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ED 520 Special Needs in the Classroom
Moning, Judy


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

ED 520 Special Needs in the Classroom

Semester

U1P 2006 EDI

Faculty

Moning, Judy

Title

Adjunct Faculty

Office Hours

by appointment

Daytime Phone

816-380-6688

E-Mail

judy.moning@park,edu

Semester Dates

June 5-July 30, 2006

Class Days

--T----

Class Time

5:00 - 9:30 PM

Prerequisites

None

Credit Hours

3


Textbook:
Crawford, V. (2002). Embracing The Monster: Overcoming The Challenges of Hidden Disabilities.
Baltimore, MA: Paul H. Brooks Publishing Co.
- ISBN #1-55766-522-2

Lewis, R.B., & Doorlag, D.H. (2006). Teaching Special Students in General Education
     Classrooms, (7th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
- ISBN # 0-13-148635-7
Note: Students are encouraged to use resource materials provided by the authors and publishers, which may be accessed at http://www.prenhall.com/lewis

Missouri Department Of Elementary and Secondary Education. (2005). Individual Education
Plan (IEP). Retrieved May 6, 2006, from
http://www.dese.state.mo.us/divspeced/Compliance/IEP/IEP_FORM.pdf
      Note: Students are responsible for making themselves a copy of Missouri's Individual
  Education Plan (full version – 15 pages), which may be accessed at the Missouri Department of Elementary and Secondary Education website.


Missouri Department Of Elementary and Secondary Education. (2004). Regulation III
identification and evaluation.  In Missouri state plan for part B of the individuals with
disabilities act (pp. 11-27).  Jefferson City, MO: Author.
- May be accessed at http://www.dese.state.mo.us/divspeced/stateplan/FY2005/2005version.html
Note: students are responsible for making themselves a copy of section “Regulation III” of the Missouri State Plan for Special Education (17 pages), which may be accessed at the Missouri Department of Elementary and Secondary Education website.

Tomlinson, C.A. (2005).  The Differentiated Classroom:  Responding To The Needs Of All Learners.  Upper Saddle River, NJ:  Pearson Education, Inc.  
    -ISBN# 0131195026

Recommended Text (not required):

American Psychological Association. (2001). Publication Manual Of The American Psychological
Association (5th ed.). Washington, DC: Author.
- See http://captain.park.edu/education/Resources/resources.htm for general info about APA guidelines


Course Description:
Designed to address the special needs of students being mainstreamed into the traditional classroom.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze political, philosophical, and legal issues that influence general and special education for students with disabilities and exceptionalities (MoSTEP 1.2.3);
  2. Analyze the process of special education, including prereferral interventions, referral, evaluation and identification, program planning (IEP/504 Plans), placement, and instruction/services for students with exceptionalities (MoSTEP 1.2.3);
  3. Explain the role and responsibilities of the general education teacher in educating students with special learning needs (MoSTEP 1.2.3 and 1.2.10);
  4. Compare and contrast the roles of the general and special educator within the school system and how they work as a collaborative team (MoSTEP 1.2.3 and 1.2.10);
  5. Describe the characteristics of students with various types of special learning needs and discuss how these characteristics may impact their learning (MO STEP Standard 1.2.3);
  6. Describe and assess differentiated instructional strategies designed and implemented to successfully include students with special learning needs in the general education classroom (MoSTEP 1.2.3);
  7. Analyze current instructional strategies and programs designed to enhance student learning and success in the classroom (MoSTEP Standard 1.2.8); and
  8. Practice reflective analysis to increase one's professional knowledge, skills, and dispositions (MoSTEP 1.2.9).


