
| Conduct research to explore various cultures, world views, and value systems in relation to the need for cultural inclusion and culturally responsive teaching. | D,E,F,G |
| Discuss techniques that help promote a language enriched classroom. | A,D,F,H |
Module 3 Learning Outcomes |
Mapped to Course Competencies (above) |
| Analyze appropriate behavior modification strategies for students who experience a variety of exceptionalities. | A,D,H |
| Examine the various possiblities of the function of behaviors and analyze the root cause. | A,D,H |
| Discuss appropriate accommodations for students with ADHD and explore the differences that lie within the disability. | A,D,F |
| Explore challenges that students with emotional, behavioral, intellectual, physical, and health disabilities encounter. | A,D,E,F |
| Expand our vision to include adults with disabilities and how early intervention and services can affect lifelong outcomes. | B,C,F |
Module 4 Learning Outcomes |
Mapped to Course Competencies (above) |
| Examine the experiences of students who have hearing and vision impairments. | D,E,F |
| Identify appropriate accommodations for students with hearing and vision impairments. | A, D, F, G |
| Conduct an accesiblity assessment. | A, D, F, |
Module 5 Learning Outcomes |
Mapped to Course Competencies (above) |
| Describe autism-spectrum disorders and related interventions. | A,D,E,F |
| Examine characteristics of gifted and talented students, including appropriate educational strategies to identify and facilitate their gifts. | A,D,H |
| Identify and recommend strategies to include all children in classroom. | D,F,G,H |
| Dissect and Analyze IEP meeting to determine if it meets specific and neccessary criteria. | A - H |
Course Time Commitment and Expectations
For every credit hour, students should plan to spend an average of 2-3 hours per week for course-related activities in a 15-week course. For example, a 3 credit hour course would average an average 6-9 hours per week to read/listen to the online content, participate in discussion forums, complete assignments, and study the course material. For 10 and 6-week courses, the amount of time per week will be higher so all course competencies, module outcomes, and assignments will be covered.
Aside from typical reading assignments, this course has the following (Please Note: This list is subject to change based on the discretion of the instructor facilitating this course.):
| Assignment | Points | % |
|---|---|---|
| Discussions (11 @ 20 points each) | 220 | 20% |
| Quizzes (5 @ 20 points each) | 100 | 10% |
| Assignments (6 @ 50 points each) | 300 | 28% |
| Assignments (3 @ 100 points) | 300 | 28% |
| Final Assignment (1 @ 150 points) | 150 | 14% |
| TOTAL | 1070 | 100% |
| A = 90 to 100% | B = 80 to 89% | C = 70 to 79% | D = 60 to 69% | F = 59% and below |
CCCOnline Course Quality Commitment
CCCOnline goes to great lengths to assure the quality of your online learning experience. You can expect the following from our courses:
- All CCCOnline courses are developed by content experts and a professional team of instructional designers.
- CCCOnline courses are built with a template that assures accessibility and Quality Matters Design Standards.
- There is navigation consistency across all CCCOnline courses.
- Most of our courses come with illustrative models and videos to enhance learning concepts.