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EDC 340 Language & Literacy Developmentin Early Childhood
Winkler, Kathi 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.

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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

EDC 340 Language & Literacy Development in Early Childhood

Semester

FA 2009 HO

Faculty

Winkler, Kathi A.

Title

Adjunct Faculty

Degrees/Certificates

M.A.T. Education with Early Childhood emphasis
B.A. Elementary Education w/Missouri Lifetime Certification Elementary Education
Missouri Early Childhood Certification, PAT certification Pre-K

Office Location

Hickman Mills School District, 5401 E. 103rd, Kansas City, MO

Office Hours

8 a.m.-4 p.m. by appointment

Daytime Phone

(816)316-7065

Other Phone

(home) (913)599-6376     (cell)  913-205-4900

E-Mail

kathiw@mail.park.edu

rqwinkler@everestkc.net

kathiw@hickmanmills.org

Semester Dates

August 20-December 10

Class Days

----R--

Class Time

6:00 - 8:30 PM

Prerequisites

Admission to the School for Education

Credit Hours

3


Textbook:

Vukelich, C., Christie, J., & Enz, B. (2008).  Helping young children learn language and literacy: Birth through kindergarten  Second Edition.  Pearson/Allyn & Bacon.  Required text.
 
Owocki, G.  (1999).  Literacy through play.  Portsmouth, NH: Heinemann  Required text.

 

Tabors, P. O. (1997).  One child, two languages: A guide for preschool educators of children learning English as a second language.  Baltimore, Brookes.  Required text.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Professional Journals (additional resources may change during the course session according to instructor notification):

Laster, B., & Conte, B. (1999).  Emerging literacy: Message boards in preschool.  Reading Teacher, 52, 417-419.

Labbo, L. D. (2005).  From morning message to digital morning message: Moving from the tried and true to the new.  Reading Teacher,58, 782-785.

Lefever-Davis, S., & Pearman, C. (2005).  Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors.  Reading Teacher, 58, 446-454.

Meier, T. (2003). “Why can’t she remember that?” The importance of storybook reading in multilingual, multicultural classrooms.   Reading Teacher, 57, 242-252.

Moore, L. M. (1998).  Learning language and some initial literacy skills through social interactions.  Young Children, 53, 72-75

Morningstar, J. (1999).  Home response journals: Parents as informed contributors in the understanding of their child’s literacy development.  Reading Teacher, 52, 690-697.

Moustafa, M., &  Maldonado-Colon, E. (1999).  Whole-to-part phonics instruction: Building on what children know to help them know more.  Reading Teacher, 52, 448-458.

Moutry, C. (2003).  Three Teachers' Quest: Providing Daily Writing Activities for Kindergartners.  Young Children, 58, 24-28. 

Roskos, K.A., J.F. Christie, & D.J. Richgels. 2003. The essentials of early literacy instruction. Young Children 58, 52-60.

Wuori, D. 1999. Beyond letter of the week: Authentic literacy comes to kindergarten. Young Children 54, 24-25.

Xu, S. & Rutledge, A. (2003).  Chicken Starts with Ch! Kindergartners Learn through Environmental Print.  Young Children, 58, 44-51

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Course Description:
EDC340 Language and Literacy Development in Early Childhood: A study of language and literacy development in young children. Emphasis will be placed on the roles of teachers and families in facilitating reading, writing, speaking and listening in young children, from birth through 5. Students will observe and interact with children for (5) five hours in each of the following early childhood settings: Infancy/Toddler, Pre-K-Kindergarten, and Primary K-3. 3:0:3

Educational Philosophy:

Developing as a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism.
Learning at every level requires an interactive process of constructing understanding through study, reflection, and communication.

