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ED 522 Legal Aspects of Special Education
Pate, Victoria J.


COURSE SYMBOL AND NUMBER: ED522

COURSE TITLE: Legal Aspects of Special Education

COURSE DESCRIPTOR:  N/A

TERM COURSE BEING TAUGHT:  Spring I, 2006 (S1P)

NAME OF FACULTY MEMBER:  Victoria J. Pate, J.D.

TITLE OF FACULTY MEMBER:  Adjunct Professor

FACULTY OFFICE LOCATION:

FACULTY OFFICE HOURS:

FACULTY OFFICE TELEPHONE NUMBER: (816) 781-7987

FACULTY PARK EMAIL ADDRESS:  victoria.pate@park.edu

OTHER FACULTY EMAIL ADDRESS:  vjpjd53@aol.com

FACULTY WEB PAGE ADDRESS:  http://captain.park.edu/education

DATES OF THE TERM:  January 9, 2006 – March 5, 2006

CLASS SESSIONS DAYS:  Saturdays

CLASS SESSION TIME:  8:30 – 1:00

PREREQUISITE(S): N/A

CREDIT HOURS: 3 credit hours

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION:

Review and analysis of federal statutory laws (including the 2004 legislative changes to the IDEA), federal and state regulations and case law pertaining to the education of children with disabilities.  Focus is on the legal rights of special needs children and their parents in the areas of eligibility, educational programming and discipline.  Emphasis is on the early recognition and collaborative resolution of legal issues that may arise in the course of providing an appropriate public education under the provisions of IDEA and Section 504 of the Rehabilitation Act.  This is a required course for students enrolled in the Master in Educational Administration and Master in Special Education programs.

 

FACULTY’S EDUCATIONAL PHILOSOPHY:

To provide an interactive and interdisciplinary learning opportunity for the student in which the student will develop an ethical, legal and objective approach to educating children with disabilities.

 

COURSE OBJECTIVES:

On completion of this course, the student will be able to:

 

1.        Demonstrate knowledge of the historical, social and political issues which impact the education of children with disabilities.  {1.3.6} [1.2.10.4]  [CEC 1,9 & 10]

  1. Demonstrate knowledge of landmark cases that resulted in the implementation of educational programming for children with disabilities.  {1.3.6} [1.2.10.3]  [CEC 1]
  2. Apply knowledge of case law related to Least Restrictive Environment (LRE), Free Appropriate Education (FAPE), discipline and accessibility.  {1.3.2, 1.3.3, 1.3.6}  [1.2.8.4]  [CEC 1]
  3. Apply knowledge of the sequence and interrelatedness of the special education referral process.  {1.3.3} [1.2.3.2, 1.2.3.3, 1.2.8.1, 1.2.10.4]  [CEC 1]
  4. Apply knowledge of statutory requirements related to procedural safeguards; due process; evaluation and placement (including the Individual Education Plan).  {1.3.3}  [1.2.8.1, 1.2.8.4]  [CEC 1,7 &8]
  5. Demonstrate positive ethical dispositions related to the education of children with disabilities.  {1.3.5} [1.2.7.2, 1.2.10.2]  [CEC 1& 9]

 

 

 

COURSE TEXTBOOK(S): The Answer Book on Special Education, 4th Ed., S. Gorn and J. Norlin,  LRP Publications, 2005.

 

ACADEMIC HONESTY: Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  Since participation is an integral part of this course, missing any class will result in zero participation points for that day regardless of whether the absence is excused or unexcused.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS: Five (5) points will be deducted from worksheets submitted after the due date.  If you know you will be absent you may submit your worksheet by email.  However, your work must be received on the due date in order to escape point deduction.

 

 

COURSE ASSESSMENT: No mid-term or final exams.  Final grades will be based on class participation in discussion, group projects, daily worksheets and a Core Assessment Activity.  Group projects are designed to reinforce the lecture material.   Worksheets are designed to assess the student’s understanding of and ability to apply the weekly reading assignments, case readings and lecture material to specific issues concerning the week’s main topics.  You will benefit from reading the text and case assignments prior to each class session.

