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Contact Information

Department of Teacher Education
College of Education & Human Services

Shippen Hall 214
Shippensburg University
1871 Old Main Drive
Shippensburg, PA  17257

Phone: 717-477-1688
Fax: 717-477-4046
bjlinn@ship.edu

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Special Education Course Description (Undergraduate)

For graduate special Ed. course information, go to Special Education Department, and check Course Listing 


EEC Course Description: Special Education/Education ofExceptional Children (EEC) 

Adapted from Undergraduate Catalog 2011-2013 [PDF]  

EEC273 Introduction to Exceptionalities: Understanding Diverse Learners (3 crs.)
Provides a background in the field of special education and the nature of exceptionality in children and youth. Designed to address the definitions, characteristics, and educational, social, and emotional needs of diverse learners. Emphasis on legal rights and responsibilities inherent in the field of special education. In addition, societal attitudes and practices in relation to individuals with exceptionalities, current practices in identifying and classifying children and youth with exceptionalities, characteristics of all exceptional population groups, programmatic needs of individuals with exceptionalities, and issues and trends in the various fields that impact on diagnosis, classification, and programming. Covers the role of the general education teacher and other ancillary service providers in the IEP (Individualized Education Program) process. The knowledge base for this course content comes out of social, cognitive, and developmental psychology, medical aspects, educational law and policy, and special education. An important foundation for being an effective and efficient general educator.

EEC411 Introduction to Exceptionality (3 crs.)
Provides a background in the field of special education and the nature of exceptionality in children and youth. Emphasis on societal attitudes and practices in relation to persons with exceptionalities, current practices in identifying and classifying children and youth with exceptionalities, characteristics of all exceptional population groups, programmatic needs of individuals with exceptionalities, and issues and trends in the various fields that impact on diagnosis, classification, and programming or service delivery. The knowledge base comes out of social, cognitive, and developmental psychology, medical aspects of exceptionality, educational law and policy, and special education.

EEC423 Effective Instructional Strategies for Children with Exceptionalities (3 crs.)
Designed to prepare both general and special education teachers to effectively teach students with disabilities in general education settings. Emphasis given to utilizing evidence based instructional practices for students with varying disabilities, creating a positive learning environment, collaborating and communicating with other school personnel and parents, and implementing positive behavioral interventions. Prerequisite: EEC273 or EEC411 or permission of the instructor.

EEC444 Formal/Informal Assessment of Individuals with Exceptionalities (3 crs.)
Introduces a learning systems model for the educational evaluation of exceptional children. Tests of intelligence, language development, academic achievement, gross and fine motor skill, and social and emotional development are studied along with other data gathering techniques such as anecdotal records, behavior checklists, and parent interviews. Emphasis given to identification of those learning and behavior correlates essential in generating prescriptive programs for exceptional children. Class presentation includes lecture, discussion, films, demonstrations on video tape, and actual experience in administering and scoring selected tests. Prerequisites: EEC411 and EEC475 or permission of the instructor.

EEC445 Proactive Approaches for Classroom and Behavior Management (3 crs.)
Provides instruction and experience in individual and group aspects of classroom management, on proactive versus reactive interventions, defining and prioritizing behaviors, collecting and interpreting observational data, and methods for increasing desirable behaviors and decreasing undesirable behaviors. Discusses generalization and maintenance of behaviors, and self-management. Writing effective behavior management plans emphasized while focusing on ethical, legal, and proactive practices. Prerequisite: EEC273, or permission of the instructor.

EEC447 Instructional Content and Practices for Special Education (3 crs.)
Advanced study of problems of curricular development including models, content, vehicles of implementation, and evaluation aspects. Students develop curricular solutions to professional and situational needs. Includes the development of Individualized Education Programs (IEPs), working with supervisors, and instructional strategies for teaching academics, social, vocational, and leisure skills.

EEC474 Educational Needs of the Gifted Child (3 crs.)
Examines characteristics and needs of gifted and talented students through reading and discussion of case studies and the literature. Nature of desirable individual and group activities satisfying to gifted students is explored for use in the school program.

EEC483 Assessing Children with Exceptionalities for Curricular Decision-Making (3 crs.)
Designed to provide teacher candidates with a comprehensive overview of the skills, processes, and research-based interventions for linking assessment and instructional decision-making in inclusive settings for students with disabilities. The academic core areas of literacy, writing, math, and behavior will focus on preparing candidates to participate in pre-referral data collection, contribution to the identification of students with disabilities, IEP writing, progress monitoring, and curriculum based assessment. Prerequisite: EEC273 or EEC411 or permission of instructor.

EEC490 Selected Topics (1-3 crs.)