EDCI 5040 – The Exceptional Child

COURSE OVERVIEW:

This course is a broad introduction to exceptionality, at-risk, and diverse student populations with a particular emphasis on the educational aspects in the field of special education.  It is designed to provide general educators and others with basic information about integrating students with special needs into general education classrooms. Strategies for working with students in general education settings and for identifying and referring students when they cannot succeed in the classroom are included.  Particular attention is given to strategies for individualizing instruction, classroom organization, and behavior management in inclusive settings. I have taught the course EDCI 5040 12 times: (Fall-2018, 19, 20, 21, 22, 23, 24, 25; Su-19, 20, 21, and 22).

 SAMPLE SYLLABUS:

• Fall 2025

Sample Course Assignment:

• SPED Law Case Presentation 

• Sample Exemplar Below 

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GRADE DISTRIBUTION

COURSE EVALUATIONS

Fall 2020 Evaluation Fall 2021 Evaluation                      Fall 2022 Evaluation

COURSE REVISION STATEMENT

Since first teaching EDCI 5040: The Exceptional Child in Fall 2018, I have continually revised the course to reflect new research, evolving standards, and the needs of graduate-level candidates. Initially structured as a broad introduction to exceptionality and inclusive education, the course has developed into an equity-focused foundation that equips candidates with the expertise to analyze policy, apply research, and design responsive instructional supports.

Early versions emphasized legal foundations and categorical knowledge of exceptionality. Over time, I expanded the applied components by embedding case studies, IEP analyses, and Response to Intervention (RTI) applications, which allowed candidates to practice authentic school-based decision-making. These revisions reflect the expectations of the CEC Advanced Preparation Standards, especially in requiring candidates to design and apply bias-free assessments, align curriculum for equitable access, and critique existing intervention models to improve outcomes for diverse learners.

A major stage of course development occurred during the COVID-19 pandemic (2019–21), when I transitioned the course from face-to-face delivery into an online and hybrid format. This shift prompted me to redesign activities for virtual spaces, using interactive online modules, simulated case studies, and collaborative digital projects. These adaptations not only preserved rigor but also gave candidates insight into how inclusive education must adapt to hybrid and technology-mediated environments. Reflections and projects demonstrated that candidates were able to transfer course concepts into creative and flexible strategies for supporting exceptional learners across modalities.

The course revisions also align with the 2024 Louisiana Department of Education Teacher Preparation Competencies, particularly in differentiated instruction, IEP implementation, and culturally responsive practice. By engaging Louisiana-specific data on disproportionality and revising assignments around intervention planning, candidates learned to design modifications that address both legal and ethical responsibilities while also centering equity. Many final projects showed growth in candidates’ ability to integrate cultural and linguistic diversity into individualized plans, a skill directly emphasized in the competencies.

Across the twelve times I have taught the course, I have refined pacing to reduce cognitive overload, scaffolded major writing assignments to build stronger research and reflection, and expanded peer collaboration. These refinements have consistently improved engagement, strengthened candidates’ readiness for leadership, and positioned EDCI 5040 as a cornerstone in preparing advanced specialists.

Looking ahead, I plan to further integrate Universal Design for Learning (UDL) principles, expand community-based projects, and incorporate action research assignments that give candidates opportunities to apply inquiry directly to problems of practice. In doing so, the course will continue to prepare educators not only with deep content knowledge but also with the leadership skills, ethical dispositions, and culturally responsive practices needed to transform inclusive education.