Core Assessment:


Class Assessment:
Points may be earned as follows:
* Attendance/Participation (7%) 200 points (8 classes x 25 points)

* Textbook Assignments (10%) 300 points (15 chapters x 20 points)

* Reflecting Reading Assignment (5%) 150 points

* Study Guide Questions (3%) 100 points (10 chapters x 10 points)

* Disability Awareness Project (15%) 450 points

* Instructional Strategies Project (15%) 450 points

* Field Experience (10%) 300 points

* Reflective Essay (10%) 300 points
                               
* Lesson Adaptation Project (20%) 600 points

* Resource Notebook (5%) 150 points
                                                         TOTAL POINTS:     3000

Grading:
The final grade will be based on the percentage of total points earned.

A = 90 – 100%  2700 – 3000 points
B = 80 – 89% 2400 – 2699 points
C = 70 – 79% 2100 – 2399 points
D = 60 – 69% 1800 – 2099 points
F = 59% or lower 1799 points or less

Late Submission of Course Materials:
All assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 10% per calendar days x total points possible of assignment.

Classroom Rules of Conduct:
Students are expected to:
*  Attend class on a regular basis. Come to class on time. (See Instructor's attendance    
           policy).
* Turn in assignments to the Instructor on time (see course map for more specific information regarding due dates).
* Read, understand, and follow the course syllabus.
* Check your PirateMail on a regular basis for current information about what is happening in the course, the Graduate School of Education, and the University in general. With Park moving towards using a "paperless" system, it is critical that you be able to receive and send important communication via Park's PirateMail.
* Complete reading assignments prior to the class session, bring textbook(s)/materials to class, and consistently contribute meaningfully to class discussions. Students are expected to fully participate in all class activities, including lectures and discussions, demonstrations, presentations, small group projects, and any other type of in-class activities that may occur.
* Conduct themselves in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors, attending respectfully to others who are sharing information with the class or group, being flexible to unforeseen changes in the course syllabus, etc.
* Use current APA style in all aspects of written assignments (e.g., page set-up/format, citations, references, etc.).  Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment, as will style, spelling, and format errors. In professional writing, past tense is generally accepted.  Avoid using contractions, personal pronouns, or slang expressions. Must use people-first language (e.g., individuals with disabilities; students with learning disabilities). Students are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance.
* Follow academic regulations detailed in Park University's graduate catalog.

Course Topic/Dates/Assignments:
Students are required to:

1. Read chapters/readings as assigned.

A. Read the text Embracing the Monster and complete the reflective reading assignment provided by the Instructor. Be prepared to share your responses with other students in class.

B. Read assigned chapters in text Teaching Special Students in General Education Classroom and complete one (1) of the Activities Essay on the author/publisher website http://www.prenhall.com/lewis for each chapter read.  After completing the Activities Essay for the chapter, print the page to turn in to the Instructor for credit.

C. Read the text The differentiated classroom:  Responding to the needs of all learners and complete study guide questions provided by the Instructor.  Be prepared to share you responses with other students in class.

2. Complete a Disability Awareness Project. Using information researched from (at least) four (4) sources of information (e.g., textbooks, journal articles, books, Internet).

A. Summarize information from your research on your selected/assigned disability or exceptionality in a Fact Sheet (e.g., Fact Sheet on Learning Disabilities).  Some examples of the disabilities or exceptionalities discussed in class may include:  mental retardation/cognitive impairment, attention deficit hyperactivity disorders (OHI), autism spectrum disorders, emotional disturbance/behavioral disorders, gifted and talented, at-risk.

      The Fact Sheet (3+ pages) must include the following components:

I. Definition(s) of exceptionality
* Include key definitions provided by IDEA, professional organizations, and/or researchers in the field.
II. Characteristics associated with the exceptionality
* Discuss the characteristics associated with this exceptionality AND how these characteristics might impact a student's learning.
III. Prevalence
* Discuss the occurrence of the exceptionality.
IV. Types
* Discuss the different types associated with the exceptionality (if appropriate).
V. Causes
* Discuss the causes associated with the exceptionality.
VI. Identification and Assessment
* Discuss how the exceptionality is identified and assessed/evaluated. Also include eligibility requirements for special education services (if appropriate).
VII.    Treatment
* Discuss treatment approaches used in working with students with the exceptionality.
VIII.   Differentiated Instructional Strategies
* Discuss differentiated instructional strategies that would benefit this type of student with these types of special learning needs.
IX.      Key Resources for Professionals
* List and briefly describe at least four (4) key resources (e.g., internet sites, Professional Organizations, written materials, etc.) that would serve as valuable resources for the general education teacher when working with students with the exceptionality.
X.      References
* Using APA format, list the (at least four) references used in compiling the information for your fact sheet.

