EDUC& 204: Inclusive Education

Class Program
Degree Code
Specified Elective
Credits 5 Lecture Hours 55
Introductory course in recognition and identification of exceptionality in children from birth through high school. Includes policies and regulations concerning state and federal provisions of special education and related services, as well as adaptations for serving students with special needs in general education classrooms. Course may include fieldwork.
Quarters Offered
Spring
Course Outcomes

Upon successful completion of the course, students should be able to demonstrate the following knowledge or skills:

  1. Discuss the history, policies, and competencies that guide special education in the State of Washington.
  2. Recognize core concepts and values that are essential to special education including confidentiality, person-first language, family-centered and culturally responsive practice, natural environments, inclusion, and least restrictive environments.
  3. Identify the milestones of human development and risk factors that may impact development.
  4. Explain the IFSP/IEP/504/RTI/Transition Plan sequence as carried out in the education setting.
    Describe evidence-based techniques and adaptations for supporting culturally, linguistically, and ability diverse children and their families.
Institutional Outcomes
IO1 Communication: Students will be able to communicate clearly and effectively within a workplace context
Course Content Outline
  1. An Inclusive Approach to Early Education
  2. Federal Legislation: Early Intervention and Prevention
  3. Inclusive Programs for Young Children
  4. Normal and Exceptional Development
  5. Developmental Disabilities: Causes and Classifications
  6. Sensory Impairments: Hearing and Vision
  7. Physical Disabilities and Health Problems
  8. Learning and Behavior Disorders
  9. Partnership with Families
  10. Assessment and the IFSP/IEP process
  11. Characteristics of Effective Teachers in Inclusive Programs
  12. The Developmental-Behavioral Approach
  13. Arranging the Learning Environment
  14. Facilitating Self-Care, Adaptive, and Independence Skills
  15. Facilitating Social Development
  16. Facilitating Speech, Language, and Communication Skills
  17. Facilitating Pre-Academic and Cognitive Learning
  18. Managing Challenging Behaviors
  19. Planning Transitions to Support Inclusion
Department Guidelines
Course may include, but not limited to the following activities:
  1. Student presentations on various topics outlined in textbook
  2. Washington State Early Learning Guidelines
  3. Summaries of articles from professional journals, magazines, or websites
  4. Quizzes/assessments of student’s knowledge
  5. Review of Individuals with Disabilities Education Act (IDEA)
  6. Observations in self-contained special education and least restrictive classroom environments (B-3, 3-5 and K-12 classrooms)
  7. Interview special education teacher
  8. Interview parent of a child with a disability
  9. Attend parent meeting for children with special needs (Autism support group, Parent-to-Parent, etc.)
  10. Field trip to Autism Therapy Services
  11. Guest speakers (e.g. ESIT program-IFSP process, SPED Director-IEP process, Autism Therapy Services)
  12. Reflections of student learning
  13. Review of NAEYC Code of Ethical Conduct
  14. Review of PESB Paraeducator and PESB Teacher Standards
  15. Video clips to reinforce specific skills