EDE376 Art,Music & Movement for ECE/ELE

for U1T 2009

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EDE 376 Art,Music & Movement for ECE/ELE


U1T 2009 DL


Love, Danica


Adjunct Faculty


BA Early Childhood Education
MA Early Childhood Education



Semester Dates

Summer U1T2009

Class Days



EDU 203: Educational Psychology

Credit Hours



Visual Arts Education

Herberholz, D. & Herberholz, B. (2002) Artworks for Elementary Teachers; Developing Artistic and Perceptual Awareness. Boston: McGraw Hill. ISBN #0-07-240707-7

 Music Education

Jensen, E. (2000). Music With the Brain in Mind. Thousand Oaks, CA: Corwin Press. ISBN #1-890460-06-0

Movement Education

Beal, Rayma K. (1993). Issues in Dance Education. Arts Education Policy Review. 94(4). 35-39.

Diegmueller, Karen. (1995). Advocating Lifelong Activity, Group Unveils P.E. Standards. Education Week. 14(39). 8.

Ernst, Heidi. (2006). Full Court Verse. Teacher Magazine. 18(1). 24-27.

Greene, Leon. (1990). Enhancing Thinking Abilities in Children Through Movement. Education Resources Information   Center. http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/20/45/51.pdf

LaFee, Scott. (2008). Let's Get Physical! P.E. Struggles to Make the Grade. Education Digest. 73(6). 49-52.

Lorenzo-Lasa, Riolama. (2007). Facilitating Preschool Learning and Movement through Dance. Early Childhood Education Journal. 35(1). 25-31.

Rivkin, Mary S. (2006). Let's Move Together! Early Childhood Today. 20(6). 32-38.

Wood, Karen. (2008). Mathematics through MOVEMENT: An investigation of the links between kinesthetic and  conceptual learning. Australian Primary Mathematics Classroom. 13(1). 18-22. 

Grade Level Expectations (Print GLE's for Visual Arts, Music and Physical Education as well as the glossary for music and visual arts just below GLE's).


MO-PreK Standards - Physical Development, Health and Safety Standards Booklet (Also use Literacy Standards of Symbolic Development and Written Language for Visual Arts Education).


Additional Resources:

DeVries, Rheta & Kamii, Constance. (1980). Group Games in Early Education: Implications of Piaget's Theory. National Association for the Education of Young Children.

Edwards, Linda C. (2001). The Creative Arts: A Process Approach for Teachers and Children (3rd Edition). Prentice Hall

Forman, George. Helping Children Ask Good Questions.         www.videatives.com/content/solutions/articles/good_questions.pdf

Forman, George. (2005). Wondering with Children: The Importance of Observation in Early Education. Early Childhood Research & Practice. 7(2).

Gandini, L. & Topal, C.W. (1999). Beautiful Stuff: Learning with Found Materials. Sterling Publishing.

Gardner, H.E. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York, NY. BasicBooks.

Isenberg, J.P. & Jalongo, M.R. ((2006). Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade. Fourth Edition. Upper Saddle River, NJ: Pearson Education, Inc.

Jensen, E. (2001). Arts With the Brain in Mind. Alexandria, VA. Association for Supervision and Curriculum Development.

Kohl, Maryann F. & Solga, Kim. (1997). Discovering Great Artists: Hands-on Art for Children in the Styles of the Great Masters. Bright Ring Publishing, Inc.

Pelo, Ann. (2007). The Language of Art: Reggio-Inspired Studio Practices in Early Childhood Settings. Redleaf Press.

 Striker, Susan. (2001). Young at Art: Teaching Toddlers Self-Expression, Problem-Solving Skills, and Appreciation of Art. Harcourt College Publishers.

Waite-Stupiansky, S. (1997). Building understanding together: A constructivist approach to early childhood education. Albany, NY: Delmar.


Greg and Steve: Kids in Action, Kids in Motion, We All Live Together Volume 4 and We All Live Together Volume 1

Dr. Jean: Sing to Learn with Dr. Jean, Dr. Jean and Friends, Keep on Singing and Dancing with Dr. Jean, and Is Everybody Happy?