B. Provide a copy of your "Fact Sheet” to all members of the class for their Resource Notebooks.

C. Using information from your research review and Fact Sheet, prepare a 20-minute (approximately) presentation on your assigned exceptionality. Prepare your presentation as if you were invited by your school principal to be the guest speaker on your exceptionality topic at the next faculty meeting in which other  professional educators and staff will make up your audience. Therefore, as part of your presentation, you will want to:

-   Demonstrate your level of knowledge of your topic by covering the key informational    
   components of the Fact Sheet;
-   Use PowerPoint to highlight key information;
(Note: a "hard" copy of the PowerPoint presentation must be provided to the Instructor on the day of the presentation)
-   Engage your audience (i.e., be creative, interactive, and interesting);
-   Make it beneficial and worthwhile for your audience (Note: your goal is to increase  
    your audience's awareness of the exceptionality and how to effectively work with            
    students with this exceptionality in a regular classroom); AND
-   Professionally present information (e.g., appropriate voice level, eye contact, body
    language, professional dress).

3. Complete an Effective Instructional Strategies Project. Using information researched from (at least) four (4) sources of information (e.g., textbook, journal articles, books, Internet).  

A. Summarize information from your research on your selected/assigned instructional strategy in an Information Sheet (e.g., Information Sheet on Service Learning). Some examples of instructional strategies may include:  project-based learning, service learning, curriculum compacting, tiered lessons, learning stations/centers, class-within-a class (CWC), brain-based instruction, journaling, multiple intelligences, cooperative learning, peer tutoring, thematic instruction, and many others.

     The Information Sheet (3-4 pages) must include the following components:

I. Description
* What is it? Is it mainly teacher-directed or student-directed?
II. Purpose
* What are the outcomes of using this type of instructional strategy?
III. Evidence of Effectiveness
* What does the research indicate about the effectiveness of using this type of instructional strategy?
IV. Pros
* Examples: easy of use, low cost, little teacher training involved, strong evidence of student learning, actively involves students, appeals to a wide range of student interests and abilities, can be used across multiple grades/ages, wide appeal across subject-areas, etc.
V. Cons
* Examples: time consuming, expensive, hard to use, significant teacher training involved, appeals to small range of student interests and abilities, little evidence of student learning, limited use in subject areas and grade/age levels, etc.
VI. Examples of Use
VII. Key Resources
* List and briefly describe at least four (4) key resources (e.g., internet sites, Professional Organizations, written materials, etc.) that would serve as valuable resources for a teacher interested in using this instructional strategy.
VIII. References
* Using APA format, list the (at least four) references used in compiling the information for your information sheet. Note: some of your key resources and references may be the same.


B. Provide a copy of the "Information Sheet” to all members of the class for their Resource Notebooks.

C. Using information from your research review and Information Sheet, prepare a 20-minute (approximately) presentation on your assigned instructional strategy. Prepare your presentation as if you were invited by your school principal to be the guest speaker on your instructional strategy topic at the next faculty meeting in which other  professional educators and staff will make up your audience. Therefore, as part of your presentation, you will want to:

- Demonstrate your level of knowledge of your topic by covering the key informational components of the Information Sheet;
-   Use PowerPoint to highlight key information;
(Note: a "hard" copy of the PowerPoint presentation must be provided to the Instructor on the day of the presentation)
-   Engage your audience (i.e., be creative, interactive, and interesting);
-   Make it beneficial and worthwhile for your audience (Note: your goal is to    
    increase your audience's knowledge of how to differentiate process by using
    this instructional strategy to enhance the learning of all students, particularly
    those with special learning needs, in a regular classroom); AND
- Professionally present information (e.g., appropriate voice level, eye contact,
     body language, professional dress).

