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EDI 375 Exceptional Children
Porotesano, Mautumua A.


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDI 375 Exceptional Children

Semester

S1TP 2009 DLA

Faculty

Jim Skouge, Lillian Segal, and Mua Porotesano

Office Location

O'ahu, Hawai'i

E-Mail

lillian.segal@park.edu

jim.skouge@park.edu

Semester Dates

January 31- March 27, 2009

Class Days

Saturday

Class Time

11:30am - 1:30pm

Credit Hours

3


Textbook:
1.  Exceptional Children:  An Introduction to Special Education by William Heward  (9th edition)

Additional Resources:
1. EDI 375 Student Workbook

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Course Description:
EDI 375 Exceptional Children: A course designed to study the varied educational developmental, and behavioral characteristics of children with special intellectual, physical, emotional, or social needs. This course includes completion of out-of-class experiences such as visits to inclusion classrooms in area schools, and home visits with families. To be taken simultaneously with Practicum. Prerequisite: PS 101 or EDI 203, and admission to the school for Education. 3:0:3.

  Instructor Learning Outcomes

  1. 1.      Anaylyze political, philosophical, and legal issues that influence general/regular and special education for students with disabilities (MoSTEP 1.2.1);
  2. 2.      Describe the characteristics of identified students with disabilities and discuss how these characteristics may impact their learning (MoSTEP 1.2.3);
  3. 3.      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, 1.2.8, and 1.2.10);
  4. 4.      Explain the role and responsibilities of the general/regular education teacher in the special education process (MoSTEP 1.2.3.3 and 1.2.10);
  5. 5.      Compare and contrast the roles of the regular and special educator within the school system and discuss how they work as a collaborative team (MoSTEP 1.2.3.3 and 1.2.10);
  6. 6.      Describe and assess differentiated instructional strategies designed and implemented to successfully include students with disabilities in a regular classroom (MoSTEP 1.2.3); and
  7. 7.      Practice reflective analysis to increase one's professional knowledge, skills, and dispositions (MoSTEP 1.2.9).
Class Assessment:
1.  Class Live Session Attendance
2.  Movie Viewings (5)
3.  Weekly Individual Assignments (7)
4.  Group Project

Core Assessment:

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 at least
20% of the total grade. To complete the Lesson Plan Adaptation Project,
students must:

A.)     Submit a lesson plan for a general education classroom that covers
approximately 45-60 minutes of instruction. The Lesson Plan Outline will be
provided by the Instructor. The lesson plan 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 lesson plan, 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
(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 general
education classroom. In addition, examine how those students' readiness
levels, interests, and learning profiles might impact their learning needs.
C.)     Based on your examination and anlaysis above (see B), you are to
propose accommodations for each of these given students with SLN in each of
the following areas of the lesson plan you developed, including the 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 evaluate how each of the
accommodations your proposed will benefit each of these three 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, teacher's aides, parents, volunteers, co-teachers, peer/cross-age
tutors, in meeting the needs of these three students with SLN included in
your general education classroom.

Grading:
If you make an effort to attend Class Live sessions, watch the movies and complete assignments, you will get a good grade in this class. You can get a total of 160 points in the class. See grading details below.

I. CLASS LIVE session attendance
Students will receive 5 points for attending each Saturday class session:
•    5 points for participating in the Class Live meeting
There are 8 Saturday sessions in this course.
TOTAL=40 points    (8 sessions x 5 points each)
(If you will miss a class, please let Lillian know beforehand. Write to lillian.segal@park.edu.
Please arrange to watch the recording of the session on your own time.)

II. Movie Viewing
•    5 points for viewing the movies as scheduled
There are 6 movies/DVDs provided for this course.
TOTAL=30 points    (6 DVDs x 5 points each)
(If you will miss a class, please let Lillian know beforehand. Write to lillian.segal@park.edu.
Please arrange to watch the videos or movie for that class on your own time.)

III. Weekly Individual Assignments

Students can receive up to 10 points for each weekly assignment.  There are 7 assignments in this class. 
TOTAL = 70 points (7 assignments x 10 points each)

IV. Group Project
Students can receive up to 20 points for the Group Assignment. There is 1 group assignment.
TOTAL = 20 points (1 assignment x 20 points)


Late Submission of Course Materials:
Points will be deducted from assignments if submitted late.