Schoolhouse Rock Rocks! By Schoolhouse Rock. April 1996

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Course Description:
EDE376 Art, Music and Movement for Early Childhood And Elementary Teachers: A course in which students plan, implement and evaluate developmentally appropriate materials, activities and strategies for teaching art, music and physical education in early childhood settings and the elementary grades. Combines theoretical knowledge about effective instruction with the development and application of reflective teaching skills. Prerequisite: EDU 203 and admission to the School for Education. To be taken concurrently with Practicum.3:0:3.

Educational Philosophy:

The instructor for this class has constructivist educational philosophies and teaching experience. This course was designed for teachers to share their knowledge and ideas to integrate meaningful visual arts education, music education and movement/physical education activities within the core curriculum in a general classroom setting. Students will gain knowledge about the importance of recognizing individual learning needs of students within the classroom. Ideas and examples of activities and materials based in visual arts, musical, and bodily-kinesthetic intelligences will be used to engage learners who can then apply these methods within their own classrooms. Self-reflection and participation will be encouraged within the classroom environment as the instructor builds upon the students' knowledge base in each of the arts areas.

Instruction in each of the arts areas may include developmentally appropriate learning experiences, accommodations and adaptations to be considered, multiple intelligences theory, problem solving, critical thinking, use of questioning skills, current trends, historical content, theoretical content, integration within the core curriculum, family and community involvement, safety concerns, and the teacher's role in observation and assessment. Each student will being to create, evaluate and revise a personal arts education philosophy statement for future guidance of teaching practices in their own classroom.

Learning Outcomes:
  Core Learning Outcomes

  1. apply practices that nurture the whole child/adolescent within the learning environment.
  2. demonstrate a range of strategies to meet the needs of all learners
  3. Balance diversity and unity, through respecting and integrating different viewpoints, learning styles, cultures, and lived experiences
  4. use a variety of techniques and technologies in learning and teaching about the arts using a range of strategies to meet the needs of all learners.
  5. Articulate and support a personal philosophy of Arts Education demonstrating that they critically think, read, speak, and write about arts education.
  6. analyze historical, cultural, social, and financial trends and issues in arts education
  7. build, analyze and synthesize a personal knowledge base about teaching and learning about the arts showing a practical understanding of the knowledge and performance areas emphasized in the Missouri Show Me Standards for the Fine Arts.

Core Assessment:
Philosophy Statement with Supporting Unit

Class Assessment:

Assignments scheduled for completion during a class week MUST be completed by midnight (MST) Sunday of the week assigned in order to receive any credit whatsoever. Writing assignments must be completed and successfully submitted to the Discussion Thread or Drop Box (as directed by me). If you ever have problems posting your assignments, contact me immediately by Email and we’ll get the problem solved.

Spelling and grammar are very important in an online course. What you put into an online course reflects on your level of professionalism. Here are a couple of online references that discuss writing online http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html.


You are required to read resources listed in class syllabus. Additional articles will be provided by the instructor, as listed in resources. You are also encouraged to research original sources and additional resources to add to your understandings of the creative arts as well as to support your beliefs and statements in your presentations and assignments.

Discussions and Journals:

It is important to read the assignments and write your reflections/reactions to the reading in your journal before beginning work on the assignments or participating in class discussions. The assigned readings, along with additional resources you find, will assist you in gathering an adequate amount of resources for your assignments as well as in refining your thoughts for your personal philosophy statement.

The journal is intended to be used as an organizer as you are reading to assist you in reflecting on what the reading means to you and what ideas and/or questions come to mind when reading. It is important for you to record your reactions to the readings, using an informal writing style, so you have thoughts to share during class discussions for full participation points. Your journals will also be used to record your thoughts while participating in class discussions, in-class activities, during presentations, and other assignments.     

Weekly Activities (10 pts. Each):

Within each week, an activity will be assigned as part of the discussion / participation. You will be asked to follow the directions of the activity, to be completed during the week stated, and then provide a reflection of your experience of participating in the activity for discussion with peers.

