School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDC 325 Issues for Exceptional Children
F2T 2009 DL
Ebright, Ladonna E.
Masters - Certifications: Elementary Ed K-8, Special Education in LD, BD, MR, School Psy. Examiner and School Psychologist
911 Main St, suite 903, Kansas City, MO 64105
General: M-F 10-3 CST or by appointment
PS101 or EDU203
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The instructor’s educational philosophy is to encourage learners to interact with one another—to share knowledge, skills, experiences, thoughts, and beliefs—in a climate of mutual respect and appreciation of differences in order to enhance professional/personal knowledge and skills. A variety of instructional formats are utilized, including lectures, readings, quizzes, dialogues, examinations, web sites, and writing, with the goal of motivating the learner to self-reflect and analyze how new/enhanced knowledge and skills can be applied to improve his/her future educational practices.
Learning Outcomes: Core Learning Outcomes
1. Maintain a Chapter Learning Journal. For each chapter assigned in Exceptional Children, you are to read and complete a reflective entry (2+ pages) for your Learning Journal. For your reflective entry, you should select and discuss two (2) key elements from the assigned reading; your discussion should focus on how these key elements will help and enhance your teaching of students with special learning needs in an inclusive classroom. There are 7 you are responsible for submitting in the “Drop Box”.
2. Complete study guide questions on Tomlinson’s The Differentiated Classroom. For each chapter assigned in The Differentiated Classroom, you are to select and answer one (1) question from each chapter from the study guide provided by the Instructor in “Drop Box”.
3. Complete a reflective essay for the Portfolio Standards of MoSTEP 1.2.3 performance standard for education professionals and 188.8.131.52 quality indicator. For ALL students, particularly those with exceptionalities, to be successful, it is important that the general education teacher “…understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners (MoSTEP Quality Indicator 1.2.3).” (25 points) (There is a copy of the MoSTEP Portfolio Standards in “Doc Sharing”. If you are a non certification student, you should wite to NAEYC Standard 1b. The NAEYC Portfolio rubric may also be found in “Doc Sharing”
Summary: The preservice teacher must have the knowledge, skills, and dispositions to differentiate instruction to address and meet the diverse needs of students typically found in today’s mixed-ability classrooms.
To demonstrate one’s competence of MoSTEP quality indicator 1.2.3, the general
184.108.40.206 identifies prior experience, learning styles, strengths, and needs;
220.127.116.11 designs and implements individualized instruction based on prior experience, learning styles, strengths, and needs;
18.104.22.168 knows when and how to access specialized services to meet students' needs;
22.214.171.124 connects instruction to students' prior experiences and family, culture, and community.
To complete this requirement, you must write a reflective essay on MoSTEP quality indicator 1.2.3 and performance indicators 126.96.36.199, 188.8.131.52., 184.108.40.206., and 220.127.116.11, which can be included in your Teacher Portfolio. Your reflective essay MUST include:
a. a restatement of each of MoSTEP 1.2.3 quality and performance indicators which explains your understanding of them (i.e., paraphrase what they mean in your own words);
b. a rationale for each of MoSTEP 1.2.3. quality and performance indicators that explains why they are important;
c. an explanation of how your undergraduate coursework, including the EDC 325 Exceptional Children course, and other relevant experiences, such as professional work experiences, tutoring, volunteering, etc., has added to your knowledge, skills, and dispositions associated with MoSTEP 1.2.3 quality and performance indicators; AND
d. Select at least one (1) of the learning activities completed in the EDC 325 Exceptional Children course as an artifact and explain how it demonstrates your competence (i.e., knowledge, skills, and dispositions) associated with the quality and/or performance indicators associated with MoSTEP 1.2.3. Your explanation should include a brief description of the artifact; how certain elements of the artifact are connected to specific knowledge, skills, and dispositions associated with this standard; and how these elements demonstrate your competency of specific knowledge, skills, and dispositions associated with the standard.
You may wish to reference the following information BEFORE writing your reflection essay:
· Park University’s School of Education Portfolio Rubric
· Council for Exceptional Children (CEC) Code of Ethics for Educators of Persons with Exceptionalities (may be accessed at http://www.cec.sped.org/ps/ps-ethic.html)
· Heward, W. (2009). Postscript: Developing your own personal view of special education. In Exceptional children: An introduction to special education, 9th ed. (pp. 600-602). Columbus, OH: Merrill Prentice Hall.
Note: Students who are majoring in early childhood education and leadership may substitute the NAEYC professional standard #1b (copy in “Doc Sharing”) for the MoSTEP 1.2.3 performance standard to complete this reflective essay assignment.
