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Education Major Version

ED 520 Special Needs in the Classroom
Domsch, Gayle D.


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

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

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

ED 520 Special Needs in the Classroom

Semester

U1P 2010 ED

Faculty

Domsch, Gayle D.

Title

Adjunct Professor of Education

Degrees/Certificates

Ed.D. Educational Leadership
MA Learning Disabilities
BS Elementary Education

Office Location

before and after class

Office Hours

before and after class

Daytime Phone

816.916.1984

E-Mail

gdomsch@park.edu

gdomsch@nkcsd.k12.mo.us

Semester Dates

June 8-July 27, 2010

Class Days

--T----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:

Crawford, V. (2002).  Embracing the monster:  Overcoming the challenges of hidden disabilities.  Baltimore, MA:  Brooks Publ. Co.  ISBN #1-55766-522-2
 
Turnbull, A., Turnbull, H.R., & Wehmeyer, M.L.  (2007).  Exceptional lives:  Special education in today's schools.  (5th edition).  Upper Saddle River, NJ:  Pearson Education, Inc.  ISBN #0-13-170869-4
 
Tomlinson, C.A.  (2005).  The differentiated classroom:  REsponding to the needs of all learners.  Upper Saddle River, NJ:  Pearson Education, Inc.  ISBN #0-13-119502-6 
 
Missouri Department of Elementary and Secondary Education.  (2009).  Individual education plan (IEP).  Retrieved June 21, 2009 from http://www.dese.mo.gov/divspeced/Compliance/IEP/documents?IEPfull.pdf
 
 
 
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
ED 520 Special Needs in the Classroom: Designed to address the special needs of students being mainstreamed into the traditional classroom. A minimum of three (3) hours of practicum experience in the field is required.

Educational Philosophy:
The instructor's educational philosophy is one of interactiveness based on lectures, readings, dialogues, observations, and writings.  The instructor will engage each learner in lively exploration of ideas, issues, and perspectives.  The goal is to motivate the learner to reflect and analyze new and enhanced knowledge and skills applied to improve his/her eductional practices.

Learning Outcomes:
  Core Learning Outcomes

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


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

 

A.)     Submit an instructional unit for a general education classroom that covers a minimum of one week or five individual lessons plans. A Lesson Plan Outline will be provided by the Instructor (see p. 14 of syllabus). The instructional unit may be at any level (e.g., grades K-12) and subject (e.g., math, communication arts, social studies, science) of your choosing. In designing your instructional unit, you should assume that you will be teaching students representing different cultural and linguistic backgrounds, as well as the complete range of diversity present in most urban school districts.

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

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

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

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

 

You should be prepared to present your Lesson Plan Adaptation Project and defend your analysis to other students in class.

 

Note: The Core Assessment Rubric (CAR) has been provided for your information. The CAR will be used to report data to Park University's Assessment Committee for North Central Accreditation requirements, but WILL NOT BE USED to calculate your final grade. The Instructor will provide you with a scoring guide for the Lesson Plan Adaptation Project that WILL BE USED to calculate your final grade.

Note: You must submit a hard copy AND an electronic document (i.e., Word file) of your Lesson Plan Adaptation Project to the Instructor. The hard copy will be returned to the student with Instructor comments and scoring and the electronic version will be submitted to the UAC for documentation purposes.

Link to Class Rubric

Class Assessment:

1.  Class attendance and participation
2.  Weekly reflections:  Reflections should be typed, double spaced, and approximately two pages.
3.  Read texts and complete journals
4.  Complete an Exceptionality Awareness Project: 
             a.  Summarize information in a fact sheet (4 or more pages)
             b.  Components include definition, characteristics, prevalence, types, causes, identification and  
                  assessment, treatment, differentiated instructional strategies, key resources for professionals, resources for 
                  parents, references.  
             c.  Provide a copy of your fact sheet to all members of the class. 
             d.  Prepare a power point presentation to summarize the key information and present to the class.
             e.  Self-evaluate your presentation.
5.  Complete a field experience, observing confidentiatlity.  Choose one of the following.
             a.  interview a special education teacher
             b.  interview an individual with an exceptionality
             c.  interview a parent/caretaker who has a child with an exceptionality or disability
             d.  observe an IEP meeting
             e.  other, with approval from instructor
6.  Complete the following stages of the field experience.
              a.  Before completing the assignment, submit a written statement prior to completing to explain purpose and plan.
              b.  During the experience, take notes.
              c.  After the experience, complete a 4+ page written report, with appropriate headings including:  introduction, 
                   summary, analysis and reflection.  Attach a copy of field notes.
7.  Complete reflective essays that address the knowledge and skills associated with MoSTEP 1.2.3 quality and
     performance indicators.
8.  Core Assessment:  Lesson Plan Adaptation Project:
              a.  Prepare and submit a lesson plan for a general education class covering a unit.  The lesson plan may be any
                   level (grades K-12) and any content area of your choosing.  Ideally your lesson plan should address your area
                  of certification.
              b.  The lesson plan should include tiers I, II, and III with descriptions of your rationale for levels of support,
                   differentiation of content, process, and product.  The description should include accommodations,
                   modifications, assistive technologies that will aid students to be successful for students with learning needs.
              c.  The project will also discuss how you plan to work with or collaborate with two other collaborative partners: 
                   special education teacher, paraprofessionals, parents, volunteers, peer/cross age tutors, etc.
 