Power Point and Lesson Plan for Art, Music and Movement (25 pts. Each):

   For each of the topics: Visual Arts Education, Music Education and Movement/Physical Education a power point presentation and lesson plan will be created. Items to be included in each of the three power points on separate topics of visual arts education, music education and movement / physical education are as follows: 1.) a definition or art, music or movement; 2.) what does it mean (benefits) for children to have the opportunity to participate in art, music or movement; 3.) Examples of materials used; 4.) Activity ideas with ways of integrating the creative arts throughout the core curriculum; 5.) Skills children use when participating in activities; 5.) Family involvement; 7.) Community involvement; 8.) How would the topics of art, music and movement be demonstrated within your classroom environment; and 9.) Implications for the general classroom environment; 10.) Other information you feel is of importance; and 11.) List of references used to support statements. Reference to applicable theorists and readings, citing sources when appropriate, is necessary to support your ideas throughout the power point (minimum of five cited sources is required for each of the three power points). Lesson plans (in elementary education format) should be developmentally appropriate for age group specified and demonstrate critical thinking skills and reflection of students and teacher. Missouri Pre-K Literacy Standards of Symbolic Development and Written Language for Visual Arts will be used for Standards in Early Childhood Lesson Plans as well as for other integrated subject areas as needed. Lesson Plans completed for Elementary aged students will use Grade Level Expectations appropriate for age group and subject specified. Lesson Plans and Power Points are due to be posted to e-companion by the last day of the week for class (Sunday). Each student will complete a rubric with a self-evaluation for the power point and the lesson plan.        

 Children's Stages of Drawing (20 pts.):

Each student will collect five (5) children's drawings between the ages of 2 and 8 years and reflect upon them while referring to the stages of children's drawing. Within the reflection the following should be mentioned: 1.) Introduction - what are you doing; 2.) Background information on each child - age and your relationship to each child; 3.) Documented conversation / interaction between you and each child as well as how you obtained the drawing; 4.) Your Reflection - including: a description of each drawing; each child's age and stage of drawing including how you identified the stage of drawing each child was demonstrating within their piece of artwork by relating characteristics of the stage of drawing to the detail within each child’s drawing; classroom implications for how to integrate the child’s interests and knowledge shown within each of their drawings; and ways the teacher and families can support each child based upon stage of drawing and interests / knowledge demonstrated within each child’s drawings. All items listed under the reflection should be included for each drawing and each child, separately.

Position Statements for Music and Movement (20 pts. Each):

 A position statement will be created for each of the topics: Music Education and Movement / Physical Education. The position statement is a reflection of your values, beliefs, and experience in music education and movement / physical education. Being only a paragraph in length, the position statement will serve as a foundation from which your philosophy statement will grow. Within this statement of a few sentences, you should explain your idea of how you want to see music education and movement education in your classroom and school curriculum. You will have a main ideas supported by a few objectives that will serve as the objectives for your philosophy statement. The question of "Why do children need music education and movement education to stay in the curriculum?" should be answered as the main idea. Some ideas to consider are as follows: Integration of music and movement within the curriculum – how does this benefit children (Example of theorist to support - Gardener’s Multiple Intelligences), b.) music as a means of self expression, c.) benefits of music for cognitive thinking and For Movement: a.)    Relationship of obesity and video games b.)    Too much seat time c.)    Teachers take away recess as punishment d.)    Boys vs. girls in how they learn.

 Personal Philosophy Statement (80 pts.):

 Your personal philosophy statement will reflect your beliefs about the importance of continuing visual arts education, music education and movement / physical education within the core curriculum in the general education classroom environment. This statement will provide details and supporting objectives to your position statements for music education and movement education and show how you will carry out your main idea(s) from your position statements. Supporting documentation should include: image of the child, role of the teacher, family and community involvement, personal insights/examples and theories that support views on children. The philosophy statement is not just from your position statements, but the information to back your beliefs come from your power point presentations, journal reflection, and position statements for music and movement. Per the syllabus, you should state six (6) or more beliefs held about art, music and movement. Within your stated beliefs, theorists and readings (coming from your power points, in class books and articles, reflective journal, or additional resources) should be cited for supporting evidence, making sure statements are cited properly within the text as well as in a reference page. Visual Arts Education, Music Education, and Movement / Physical Education should have at least two beliefs stated for each topic area. 

