EDUC 1833: The Exceptional Learner/Child

Understanding Exceptional Learners

• Who is an exceptional child?
• The context of disability in educational settings
• Genetic and environmental factors that place children at risk
• The influence of culture, family, and community

IPES Alignment:

• IPES.PR.1 – Recognizing how personal biases and perceptions affect practice
• IPES.IN.3 – Aligning instruction with learning goals and learner needs

Historical and Legal Foundations of Special Education

• Historical perspectives on disability and schooling
• Government support of educational services
• The role of the courts in shaping special education
• Landmark legislation:
  • IDEA
  • Section 504
  • IFSP

IPES Alignment:

• IPES.IN.4 – Incorporating applicable laws, rules, and policies
• IPES.PR.2 – Recognizing discriminatory or harmful policies
• IPES.CC.1 – Examining historical foundations of public education

Identification, Early Intervention, and Individualized Planning

• Finding and identifying children with special needs
• Overview of Early Intervention services
• Individualized planning models:
  • IEP
  • IFSP
  • 504 Plan
• The family’s role in individualized planning and support

IPES Alignment:

• IPES.IN.3 – Aligning instruction with learner needs
• IPES.CC.2 – Collaborating with families in culturally sustaining ways
• IPES.CC.7 – Community and school partnerships

Family Engagement, Environment, and Equity

• Family engagement and support systems
• Environmental Rating Scales (Early Childhood focus)
• Culturally responsive and equitable learning environments

IPES Alignment:

• IPES.CC.2 – Collaboration with families
• IPES.CC.7 – Community partnerships
• IPES.PR.1 – Reflection on bias and equity

SLO: 1, 4, 5, 6

By the end of this module, students will be able to:

1. Explain who exceptional learners are by describing disability within educational, cultural, familial, and community contexts and recognizing how personal beliefs and biases influence professional practice.
   (Aligned to IPES.PR.1; IPES.IN.3)
2. Analyze the historical and legal foundations of special education by examining landmark legislation, court decisions, and government policies that shape equitable educational access for individuals with disabilities.
   (Aligned to IPES.IN.4; IPES.PR.2; IPES.CC.1)
3. Describe processes for identification and early intervention by comparing IEPs, IFSPs, and 504 Plans and explaining the role of families and professionals in collaborative, individualized planning.
   (Aligned to IPES.IN.3; IPES.CC.2; IPES.CC.7)
4. Evaluate family engagement practices and learning environments by analyzing Environmental Rating Scales and identifying indicators of quality, equity, and culturally responsive educational settings.
   (Aligned to IPES.A.2; IPES.CC.2; IPES.PR.1)
5. Demonstrate understanding of advocacy and inclusion by connecting historical and contemporary disability rights efforts to current educational practices and professional responsibilities.
   (Aligned to IPES.CC.1; IPES.PR.2; IPES.PR.4)
6. Reflect on professional growth and responsibility by articulating how course content influences personal understanding of equity, inclusion, and the educator’s role in supporting exceptional learners and their families.
   (Aligned to IPES.PR.1; IPES.PR.4)

Readings & Media

• Lecture slides and assigned readings
• Teaching Channel resources
• Crip Camp (2020) documentary

Documentary Focus Questions:

• How did Camp Jened challenge traditional views of disability?
• Who was Judy Heumann, and how did her experiences reflect educational inequities?
• How does the documentary illustrate advocacy, access, and civil rights for individuals with disabilities?
• IPES Alignment: IPES.CC.1; IPES.PR.2; IPES.PR.1

Discussion Forums

• Three principles of IDEA: FAPE, LRE, and IEP
• Special education law and court cases impacting classrooms
• Family engagement and culturally responsive collaboration
• Environmental Rating Scales overview
• IPES Alignment: IPES.IN.4; IPES.CC.2; IPES.CC.7

Project Option Pamphlet & Video Explanation:

• Compare IEP, IFSP, and 504 Plans
• Explain purpose, eligibility, family role, and service delivery
• IPES Alignment: IPES.IN.4; IPES.CC.2; IPES.PR.4

Journal Reflection Prompt:
Reflect on what you learned about exceptional learners, early intervention, individualized plans, family engagement, and legal protections. How has this module influenced your understanding of equity, inclusion, and your future role as an educator?

IPES Alignment:

• IPES.PR.1; IPES.PR.4

Assessment: Environmental Rating Scales & Family Engagement

Students analyze Environmental Rating Scales and reflect on:

• Indicators of quality learning environments
• Strengths and limitations of the scales
• The importance of family involvement and examples of effective school–family partnerships
• IPES Alignment: IPES.A.2 – Assessment literacy, IPES.CC.2 – Family collaboration, IPES.PR.1 – Reflective practice

Vocabulary

• Special Education
• Individuals with Disabilities Education Act (IDEA)
• Section 504
• Individualized Education Program (IEP)
• Individualized Family Service Plan (IFSP)
• Free Appropriate Public Education (FAPE)
• Least Restrictive Environment (LRE)
• Early Intervention
• Family Engagement
• Environmental Rating Scales
• Equity vs. Equality
• Advocacy
• Respite Care