 

Core Assessment Activity:  All Park University courses must include a core assessment that measures the relevant Program Learning Outcomes.  The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.  The core assessment for this course is development of a written presentation for Special Education Parents Night.    Students will be required to develop a presentation for an “open house” held by a hypothetical school for parents who are “new” to the special education process.  The presentation should identify the various steps in the special education process and should include identification of school and parent responsibilities as well as describe the dispute resolution process.  Additionally, the presentation should identify the goals the school has for a successful educational experience for both parent and child.  Rubric is attached below.

 

This activity constitutes 20% of the total grade for the course.  It should be no longer than three (3) typed, double spaced pages.  It is due not earlier than week 6 of the course and not later than week 7.  The activity assesses outcomes 1 – 6.

 

CLASSROOM RULES OF CONDUCT: Students whose behavior is detrimental to good order in the classroom or whose behavior interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University.  Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness and excessive absences.

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

Jan. 14

Overview - Chapter 1

2

Jan. 21

Procedural Safeguards; the Zero-Reject Principle - Chapter 7

3

Jan. 28

Due Process Hearings; Stay Put - Chapter 8

4

Feb. 4

Private Schooling; Persons in a Parental Role; Testing and Evaluation Standards - Chapters 2 and 10

5

Feb. 11

An “Appropriate” Education; ESY; LRE - Chapters 3 and 5

6

Feb. 18

Related Services; Assistive Technology; Extra Curricular Activities - Chapter 6

7

Feb. 25

Discipline; Transition Services - Chapter 11

8

March 4

Compensatory Education; Tuition Reimbursement; IEP Content Requirements - Chapters 12, 13 and 4

 

GRADING PLAN:

Participation = 40 pts.  (5 pts. @ day)

Worksheets =  80 pts. (10 pts. @ day)

Core Assessment Activity = 30 points

Total possible points = 150

 

90 - 100%  = A

80 -   89%  = B

70  -  79%  = C

60  -  69%  = D

below 60% = F

 

 

Park University Graduate School

Core Assessment Rubric for ED522 (Legal Aspects of Special Education)

 

Competency/Skills

Definition

Criteria & Definitions

Score

 

I. Cognitive Skills 

 

1. Content

2. Analysis

3. Synthesis

4. Application

Outcomes 2 - 5

 

 

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1. Content

2. Analysis

3. Synthesis

4. Application

Outcomes 2 - 5

 

 

 

 

 

Develop a presentation to hypothetical parents which identifies and explains the steps in the special education process.

 

 

 

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Identifies responsibilities of both school and parent in the special education process.   Responsibilities may be incorporated either in the explanations of the special education process steps (above) or included separately in the presentation.

 

 

 

 

 

3.  Exceeds expectations – Five or more steps are correctly addressed.

2.  Meets expectations – Three to four steps are correctly addressed

1.  Does not meet expectations – Two to three steps are correctly addressed

0.  Shows no evidence of meeting expectations – One or fewer steps are correctly addressed.

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3.  Exceeds expectations – Five or more responsibilities are correctly addressed.

2.  Meets expectations – Three to four responsibilities are correctly addressed

1.  Does not meet expectations – Two to three responsibilities are correctly addressed

0.  Shows no evidence of meeting expectations – One or fewer responsibilities are correctly addressed.

 

 

 

II.  Professional Disposition

 

 

1. Special education dispositions & principles

Outcomes 1,6

 

 

 

 

 

 

Identify primary principles and/or dispositions necessary for a successful special education experience and briefly explain their importance.

 

 

3. Exceeds expectations – Four or more principles/dispositions are identified and discussed

2. Meets expectations – Three principles/dispositions are identified and discussed

1. Does not meet expectations – One or two principles/dispositions are identified and discussed

0.   Shows no evidence of meeting expectations – Did not identify any principles/dispositions or failed to provide an appropriate discussion.

 

 

Total Score

 

 

 

 

 

(Note: The 9 point scale is used for comparison purposes only.  The Core Assessment Activity’s worth for grading purposes is 30 points.)