NAEYC STANDARD 1b
NAEYC Standard 1: Promoting Child Development and Learning. (MoStep Standards 1.2.2, 1.2.3)
Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children
1b: Knowing and understanding the multiple influences on development and learning. (MoStep Quality Indicator 18.104.22.168 knows when and how to access specialized services to meet children’s needs.
Uses knowledge of the interactions and impact of economic factors, culture, language, and individual developmental characteristics to assess the strengths and needs of children and families.
Observes and gathers information on child(ren) with special needs and analyzes its impact on development and learning.
Shows involvement of school and/or community resources in development of plans for child(ren).
Identifies and describes interactions of environmental factors that affect the child and family.
Observes and gathers information on child(ren) with special needs and describes how it impacts development and learning.
Obtains information for school and community resources.
Identifies various factors that influence a child’s development.
Knows where to obtain information for school and community resources.
Lack of awareness for the interaction of environmental factors that affect the child and family.
Insufficient knowledge of characteristics of major conditions in children. Limited information on how to obtain appropriate school and community resources.
4. Locate, read, and summarize “Disability” Journal articles from professional educational journals related to best practices involving the assigned topics. There are three (3) article summaries due over the course of the semester (refer to the syllabus course map for specific due dates), you are responsible for submitting all three (3) to be graded. You may use web sites from the “Webliography” of this course for resource sites.
Specifically, the article summary (3+ pages) must include the following components (Note: except for the title, each section of the article should start with a heading):
1. Title (10% of total points- 2 points). The title of the article summary IS the APA citation of the article being summarized. Note: The APA Publications Manual is an excellent source for information on correct citations.
2. Purpose (10% of total points – 2 points). Describe the author’s/authors’ purpose, or goal, or intent in writing this article.
3. Key points (30% of total points – 8 points). Discuss the key points and reasons why they are important.
4. Critical Reflection **** (50% of total points 13 points). Analyze, evaluate, and reflect on how the information in the article has increased your professional knowledge, skills, and/or dispositions to be an effective teacher for students with special learning needs in the general education classroom. For example, discuss the relevance of the information provided by the author(s) to your teaching and learning. How is the information meaningful or how does it contribute to your understanding of teaching and learning? What are some alternative viewpoints or perspectives that you now have and/or what are some changes/improvements you might make based on the experiences you have had? Cite examples to support your ideas.
Articles: Articles MUST be selected from current (i.e., published within the past 5-years) professional educational journals related to students with disabilities or exceptionalities. There are many “acceptable” professional educational journals related to students with students with special learning needs, including TEACHING Exceptional Children, Exceptional Children, Journal of Learning Disabilities, Learning Disabilities Research and Practice, Learning Disabilities Quarterly, Intervention, Remedial and Special Education, Journal of Vocational Rehabilitation, Behavioral Disorders, and Educational Leadership. Park University's online library is a very good source to access these types of professional education journals. If you are unfamiliar with using the various online databases (e.g., EBSCOhost research database; Educational Resources Information Center/ERIC), then it would be wise to schedule an appointment to meet with one of Park’s Reference Librarians for some instruction and guidance.
Note: a copy of the article MUST be turned in with the written summary. Please be
prepared to share information from your article summaries with other members of the
5. Complete one Field Experience, which may include:
a. an interview of a Special Education Teacher,
b. an interview of a Regular Education Teacher working in an inclusive classroom,
c. an interview of a student 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),
f. an observation of an IEP meeting, OR
g. other, with approval from Instructor.
NOTE: Assure all people involved in field experience that no identifying information about students/parents will be used in order to protect rights of privacy and confidentiality.
The goal 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 a written purpose statement (1-2 pages) to the Instructor for approval PRIOR to completing the field experience. The purpose statement is an explanation of what you wish to learn by completing the particular field experience you have arranged. For example, how will the field experience support, expand, or enrich what you are learning in class? How will it help you learn more about working with children with special learning needs? (15 points)
Note: a copy of the pre-approved purpose statement MUST be attached to your written report; AND
§ Complete a 4+ page written report that includes the following:
- Introduction - describe your field experience project (e.g., Who, What, When, Where, How) and discuss what your purpose (i.e., Why) was for selecting this type of field experience (10 points),
- Summary of the interview or observation, i.e., describe what happened (15 points), AND
- Analysis and reflection**** Discuss how your field experience met your original purpose. How did what you learn support, refute, and/or expand what you are learning in class? What did you learn from this experience to better prepare you to successful include students with special learning needs in your classroom? What additional questions or concerns do you have after your field experience has been completed? Discuss what additional information you want to learn about. (25 points).