Understanding Learning Disabilities

• Children with Learning Disabilities
• Neuropsychological Foundations
• Biological and Genetic Influences
• Perceptual–Motor Challenges

IPES Alignment:

• IPES.IN.3 – Aligning instruction with learner needs
• IPES.PR.1 – Recognizing how personal biases affect practice

Types of Learning and Processing Disorders

• Visual Processing Disorders
• Auditory Processing Disorders
• Memory Disorders
• Attention-Deficit/Hyperactivity Disorder (ADHD)
• Dyslexia
• Written Expression and Spelling Disorders
• Mathematics and Nonverbal Learning Disorders

IPES Alignment:

• IPES.IN.3 – Developmentally appropriate and responsive instruction
• IPES.IN.4 – Legal and policy considerations in instructional decisions

Educational Adaptations and Instructional Supports

• Educational adaptations for the learning environment
• Response to Intervention (RtI)
• Assistive technology in the classroom
• Inclusive instructional models:
  • Inclusion
  • Self-contained settings
  • Co-teaching models
• Positive behavior supports

IPES Alignment:

• IPES.IN.3 – Instructional planning and differentiation
• IPES.A.2 – Assessment alignment and data use
• IPES.CC.2 – Collaboration with families and professionals

Family Support, Advocacy, and Coping

• Helping families cope with disability
• Family advocacy and support systems
• Collaboration between families, schools, and communities

IPES Alignment:

• IPES.CC.2 – Culturally sustaining family collaboration
• IPES.CC.7 – Community partnerships
• IPES.PR.4 – Advocacy and professional growth

Disability History, Rights, and Social Justice

• Disability rights movement
• Disabled in Action
• Willowbrook State School
• Rehabilitation Act of 1973 (Section 504)
• Role of activism and protest in educational reform

IPES Alignment:

• IPES.CC.1 – Historical and philosophical foundations
• IPES.PR.2 – Recognizing discriminatory or harmful policies

SLO: 1, 2, 3, 5, 6

By the end of this module, students will be able to:

1. Describe the characteristics and educational implications of learning disabilities by examining neurological, biological, and processing differences that affect student learning.
   (IPES.IN.3; IPES.PR.1)
2. Analyze instructional adaptations and support models that promote access, inclusion, and equitable learning opportunities for students with learning disabilities.
   (IPES.IN.3; IPES.A.2; IPES.CC.2)
3. Explain the role of families in supporting students with disabilities and evaluate strategies schools and educators can use to help families cope, advocate, and collaborate effectively.
   (IPES.CC.2; IPES.CC.7; IPES.PR.4)
4. Examine the historical and legal foundations of disability rights by analyzing key legislation, advocacy movements, and court decisions that shaped special education and civil rights.
   (IPES.CC.1; IPES.IN.4; IPES.PR.2)
5. Reflect on disability, equity, and social justice by connecting course content, media, and personal perspectives to professional responsibilities in education.
   (IPES.PR.1; IPES.PR.4)

Learning Activities & Assessments

Readings & Media

• Assigned textbook readings
• Online course materials
• Crip Camp (2020) – continued viewing

Documentary Focus Questions:

• How did Camp Jened empower individuals with disabilities?
• What was Disabled in Action, and how did it influence disability rights?
• What occurred at Willowbrook, and why was it significant?
• What was the Rehabilitation Act of 1973, and why was Section 504 critical?
• How did activism, including the 504 sit-in and support from the Black Panthers, lead to systemic change?

IPES Alignment:

• IPES.CC.1; IPES.PR.2; IPES.PR.1

Discussion Forums

• IEPs and instructional supports
• Disciplining students with IEPs
• Assistive technology and access
• Helping families cope
• Positive behavior supports

IPES Alignment:

• IPES.IN.4; IPES.CC.2; IPES.PR.2

Assessment: Family Coping & Support Analysis

Prompt
Using your textbook and course resources, explain how educators and schools can help families cope with the presence of a child with a disability. Provide at least two specific, research-based examples and include page numbers or citations.

IPES Alignment:

• IPES.CC.2 – Family collaboration
• IPES.PR.4 – Advocacy and professional growth
• IPES.IN.3 – Instruction responsive to learner needs

Vocabulary

• Learning Disabilities
• Neuropsychological Factors
• Visual Processing Disorder
• Auditory Processing Disorder
• Dyslexia
• Attention-Deficit/Hyperactivity Disorder (ADHD)
• Response to Intervention (RtI)
• Least Restrictive Environment (LRE)
• Free Appropriate Public Education (FAPE)
• Inclusion
• Self-Contained Classroom
• Co-Teaching Models
• Assistive Technology
• Positive Behavior Supports
• Section 504
• Disability Rights Movement

Understanding Low-Incidence and Developmental Disabilities

• Children with Intellectual and Developmental Disabilities
• Children with Physical, Health, and Multiple Disabilities

IPES Alignment:

• IPES.IN.3 – Aligning instruction with learner needs
• IPES.PR.1 – Recognizing how personal biases affect practice

Emotional, Behavioral, and Communication Disorders

• Children with Emotional and Behavioral Disorders
• Children with Communication Disorders
• Differences between Speech and Language Disorders

