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| EDPS 59100 Course Description |
EDPS 59100 joins in the civil rights movement on behalf of people with special needs, a misunderstood
minority group. By promoting positive self-concept, independence, and self-advocacy, this course
emphasizes education's purpose of helping all students achieve their potential.
Federal definitions and group characteristics associated with special education categories are addressed
while stressing the remarkable individual differences that exist within each area and the ways that
students with special needs are like other students. Strategies, adaptations, and accommodations to
achieve meaningful supported inclusive education for all learners are the focus of EDPS 59100.
Promoting understanding of learners with special needs as PEOPLE FIRST, this course advances the
principle of normalization in the most appropriate, least restrictive environment. Effective teaching,
advocacy, and family involvement are explored as the foundations of our efforts to improve quality of
life for all students, their families, and their service providers.
Addressing the special needs of learners with disabilities and of students who are gifted, the course
emphatically promotes unbiased prereferral services, referral, evaluation, planning, placement, and
instruction in classrooms which respect pluralism and are sensitive to issues of diversity. Early
childhood and transition to adulthood are identified as critical stages of intervention. Characteristics
of effective service providers are identified and celebrated.
Considering the role of society in limiting the lives of people who are differently abled, EDPS 59100
promotes realistic, positive expectations and acceptance within the home, school, and community.
Partnerships among general and special educators, students, and families are advanced as the key to
minimize barriers imposed by misunderstanding.
The central theme of this course is to recognize that we cannot be content with schools and programs
that serve only some students well. Advocacy efforts are driven by the firm belief that "our lives begin
to end on the day we become silent about things that matter" (Dr. Martin Luther King, Jr.).
minority group. By promoting positive self-concept, independence, and self-advocacy, this course
emphasizes education's purpose of helping all students achieve their potential.
Federal definitions and group characteristics associated with special education categories are addressed
while stressing the remarkable individual differences that exist within each area and the ways that
students with special needs are like other students. Strategies, adaptations, and accommodations to
achieve meaningful supported inclusive education for all learners are the focus of EDPS 59100.
Promoting understanding of learners with special needs as PEOPLE FIRST, this course advances the
principle of normalization in the most appropriate, least restrictive environment. Effective teaching,
advocacy, and family involvement are explored as the foundations of our efforts to improve quality of
life for all students, their families, and their service providers.
Addressing the special needs of learners with disabilities and of students who are gifted, the course
emphatically promotes unbiased prereferral services, referral, evaluation, planning, placement, and
instruction in classrooms which respect pluralism and are sensitive to issues of diversity. Early
childhood and transition to adulthood are identified as critical stages of intervention. Characteristics
of effective service providers are identified and celebrated.
Considering the role of society in limiting the lives of people who are differently abled, EDPS 59100
promotes realistic, positive expectations and acceptance within the home, school, and community.
Partnerships among general and special educators, students, and families are advanced as the key to
minimize barriers imposed by misunderstanding.
The central theme of this course is to recognize that we cannot be content with schools and programs
that serve only some students well. Advocacy efforts are driven by the firm belief that "our lives begin
to end on the day we become silent about things that matter" (Dr. Martin Luther King, Jr.).
| Fall and Spring: Wednesday, 5:00-7:50 PM Summer: Tuesday & Thursday, 9:00-11:50 AM Location: Gyte Annex 121 For admission and registration information, contact Tom Mihail at mihailt@purduecal.edu or 219-989-2690 |
| Tom Mihail, Ph.D., Chair of Special Education / Graduate Studies in Education / Purdue University Calumet |