Note: each section of your written report must start with a heading.
6. Complete a Disability Awareness Project. You are to become the class “expert” on a selected/assigned disability or exceptionality. Specifically, you are to:
A.) Research and summarize information from at least six (6) sources of information from the professional literature (e.g., textbooks, journal articles, books, Internet) on your selected/assigned disability or exceptionality in a Fact Sheet (e.g., Fact Sheet on Learning Disabilities).
The Fact Sheet (4+ pages) MUST include the following components:
I. Definition(s) of exceptionality**
§ Include key definitions provided by IDEA/Missouri State Plan for Special Education, professional organizations, and/or researchers in the field.
II. Characteristics associated with the exceptionality**
§ Discuss the (a) cognitive and perceptual, (b) language, (c) learning, and (d) social-emotional characteristics associated with this type of disability AND
§ Discuss how these characteristics might impact a student’s learning (e.g., in the general education classroom).
§ Discuss the occurrence of the exceptionality.
§ Discuss the different types associated with the exceptionality (if appropriate).
§ Discuss the causes associated with the exceptionality.
VI. Identification and Assessment
§ Describe the identification and eligibility requirements for this type of exceptionality to receive SPED services in Missouri.
§ Discuss treatment approaches (e.g., medication, therapy) used in working with students with this type of exceptionality (if appropriate).
VIII. Differentiated Instructional Strategies**
Based on your research, discuss best practices regarding differentiated instructional strategies being promoted by educators/researchers in the professional literature to help students with this type of disability/exceptionality be successful in a regular education classroom. Specifically, you are to:
§ Discuss strategies to differentiated (a) content (i.e., what you teach and what materials you use), (b) process, (i.e., how you teach and what learning activities you engage students), and (c) product (i.e., summative evaluation) that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the genera education curriculum.
§ Discuss the use of technologies; auxiliary aids, support services etc. that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the general education curriculum.
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.
§ Using APA format, list the (at least six) references used in compiling the information for your fact sheet.
B.) On the day of your presentation, put a copy of your Fact Sheet in “Doc Sharing” so all members of the class can have this for their Resource Notebooks. You must also post your power-point-etc. and your voice over narrative for your power point presentation in “Doc sharing” so classmates can view the presentation and will be able to complete a peer review of your presentation. (See “C”)
C.) Using information from your research review and Fact Sheet, and your power point, prepare a short presentation on your assigned exceptionality. No more than 5-7 slides and no longer than 10 minutes. Your “Fact sheet” will give each student the bulk of your research. Prepare your presentation as if you were invited by your school principal, who is aware of your expertise, to be the guest speaker on your exceptionality topic at the next faculty meeting. Your audience is made up of regular education teachers who wish to learn and be better prepared to meet the needs of students with disabilities or exceptionalities. Therefore, they are interested in learning about the definition(s) of the disability/exceptionality; the key characteristics associated with the exceptionality and how these characteristics might impact a student’s performance in the regular education classroom; and, more importantly, recommendations for differentiated strategies to help these types of students be successful in the regular education classroom, along with 1-2 premier professional resources they might use for future reference. Hence, as part of your presentation, you will want to:
- Demonstrate your level of knowledge;
- Use PowerPoint to highlight key information;
Note: a copy of the PowerPoint presentation must be provided to the Instructor and class through “Doc Sharing” on the day of your presentation.
- Engage your audience (i.e., be creative, interactive, and interesting);
Note: You MUST include at least one (1) learning activity to help engage the audience. Your learning activity may occur before, during, and/or after your presentation. This activity may be included in your “Fact Sheet”. You may want the audience to observe a YouTube video, or try an activity that would simulate the disability. (i.e. writing your name with your nondominate hand to simulate written language difficulties)
- Make it beneficial and worthwhile for your audience; AND
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 education classroom.
D.) Peer Review. Each class member will be assigned to view and rate a small group of presenters. You will find this rubric in “Doc Sharing”. Complete the rubric, with your constructive comments and upload the rubric in “DropBox” for only the instructor to view. Scores and comments will be combined on a blank rubric and returned to the presenter. The average of the scores will determine the total points.
E.) After completing your presentation, critically reflect on your own performance and analyze in a written reflective essay (2+ pages): (a) what went well, (b) what didn’t go as well as you wished, and (c) how you could improve your presentation the next time. Note: each section of your reflective essay should start with a heading. Your reflective essay is due one (1) day after your presentation.
Peer Review 45 points
Fact Sheets, Power Point 50 points
Reflection 25 points
6. Complete exams. Note: the Core Learning Assessment will be included as part of the final exam.
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. You will use this lesson plan to complete your core assessment.