 Proctored (Final) Exam (30 pts.):

1 pg. Letter to Families

Using information from assignments (position statements, power points, lesson plans, philosophy statement, etc.) create a 1 page letter to families explaining the importance of integrating all of the creative arts (Visual Arts Education, Music Education and Movement / Physical Education) within the core curriculum. Providing links to readings and theorists discussed during class as well as those used within other assignments cited in APA format is necessary. Provide an example(s) of at least one activity (including materials) and linking the activity example to at least three different content areas with at least one content area being Visual Arts Education or Music Education or Movement / Physical Education. Explanation of how the activity would be linked to each subject stated with an appropriate objective is necessary. Also to be included are examples (at least three) of family involvement activity ideas (providing activities to involve families in the classroom or for them to contribute materials to) in addition to examples (at least three) of community involvement activity ideas. A way to start you letter would be to have a short introduction of the importance of your philosophy, as a teacher, for integrating the creative arts in the classroom supported by a theorist and/or reading from class/assignment(s). Next, list examples of how you follow through with those beliefs within the classroom in your activity examples and examples of family and community involvement activity ideas.



   A = 90% - 100%               B = 80% - 89%                  C = 70% - 79%

   D = 60% - 69%                  F = Less than 60%

                           Weekly Activities (7)                                                 70pts.

    Power Points and Lesson Plan Presentations (3)       75 pts.

                           Position Statements (2)                                         40 pts.

                           Stages of Children's Drawings Reflection                 20 pts.

                           Participation / Discussion (7)                                 70 pts.

                           Personal Philosophy Statement (Core Assessment)  80 pts.

                            Family Letter (Final Exam)                                        30 pts.                                                            

                                                                                                385 pts. Total

Late Submission of Course Materials:

All assignments should be typed. No handwritten assignments will be accepted.

All assignments must be turned in on stated date (per syllabus) unless otherwise changed by instructor or arranged with instructor prior to due date of assignment.

Late written assignments are subject to a 10% reduction in student's total possible points for that assignment. With prior notice and approval, designated written assignments may be made up in cases of legitimate absence. Park defines a legitimate absence as one which include a) your illness, b) a death in your immediate family, c) jury duty, d) generally recognized holidays, and e) approved activities where you are required to represent Park University. Please contact the instructor of the missed class before you will be late in submitting the assignments.

Classroom Rules of Conduct:


Regular and timely attendance is expected and necessary to begin to fulfill the participation requirement of this course. Full participation points cannot be earned if you are absent from discussion topics. This would mean that you do not enter into a discussion or show that you have signed into the online class for the entire week (Sunday – Monday). The instructor should be notified beforehand of any absence from class in order to provide excused absence in attendance reporting for the week. Any assignments due the day of absence should be turned in to instructor by the date due unless other arrangements are made prior to the beginning of class on the day absent. It is the responsibility to the student to receive information and any missed work during absence as well as items due/expectations for the week following absence.

Participation (10 pts. For reflection and response(s) to classmates)

This course is offered online using the eCollege online classroom management platform, which allows you to participate any time, and from any location. Because of this flexibility, it is important to plan your time carefully.

You are expected to sign in to the class (your “virtual classroom”) and you must participate in all conference areas topics and discussions/activities at least four times per week (or about every other day) You should expect to spend a minimum of 5-6 hours per class week online – the same amount of time you’d spend in the physical classroom so please plan your daily/weekly activities accordingly. You will be sending and receiving Email, performing online research, participating in activities and interacting socials and professionally with your classmates. Conventions of “online etiquette,” which include courtesy to all users, will be observed.

Attendance, active and collaborative group participation, thoughtful discussion and responses to assignments, cooperation, and tolerance for differences will fulfill participation criteria. To earn all participation points for each class meeting, active participation in discussion is needed; referencing readings and personal experiences as well as responding to classmates' reflections.

Weekly Structure:

A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the semester and end at midnight Mountain Standard Time (MST) the following.

Emailing the Instructor:

You should use Email for private messages to me and/or your classmates. The class conference area is to be used for public messages only. When composing and sending an Email to me please identify yourself fully by name in the subject line of the Email. I will check my Email and the conference area frequently. I will usually respond to course-related questions within 24-48 hours (unless I notify you previously that I will be unavailable). When files are sent attached to an email or downloading in a discussion thread or drop box, the files MUST be in either Microsoft Word (.doc or .rtf), RTF, or PDF, file formats. Scanned documents or paper copies will not [normally] be accepted.

All of your online communications need to be composed with fairness, honesty and tact. 

