EDUC 2040 – Introduction to the Exceptional Child

 COURSE OVERVIEW: 

This foundational course provides pre-service teachers with comprehensive knowledge of students with disabilities and exceptionalities in educational settings. Students will explore the characteristics, causes, and educational implications of various disabilities while learning evidence-based strategies for inclusive classroom practices. Course content includes disability categories under IDEA, legal frameworks governing special education, assessment and identification processes, and collaborative service delivery models. Students will examine the impact of cultural and linguistic diversity on special education placement and learn to distinguish between typical development and exceptionality. Emphasis on inclusive education practices, individualized instruction, classroom accommodations, and the Response to Intervention (RTI) model. Students will analyze IEPs, develop modification strategies, and explore the roles of special education professionals in multidisciplinary teams.

Prepares general education teachers to effectively serve students with disabilities in inclusive settings and make appropriate referrals when additional support is needed.  I have taught the course 7 times: (Sp-2019, 20, 21, 22, 23, 24, and 25).

SAMPLE SYLLABUS:

• Spring 2025

Sample Course Assignment:

• Reflective School Observations 

GRADE DISTRIBUTION

COURSE EVALUATIONS

Fall 2019 Evaluation Fall 2022 Evaluation                      Fall 2024 Evaluation

COURSE REVISION STATEMENT

Since first teaching EDUC 2040 in Spring 2019, I have revised the course to provide pre-service teachers with a strong foundation in special education and inclusive classroom practices. Originally designed as a survey of disability categories and legal foundations, the course has evolved into a practice-oriented experience where candidates analyze IEPs, design modifications, and practice collaborative decision-making to support diverse learners.

Over time, I embedded case studies, IEP analysis assignments, and RTI applications that mirror real school-based scenarios. I also expanded focus on equity and disproportionality, requiring candidates to examine how cultural and linguistic diversity influences special education identification and placement. These refinements align with CAEP Initial Standards on content and pedagogical knowledge and clinical application, as well as the 2024 LADOE Teacher Preparation Competencies in differentiated instruction, IEP planning, and assessment, ensuring candidates are prepared to apply theory in authentic contexts.

A major stage of course development occurred during the COVID-19 pandemic (Spring 2020–21), when I redesigned activities for online delivery. Candidates conducted digital IEP analyses, engaged in virtual case discussions, and collaborated on modification strategies using online platforms. These adaptations not only maintained course rigor but also gave candidates valuable practice applying inclusive practices in technology-mediated environments.

Across the seven times I have taught this course, I have refined pacing to balance foundational knowledge with applied practice, scaffolded research and reflection assignments, and expanded collaborative activities. Candidate work has demonstrated measurable growth—for example, final projects increasingly showed greater accuracy in analyzing IEP goals and stronger use of culturally responsive modifications.

Looking ahead, I plan to expand community-based projects with local schools, integrate Universal Design for Learning (UDL) frameworks more explicitly into course assignments, and develop action research tasks where candidates evaluate the effectiveness of modifications and accommodations. These enhancements will ensure EDUC 2040 continues to prepare general education teachers to serve students with exceptionalities in inclusive and equitable classrooms.