  Instructor Learning Outcomes

  1. Examine the influence of families and communities on children's language development (MoSTEP 1.2.3 EC 5.1 NAEYC 4b)
  2. Examine language strategies used by children who are English Language Learners. (MoSTEP 1.2.7 EC 5.1 NAEYC 4b)
  3. Plan, implement and evaluate teaching strategies that help children develop the language skills and vocabulary necessary to read, write, and converse about their world. (MoSTEP 1.2.7, EC 5.1NAEYC 4b)
  4. Plan, implement, and evaluate teaching strategies that help children create meaning from print. (MoSTEP 1.2.7, EC 5.2NAEYC 4b)
  5. Plan, implement, and evaluate teaching strategies that help children develop beginning skills in using graphic representation and print to communicate meaning to others. (MoSTEP 1.2.7, EC 5.2NAEYC 4b)
  6. Demonstrate and evaluate interactive techniques, including coaching, scaffolding, co-constructing, and questioning to support and extend children's language and literacy development. (MoSTEP 1.2.7 EC 5.1 5.2, NAEYC 4b).
  7. Plan meaningful assessments of children's language and literacy capabilities. (MoSTEP 1.2.8, EC 4.1 NAEYC 3a)
  8. Analyze teaching strategies that involve each family in their child's literacy development. (MoSTEP 1.2.10 EC 3.4 NAEYC 2c)
Class Assessment:
Creating a Professional Community/Weekly Journal Entries:
Each week, you will be asked to identify two important ideas from the readings to share with a teaching partner or colleague. Please record these points to be turned in as a weekly journal reflection to the instructor and be prepared to share from your notes. Briefly explain the ideas and the major points or questions you would share with a colleague. Then, consider the values underlying the ideas, for example, the importance of honoring the child's home language and culture. Be sure to use the Park University Early Childhood Department goals for graduates as a resource in your thinking.  

The purpose of this weekly assignment is to prepare you to be a teacher who reads and shares ideas with colleagues, and who considers the values underlying teaching decisions. Your work must be completed each week and handed in at the end of class.  This assignment is designed for discussion purposes and provides points for your participation in each week's class.   Therefore late work will not be accepted for credit (10 pts. each, for a total of 160 pts).  (Park University Literacies: Analytical and Critical Thinking, Ethics and Values.)  


Application Assignments: 

These assignments invite you to apply and extend your knowledge through a variety of questions. Five of the application assignments require that you observe and interact with children for a minimum of 15 hours in early childhood settings. 

Each assignment has a rubric designed to reflect the content of the assignment. (425 pts. total.) (Park University Literacies: Analytical and Critical Thinking, Ethics and Values.) 

Grading:

GRADING PLAN: Rating scales for each assignment are attached to the syllabus. Attendance and participation in daily activities is expected.  Absences will be considered in the final course evaluation.

A= 585-526 pts. Exceptional work that demonstrates strong understandings and critical thinking.

B= 525-468 pts.

C= 467-409 pts.
D=408-351 

Participation:  Dispositions for Becoming an Effective Teacher” will be used as the criteria for participation in class discussion and expectations for assignments.   To earn the grade of an “A” for the course your participation and coursework must clearly demonstrate each of the dispositions at the level of “3” or “4”.  This includes work being turned in on the date due and attendance.

Late Submission of Course Materials:

Teaching in early childhood requires great flexibility.  My goal is to always work fairly with each student and to understand that unforseen circumstances can arise in anyone's life.  However, generally speaking, I do not accept assignments after the publicized due date.

For example, if I do not receive a journal submission for each week at the end of class or an application assignment on the date it is listed as due on the syllabus and have not heard from you prior to the due date, then I assume that you have made the decision to dismiss your opportunity to receive credit.
 
Computers make writing and revising much easier and more productive but printers run out of ink and hard drive crash.  You are responsible for planning ahead and meeting deadlines.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.  

There will be times when one or more of you will have to deal with scheduled and unscheduled absences.  Please do not keep me guessing. If you are going to be absent, and you know in advance, prepare early and let me know about it by private Email. If you have an emergency - deal with the emergency! Then, when all is well, let me know about it and we'll work together to get you caught up. You should know that if I do not hear from a student for two weeks, I am obligated (I have no choice) to report the absence to main campus who then has to consider academic withdrawal from the course."

Classroom Rules of Conduct:

·         Arrive promptly for class.

·         Turn off cell phone.

·         Actively participate in class learning experiences.

·         Attend all class meetings (excused absences for emergencies only).

     Each student will be an important part of the community of learners.  The learnings created through discussion and group work will be essential to developing understandings of the course content.  If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting.  Attendance will be considered in determining the final course grade.   
A portion of your grade for the class is earned through the weekly participation points given for attendance, class discussion, active participation in all activities, and the submission of your weekly journal at the end of class.  These points may be earned only when attending class.  Please refer to the class assessment section above which describes the weekly professional journal/reflection.
If you have more than two absences for the semester, your final evaluation may be lowered by one grade, for example, a “B” will become a “C.”  Three late arrivals or early departures = one missed class.

·         Complete all reading assignments before the class for which they are assigned.

·         Complete all assignments on the date indicated in the syllabus. 

Course Topic/Dates/Assignments:

Weekly Schedule and Assignments
Week 1-August 20
Introduction
 
1. Reading: Vukelich, Christie, & Enz Chapter 1

2. Weekly Journal Entry Due at end of class.  See Class Assessments above.  This is a weekly assignment based on readings and weekly learning experiences.  Journal entries are always due on the class date and since they are designed for professional interactions in class discussion, will not be accepted for late submissions.
 