Course Topic/Dates/Assignments:

Week               Date                                       Content___________________________________

1                                     Introduction to class and Visual Arts Education

                                                       Reading: Artworks for Elementary Teachers - Chapter 1

                                                                Syllabus Overview / assignments and rubrics

                                                               MO - Grade Level Expectations for Fine Arts

Weekly Activity: Introductions and Learning Styles Questionnaire



2                                       Visual Arts Education

                                    Topic: Materials and Integrating Art into the Curriculum

                                      Reading: Artworks for Elementary Teachers - Chapters 4-6

                                               Weekly Activity:    Try an art recipe.


3                                        Visual Arts Education


  Topic: Element and Principles of Art 

Reading: Artworks for Elementary Teachers – Chapters 2 and 3


 Due: Power point and lesson plan


                                                 Due: Children’s Drawings

Weekly Activity: View Finder and Element / Principle cards to view pictures / paintings


4                                       Music Education

              Topic: Materials in Music Education

Reading:Music With the Brain in Mind Parts 1 and 2

                                                          Due: Children's drawings with reflections


 Weekly Activity: Using recyclable materials collected

over the week, make a musical instrument to be played.


5                                          Music Education

Topic: Integrating Music into the Curriculum

        Reading: Music With the Brain in Mind Part 3

Due:  Power point and lesson plan

Due: Music Position Statement

        Weekly Activity: Listen and reflection upon songs provided by instructor – relate to GLE’s and skills used by children.


6                                        Movement / Physical Education

Topic: Materials in Movement / Physical Education and   Dramatic Play / Theatre


Missouri Department of Elementary and Secondary Education. Missouri's Framework for Curriculum Development in Health Education and Physical Education (Healthy, Active Living) K-12. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/09/85.pdf

Beal, Rayma K. (1993). Issues in Dance Education. Arts Education Policy Review. 94(4). 35-39. (EBSCOhost)

Diegmueller, Karen. (1995). Advocating Lifelong Activity, Group Unveils P.E. Standards. Education Week. 14(39). 8. (EBSCOhost)

Ernst, Heidi. (2006). Full Court Verse. Teacher Magazine. 18(1). 24-27. (EBSCOhost)

Greene, Leon. (1990). Enhancing Thinking Abilities in Children Through Movement. Education Resources Information http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/20/45/51.pdf   

Due: Movement / Physical Education Position Statement

        Weekly Activity: How can you incorporate movement with a story (book, story of a famous or important person or event in history)? State your materials and objectives for the activity and link to the appropriate GLE’s.


7                                              Movement / Physical Education

Topic: Integrating Movement / Physical Education into the Curriculum

        Reading: LaFee, Scott. (2008). Let's Get Physical! P.E. Struggles to Make the Grade. Education Digest. 73(6). 49-52. (EBSCOhost)

Lorenzo-Lasa, Riolama. (2007). Facilitating Preschool Learning and Movement through Dance. Early Childhood Education Journal. 35(1). 25-31. (EBSCOhost)

Rivkin, Mary S. (2006). Let's Move Together! Early Childhood Today. 20(6). 32-38. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/02/88.pdf

Wood, Karen. (2008). Mathematics through MOVEMENT: An investigation of the links between kinesthetic and  conceptual learning. Australian Primary Mathematics Classroom. 13(1). 18-22. (EBSCOhost)

National Association for Sport and Physical Education. (2006). Recess for Elementary School Students. [Position paper]. Reston, VA: Council on Physical Education for Children. http://www.aahperd.org/naspe/pdf_files/pos_papers/RecessforElementarySchoolStudents.pdf

Due: Power point and lesson plan

Due: Philosophy Statement

        Weekly Activity: Choose a GLE or MO-PreK Standard from preferred grade level and subject area (except physical education) and provide at least 2 suggestions / ideas for activities to include movement / physical education. Be specific when explaining activity. How does the idea incorporate skills from both content areas? What are the objectives and how are children demonstrating them within the activity in relation to the GLE’s or MO-PreK Standards?


8                  July 20                          Final Week of Class

                                                 Proctored (Final) Exam – Letter to Families

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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 2008-2009 Undergraduate Catalog Page 87

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 2008-2009 Undergraduate Catalog Page 87

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 "F".
  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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2008-2009 Undergraduate Catalog Page 89-90

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 .


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Last Updated:5/15/2009 7:17:10 PM