Course Syllabus in Guidance and Counseling for Children with Special Needs Course Code Course Title No of Units: No of Hours:
SPED 3215 GUIDANCE AND COUNSELING for Children with Special Needs 3 54
Course Description: This course is a detailed study of the major aspects of counseling students who who are exceptional. It provides a heavy emphasis is place on continuing life adjustment. It familiarizes students with ways to create an environment /climate for the learners in school so they will develop to the fullest and learn to cope with life in and out of school. Course Objectives: At the end of the course, the successful student should be able to show evidence of the following objectives. Content: 1. Describe the characteristics and prevalence of exc eptional individuals and their education, placing emphasis on the psychological, medical, and sociological aspects of disabilities. 2. Demonstrate evidence of understanding terms and foundations of special education. 3. Evidence familiarity of current issues and trends related to working with exceptional students. 4. Demonstrate knowledge of the rights of students with disabilities. 5. Demonstrate knowledge of issues of bias in assessment of exceptional students. Competency: 1. Demonstrate an understanding of common methods and approaches for working with exceptional students. 2. Demonstrate a working knowledge of strategies for accommodating diverse students in educational settings. Character: 1. Demonstrate an understanding and appreciation for the diverse potential of all students. 2. Demonstrate understanding of the significant role the counselor plays in dealing with a variety of students with exceptional needs. 3. Demonstrate an appreciation for the development of a counseling environment where all students and parents are valued for their individual worth. 4. Appreciate an understanding for creating a counseling climate where students may develop their individual potential for academic, social, and vocational success. Context: 1. Demonstrate an understanding and appreciation of the role of cultural diversity in working with exceptional children, their parents, their teachers, and other school personnel.
Topics
1. Orientation and Course Overview
Number of Hours 1 hour
Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming,Ph.D.
Grading Period
Teaching Learning Activities
Assessment Tools
Midterms
1
1. 2. 3. 4.
Introduction Counseling vs. Psychotherapy Goals of Counseling Ethical & Legal Issues related to counseling
1. Theoretical Perspective to Counseling 2. Process of Counseling 3. Skills in Counseling
1. Approaches to Counseling a. Individual Counseling b. Group Counseling 2. Play Therapy
1.
Specific Approaches in Counseling Children with the following exceptionality; a. Mental disability b. Learning disability c. Emotional and behavioral Disorder d. Hearing and Visual Impairments e. Communication Disorder f. Gifted Students
8 hrs
Midterms
Audiovisual instruction Lecturediscussion
8 hrs
Midterms
10 hrs
Midterms
27 hrs
Finals
-Quiz/graded recitation -Class Participation (Rubric) -assignment - Position/ Reaction Papers -Examination --Class Participation (Rubric) -Quiz -Assignments -Graded recitation - Observation Assignment -Examination
Lecturediscussion
- Quiz -Group output/assign ments (rubrics) - Observation Assignment -Examination
LectureDiscussion
-Quiz/graded recitation -Class Participation (Rubric) - seatwork -assignment - Observation Assignment -Examination - Simulated Counseling** - Counseling strategies paper***
Group activity
**Simulated counseling skills practice. Prepare a counseling scenario (1/2 – 1 page) for role-playing that deals with counseling exceptional students, their parent(s), or their teachers. This is a creative assignment designed to have you think about counseling exceptional students and will be used for simulated practice in class. ***Counseling strategies paper. Develop a comprehensive paper (8 – 10 double spaced pages) on four of the areas of exceptionality. For each category, include:
Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming,Ph.D.
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a definition of the disabling condition, including educational and behavioral characteristics population prevalence causes or etiology counseling implications and techniques (at least 3 for each). The paper should include an introduction, a conclusion, and at least four references. Finally, include a section on how this paper adds to your educational knowledge as a Special Education Teacher.
Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming,Ph.D.