 
 
Week 2-August 27
The Child's Spoken Language Development in the Context of Family and Community
 
 
1. Reading: Vukelich, Christie, & Enz Chapter 2

2. Weekly Journal Entry Due at end of class.  

3. Begin application Assignment #1. Due on Sept. 10.

Observe a child (birth to five years) and an adult in a home setting for a minimum of one hour
Take a rich collection of anecdotal and running records. 
Based upon the strategies described in Vukelich, Christie, & Enz (p. 34-36), analyze the different opportunities and ways in which oral language (speaking and listening) is encouraged and extended in a home setting, including materials, experience, and interactions. Be sure to include descriptive examples.  Discuss the importance of social interaction in oral language development.
  1. How is the child becoming a member of the language community?
  2. How do the adults (or older children) seek to understand and extend the child's ideas, thinking process, theories, feelings, and goals?
  3. How is the child using language for different purposes?
  4. How would each of the proposed theories of language acquisition from the text explain your observation?

Be sure to use your readings to support and expand your thinking in your analysis. Reflect on your observations and reflections from the assignment as you write your paper.

  1. What are you noticing that seems important for your teaching?
  2. How are these observations helping you develop a vision of the teacher you want to be?
  3. What readings are helping you understand the issues?
  4. Why might your observations and reflections be important for the year children will spend in your company?
  5. How are your observations and reflections helping you envision children as capable and competent?
  6. How are you coming to appreciate the values that underlie teaching decisions?

(Your observational notes and your reflective analysis of your experience are an important part of the assignment and should be at least 1-1½  typed pages). 25 pts.

(Due Thursday, Sept. 10)
 
 
 
Week 3-September 3
Supporting and Extending the Child’s Spoken Language Development in Early Childhood Settings
 
 
1. Reading: Vukelich, Christie, & Enz Chapter 3
 
2. Weekly Journal Entry Due at end of class. 
 

  
Week 4-September 10
Sharing Good Books with Young Children  
 
1. Reading: Vukelich, Christie, & Enz Chapter 4
 
2. Weekly Journal Entry Due at end of class.   

3. Application Assignment #1 due today.  One Hour Parent-Child Observation.  25 points. (refer to Week 2 for assignment information)

4. Begin Application Assignment #2: Observe in a pre-K setting for a minimum of two hours. Take a rich collection of anecdotal and running records.  Based upon your observations explore the following concepts and questions, being sure to provide descriptive examples of your observations in your paper.

  1. How does the teacher encourage, support, and extend language development?
  2. How does the teacher seek to understand and extend the child/children's ideas, thinking process, theories, feelings, and goal?
  3. How do the teacher's strategies differ in different contexts (e.g. arrival, play, large-group, small-group)?
  4. How do the opportunities for language development differ from those observed in the home?

Be sure to draw upon readings to support and extend your thinking in your analysis. 

Reflect on your observations and reflections from the assignment.

  1. What are you noticing that seems important for your teaching?
  2. How are these observations and reflections helping you develop a vision of the teacher you want to be?
  3. What readings are helping you understand the issues?
  4. Why might your observations and reflections be important for the year children will spend in your company?
  5. How are your observations and reflections helping you envision children as capable and competent?
  6. How are you coming to appreciate the values that underlie teaching decisions?

(This paper is an important part of the assignment and should be at least 1-1-½ pages typed).50 pts.  Due September 24.



 
Week 5-September 17
Emerging Reading and Writing
 

1. Reading:  Vukelich, Christie, & Enz Chapters 5

2. Weekly Journal Entry Due at end of class. 

3.  Read one of the following articles to be shared with colleagues during a round robin discussions group. Articles will be assigned during Sept 10 class and used in discussion today. 

Laster, B., & Conte, B. (1999). Emerging literacy: Message boards in preschool. Reading Teacher, 52, 417-419.

Moore, L. M. (1998). Learning language and some initial literacy skills through social interactions. Young Children, 53, 72-75.

Roskos, K.A., J.F. Christie, & D.J. Richgels. 2003. The essentials of early literacy instruction. Young Children 58, 52-60.

Article selections may be modified by the instructor.
 
