Course Duration: Two hours per week for 15 weeks (30 hours)

Transcription

1 COURSE: DDE 614 Special Education (2 Credits Optional) Course Duration: Two hours per week for 15 weeks (30 hours) Lecturer: OLAWUYI, Bolanle Olabisi Ph.D. Educational Psychology (Ilorin),M.Ed.Special Education(Ibadan), B.Ed. Special Education (Ibadan),Certificate in Computer (Ilorin) Department of Arts & Social Sciences Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria. Office Location: Room 4, Arts & Social Sciences Education Building, Faculty of Education, University of Ilorin, Ilorin, Nigeria. Consultation Hours: 12noon 2.00pm (Thursdays) Course Content An introduction to Special Education, Basic concepts and principles in Special Education. Recognition of students with special needs. Curriculum and Instructional needs of gifted students. Course Description The course gives a general overview of Special Education. Various basic concepts that are pertinent to Special Education are clarified. Major principles in the practice of Special Education are also covered.classifications of Special Persons forming the exceptional populace are discussed extensively. Common causes of disabilities are also discussed. The various ways by which students with special needs can be recognized also form part of the course. In addition, Curriculum and Instructional needs of gifted students are also dealt with. Course Justification The general principle is that education should be available to all children equally. Researches have also shown that individual variations abound in every classroom, since no two individuals are exactly the same. Every teacher is daily faced with students who have individual differences in various areas ranging from intellect to sensory organs. In order for their psychological and educational needs to be met, there is the need for teachers to have a knowledge of Special Education. Course Objectives The main objective of the course is to equip learners with the rudiments of Special Education and how the Psychological/Educational needs of exceptional students can be met. By the end of the course, learners should be able to: (i) Define Special Education. (ii) Give a general overview of Special Education. 1

2 (iii) (iv) (v) (vi) (vii) (viii) Explain some basic concepts that are pertinent to Special Education. Identify the basic principles in Special Education. Categorize various types of Exceptional Students. Identify students with special needs. Explain some common causes of Impairment. Enumerate the Curriculum and Instructional needs of gifted students. Course Requirements Learners are expected to have accounts, join the online discussion group and must contribute actively to the online discussion group. Assignments will be submmited in word processed form. Methods of Grading S/N TYPE OF GRADING SCORE (%) 1. Online Discussion Assignment Test Final Examination TOTAL 100 Course Delivery Strategies The course will be delivered online through lecture, discussion and questioning techniques. Learners will be referred to journals and textbooks at various stages. An online discussion group would also be available. LECTURE CONTENT Week 1: Introduction to Special Education. Objectives: By the end of the lecture, learners would be able to give an overview of Special Education and explain various definitions of Special Education. The course will be introduced generally. Special Education will be defined, the differences between general education and special education would also be enumerated. Various categories of students who can benefit from special education and the rationale for the study would be discussed. Study Questions: (1) Define Special Education as you best understand it. (2) Distinguish between Special Education and General Education. (3) Make a list of categories of students who can benefit from Special Education. 2

3 (4) Why is the knowledge of Special Education important to you as a lecturer? (5) Any educationist can educate a student who is hearing impaired. Discuss. : 1. Kirk 2 S.A. (1992), Educating Exceptional Children. Boston Houghton Mifflin coy. 2. Mba 2 P.O. (1997), Elements of Special Education. Ibadan Codat Publication Week 2: Basic concepts in Special Education. Objective: By the end of the lecture, learners should be able to explain some concepts that are important in special education. Explanations of basic concepts that are pertinent to special education would be given. They include, Handicap, Impairment, Disability, Special needs, Exceptional Students differently abled and sensory impairment.. Study Questions: (1) Explain Handicap. (2) Define Sensory Impairment. (3) Distinguish between handicap and disability. (4) Define Special Needs. (5) Who is an exceptional student? (6) An individual is not necessarily handicapped if he is disabled. Defend that statement. : 1. Gearheart 2 B.R. (1980) Special Education for the 80s St. Louis; the C.V. Mosby Company 2. Mba 2 P.O. (1997) Elements of Special Education Ibadan: Codat Publication 3

4 Week 3: Basic concepts in Special Education (Continued) Objective: The main objective of this lecture is to further give clarifications on some other concepts that are fundamental to special education. The concepts that will be clarified are, Inclusive Education, Integration, Mainsreaming, Segregation, Special Units and Individualized Educational Plan (IEP) Study Questions: (1) Define Inclusive Education (2) What do you understand by Integration? (3) What is the nature of Special education that is practised in University of Ilorin? (4) Explain Segregation (5) Describe a Special Unit (6) Describe Individualised Educational Plan : 1. Iroegbu 2,4 V.U. (2006) Inclusive Education for visually Impaired Children. In T. Adelowo, M. Osatuyi & T. Ajobiewe. Special Education in Nigeria: A search for New Direction (pp ) Ibadan Glory-Land Publishing Company ISBN: Onaolapo 2,4 J.K. (2007) Rehabilitating The Exceptional Child. Ilorin: Integrity Publications ISBN: Week 4: Basic Principles in Special Education Objectives: By the end of the lecture, learners should be able to list and explain six major principles of Special Education. The following principles are going to be discussed. They are Zero reject, Nondiscriminatory Evaluation, Appropriate Education, Least Restrictive Environment, Parent and student participation and Procedural due process. Study Questions (1) How can you ensure the principle of Zero reject? (2) Explain the principle of non discriminatory evaluation. (3) Discuss the principle of appropriate education. 4