4. Complete one Field Experience, which may include:

a. an interview of a Special Education Teacher,
b. an interview of a Regular/General Education Teacher working in an inclusive classroom,
c. an interview of a person with an exceptionality,
d. an interview of a parent/caretaker of a child with an exceptionality or disability,
e. an observation of a classroom experience involving students with disabilities (e.g., inclusive classroom, resource room, special classes at a special school, residential school, or home-or hospital-based instruction), OR
f. an observation of an IEP meeting.

NOTE: Assure all people involved in an interview/observation that NO identifying information about students/parents will be used in order to protect rights of privacy and confidentiality.

The purpose of the Field Experience is to enrich your knowledge and understanding of the professional dynamics involved in the education of children and youth with exceptionalities. To complete the assignment, you must:

* Submitted interview questions OR observation guidelines to the instructor PRIOR to the interview or observation for Instructor approval (worth 10% of total points)
(Note: a copy of the pre-approved interview questions/observation guidelines should be attached to your written report);
* Complete a 4+ page written report that includes the following:
- Introduction - describe your field experience project and discuss what your purpose was of selecting this type of field experience (worth 10% of total points),
- Summary of the interview or observation (worth 20% of total points), AND
- Analysis and reflection of how the information learned can lead to you being a more effective teacher (worth 60% of the total points).

5. Complete a reflective essay on the general education teacher's responsibility for creating success for ALL students, particularly for students with special learning needs. Your essay should include an analysis of the information learned from the textbooks/materials, class presentations, class discussions and activities, assignments, etc. AND evaluation of the critical knowledge and skills a regular education teacher must know and be able to do to successfully include students with special learning needs in the regular classroom. Your essay should be 3+ pages in length and follow APA's recommendations for formatting (e.g., 1" margins, double-spaced, 12-pt font). You may wish to reference the following information BEFORE writing your reflection essay:

• Missouri Standards for Teacher Education Programs (MoSTEP) – Standards 1.2.3, 1.2.4, 1.2.5, 1.2.6, and 1.2.7.
• Council for Exceptional Children (CEC) Code of Ethics for Educators of Persons with Exceptionalities  (http://www.cec.sped.org/ps/ps-ethic.html)
• Crawford, V. (2002). Embracing the monster: Overcoming the challenges of hidden disabilities. Baltimore, MA: Paul H. Brooks Publishing Co.

6. Core Assessment: Lesson Plan Adaptation Project

All Park University courses must include a core assessment that measures the relevant Departmental 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 the Lesson Plan Adaptation Project and will account for 20% of the total grade. To complete the Lesson Plan Adaptation Project, students must:

A. Submit an instructional unit for a general education classroom that covers a minimum of one week or five individual lessons plans. A Lesson Plan Outline will be provided by the Instructor. The instructional unit may be at any level (e.g., grades K-12) and subject (e.g., math, communication arts, social studies, science) of your choosing. In designing your instructional unit, you should assume that you will be teaching students representing different cultural and linguistic backgrounds, as well as the complete range of diversity present in most urban school districts.

B. Given the inclusion of three students with special learning needs (SLN) (descriptions of students with SLN will be provided by the Instructor) in your general education classroom, you are to analyze the characteristics of these students' particular disabilities and special learning needs and examine how these characteristics might impact their learning in the classroom. In addition, examine how those students' readiness levels, interests, and learning profiles might impact their learning.

C. Based on your examination and analysis above (see B), you are to propose accommodations for each of these given students with SLN in all of the following areas on the (5) lesson plans you developed for your instructional unit, including content (i.e., “what” you teach; materials used), process (i.e., “how” you teach; student learning activities), AND product (i.e., students' summative evaluation).

