Simon Fraser University
Engaging the World

Course Outlines

Spring 2025 - EDUC 426 E100

Teaching Children and Youth with Special Needs (4)

Class Number: 5283

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 6 – Apr 9, 2025: Tue, 4:30–8:20 p.m.
    Burnaby

  • Instructor:

    Dr. Inna Stepaniuk
    istepani@sfu.ca
    Office Hours: by appointment (send email to: istepani@sfu.ca)

  • Prerequisites:

    Students may be required to successfully complete a Criminal Record Check. 60 units including EDUC 220 or PSYC 250, or EDUC 401/402 or Corequsite: EDUC 403.

Description

CALENDAR DESCRIPTION:

An introduction to the field of special education including studies of the definitional criteria and characteristics of major categories of special need, and the distinctive instructional challenges associated with these categories. The course focuses on the special learning needs of school age students, both elementary and secondary school levels, and emphasizes both the analysis of issues and treatment needs across the array of special needs.

COURSE DETAILS:

Recent developments in critical inclusive education, disability studies, and learning sciences challenge deficit-based, categorical approaches to understanding student individual differences. With this in mind, please note that the course adopts an equity-based inclusive education framework for teaching students and youth identified with disabilities in general education classrooms. This means that the suggested textbook, readings, and course assignments introduce approaches and practices that are foundational for designing inclusive and equitable academic, behavioral, and social-emotional systems of support for diverse learners with disabilities. Thus, the course’s key questions to consider will include, but are not limited to:

  • In what ways do deficit-based models of disability contribute to educational inequities and barriers to students' success in schools?
  • What are the roles of educators and other professionals in supporting multiply marginalized children and youth identified with disabilities in general education settings?
  • What does it mean to teach diverse learners with disabilities in a general education classroom? What might instruction and assessment look like?

COURSE-LEVEL EDUCATIONAL GOALS:

  • Analyze and critique traditional deficit-based approaches to teaching students with disabilities.
  • Explore the roles and responsibilities of educators in teaching students with disabilities in general education classroom.
  • Understand and apply equity-based inclusive education frameworks and practices to support the academic, behavioral, and social-emotional growth of students with disabilities in general education classroom.

Grading

  • Group project (final) 30%
  • Individual project (midterm) 30%
  • Pop Quizzes 20%
  • Written Reflections / Homeworks 20%

NOTES:

This course outline is a “living document” and, thus, is subject to change. Course details will be discussed during the first week.

REQUIREMENTS:

Completion of pop quizzes, written reflections/homework, group and individual projects, and participation in class discussions is the key to successful learning in the course.

Materials

MATERIALS + SUPPLIES:

A laptop, internet access, and software for reading, listening to, and viewing electronic sources (PDFs, Word documents, images, audio, and video files) will be crucial for participation in the course.

REQUIRED READING:

Causton, J., Tracy-Bronson, C. P., & Jorgensen, C. M. (2015). The Educator's Handbook for Inclusive School Practices. Paul H. Brookes Publishing Company (has been placed on reserve via the SFU library; also can be purchased online).

RECOMMENDED READING:

Additional readings and materials will be supported through Canvas and SFU library.

REQUIRED READING NOTES:

Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html

RELIGIOUS ACCOMMODATION

Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.