5 (4) What can you do as a teacher to provide least restrictive environment for your exceptional student? (5) Parent and student participation is very rewarding. Discuss. (6) Procedural Due Process must be followed in Special Education. How? 1. principles of Special Education 3 Accessed 15, March 2010 Week 5: Classifications of Exceptional Students Objective: This topic would enable learners to be able to describe the various types of exceptional students and the psychological effects of exceptionality. Different types of exceptional students and the psychological effects of exceptionality will be discussed. The exceptional students that will be discussed include the hearingimpaired, the visually-impaired, the intellectually challenged, the emotionally disturbed, the physically challenged, the learning disabled, the autistic individual, speech and language disorders, gifted and talented students. Study Questions: (1) List eight categories of exceptional students. (2) What is the population of exceptional children in your country? (3) List 2 symptoms of speech impairment. (4) Describe an autistic student. (5) Discuss the psychological effects of disability on an individual. : 1. Olawale 2,4 S.G. (2000): Counselling Exceptional Children. Ibadan. Emolaj 2. Adeshina 4 S. (2001). Disabilities: A practical Handbook for All people. Ilorin Rajah. Dynamic ISBN Week 6: Recognising students with Special needs. Objective By the end of this lecture, learners should be able to identify students with special needs. The hidden and obvious disabilities will be discussed. How special needs students who fall into the various categories can be recognized will also be discussed. 5

6 Study Questions (1) Distinguish between hidden and obvious disabilities. (2) List three symptoms of any hidden disability (3) List three symptoms of any obvious disability (4) List two differences between autism and mental challenge. (5) Mention any obvious disability that cannot be found in any tertiary institution. (1) Kirk 2 S.A (1992), Educating Exceptional Children. Boston Houghton Mifflin coy. (2) Mba 2 P.O. (1997), Elements of Special; Education Ibadan: Codat Publication Week 7: Visual Impairment Objectives: The learners would, by the end of this lecture, be able to: (a) Explain the different forms of visual impairment. (b) Identify the causes of visual defects. (c) (d) List characteristics of visual impairment. Explain how the visually impaired student can be accommodated in the regular classroom. The following will be treated during the lecture: visual-impairment, causes of visual defects, characteristics of the visually impaired student and accommodating the visually-impaired student in the regular classroom. Study Questions (1) What is visual-impairment? (2) List two types of visual-impairment. (3) Identify two major causes of visual-impairment. (4) List 4 characteristics of a visually-impaired student. (5) Briefly describe how you can accommodate a visually-impaired student in your classroom. (1) Iroegbu 2,4 V.U. (2006) Inclusive Education for visually Impaired Children. In T. Adelowo, M. Osatuyi & T. Ajobiewe. Special Education in Nigeria: A search for New Direction (pp ) Ibadan Glory-Land Publishing Company ISBN: (2) Olawale 2,4 S.G. (2000): Counselling Exceptional Children. Ibadan. Emolaj 6

7 (3) Acessed 27 February,2010 Week 8: Hearing Impairment Objectives: By the end of this lecture, the learners would be able to: (a) Differentiate between the deaf and the hard- of -hearing (b) Distinguish between congenital and adventitious deafness (c) Identify the causes of hearing impairment (d) (e) List the characteristics of deafness Explain how the hearing impaired student can be accommodated in the regular classroom. The following will be treated during the lecture. Classification of the hearing impaired, types of deafness, causes of hearing impairment, characteristics of deafness and accommodating the hearing impaired in regular classrooms. Study Questions (1) What is hearing impairment? (2) What is the difference between deafness and hard-of -hearing? (3) List 3 prenatal causes of hearing impairment. (4) How can you easily recognize a student who has hearing defects? (5) Describe a minimal way by which a student who is hearing impaired can be accommodated in the regular classroom. (1) Adeshina 4 S. (2001) Disabilities: A practical Handbook for All people. Ilorin. Rajah Dynamic ISBN (2) Olawale 2,4 S.G. (2000): Counselling Exceptional Children. Ibadan. Emolaj (3) 7

