Course Summary
Credit Type:
Organization's ID:
75 hours (14 weeks)
Dates Offered:
Credit Recommendation & Competencies
Level Credits (SH) Subject
Lower-Division Baccalaureate 3 Early Childhood Education


Upon the successful completion of this course, students will be able to consider what it means to teach exceptional students and what professionals can do to educate students with special needs with peers without exceptionalities to the maximum extent appropriate. Learners will engage in understanding more of the history, definitions, prevalence, causes, characteristics, and identification of exceptional students that teachers need to understand in order to make informed teaching decisions. Learners will utilize strategies and discuss practical information regarding the instructional content, procedures, environment, and technology that teachers will use in their day-to-day teaching activities. Learners will also discover some of the educational approaches to use with students with special needs, and they will explore the individual characteristics, needs, strengths, and weaknesses that they may encounter because there is no one single approach, theory, or philosophy that will work with all children with exceptionalities. This course is designed around research-based instructional practices and will allow learners to discover approaches, techniques, and models as they begin to build their personal and professional collection of teaching tools to meet all students’ needs.

Learning Outcomes:

  • Understand an overview of the history of special education and how it helped shape the current practices in special education.
  • Identify the principles and procedures associated with placing and serving students in special education and the guidelines established by Individuals with Disabilities Education Improvement Act (IDEA).
  • Engage in discussion about the important role collaboration plays in orchestrating successful outcomes for students with special needs and how schools and communities come together to implement best practices.
  • Review how to identify and teach students with learning disabilities and review the considerations for the general education teacher as well.
  • Understand the characteristics, causes, and educational needs of students with intellectual disabilities and discuss the importance of encouraging high expectations for individuals with intellectual disabilities.
  • Discuss the history and definitions of emotional and behavioral disorders and identify strategies for working with students with emotional or behavioral disorders (EBD).
  • Review the speech and language disorders and how they fall under the broad category of communication disorders, and discuss issues surrounding English language learners.
  • Consider the research on possible causes of autism spectrum disorders and apply controversial theories regarding the causes of autism.
  • Consider the history and foundations of the term “at risk,” and define it and the prevalence factors of at risk students.
  • Engage in discussion about attention deficit/hyperactivity disorder (AD/HD) and the prevalence figures as well as the history and definitions of AD/HD.
  • Identify the history and foundational information of gifted education and review models of intelligence and learning while identifying modifications including enrichment and acceleration.

General Topics:

  • Overview of Special Education
  • Special Education Processes
  • School, Family and Community Collaboration
  • Students with Learning Disabilities
  • Students with Intellectual Disabilities
  • Students with Emotional and Behavioral Disorders
  • Students with Communication Disorders
  • Students with Autism Spectrum Disorders
  • Students who are at Risk: Early Identification and Intervention
  • Students with attention deficit/hyperactivity disorder (AD/)HD
  • Students who are Gifted and Talented
Instruction & Assessment

Instructional Strategies:

  • Audio Visual Materials
  • Computer Based Training
  • Practical Exercises

Methods of Assessment:

  • Examinations
  • Quizzes
  • Written Papers

Minimum Passing Score:

Supplemental Materials

Other offerings from StraighterLine