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COURSE REQUIREMENT As a student of Luzon Nazarene College, you are required to do most of the required activities. You are therefore obliged to read and view resources in all possible reference other than those listed on the course syllabus eve n prior to the actual presentation of the topic/s. Expected parts of each meeting: First 10 minutes: Students’ attendances are checked and they are to submit their assignments or receive their corrected assignments if there is/are. Review or assessment of previous topics, lectures and discussions is given. Lecture and discussion, audio-visual instructions, group or individual activity, or film viewing is presented. Questions from students (applicable to everyone) are solicited and answered Overview of assignment/topics for next meeting is given.
1. 2. 3. 4. 5.
RUBRICS/GUIDELINES ON ASSIGNMENTS, POSITION PAPERS, INDIVIDUAL/GROUP OUTPUTS Assignments, papers, and outputs should be receiv ed on or before the deadline otherwise you will not be given the highest score. They shall be graded as shown below. UNMET SOMEWHAT MET MOSTLY MET ALMOST MET MET
No evidence that criteria of the rubric are met. There is little evidence to show that the criteria of the rubric are met The criteria of the rubric are passably met There is evidence that the criteria are met but not thoroughly Evidence exists that the criteria in the rubric are comprehensively and completely met
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Question and Answer Assignments and Class Activities
Answer to Questions The answer shows a deep understanding of the ideas being asked The answer reflects a deep or keen analysis of theories, practices, and personal experiences The answer is well supported by valid arguments, appropriate examples, illustrations or relevant personal experiences Organization and Mechanics The answers are organized, clear, and concise with correct grammar Timeliness The assignment is submitted on time
Highest Possible Percentage of the Total Score that can be Obtained (100%) 0% 25% 50% 75% 100%
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Position Papers Highest Possible Percentage of the Total Score that can be Obtained (100%)
Content The paper uses arguments which are related Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming,Ph.D.
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to the issue or topic assigned. The student uses evidence to emphasize and enhance arguments. Organization The paper is overtly organized. The student uses organizational aids such as transitions, and summarizing Language The student made very few grammatical mistakes. The speaker uses language in highly effective ways to emphasize or enhance his position or reaction. Timeliness The assignment is submitted on time
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Reminder:
Proper citations should be made on “borrowed” concepts, theories, or practices following the general guide in citing references. 2.
Group Activity/Outputs a. Output on Group Discussions and Brainstorming Highest Possible Percentage of the Total Score that can be Obtained (100%)
Group Structure and functioning Members contribute to the decisionmaking of the group regarding output in a positive way. Members respect and encourage the views of other members of the group. On Task Assigned The output shows the group understanding of the ideas being asked The output reflects an analysis of concepts learned on the course Output is supported by relevant explanation
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b. On group Projects Highest Possible Percentage of the Total Score that can be Obtained (100%) Group Structure and functioning Members contribute to the decision-making of the group regarding output. Members respect and encourage the views of other members of the group.
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Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming,Ph.D.
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On Task Assigned Output is an overt manifestation of the assigned task. Output is practical, useful, and economic Output is submitted with a brief summary/description Output contributes to the over-all objective of the course Timeliness The output is submitted on time
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Class Participation Highest Possible Percentage of the Total Score that can be Obtained (100%)
Always well prepared for class. Evident that student has completed all reading assignments prior to class. Exhibits positive, supportive attitude toward course and class members. Consistently contributes to class discussion. Consistently contributes to in-class activities.
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Computation of Grades Please refer to the PNC Academic Policies, Revised 2013 References: 1. 2. 3. 4.
Baruth, L. and Manning, M. (1998).Multicultural Counseling and Psychotherapy. New York: Macmillan. Canfield, J. and Wells, H. (2000). 100 Ways to Enhance Self-concept in the Classroom. Englewood Cliffs, NJ: Prentice Hall. Hallahan, D. and Kauffman, J. Exceptional Children. (2000). Englewood Cliffs, NJ: Prentice Hall. Haring, N. and McCormick, L. (Eds.) Exceptional Children and Youth. (1999). Columbus, OH: Merrill.
Prepared by: Sheila G. Dolipas, Ph.D Email Address:
[email protected] Contact Number: 0998 984 8116
Noted by: Gladys Laruan Head, Teacher Education Approved by: Milagros Prado, Ph.D Academic Dean Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming,Ph.D.
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