8 Week 9: The Physically challenged Objective: By the end of the lecture, learners would be able to give an overview of the physically challenged. Description The following will be treated during the lecture. Classifications of physical challenges, causes of physical challenges, characteristics of physically challenged students and strategies for assisting the physically challenged student. Study Questions (1) Distinguish between physical and sensory challenge. (2) Explain three types of orthopedic challenge. (3) List 3 characteristics of a physically challenged person. (4) Mention the strategies that can be used to accommodate the physically challenged person within the regular school setting. (5) Identify 3 perinatal causes of physical challenge. (1) Adeshina 4 S. (2001) Disabilities: A practical Handbook for All people. Ilorin. Rajah Dynamic ISBN (2) Olawale 2,4 S.G. (2000): Counselling Exceptional Children. Ibadan. Emolaj Week 10: Emotional Disturbance Objectives: By the end of this lecture, learners would be able to describe an emotionally disturbed student, the causes, their characteristics and educational strategy. Description The topic will be discussed as follows: Classifications of Emotional Disturbance Characteristics of Emotionally Disturbed Students Causes of Emotional Disturbance Educational Strategies to Help the Emotionally Disturbed Student. Study Questions. (1) Who is an emotionally disturbed student? (2) How can you classify emotional disturbances? (3) What are the major causes of emotional disturbances? (4) List four characteristics of an emotionally disturbed student (5) How can you accommodate an emotionally disturbed person in your class? 8

9 (1) Adeshina 4 S. (2001) Disabilities: A practical Handbook for All people. Ilorin. Rajah Dynamic ISBN (2) Olawale 2,4 S.G. (2000): Counselling Exceptional Children. Ibadan. Emolaj Week 11: Students with Learning Disabilities Objective: By the end of this lecture, learners would be able to give a detailed description of learning disabilities. The topic will be treated as follows; Definition of Learning Disabilities. Characteristics of a Learning Disabled Person. Causes of Learning Disabilities. Educational Strategies for Learning Disabled Students. Study Questions (1) Define Learning disability. (2) List five Characteristics of a learning disabled student. (3) Enumerate four major causes of learning disability. (4) How can you help a learning disabled person in your class? (5) What are the characteristics of an agraphic student? (1) Adeshina 4 S. (2001) Disabilities: A practical Handbook for All people. Ilorin. Rajah Dynamic ISBN (2) Olawale 2,4 S.G. (2000): Counselling Exceptional Children. Ibadan. Emolaj Week 12 & 13: The Gifted students and their Instructional Needs Objective: By the end of this topic, learners would be able to give a general overview of gifted students. Description of gifted and talented students General characteristics of gifted students 9

10 Strategies for enhancing creativity in students Ideal traits of the teacher of gifted students and Guidelines for educating gifted students Study Questions: (1) Explain giftedness. (2) Distinguish between giftedness and talentedness. (3) List five noticeable characteristics of a gifted student. (4) Discuss four strategies that can be used to enhance creativity in students. (5) List four ideal traits of the teacher of gifted students. (6) Mention four things to bear in mind in preparing or adapting curriculum and Instructional Strategies for the gifted. (1) Adeshina 4 S. (2001) Disabilities: A practical Handbook for All people. Ilorin. Rajah Dynamic ISBN (2) Olawale 2,4 S.G. (2000): Counselling Exceptional Children. Ibadan. Emolaj Week 14: Revision Objective: Learners would be expected to seek explanation on difficult topics treated during the course. Revision Questions: (1) Discuss the challenges emanating from the definition of handicap and disability. (2) Identify five abstract concepts, highlighting how you intend to teach the concepts to a student with visual challenge. (3) How can you help an underachieving gifted student? (4) Discuss four major causes of disabilities in Nigeria. (5) Who is a differently abled individual? (6) Justify the inclusion of special education in the curriculum of teachers in training. (7) An emotionally disturbed student cannot benefit from the regular classroom. Discuss. (8) Recommend two educational strategies for the gifted student in your class. (9) Physically challenged students are not properly accommodated in many tertiary Institutions. Give 3 suggestions on how they can be accommodated. (10) If you are the minister for education, what major reformation would you carry out on special education? 10

11 Week 15: EXAMINATION General (1) Adeshina 4 S. (2001) Disabilities: A practical Handbook for All people. Ilorin. Rajah Dynamic ISBN (2) Gearheart 2 B.R. (1980) Special Education for the 80s St. Louis; the C.V. Mosby Company (3) Iroegbu 2,4 V.U. (2006) Inclusive Education for visually Impaired Children. In T. Adelowo, M. Osatuyi & T. Ajobiewe. Special Education in Nigeria: A search for New Direction (pp ) Ibadan Glory-Land Publishing Company ISBN: (4) Kirk 2 S.A. (1992), Educating Exceptional Children.Boston Houghton Mifflin (5) Mba 2 P.O. (1997), Elements of Special Education. Ibadan Codat Publication (6) Olawale 2,4 S.G. (2000): Counselling Exceptional Children. Ibadan. Emolaj (7) Onaolapo 2,4 J.K. (2007) Rehabilitating The Exceptional Child. Ilorin: Integrity Publications ISBN: (8) (9) palsy.html (10) (11) gifted/gifted_research/characteristics%20of%20gifted%20physically%20disabled.pdf (12) (13) 11

12 Legend 1 - Available in the University Library 2 - Available in Local Bookshops 3 - Available on the Web 4 - Personal Collection 5 - Departmental Libraries 12