 


Week 6-September 24
Young Children as Readers: Emergent Literacy Views and Strategies
 
1. Reading: Vukelich, Christie, & Enz Chapters 6
 
2. Weekly Journal Entry Due at end of class.

3.   Application Assignment #2 due. Two-hour preschool observation. 50 points.  (Refer to week 4 for assignment information)
 
4. Begin Application Assignment #3. Arrange to work in a classroom at Northland Head Start or another approved early childhood center for five one-hour visits over the next five weeks. 
During that time you will be asked to interact with the children practicing different strategies for supporting their speaking, listening, reading, and writing, including fingerplays, songs, interactive readings (picture walks, dialogic reading, think-alouds), list-making, language experience approach, drawing to learn, etc.) 
Keep a weekly record of observations and your reflections about your time in the classroom describing the strategies you are practicing and the things you are learning. 
Each journal entry should include observation setting information, participants, date, time and contact information for the classroom observed.
Weekly journals entries should a minimum of one typed page 25 pts. for each 1 hour observation/journal entry for a total of 125 pts.

Due November 5. Begin visits Week 6 to completed by Week 11

 
 
Week 7-October 1
Young Children as Readers: Scientifically Based Reading Research Strategies
 
 
1. Reading: Vukelich, Christie, & Enz Chapters 7
 
2. Weekly Journal Entry Due at end of class.




Week 8-October 8
Young Children as Writers:  Strategies for Teaching Writing
 
1. Reading: Vukelich, Christie, & Enz Chapters 8
 
2. Weekly Journal Entry Due at end of class.

 


 


FALL BREAK-October 15
 
 

Week 9-October 22
Literacy and Play
 
1. Reading: Owocki, G. (1999). Literacy through play. Portsmouth, NH: Heinemann

2. Weekly Journal Entry Due at end of class.

 
 
 
 

Week 10-October 29
Young Children as Writers:  Strategies for Teaching Writing
 
1. Reading: Schickendanz, J.A., & Casgergque, R. M. (2004). Writing in preschool. International Reading Association optional professional source on early writing development.  Each class member will provide a brief overview of his/her reading during a short presentation.  Reading materials will be provided during week 9. 
 
 
2. Weekly Journal Entry Due at end of class.

 
3. Begin Application Assignment #4:   
    a)  Begin reading Tabors, P.O. (1997) One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore, Brookes. This will support your observation  of a child that is learning English as a second language and will be used for discussion during the Nov 12 class.
    b)  Arrange to visit a preschool or kindergarten classroom. With the teacher's assistance, identify a child whose primary home language is not English and observe the child for a minimum of two hours. Take a rich collection of anecdotal and running records.

Based upon your observations explore the following questions:

  1. Does the child appear to comprehend some of the talk that is going on in the classroom? How do you know?
  2. How does the child communicate with other children? Provide descriptive examples.
  3. How does the teacher support both of the child's languages? Provide descriptive examples.
  4. Are other children helping? Provide descriptive examples.
  5. Does the child have other opportunities to use his or her home language? Provide descriptive examples. 

Be sure to draw upon readings to support and extend your thinking in your analysis.

Reflect on your observations and reflections from the assignment. 

  1. What are you noticing that seems important for your teaching?
  2. How are these observations and reflections helping you develop a vision of the teacher you want to be?
  3. What readings are helping you understand the issues? Why might your observations and reflections be  important for the year children will spend in your company?
  4. How are your observations and reflections helping you envision children as capable and competent?
  5. How are you coming to appreciate the values that underlie teaching decisions?
  6. How does Tabor’s book reflect what you observed? Include at least 3 references from the book in your paper.

 (This is an important part of the assignment and should be at least 1-1½ pages). 50 pts. Written Paper Due on November 12.  Class discussion of the book and your observation will be November 12.


  

Week 11-November 5
Ongoing Assessment and Adapting Instruction to Meet the Needs of Diverse Children
 
1. Reading: Vukelich, Christie, and Enz Chapter 9
 
2. Weekly Journal Entry Due at end of class
 
3..Application Assignment #3 due today. Journal of 5 hours of preschool interactions in language and literacy development.  (See Week 6 for assignment information)

4. Begin Application Assignment #5 on Assessment.

Review the Head Start Child outcomes, Missouri Pre-K Literacy Standards, and the Project Construct Standards during class session. 
Select one set of standards and describe how you might assess each of the language and literacy outcomes in your Pre-K classroom in an authentic manner that captures the child at her highest level of capability. This paper should be 1-1/2 pages. 
The format of the paper should include:
 
  1. Learning objective in the domain of language/literacy based on an outcome from one of the standards reviewed in class.
  2. A description of the activity and the environment in which the assessment will occur.
  3. A description of how the assessment will be observed and recorded. This description should include details for recording and analyzing the information gathered (e.g. a rubric or other standard)
  4. A description of how the information gathered will be utilized. This should include a discussion of how assessment informs ongoing curricular decisions and how it can be used to include parent’s in their child’s educational growth.
 