B.) Given the inclusion of three (3) 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 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 analysis above (see B), you are to propose at least two (2) 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 one (1) other collaborative partner, 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.
The Core Assessment Rubric (CAR) has been provided for your information. The CAR will be used to report data to the Park University Assessment Committee for North Central Accreditation requirements, but WILL NOT BE USED to calculate students’ grades. The Instructor will provide students with a scoring guide for their Lesson Plan Adaptation Project that WILL BE USED to calculate students’ grades.
7. F.A.T. City Video Reflection- Your reflection of this video will be the “Threaded Discussion this week. What was your initial reaction to this video; What did you learn; How can you plan to be more sensitive to the diverse needs in your future classroom? (10 points)
8. Case Study: You will be given a case study (a Diagnostic Summary of evaluation information) From that evaluation you are to decide if that student would qualify for special education services by using the Missouri Department of Elementary and Secondary criteria. They you are to justify why or why not the student met eligibility criteria. (25 points)
9. Case Study Reflection: The “Case Study” is a simulation of what it is like to be part of a staffing team in a school. What did you learn from this experience? Did this experience help you become more confident in the process? (15 points)
10. Threaded Discussions: 1 per week- 8@10 points each- (80 points)
Heward Chapter Learning Journals 7@15 points =105 points
Differentiated Instruction Chapter Questions 1 per Chapter @ 15 points each = 150 points
Disability Journal Articles 3 @ 25 points each = 75 points
F.A.T. City video reflection = 10 points
Field Experience Proposal = 15 points
Field Experience Project = 50 points
Disability Awareness Project
Peer review = 45 points
Fact Sheets, etc = 50 points
Reflection = 25 points
Professional Standard for Portfolio = 25 points
Case Study Diagnostic Conclusion = 25 points
Case Study Reflection = 15 points
Threaded Discussions 1 per week 8 @ 10 points each = 80 points
Lesson Plan Adaptation = 195 points
Proctored Final Exam = 100 points
TOTAL = 965 points
A = 868-965 points 90-100%
B = 772-867 points 80-89.9%
C = 675-771 points 70-79.9%
D = 579-674 points 60-69.9%
F = 000-578 points 00-59.9%
Late Submission of Course Materials: Threaded discussion is due to be posted by Wednesday 12:00 pm CT, assignments are due to be posted by Sunday 12:00pm CT for each week. If an emergency arises, you must get permission from the instructor to submit a late assignment.
Classroom Rules of Conduct:
Introduction- Overview of Course
Review of Syllabus
School for Education Conceptual Framework
Introduction to Exceptionalities
Heward Chapter 1: The Purpose and Promise of Special Education
Heward Chapter 2: Planning and Providing Special Education Services
Special Education Services IEP, RTI
www.ncld.org (Deshler Clip on RTI)
www.cec.org Standard 8
MoSTEP Standard 1.2.3 and performance indicators
CEC Content Standard 8
NCATE Standard 1
NAEYC Core Standard 1
Begin writing to standards – steps to evaluation, eligibility criteria, development of IEP, etc
Reflective entry Chapter 1 and Chapter 2
Threaded Discussion for reflective chapter entries
Reading Assignment: Heward Chapter 14 Early Childhood Education
Chapter 3 Collaborating with Parents and Families in a Culturally and Linguistically Diverse society.
Instructor Presentation Eligibility Criteria for Early Childhood Special Education
Reflective entry for Chapter 14
Reflective entry for Chapter 3
Doc Sharing for Journal Assignment- Inclusion and Multiculturalism/Diversity
Differentiated Instruction- Tomlinson’s book
Reflective reading assignments from Tomlinson’s book
Study Questions from each chapter of Tomlinson’s book
Learning Disabilities – characteristics – service delivery
Video – FAT City (PBS)
Threaded Discussion: Reflective response to video
Reading Assignment: Heward Chapter 5 Learning Disabilities
Article Summary: Learning Disabilities
Field Experience Project
Reading Assignment: Heward Chapter 6 Emotional or Behavioral Disorders and
Chapter 13 Giftedness and Talent
Instructor presentation; Characteristics, eligibility criteria, service delivery
Article Summary: Emotional/Behavioral Disorders
Reflective entry for Chapter 6 & 13
Case study discussion
Autism Spectrum Disorders
Reading Assignment: Heward Chapter 7 Autism Spectrum Disorders
Week Eight – Final Week
Reading Assignment: Heward, Chapter 15: Transitioning to Adulthood.
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.
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 .
Last Updated:10/15/2009 8:23:43 PM