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 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 exceptional 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

Grading Period Midterms

Teaching Learning Activities

Assessment Tools

Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming,Ph.D.

1

Psychotherapy Goals of Counseling Ethical & Legal Issues related to counseling 8 hrs Midterms Audiovisual instruction Lecturediscussion -Quiz/graded recitation -Class Participation (Rubric) -assignment . Gifted Students 27 hrs Finals LectureDiscussion Group activity **Simulated counseling skills practice. Process of Counseling 3. For each category. Approaches to Counseling a. their parent(s).Simulated Counseling** . Specific Approaches in Counseling Children with the following exceptionality.Observation Assignment -Examination 1. Prepare a counseling scenario (1/2 –1 page) for role-playing that deals with counseling exceptional students. This is a creative assignment designed to have you think about counseling exceptional students and will be used for simulated practice in class.Ph.Quiz -Group output/assign ments (rubrics) . Individual Counseling b. 2 . a.seatwork -assignment . Introduction Counseling vs.Position/ Reaction Papers -Examination --Class Participation (Rubric) -Quiz -Assignments -Graded recitation .1.Observation Assignment -Examination . 3. Mental disability b.Counseling strategies paper*** 1. or their teachers. Group Counseling 2. include: Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming. Theoretical Perspective to Counseling 2. 2. Skills in Counseling 8 hrs Midterms 1.Observation Assignment -Examination -Quiz/graded recitation -Class Participation (Rubric) .D. Emotional and behavioral Disorder d. Hearing and Visual Impairments e. 4. Play Therapy 10 hrs Midterms Lecturediscussion . Communication Disorder f. Develop a comprehensive paper (8 – 10 double spaced pages) on four of the areas of exceptionality. Learning disability c. ***Counseling strategies paper.

Finally. and at least four references.Ph. a conclusion. The paper should include an introduction.  Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming. 3 . including educational and behavioral characteristics  population prevalence  causes or etiology  counseling implications and techniques (at least 3 for each).D. include a section on how this paper adds to your educational knowledge as a Special Education Teacher.a definition of the disabling condition.

illustrations or relevant personal experiences Organization and Mechanics  The answers are organized. papers. and concise with correct grammar Timeliness  The assignment is submitted on time 1.Ph. you are required to do most of the required activities. Expected parts of each meeting: 1. RUBRICS/GUIDELINES ON ASSIGNMENTS.D. Position Papers 0% 0% 25% 25% 50% 50% 75% 75% 100% 100% 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. audio-visual instructions.COURSE REQUIREMENT As a student of Luzon Nazarene College. and personal experiences  The answer is well supported by valid arguments. INDIVIDUAL/GROUP OUTPUTS Assignments. 5. 0% 25% 50% 75% 100% 4 . You are therefore obliged to read and view resources in all possible reference other than those listed on the course syllabus even prior to the actual presentation of the topic/s. Lecture and discussion. 3. Questions from students (applicable to everyone) are solicited and answered Overview of assignment/topics for next meeting is given. 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 Question and Answer Assignments and Class Activities Highest Possible Percentage of the Total Score that can be Obtained (100%) 0% 25% 50% 75% 100% Answer to Questions  The answer shows a deep understanding of the ideas being asked  The answer reflects a deep or keen analysis of theories. They shall be graded as shown below. POSITION PAPERS. 4. group or individual activity. clear. Review or assessment of previous topics. 2. First 10 minutes: Students’ attendances are checked and they are to submit their assignments or receive their corrected assignments if there is/are. and outputs should be received on or before the deadline otherwise you will not be given the highest score. appropriate examples. practices. UNMET SOMEWHAT MET MOSTLY MET ALMOST MET MET No evidence that criteria of the rubric are met. 0% 25% 50% 75% 100% 1. or film viewing is presented. lectures and discussions is given.

2.  The student uses organizational aids such as transitions. or practices following the general guide in citing references. Timeliness  The assignment is submitted on time  0% 25% 50% 75% 100% 0% 25% 50% 75% 100% 0% 25% 50% 75% 100% Reminder: Proper citations should be made on “borrowed” concepts.to the issue or topic assigned. Organization  The paper is overtly organized.  The speaker uses language in highly effective ways to emphasize or enhance his position or reaction. 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. Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming.  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 b. and summarizing Language  The student made very few grammatical mistakes. 0% 25% 50% 75% 100% 0% 25% 50% 75% 100% 0% 25% 50% 75% 100% 5 . The student uses evidence to emphasize and enhance arguments. • Members respect and encourage the views of other members of the group.Ph. 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. Group Activity/Outputs a. theories.D.

3. (2000). Exceptional Children. M.D Email Address: mssgdolipas@yahoo. OH: Merrill. Canfield.On Task Assigned  Output is an overt manifestation of the assigned task.D Academic Dean Guidance and Counseling of Exceptional Students Educ 613-01 Fall 2007 Don Fleming. 6 . 2. Dolipas. Columbus. 4. D. New York: Macmillan. Teacher Education Approved by: Milagros Prado. (1998). Evident that student has completed all reading assignments prior to class.Ph. NJ: Prentice Hall. 100 Ways to Enhance Self-concept in the Classroom. J. Englewood Cliffs. Ph. and Manning. Ph. NJ: Prentice Hall. H. Consistently contributes to in-class activities. Prepared by: Sheila G. and Kauffman. Haring. 0% 25% 50% 75% 100% Computation of Grades Please refer to the PNC Academic Policies.) Exceptional Children and Youth. and McCormick. Exhibits positive.com. Baruth. and Wells.Multicultural Counseling and Psychotherapy. L.D. Consistently contributes to class discussion. useful. L. J. Revised 2013 References: 1. supportive attitude toward course and class members. (Eds. (2000). (1999). Class Participation 0% 25% 50% 75% 100% 0% 25% 50% 75% 100% Highest Possible Percentage of the Total Score that can be Obtained (100%)      Always well prepared for class.ph Contact Number: 0998 984 8116 Noted by: Gladys Laruan Head.  Output is practical. Hallahan. Englewood Cliffs. 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 3. N.

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