Written paper and class presentation of your objective, activity and assessment strategy will be due November 19.

Total 25 points for paper and presentation..

Due November 19.

 
 

Week 12-November 12
Readers and Writers in Kindergarten Classrooms: Multilingual and Multicultural Classrooms
1. Readings: Meier, T. (2003). “Why can’t she remember that?” The importance of storybook reading in multilingual, multicultural classrooms. Reading Teacher, 57, 242-252.
 
2. Weekly Journal Entry Due at end of class

3. Complete your reading of Tabors, P.O. (1997) One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore, Brookes. This will support your observation and will be used for discussion.

3. Application Assignment #4 due today. Observation of an ESL child.  (See Week 11 for assignment information)
 

3.  Begin Application Assignment:#6. Observe for a minimum of five of hours (at least two different days) in a kindergarten classroom. Take a rich collection of anecdotal and running records.

Analyze the classroom and teaching strategies based upon the practices explored in the readings for the semester with specific focus placed on the ways the teacher:

  1. Views children as capable and competent members of the literacy community,
  2. Provides explicit models of what good readers and writers do,
  3. Brings literature to life in the classroom,
  4. Connects literacy to children's lives outside the classroom, and
  5. Integrates literacy across the curriculum.  

Be sure to document with specific examples from your anecdotal records. 

Reflect on your observations and reflections from the assignment.  

  1. What are you noticing that seems important for your teaching?
  2. How are these observations and reflections helping you develop a vision of the teacher you want to be?
  3. What readings are helping you understand the issues?
  4. Why might your observations and reflections be important for the year children will spend in your company?
  5. How are your observations and reflections helping you envision children as capable and competent?
  6. How are you coming to appreciate the values that underlie teaching decisions?

(This is an important part of the assignment and should be at least 1-1½ pages.  125 pts.

Due Tuesday, December 10   

OR 

Arrange to work in a kindergarten classroom for a minimum of five one-hour visits over the next five weeks. During that time you will be asked to interact with the children practicing different strategies for supporting their speaking, listening, reading, and writing, including interactive readings (picture walks, dialogic reading, think-alouds, list-making, language experience approach, drawing to learn, etc.)

Keep a weekly record of observations and your reflections about your time in the classroom describing the strategies you are practicing and the things you are learning. 
Each journal entry should include observation setting information, participants, date, time and contact information for the classroom observed.
Weekly journals entries should a minimum of one typed page 25 pts. for each 1 hour observation/journal entry for a total of 125 pts
Due December 10.  
 

 

Week 13-November 19
Organizing the Curriculum and the Environment
 
1. Readings: Vukelich, Christie, & Enz Chapter 10
 
2. Weekly Journal Entry Due at end of class
 
3. Application Assignment #5 due today--Assessment Plan and Assessment Presentation (25 points)  (See Week 11 for assignment information)

4. Application Assignment #7Classroom Management Plan.

 Working in small groups during class and based on your classroom observations and your readings, create a detailed diagram of your intended classroom.   Label all areas of the classroom and important materials. It is important to note specific materials and activities in the environment that are included to facilitate literacy development. 

Develop a daily schedule for a half-day or full day program. This should reflect a typical day that includes time for children to participate in a variety of language and literacy activities reflected through large group, small group, and individual activities.    Due at the end of class. This is a collaborative assignment.  Participation is required for credit.  25 Points.
 

 

Week 14-November 26
The Implementation of Technology in Literacy Development
 
1.  On line threaded discussion regarding technology as a tool to support literacy development in young children.
 
2.  Continue observation and interactions in a kindergarten settin.


Week 15-December 3
Creating Community through Literature
 
Including Families and the Community 

1. Read Vukelich, Christie, and Enz, Chapter 11 

2. Read Morningstar, J. (1999). Home response journals: Parents as informed contributors in the undertanding of their childs literacy development, Reading Teacher, 52, 690-697.Read assigned journal articles. Assigned during November 19 session.

3. Choose a book reflecting diverse family cultures to share in class. 


 
 

Week 16-December 10

1. Finals week.  Last day to turn in assignments.
 
2. Assignment #6, Kindergaten observation due today.  125 points.
 

 

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 2009-2010 Undergraduate Catalog Page 92

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.

Park University 2009-2010 Undergraduate Catalog Page 95

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:8/18/2009 12:40:29 PM