ࡱ> a +.bjbj 4AbAb%p,,,,,@@@8x|d@G(X: *! &!FFFFFFF$AIKF,.! .!.!F,,HFT%T%T%.!j,,FT%.!FT%T%6<M@ !?FF0G,?L2""L8@@8L,@.!.!T%.!.!.!.!.!FFT%.!.!.!G.!.!.!.!L.!.!.!.!.!.!.!.!.!B :  INCLUDEPICTURE "cid:image001.jpg@01CC4148.E0F33DF0" \* MERGEFORMAT  DEPARTMENT OF human services COURSE OUTLINE fall 2018. HS 2100 A2 Individuals with Exceptionalities 3(5.5-0-0) 45 Hours 8 Weeks INSTRUCTOR: Theresa Suderman.PHONE:780 539-2787.OFFICE:H210.E-MAIL:tsuderman@gprc.ab.ca.OFFICE HOURS:By appointment. (You may come by anytime, however if I am busy we will schedule an appointment) CALENDAR DESCRIPTION: Various types of exceptionality are examined in the course. Resources, assessment procedures and inclusion of individuals with exceptionalities are explored. The roles of families and professionals are examined. PREREQUISITE(S)/COREQUISITE: None REQUIRED TEXT/RESOURCE MATERIALS: Margret Winzer, Children With Exceptionalities in Canadian Classrooms. Toronto: Pearson / Prentice Hall. DELIVERY MODE(S): Classes will be comprised of lecture, independent and small group tasks and class discussions. COURSE OBJECTIVES: The course introduces students to: the historical background of societys treatment of individuals with exceptionalities. the etiology of a variety of exceptionalities and disabling conditions. signs and symptoms of various exceptionalities. best practices when supporting children with exceptionalities in the classroom. familial issues when a child presents with an exceptionality. LEARNING OUTCOMES: Upon completion of the course learners will be able to: Describe the language, physical and attitudinal barriers encountered by individuals with exceptionalities and their families. Compare and contrast the uses and abuses of labeling individuals with exceptionalities. Describe the roles of professionals supporting individuals with exceptionalities. Identify resources and program options for individuals who require additional supports. Identify the unique qualities, needs and concerns of families of individuals with exceptional needs and abilities. Describe the major categories of exceptionalities of individuals. Flight: Albertas Early Learning and Care Framework, is a leading curriculum for the early learning and child care profession. Each course in GPRCs Early Learning and Child Care program will encompass at least one of the areas from the framework such as: the vision, values, purpose and guiding principles of the framework, the curriculum core concepts from the framework: (The Image of the Child: A Mighty Learner and Citizen, A Practice of Relationships: Your Role as an Early Learning and Child Care Educator which includes curriculum meaning making as co-leaners, co-researchers and co-imaginer of possibilities, Mighty Learners: Nurturing Childrens Dispositions to Learn, Co-inquiry, Responsive Environments: Time, Space, Materials and Participation, Transitions and Continuities: Supporting Children and Families through Change), discussion of Holistic Play-Based Goals for Childrens Responsive Care, Play, Learning and Development and Childrens Dispositions to Learn, Reflection and Planning Guides as well as Curriculum Learning Stories. The concepts will be covered in a variety of different ways depending on the course and may include discussion, readings, and assignments. TRANSFERABILITY: Grade of D or D+ may not be acceptable for transfer to other post-secondary institutions. Students are cautioned that it is their responsibility to contact the receiving institutions to ensure transferability. GRADING CRITERIA: A minimum grade of C- is required to pass this course. EVALUATIONS: In Class Assignments 15% Participation 10% Research Project 25% Quiz 1 25% Quiz 2 25% Submit your assignments on time. On time means at the end of class or, at the latest, 4:30 on the due date. Any assignment turned in and considered not to be your own work will result in the assignment being graded 0 and no opportunity to make up the assignment or missed points. All assignments must be completed in order to pass this course. Keep an electronic copy of all assignments. Grande Prairie Regional College uses the ALPHA grading system. This system is described in the table below. Alpha Grade4-point EquivalencePercentage A+4.090-100 A4.085-89 A-3.780-84 B+3.376-79 B3.073-75 B-2.770-72 C+2.367-69 C2.064-66 C-1.760-63 D+FailSTUDENT RESPONSIBILITIES: College expects students conduct to be in accordance with basic rights and responsibilities. Please refer to page GPRC College calendar regarding rights and responsibilities. STATEMENT ON PLAGIARISM AND CHEATING: Refer to the Student Conduct section of the College Admission Guide at  HYPERLINK "http://www.gprc.ab.ca/programs/calendar/" http://www.gprc.ab.ca/programs/calendar/ or the College Policy on Student Misconduct: Plagiarism and Cheating at  HYPERLINK "http://www.gprc.ab.ca/about/administration/policies/**" www.gprc.ab.ca/about/administration/policies/** **Note: all Academic and Administrative policies are available on the same page.  