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| ESE548 : The Class : Introduction to Exceptional Children | ||||||
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ESE548: Introduction
to Exceptional ChildrenWelcome to our course offered online. As you enter this adventure, you will integrate information about what kind of learner you are, how to be a supportive teacher, and how to use the web as an effective learning tool.
This is a high-energy course; perhaps a little like walking into a candy store – so much to wish for, so little time! We tie the course together with the notion of TV episodes – the course content laid out in modules. You, the student, are the animated interactor – shuffling through course work at your own speed. Each channel [module] will have it's own theme, its own commercials and opportunities to meet course objectives.
To get started, read the syllabus. Also, do the next three exercises to choose a learning style. You need a learning style to select a persona and the text choice is connected to the persona you choose.
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So here goes
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Are you linear? Do you just want a list of things to do in order? Hitting the Panic Button? STOP! Try watching the lava lamp, trusting that you can do this and give things a chance to jell. There is a flow and you can find it. Yes, this class is a lot of work, and no, it is not like some of the other web classes. Click on the lava lamp to get a step by step list for the first two weeks of class. |
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Exercise 1: Review
the Syllabus
Exercise 2: Evaluate
your Learning Style
Exercise 3: Choose
Your Persona
FAQ's
about this class -
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READINGS: Texts
and Readings
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The Big Picture |
These are the six modules for the course. Need an overview? The first thing you do is to read ten chapters from the text. That is a lot of reading - but it is essential. Read for fun and read to understand children and the special needs they have. You do Sherlock Roams and Critic's Corner at the same time. When you have completed Sherlock Roams, you take your midterm...so you will be nearly 1/2 way through the class. The rest of the modules are smaller and have fewer assignments. Want an assignment overview? Click here. |
| Module One | Activity | Objective | ||
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Scavenger hunt through pages to identify the child in each of the ten
categories of special needs eligibility
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| Module Two | Activity | Objective | ||
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Parents are considering a law suit at the local high school. Their
son is being abused at the school and the teachers are not stopping
it. Marlo and Jimmy, the paralegals overhear the parents and decide
to work together and gather all the necessary legal and historical documentation
to get their boss to take the case. They investigate:
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| Module Three | Activity | Objective | ||
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A darling dowager and retired teacher, Julia, searches out all the
pieces and meddles in the development of an IEP for a student. |
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| Module Four | Activity | Objective | ||
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Rogue's Gallery stars a mighty space mutt, moving through the school
universe, enlightening those who do not understand the power of teaming
and collaborating. He has three tasks: |
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| Module Five | Activity | Objective | ||
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Carrot Head - No Size Fits All
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This is a red headed, clownish comedian, Parsnip,
who bumbles around discovering services in the community. His heart is
in the right place but he is constantly caught up in red tape, offending
others and making social faux pas by saying the wrong thing, missing social
cues, and being abrasive.
The students will be exposed to the importance of transition into the community, Assistive devices as student support, appropriate communication skills with others in the community and the importance of good life skills and social skills |
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| Module Six | Activity | Objective | ||
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A Roger Rabbit kind of character will hop through a series of movies
and or books that describe the personal lives of great people or ordinary
people who lived great lives. The main task will be to get through the
material and report of the differences between the movie portrayal and
the real lives of people who have the various disabilities.
Secret file |
1. Discuss major social, cultural,
economic issues in special ed. 4. Knowledge and understanding of ten categories 5. Demonstrate an understanding of normal child development and the ed. implications 12. Knowledge of history and philosophy of regular & special ed. 14. Demonstrate respect and sensitivity toward all individuals |
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In addition, as you begin the course, you will assume a persona* – a personality that we hope matches your strengths and learning styles. Of course, you may choose to change that image at any time in the course. As you move through this most critical material, you will find ways to make the activities personally meaningful and rigorous.
Choosing to be an educator is an honor and a responsibility. The most loved and respected people through time have been teachers . . . and those who will mold the future, as they touch the lives of children - our teachers.
We begin!
This course will be time effective and pleasant if you honor certain things. Like the boy hero, Annican in the most recent Star Wars Episode, you can throw together some spare parts and hope the Pod Race will turn out in your favor. But why not set things up right from the start?
E-mail J'Anne
Affeld at Janne.Affeld@nau.edu
Credits: This course is being brought to you by a host of creative people.
The course is created by J'Anne
and Martha Affeld
It is organized by Maryanne Fazio Fox
Drew Ned and Tim Foster make it technically possible
Copyright © 1999
Northern Arizona University
ALL RIGHTS RESERVED