Course Topic/Dates/Assignments:
EDI 375:  Weekly Schedule

Week 1
January 31
to
Feb 6

On Saturday January 31 - ClassLive Meeting One
•    9-11AM: Introduction to course
•    Homework: Watch Educating Peter
Due Thursday February 5
•    Turn in INDIVIDUAL ASSIGNMENT #1
 Week 2
Feb 7
to
Feb 13
On Saturday February 7 - ClassLive Meeting Two
•    9-11AM: Discuss Educating Peter
•    Homework: Watch Graduating Peter
Due Thursday February 12
•    Turn in INDIVIDUAL ASSIGNMENT #2 about Educating Peter
 Week 3
Feb 14
to
Feb 20

On Saturday February 14 - ClassLive Meeting Three
•    9-11AM: Discuss Graduating Peter
•    Homework: Watch Pacific Voices sensory impairments (blindness and deafness) DVD
Due Thursday February 19
•    Turn in written INDIVIDUAL ASSIGNMENT #3 about Graduating Peter
 Week 4
Feb 21
to
Feb 27

On Saturday February 21 - ClassLive Meeting Four
•    9-11AM: Discuss Pacific Voices sensory impairments
•    Homework: Watch My Left Foot
Due Thursday February 26
•    Turn in written INDIVIDUAL ASSIGNMENT #4 about Pacific Voices sensory impairments
 Week 5
Feb 28
to
March 6
 On Saturday February 28 - ClassLive Meeting Five
•    9-11AM: Discuss My Left Foot
•    Homework: Watch Pacific Voices (severe and multiple disabilities) DVD
Due Thursday March 5
•    Turn in written INDIVIDUAL ASSIGNMENT #5 My Left Foot
 Week 6
March 7
to
March 13
On Saturday March 7 - ClassLive Meeting Six
•    9-11AM: Discuss Pacific Voices (severe and multiple disabilities)
•    Homework: Work on Photo Story Project in small groups
Due Thursday March 12
•    Turn in written INDIVIDUAL ASSIGNMENT #6 about Pacific Voices (severe and multiple disabilities)
 Week 7
March 14
to
March 20
 On Saturday March 14 - ClassLive Meeting Seven
•    9-11AM:  Share group Photo Story Project
•    Homework:  Watch The Miller Twins
Due Thursday March 19
•    Turn in INDIVIDUAL ASSIGNMENT #7 about experience in Distance Learning Course
 Week 8
March 21
to
March 27
On Saturday March 21- ClassLive Meeting Eight (Final Class)
•    9-11AM:  Discuss Miller Twins and Share group Photo Story Project
Due Thursday March 26
•    Last day to submit previous assignments

EDI 375:  Overview of Course Topics


 Week  Topic  ClassLive Discussion on Saturday
 Themes
 Week 1
 Introductions  In today’s session, we introduce the instructors and students. Lillian shares Stacey’s Story from Kosrae. Jim shares Tua’s Story from American Samoa.  
 Week 2  Mental Retardation We discuss the movie Educating Peter and talk about how a child with mental retardation can be included in school and supported at home.
•    Home
•    School Inclusion
 Week 3   Mental Retardation We discuss the movie Graduating Peter and talk about how to create opportunities for teenagers and young adults as they transition from childhood to adulthood.
•    Community
•    Transition

 Week 4  Blindness and Deafness  We discuss the Pacific Voices DVD we watched about children who are blind or deaf. We think about ways to ensure that children who are blind or deaf are not isolated. We learn some of the issues related to supporting students with sensory impairments in our schools, homes, and communities. •    Home
•    School Inclusion
•    Community
•    Communication
•    Mobility
•    Transition
 
 Week 5  Cerebral Palsy  We discuss the movie My Left Foot. We discuss the importance of communication tools and mobility. We talk about how children with cerebral palsy can be included in school, home, and community.  Brian Kajiyama joins us. •    Home
•    Community
•    Communication
•    Mobility
 
 Week 6  Severe and Multiple Disabilities We discuss the Pacific Voices DVD about children with severe and multiple disabilities on different Pacific islands. We talk about creating opportunities for these children to participate in daily life, to move about and to communicate.
 •    Home
•    Community
•    Communication
•    Mobility
 Week 7  Group Projects  Your group shares a photo story of an experience that you have constructed with a child with a disability in Saipan.  
 Week 8
 Group Projects  Discuss the movie Miller Twins.  Your group shares a photo story of an experience that you have constructed with a child with a disability in Saipan.  

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:
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:1/27/2009 7:11:16 PM