DEPARTMENT OF HUMAN SERVICES EARLY LEARNING & CHILD CARE PROGRAM / EDUCATIONAL ASSISTANT PROGRAM INDIVIDUALS WITH EXCEPTIONALITIES. 2018 Schedule (subject to change) HS 2100 Note: Each lesson has an accompanying chapter in your text that you are responsible for reading and knowing. DateTopicAssignmentSept 10Introduction  Chapter 1: INTRODUCTION TO CHILDREN WHO ARE EXCEPTIONALSept. 12People First Language Sept. 14Inclusion  Chapter 2: ISSUES AND TRENDS IN CANADIAN SPECIAL EDUCATIONSept. 17Sterilization of Leilani Muir Sept. 19Risk Factors  Chapter 3: Risk Factors and Children at RiskSept. 21Risk Factors Sept. 24Family / Mild Communication Disorders  Chapter 4: CHILDREN WITH SPEECH AND LANGUAGE DIFFERENCESSept. 26Learning Disabilities  Chapter 5: CHILDREN WITH LEARNING DISABILITIESSept. 28Intellectual Disabilities  Chapter 6: CHILDREN WITH INTELLECTUAL DISABILITIESOct. 1Behavior  Chapter 7: CHILDREN WITH BEHAVIOURAL DISORDERSOct 3ADHD  Chapter 8: CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)  Oct 5 Gifted Chapter 9: CHILDREN WHO ARE GIFTED, TALENTED, AND CREATIVEOct 10QuizOct. 12Children with Sensory Impairments: Hearing  Chapter 10: CHILDREN WITH HEARING IMPAIRMENTSOct. 15Children with Sensory Impairments: Visual Chapter 11: CHILDREN WITH VISUAL IMPAIRMENTSOct. 17Children who have Special Health Care Needs Chapter 12: CHILDREN WHO HAVE SPECIAL HEALTH CARE NEEDSOct. 19PresentationsPresentations due Oct. 22Pervasive Developmental DisordersChapter 14: CHILDREN WITH PERVASIVE DEVELOPMENTAL DISORDERS Oct. 24Children with Severe and Multiple DisabilitiesChapter 15: CHILDREN WITH SEVERE AND MULTIPLE DISABILITIES Oct. 26Presentations / Quiz   DEPARTMENT OF HUMAN SERVICES EARLY LEARNING & CHILD CARE PROGRAM / EDUCATIONAL ASSISTANT PROGRAM RESEARCH PROJECT HS 2100 / Partner Work INDIVIDUALS WITH EXCEPTIONALITIES. FALL 2018 Research Project Due: Oct. 12th, 2018 This assignment has 2 parts: Part one: Research / information gathering component Part two: Presentation / sharing component Part One: Researching an Exceptionality The purpose of this assignment is to help you become more knowledgeable about one specific exceptionality and determine what resources are available for people who are impacted by this exceptionality (families, the individual with the exceptionality, teachers/caregivers, etc.). Part Two: Presentation of Information Sharing information with others is an important component of working with children, especially those with exceptionalities. This portion of the assignment is to help you present information to others. You will be assigned a topic. If you are interested in researching a topic not included on the list, you may do so with permission of the instructor. Start researching your topic. Information and resources may be obtained from service providers, support agencies, medical centers, libraries, clinics, and government departments of health, education and social services. (Internet sites cannot be your sole source of information). Your completed project must include: In Class Presentation A description of the exceptionality. Causes (etiology) of the condition. Characteristics/symptoms/indicators of the condition. Developmental consequences of the exceptionality. Considerations of the unique needs and concerns of families of children with the exceptionality. Tips for working with a child with the exceptionality (include both school age and preschool age). A short in-class PowerPoint presentation based on your research (around 10 slides). Be prepared to answer questions from your peers / instructor. Hand In Title page. Copy of PowerPoint presentation. List of references that you have used books, articles, internet sites (follow APA format). Information sheet to be copied, hole-punched and handed out to your peers for their information binder including the information presented in your powerpoint (A description of the exceptionality / Causes (etiology) of the condition / Characteristics/symptoms/indicators of the condition / Developmental consequences of the exceptionality / Tips for working with a child with the exceptionality. ) (Not just a copy of your ppt). Grading Factors Quality of research (up to date, variety, key ideas and information?) Academic/professional quality (spelling, grammar, references?) PowerPoint (Information inclusive?) Quality of presentation (understanding and articulation?) Information sheet     Copyright 2009, Grande Prairie Regional College and its licensors.  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