MCCCD Official Course Competencies:

EDU223AA  2004 Summer I – 2012 Spring

Emotional Disabilities in the Classroom

1.

Identify current State Board of Education Professional Teaching Standards. (I)

2.

Identify and describe the characteristics and prevalence of emotional disabilities. (II)

3.

Describe the major theories associated with emotional disability. (III)

4.

Explain the impact of emotional disabilities on human development and student learning. (IV)

5.

Trace the development of and explain the current societal response to persons with emotional disabilities. (V)

6.

Describe and follow procedures for identifying and assessing students with emotional disabilities. (VI)

7.

Develop and implement Individualized Education Programs (IEPs) for students with emotional disabilities. (VII)

8.

Establish a positive and productive learning environment for all students. (VIII)

9.

Use strategies to improve students' social, problem-solving, and decision-making skills. (IX)

10.

Employ strategies for improving the independent learning skills of students with emotional disabilities. (X)

11.

Design and evaluate behavior management strategies for individual students with emotional disabilities. (XI)

12.

Design and evaluate adult life role transition strategies for students with emotional disabilities. (XII)

13.

Summarize the need for collaboration with school and district administration, faculty and staff, parents of students with emotional disabilities, community agencies, and professional organizations. (XIII)

14.

Summarize the practicum experience. (XIV)

MCCCD Official Course Outline:

EDU223AA  2004 Summer I – 2012 Spring

Emotional Disabilities in the Classroom

I. State Board of Education Professional Teaching Standards

II. Emotional Disability Characteristics

A. Life Experiences

B. Definition, Prevalence, and Classification

1. Federal and Revised Definitions

2. Prevalence

3. Diagnostic and Statistical Manual IV (DSM-IV) Revised Classification

4. Other Classification

III. Theories of Emotional Disabilities

A. Biological Model

B. Psychodynamic Model

C. Psycho educational Model

D. Humanistic Model

E. Behavioral Model

F. Social Cognitive Model

IV. Impacts of Emotional Disability

A. Causes

B. Effects

V. Societal Response

A. History

B. Court Cases

C. Legislation

D. Education

1. Issues

2. Trends

E. Ethical Issues

VI. Identification and Assessment

A. Prereferral

B. Behavioral Assessment Techniques

1. Formal

2. Informal

C. Eligibility

VII. Individualized Education Programs (IEPs)

A. Multidisciplinary Team & Decision-Making

B. Process

C. Components

D. Related Services

VIII. Learning Environment

A. Teacher Skills

B. Principles

C. Creation Techniques

D. Inclusion Strategies

IX. Social Skill Improvement Strategies

A. Overview

B. Communication

1. Characteristics

2. Assessment

3. Teaching Strategies

C. Problem-Solving

D. Decision-Making

X. Independent Learning Skill Strategies

A. Self-Instruction

B. Self-Monitoring

C. Self-Reinforcement

D. Self-Control

E. Learning Strategies

F. Study Skills

XI. Behavior Management Strategies

A. Design

B. Implementation

C. Evaluation

XII. Transitions for Students with Emotional Disabilities

A. Individual Transition Plans

B. Establishing Goals

1. Adult Life Roles

2. Employment

3. Post-Secondary Education and Training

XIII. Collaborative Strategies

A. Professional Educators

B. Parents

C. Community Agencies

D. Professional Organizations

XIV. Practicum Experience

A. Classroom Observation

B. Classroom Participation

C. Reflection