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| EDPS 26000 Course Description and Course Information |
EDPS 26000 joins in the civil rights movement on behalf of people with special needs, a frequently
misunderstood, mistreated 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. Differentiated instruction, teaching
strategies, adaptations, and accommodations to achieve meaningful supported inclusive education
for learners with exceptionalities are the focus of EDPS 26000.
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 and teachers.
Addressing the special needs of learners with disabilities and of students who are gifted, the course
emphatically promotes nonbiased 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 teachers are identified and celebrated.
Considering the role of society in limiting the lives of people who are differently abled, EDPS 26000
promotes realistic, positive expectations and acceptance within the home, school, and community.
Partnerships among general and special educators, other service providers, 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. It is our responsibility to provide opportunities for all
students to “be the best they can be.”
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.).
misunderstood, mistreated 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. Differentiated instruction, teaching
strategies, adaptations, and accommodations to achieve meaningful supported inclusive education
for learners with exceptionalities are the focus of EDPS 26000.
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 and teachers.
Addressing the special needs of learners with disabilities and of students who are gifted, the course
emphatically promotes nonbiased 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 teachers are identified and celebrated.
Considering the role of society in limiting the lives of people who are differently abled, EDPS 26000
promotes realistic, positive expectations and acceptance within the home, school, and community.
Partnerships among general and special educators, other service providers, 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. It is our responsibility to provide opportunities for all
students to “be the best they can be.”
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.).
| Introduction to Special Education FALL & SPRING EDPS 26000-01 Tuesdays & Thursdays, 12:30-1:50 PM, Gyte Annex 121 EDPS 26000-02 Tuesdays & Thursdays, 5:00-6:20 PM, Gyte Annex 121 SUMMER EDPS 26000-01 Mondays & Wednesdays, 1:00-3:50 PM, Gyte Annex 121 |
| A Civil Rights Movement |
| Tom Mihail, Ph.D., Chair, Special Education, Graduate Studies in Education |
| INTRODUCTION TO SPECIAL EDUCATION |
| A Civil Rights Movement |
| "Rights of Citizen for All" / Bill Allen (1990) |
| Tom Mihail, Ph.D. Associate Professor Department of Teacher Preparation Chair, Graduate Special Education |