Course Syllabus in Guidance and Counseling for Children with Special Needs

Course Code SPED 3215

Course Title GUIDANCE AND COUNSELING for Children with Special Needs
No of Units: 3
No of Hours: 54

Course Description:
This course is a detailed study of the major aspects of counseling students who are
exceptional. It provides a heavy emphasis is place on continuing life adjustment. It
familiarizes students with ways to create an environment /climate for the learners in school so
they will develop to the fullest and learn to cope with life in and out of school.

Course Objectives:
At the end of the course, the successful student should be able to show evidence of the
following objectives.

Content:
1. Describe the characteristics and prevalence of exceptional individuals and their
education, placing emphasis on the psychological, medical, and sociological aspects of
disabilities.
2. Demonstrate evidence of understanding terms and foundations of special education.
3. Evidence familiarity of current issues and trends related to working with exceptional
students.
4. Demonstrate knowledge of the rights of students with disabilities.
5. Demonstrate knowledge of issues of bias in assessment of exceptional students.

Competency:
1. Demonstrate an understanding of common methods and approaches for working with
exceptional students.
2. Demonstrate a working knowledge of strategies for accommodating diverse students in
educational settings.

Character:
1. Demonstrate an understanding and appreciation for the diverse potential of all
students.
2. Demonstrate understanding of the significant role the counselor plays in dealing with a
variety of students with exceptional needs.
3. Demonstrate an appreciation for the development of a counseling environment where all
students and parents are valued for their individual worth.
4. Appreciate an understanding for creating a counseling climate where students may
develop their individual potential for academic, social, and vocational success.

Context:
1. Demonstrate an understanding and appreciation of the role of cultural diversity in
working with exceptional children, their parents, their teachers, and other school
personnel.

Topics Number Grading Teaching Assessment

of Period Learning Tools
Hours Activities
1. Orientation and Course Overview 1 hour Midterms

Guidance and Counseling of Exceptional Students Educ 613-01 1

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Don Fleming,Ph.D.
1. Introduction 8 hrs Midterms Audio- -Quiz/graded
2. Counseling vs. Psychotherapy visual recitation
3. Goals of Counseling instruction -Class
Participation
4. Ethical & Legal Issues related to
Lecture- (Rubric)
counseling discussion -assignment
- Position/
Reaction Papers
-Examination

1. Theoretical Perspective to 8 hrs Midterms --Class

Counseling Participation
2. Process of Counseling (Rubric)
-Quiz
3. Skills in Counseling
-Assignments
-Graded
recitation
- Observation
Assignment
-Examination

1. Approaches to Counseling 10 hrs Midterms Lecture- - Quiz

a. Individual Counseling discussion -Group
b. Group Counseling output/assign
ments (rubrics)
2. Play Therapy
- Observation
Assignment
-Examination

1. Specific Approaches in 27 hrs Finals Lecture- -Quiz/graded

Counseling Children with the Discussion recitation
following exceptionality; -Class
Group Participation
a. Mental disability
activity (Rubric)
b. Learning disability - seatwork
c. Emotional and behavioral -assignment
Disorder - Observation
d. Hearing and Visual Assignment
Impairments -Examination
e. Communication Disorder - Simulated
Counseling**
f. Gifted Students
- Counseling
strategies
paper***

**Simulated counseling skills practice.

Prepare a counseling scenario (1/2 –1 page) for role-playing that deals with
counseling exceptional students, their parent(s), or their teachers. This is a creative
assignment designed to have you think about counseling exceptional students and will
be used for simulated practice in class.

***Counseling strategies paper.

Develop a comprehensive paper (8 – 10 double spaced pages) on four of the
areas of exceptionality. For each category, include:

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Don Fleming,Ph.D.
  a definition of the disabling condition, including educational and behavioral
characteristics
 population prevalence
 causes or etiology
 counseling implications and techniques (at least 3 for each).
The paper should include an introduction, a conclusion, and at least four
references. Finally, include a section on how this paper adds to your educational
knowledge as a Special Education Teacher.

Guidance and Counseling of Exceptional Students Educ 613-01 3

Fall 2007
Don Fleming,Ph.D.
COURSE REQUIREMENT

As a student of Luzon Nazarene College, you are required to do most of the required
activities. You are therefore obliged to read and view resources in all possible reference other
than those listed on the course syllabus even prior to the actual presentation of the topic/s.

Expected parts of each meeting:

1. First 10 minutes: Students’ attendances are checked and they are to submit their
assignments or receive their corrected assignments if there is/are.
2. Review or assessment of previous topics, lectures and discussions is given.
3. Lecture and discussion, audio-visual instructions, group or individual activity, or
film viewing is presented.
4. Questions from students (applicable to everyone) are solicited and answered
5. Overview of assignment/topics for next meeting is given.

