The following topics that provide a structure for this course 
reidentified by the Council for Exceptional Children and also 
Georgia House Bill 671 as critical content knowledge and skills 
for pre-service teachers.  

THE LAW
History of Special Education Law:
1.      Issues in definition and identification procedures for 
individuals with exceptional learning needs including 
individuals from culturally and / or linguistically diverse 
backgrounds. (CC1: K3)
2.      The historical foundations, philosophies, theories and 
classic studies including the major contributors, and major 
legislation that undergird the growth and improvement of 
knowledge and practice in the field of special education. 
(GC1:K4)

Due Process:
3.      Assurances and due process rights related to 
assessment, eligibility and placement. (CC1:K4) (GC1:K5)
4.      Typical procedures used for screening, pre-referral,  
referral, and classification. (CC3:K3)(GC3-K3)

Trends and Issues: 
5.      Models theories and philosophies that provide the basis 
for special education practice. (CC1:K1)
6.      Articulates personal philosophy of special education 
including its relationship to / with regular education. (CC1:S1)
7.      Laws, policies, and ethical principles regarding 
behavior management planning and implementation.  (CC6:K1) 
8.      Articulate the pros and cons of current issues and 
trends in the education of individuals with disabilities.  (GC1-
S1)
9.      Differing perceptions of deviance, including those from 
mental health, religion, legal-corrections, education, and 
social welfare.  (GC1:K3)

Cultural Diversity: 
10.     Issues in definition and identification procedures for  
individuals with exceptional learning needs including 
individuals from culturally and / or linguistically diverse 
backgrounds. 
11.     Characteristics and effects of the cultural and 
environmental milieu of the child and the family including 
cultural and linguistic diversity, socioeconomic level, abuse / 
neglect, and substance abuse. (CC2:K5)
12.     Cultural perspectives influencing the relationship 
among family, schools, and communities as related to effective  
instruction. (CC4:K4)
13.     Strategies for preparing individuals to live    
harmoniously in a culturally diverse world. (CC6:K5)
14.     Personal cultural biases and differences that affect  
one’s teaching. (CC8:K2)

CHARACTERISTICS
Attitudes toward Disabilities:
15.     Ways specific cultures are negatively stereotyped.   
(CC1:K7)
16.     Ethical considerations inherent in behavior management. 
(CC6:K1)
17.     Personal cultural biases and differences that affect  
one’s teaching.  
18.     Importance of the teacher serving as a model for 
individuals with exceptional learning needs. (CC8:K3)

Eligibility decisions:
19.     Issues in definition and identification procedures for 
individuals with exceptional learning needs including     
individuals from culturally and / or linguistically diverse 
backgrounds. 
20.     Various etiologies and medical aspects of conditions 
affecting individuals with disabilities*.  (GC2:K3)
21.     Common etiologies and the impact of sensory 
disabilities on learning and experience.  (GC2:K5)
22.     Screening, pre-referral, referral, and classification  
procedures.  
23.     Effects an exceptional condition(s) may have on an   
individual’s life. (CC2:K4)
24.     Educational implications of characteristics of various  
exceptionalities. (CC2:K3)

Placement and service delivery:
25.     Issues, assurances and due process rights related to  
assessment, eligibility, and placement within a continuum of 
services.  
26.     Integrate related services into the instructional     
settings of learners.  (GC4:S16)

INSTRUCTIONAL ADAPTATIONS
Classroom Organization:
27.     Demands of various learning environments.  (CC4:K2) 
28.     General and special curricula for individuals with   
exceptional learning needs.  (CC4:K3) 
29.     Modify the learning environment (schedule–physical  
arrangement) to manage inappropriate behaviors.  (CC6:S3)
30.     Prepare and organize materials to implement daily 
lesson plans. 
Behavior management:
31.     Laws, policies, and ethical principles regarding    
behavior management planning and implementation.  
32.     Teacher attitudes and behaviors that influence behavior 
of individuals with exceptional learning needs.  (CC6:K2)
33.     Strategies for crisis prevention and intervention.  
(CC6:K4)
34.     Physical development, physical disabilities, and health 
impairments as they relate to the development and behavior of 
individuals with disabilities*.  (GC2:K1)

Accommodations and modifications: 
35.     Educational implications of characteristics of various 
exceptionalities.
36.     Modify the learning environment to manage inappropriate 
behaviors.

· Participation in class discussion and activities.  
  Students are expected to attend and participate.  Whole class 
discussion is encouraged, and expected.  Periodically small 
groups are formed to focus on particular topics (usually 
current trends and issues) and reports from these small groups 
are presented during class. 
· Complete assigned readings:  Students are expected to 
complete readings from the text, and supplementary materials.  
· Complete 3 examinations and 1 final examination:  The 
examinations will be periodic and will cover material through 
objective and subjective questioning. 
· Participation in a learning disability simulation: students 
will participate in activities that will simulate learning 
problems typically displayed by individuals with specific 
learning disabilities including:  auditory processing, written 
expression, math computation, math reasoning, verbal expression 
and reading. 
· Lesson Plan:  Students are expected to develop appropriate 
lesson plans for students with mild/moderate disabilities.  
Lesson plan forms must specify the subject, topic, objectives, 
procedure, and evaluation procedure.  It must include 
modifications that would be appropriate for a particular 
disability.  It must also include a visual, auditory, or 
tactile teaching aid.  The lesson, must be taught to a small 
group of peers in the class setting.  The lesson plan will be 
evaluated by the instructor, and the presentation of the lesson 
plan will be evaluated by the student’s peers.