IPES Alignment:

• IPES.IN.3 – Developmentally appropriate and responsive instruction
• IPES.IN.4 – Legal and ethical considerations in instructional decisions

Autism Spectrum and Sensory Disabilities

• Children with Autism Spectrum Disorders
• Children who are Deaf and Hard of Hearing
• Children with Visual Impairments

IPES Alignment:

• IPES.IN.3 – Differentiation and instructional accessibility
• IPES.CC.2 – Collaboration with families and specialists

Accommodations, Modifications, and Inclusive Supports

• Accommodations vs. Modifications
• High-incidence vs. low-incidence disabilities
• Access to curriculum and learning environments

IPES Alignment:

• IPES.IN.3 – Aligning instruction with learning goals
• IPES.A.2 – Assessment alignment and accessibility
• IPES.IN.4 – Legal compliance and instructional decisions

Culture, Identity, and Disability

• Deaf culture and linguistic identity
• Cultural and linguistic competence in special education
• Ethical responsibilities in serving diverse learners

IPES Alignment:

• IPES.CC.2 – Culturally sustaining collaboration
• IPES.PR.1 – Reflection on bias and identity
• IPES.PR.2 – Recognizing harmful or exclusionary practices

SLO: 1, 2, 3, 5, 6

By the end of this module, students will be able to:

1. Describe characteristics and educational implications of low-incidence disabilities, including intellectual, physical, sensory, and multiple disabilities, and explain how these differences impact access to learning.
   (IPES.IN.3; IPES.PR.1)
2. Differentiate between communication, emotional, behavioral, and autism spectrum disorders and analyze instructional strategies that support student access, engagement, and inclusion.
   (IPES.IN.3; IPES.IN.4)
3. Explain the role of accommodations and modifications in providing equitable and legally compliant instruction for students with disabilities.
   (IPES.IN.3; IPES.A.2; IPES.IN.4)
4. Analyze the cultural, linguistic, and identity-based dimensions of disability, with particular attention to Deaf culture and communication access.
   (IPES.CC.2; IPES.PR.1)
5. Reflect on professional responsibilities related to disability, equity, and inclusion by examining personal beliefs, ethical obligations, and instructional decision-making.
   (IPES.PR.1; IPES.PR.4)

Learning Activities & Assessments

Readings & Media

• Assigned readings and online submissions
• Council for Exceptional Children (CEC) article (DeLoach)
• Documentary: Hear and Now (2007)

Documentary

• How do Sally and Paul experience deafness in personal, educational, and professional contexts?
• What is deaf culture, and how does it differ from medical perspectives on deafness?
• What is the oral method, and what are its implications?
• How did technology (e.g., TTY) change access and communication?
• What challenges did Sally and Paul face as parents and advocates?
• What ethical considerations arise from cochlear implant surgery?

IPES Alignment:

• IPES.CC.1 – Historical and philosophical foundations
• IPES.PR.2 – Ethical and policy considerations
• IPES.PR.1 – Reflection on bias and perspective

Discussion Forums

• Accommodations vs. modifications
• Educating students with low-incidence disabilities
• Cultural and linguistic considerations in disability
• Family and community engagement

IPES Alignment:

• IPES.IN.4 – Legal responsibilities
• IPES.CC.2 – Family collaboration
• IPES.PR.2 – Equity and ethics

Prompt:
After completing the assigned reading, share one significant insight you gained related to disability, access, or inclusion. Explain why this idea is important for your future role as an educator.

IPES Alignment:

• IPES.PR.1 – Reflective practice
• IPES.PR.4 – Professional growth

Vocabulary

• Intellectual and Developmental Disabilities
• Emotional and Behavioral Disorders
• Autism Spectrum Disorder (ASD)
• Speech Disorder
• Language Disorder
• Deaf and Hard of Hearing
• Visual Impairment
• Physical and Multiple Disabilities
• Accommodations
• Modifications
• High-Incidence Disabilities
• Low-Incidence Disabilities
• Deaf Culture
• Oral Method
• Assistive Technology

• IPES.IN.4 – Incorporating applicable laws, rules, and policies

Summative Exam

Research Topics in Special Education IDEA Disability Categories Discussion
Students will explore two disability categories recognized under the Individuals with Disabilities Education Act (IDEA). Using the course textbook and at least one credible external source per category, students will examine key characteristics, educational impacts, and common instructional supports. The discussion post will summarize findings, explain the student’s interest in each category, compare similarities and differences in learning needs and strategies, and reflect on how this knowledge may inform their future practice as an educator.

Special Education Category Exploration Discussion
Students will select one Special Education category introduced in Chapter One—preferably one they are less familiar with—and research it using the course textbook and at least one credible external source. The discussion post will define the selected category, explain the rationale for choosing it, identify 2–3 related disabilities, and describe key characteristics and classroom supports for each. Students will also engage with peers by responding to at least one classmate’s post. This assignment emphasizes building knowledge, reflection, and professional communication related to inclusive educational practice.

Field Experience

• Weekly Check-Ins
• Progress Updates
• Reflection Rough Draft
• Final Submission of Hours and Reflection