RUBRICS/GUIDELINES ON ASSIGNMENTS, POSITION PAPERS, INDIVIDUAL/GROUP

OUTPUTS

Assignments, papers, and outputs should be received on or before the deadline

otherwise you will not be given the highest score. They shall be graded as shown below.

0% - UNMET No evidence that criteria of the rubric are met.

25% - SOMEWHAT MET There is little evidence to show that the criteria of the rubric are met
50% - MOSTLY MET The criteria of the rubric are passably met
75% - ALMOST MET There is evidence that the criteria are met but not thoroughly
100% - MET Evidence exists that the criteria in the rubric are comprehensively and
completely met

1. Question and Answer Assignments and Class Activities

Highest Possible Percentage of the

Total Score that can be Obtained
(100%)
Answer to Questions 0% 25% 50% 75% 100%
 The answer shows a deep understanding of
the ideas being asked
 The answer reflects a deep or keen analysis
of theories, practices, and personal
experiences
 The answer is well supported by valid
arguments, appropriate examples,
illustrations or relevant personal experiences
Organization and Mechanics 0% 25% 50% 75% 100%
 The answers are organized, clear, and
concise with correct grammar
Timeliness 0% 25% 50% 75% 100%
 The assignment is submitted on time

1. Position Papers
Highest Possible Percentage of the
Total Score that can be Obtained
(100%)

Content 0% 25% 50% 75% 100%

 The paper uses arguments which are related
Guidance and Counseling of Exceptional Students Educ 613-01 4
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Don Fleming,Ph.D.
 to the issue or topic assigned.
 The student uses evidence to emphasize and
enhance arguments.
Organization 0% 25% 50% 75% 100%
 The paper is overtly organized.
 The student uses organizational aids such
as transitions, and summarizing
Language 0% 25% 50% 75% 100%
 The student made very few grammatical
mistakes.
 The speaker uses language in highly
effective ways to emphasize or enhance
his position or reaction.
Timeliness 0% 25% 50% 75% 100%
 The assignment is submitted on
time

Reminder:
Proper citations should be made on “borrowed” concepts, theories, or
practices following the general guide in citing references.

2. Group Activity/Outputs

a. Output on Group Discussions and Brainstorming

Highest Possible Percentage of the
Total Score that can be Obtained
(100%)

Group Structure and functioning 0% 25% 50% 75% 100%

• Members contribute to the decision-
making of the group regarding output in
a positive way.
• Members respect and encourage the
views of other members of the group.
On Task Assigned 0% 25% 50% 75% 100%
• The output shows the group
understanding of the ideas being asked
• The output reflects an analysis of
concepts learned on the course
• Output is supported by relevant
explanation

b. On group Projects

Highest Possible Percentage of the

Total Score that can be Obtained
(100%)

Group Structure and functioning 0% 25% 50% 75% 100%

 Members contribute to the decision-making of
the group regarding output.
 Members respect and encourage the views of
other members of the group.
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Fall 2007
Don Fleming,Ph.D.
On Task Assigned 0% 25% 50% 75% 100%
 Output is an overt manifestation of the
assigned task.
 Output is practical, useful, and economic
 Output is submitted with a brief
summary/description
 Output contributes to the over-all objective of
the course
Timeliness 0% 25% 50% 75% 100%
 The output is submitted on time

3. Class Participation
Highest Possible Percentage of the
Total Score that can be Obtained
(100%)

 Always well prepared for class. 0% 25% 50% 75% 100%

 Evident that student has completed all
reading assignments prior to class.
 Exhibits positive, supportive attitude toward
course and class members.
 Consistently contributes to class discussion.
 Consistently contributes to in-class activities.

Computation of Grades
Please refer to the PNC Academic Policies, Revised 2013

References:

1. Baruth, L. and Manning, M. (1998).Multicultural Counseling and Psychotherapy. New

York: Macmillan.
2. Canfield, J. and Wells, H. (2000). 100 Ways to Enhance Self-concept in the Classroom.
Englewood Cliffs, NJ: Prentice Hall.
3. Hallahan, D. and Kauffman, J. Exceptional Children. (2000). Englewood Cliffs, NJ:
Prentice Hall.
4. Haring, N. and McCormick, L. (Eds.) Exceptional Children and Youth. (1999).
Columbus, OH: Merrill.

Prepared by:

Sheila G. Dolipas, Ph.D

Email Address: mssgdolipas@yahoo.com.ph
Contact Number: 0998 984 8116

Noted by:

Gladys Laruan
Head, Teacher Education

Approved by:

Milagros Prado, Ph.D

Academic Dean

Guidance and Counseling of Exceptional Students Educ 613-01 6

Fall 2007
Don Fleming,Ph.D.