Date of Award

12-1976

Document Type

Thesis

Degree Name

Master of Arts

Department

Education

First Advisor

Alan M. O'Dell

Second Advisor

Richard Rickert

Abstract

This project, authored by Carolyn Collins Walsh as part of her Master of Arts degree at Lindenwood College, documents the development, design, and instructional approach of a college-level course titled Education of the Exceptional Child. Grounded in the author's 13 years of experience teaching exceptional children, the course was created in response to observed gaps in the preparedness of new teachers facing diverse classroom challenges. Walsh emphasizes the necessity of blending theoretical knowledge with practical strategies to effectively teach children with emotional, behavioral, and learning difficulties.

The foundation of the course design was a national survey conducted among 41 special education professionals—including teachers, counselors, and professors—across eight states. The results identified common early-career challenges, such as discipline, collaboration with general education teachers, and parent communication. Respondents also highlighted the most and least helpful courses in their training, preferred professor characteristics, and the most relevant course content for special education.

Based on the research, the course includes topics such as identification and classification of exceptionalities, educational evaluations, use of specialized materials, legal and administrative aspects of special education, and exposure to real-world classroom experiences. Guest speakers from various professional backgrounds, including medicine, psychology, and school administration, are integrated into the curriculum. Assignments include writing educational evaluations, conducting classroom observations, and engaging with annotated bibliographies of case studies.

The course aims to provide a realistic, experience-based perspective on teaching exceptional children. It fosters empathy and understanding through simulations and student-centered learning, encouraging future educators to develop practical, individualized approaches. Ultimately, this work contributes to enhancing teacher preparedness in special education and closing the gap between academic preparation and classroom realities.

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