D. Furthermore, you must justify and evaluation how each of the accommodations you proposed will benefit each of these students with SLN.

E. You are also to discuss how you plan to work with or collaborate with at least two (2) other collaborative partners, such as special education teachers, teachers' aides, parents, volunteers, co-teachers, peer/cross-age tutors), to meet the needs of these students with SLN.

Be prepared to share your Lesson Plan Adaptation Project with others in class.

7. Complete a Resource Notebook, which should organize resource information and materials received during the course (e.g., class lectures/presentations/handouts, article summaries, Fact Sheets, Instructional Strategies, etc.) in a 3-ring binder.  A Resource Notebook Checklist has been developed and will be used to grade the completed Resource Notebook.

Tentative Course Map

Class
Session Date Topics/Assignments

1
June 6
Introductions
Review Syllabus
Topic: Overview of Special Education
* Assignment DUE: read chapter 1 in Teaching Special Students in General Education Classrooms

2
June 13
Topic: Special Education Process
* Assignment DUE: read chapter 2 in Teaching Special Students in General Education Classrooms and submit one Activities Essay for the chapter.
* Assignment DUE: read Regulation III (Identification and Evaluation, pp. 11-27) in Missouri State Plan for Special Education
* Assignment DUE: read Missouri's Individual Education Plan (full version, 17 pages)

Topic: Inclusion
* Assignment DUE: read chapter 6 in Teaching Special Students in General Education Classrooms and submit one Activities Essay for the chapter.

Topic: First Person Account - Living with Disabilities
* Assignment DUE: Reflective Reading Assignment on Embracing the Monster

3
June 20
Topic: Differentiated Instruction
* Assignment DUE: read chapters 4, 7, & 8 in Teaching Special Students in General Education Classrooms and submit one Activities Essay for each of the chapters.
* Assignment DUE: Study Guide Questions, DI

Topic: Student with Special Learning Needs – LD
* Assignment DUE: read 9 in Teaching Special Students in General Education Classrooms and submit one Activities Essay for the chapter.

4
June 27
Topic: Students with Special Learning Needs –ADHD (OHI), OHI, MR, and ED/BD        
* Assignment DUE: Read chapters 10, 11, and 14 in Teaching Special Students in General Education Classrooms and submit one Activities Essay for each of the chapters.
* Assignment DUE: Class presentations on Fact Sheets

5
July 11
Topic: Students with Special Learning Needs – Autism, At Risk, G&T, OI, TBI, CD, HL, VL, and Culturally and Linguistically Diverse Students
* Assignment DUE: Read chapters 12, 13, 15, 16, 17, and 18 in Teaching Special Students in General Education Classrooms and submit one Activities Essay for each of the chapters.
* Assignment DUE: Class presentations on Fact Sheets

6
July 18
Topic: Differentiated Instruction - Process
* Assignment DUE: Presentations of Effective Instructional Strategies Project
* Assignment DUE: Field Experience

7
July 25
Topic: Differentiation Instruction - Process
* Assignment DUE: Presentations of Effective Instructional Strategies Project

* Assignment DUE: Reflective Essay

Topic: Accommodation for Student Success
* Assignment DUE: Lesson Plan Adaptation Project

Topic: Evaluation of Resource Notebook
* Assignment DUE: Resource Notebook



Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Graduate Catalog Page 20-22

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Graduate Catalog Page 20-22

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Graduate Catalog Page 23-24
INSTRUCTOR'S ATTENDANCE POLICY:
It is important that students attend every class.  If you are unable to attend class, you must notify the Instructor the reason for your absence. Attendance will be considered in determining the final course grade. If you have two (2) absences for the term, your final grade will be lowered by one grade, for example, an "A" will become a "B". If you have three (3) or more absences during the term, it is strongly recommended that you withdraw from the class and re-enroll during another term. Two late arrivals or early departures will equal one missed class.

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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .


Attachments:
Reflective Reading Assignment

Study Guide Questions

Lesson Plan Outline

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:5/14/2006 9:53:02 AM