Grading:

                                                              
                                                 POINTS
1.  Class attendance and participation--70
2.  Weekly reflections--130
3.  Text readings-Learning Journals--200
4.  Exceptionality Awareness Project--200
5.  Field Experience--200
6.  MoSTEP 1.2.3 Essays--300
7.  Lesson Adaptation Project--500
                   TOTAL POINTS          1600  
 
COURSE GRADING PLAN
                     A= 90-100%             1440-1600
                     B= 80-89%               1260-1439
                     C= 70-79%               1120-1259
                     D= 60-69%                 960-1119
                     F=  59% and below     959 points or less                                                   

Late Submission of Course Materials:

Assignments should be turned in on time, in hard copy.  Late assignments will result in the loss of points.  It is the student's responsibility to monitor and comply with assignment due dates.

Classroom Rules of Conduct:

1.  Conduct yourself in a professional manner including positive peer relations, positive interactions, respecting others, and collaborate with peers.
2.  Use graduate level writing skills, professional language, and effective communication skills.
3.  Submit assignments on time and follow scoring guides.
4.  Use current APA style in all aspects of written assgnments:  double-spaced, indented paragraphs, page numbers in the upper right hand corner, correct in-text citations, references, etc.  You must use people first language (e.g. individuals with disabilities; students with learning disabilities).  
5.  Follow guidelines for student conduct and regulations detailed in Park University's Graduate Catalog 2009-2010, which may be accessed at http://www.park.edu/grad/catalog/catalog_grade_2009_2010.pdf and the Handbook for Graduate Education Programs, School for Education, which may be accessed at http://www.park.edu/education/documents/HANDBOOK-Graduaterevised2008.pdf

Course Topic/Dates/Assignments:

Week 1:  Introduction, Review of syllabus, scoring guides, and course expectations
Week 2:  Special Education Process and Response to Intervention
Week 3:   Differentiated Instruction and Inclusion
Week 4:   Field Experience Project due
Week 5:   Exceptionality Awareness Project /presentations due
Week 6:   Complete learning journals
Week 7:   All Core Assessment projects due
Week 8:   Final drafts of MoSTEP essays due

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2009-2010 Graduate Catalog Page 31-32


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

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 .

Additional Information:
Project scoring guides will be provided and discussed during the first class period.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Content/Comprehension                                                                                                                                                                                                                                      
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact demonstrated a comprehensive understanding of terminology (15+ words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact demonstrated an understanding of terminology (10 -15 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact demonstrated a limited understanding of terminology (5-9 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact failed to demonstrate an understanding of terminology (less than 5 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in all three of the following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in at least two of the three following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's limited ability to identify the learning needs of a given student with SLN by using information in only one of the three following areas, including readiness levels, interests, and learning profile. The artifact failed to demonstrate the student's ability to identify the learning needs of a given student with SLN by using no information in the three following areas, including readiness level, interests, and learning profile. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact provided abundant information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning.  The discussion and diagnosis consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning. The discussion and diagnosis consisted of general statements with little/minimal

detail or elaboration.

 
While there was some information discussing the characteristics of a give disability and diagnosing the impact of those characteristics on a student's learning, the information was vague, unclear, and incomplete. The artifact failed to describe any of the characteristics of a given disability or diagnose the impact of any of those characteristics on a student's learning. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact provided an accommodation plan that identified  two or more (2+) accommodations in each of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of  a given student with SLN. The artifact provided an accommodation plan that identified at least one accommodation in each of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. The artifact provided an accommodation plan in which there were no/missing accommodations for one or more of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. The artifact failed to provide an accommodation plan that addressed any of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact provided abundant information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of general statements with little detail/minimal or elaboration. The artifact provided limited information to justify the selection of accommodations to benefit a given student with SLN. The justification was vague, unclear, and incomplete. The artifact failed to provide any justification for the selection of accommodations to benefit a given students with SLN. 
Professional Writing Skills Whole Artifact                                                                                                                                                                                                                 
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (<5 errors). The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (5-10 errors). The artifact as a whole demonstrated limited ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (11-20 errors). The artifact as a whole failed to demonstrate the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (5-10 errors). 
Professional Writing Skills Component                                                                                                                                                                                                                      
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Various components of the artifact demonstrated the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (No errors). Various components of the artifact demonstrated the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (1-5 errors). Various components of the artifact demonstrated limited ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (6-10 errors). Various components of the artifact failed to demonstrate the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (>10 errors). 
Collaboration                                                                                                                                                                                                                                              
Outcomes
3 & 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The artifact demonstrated a comprehensive understanding of the importance collaboration, including the recognition of various types of collaborative efforts and their effects on student learning, and strategies to establish and maintain collaborative partnerships. Solutions to possible obstacles/barriers to effective collaborative partnerships were also presented and addressed. The artifact demonstrated an understanding of the importance of collaboration, including the recognition of various types of collaborative efforts and their effects on student learning, and strategies to establish and maintain collaborative partnerships. The artifact demonstrated a limited understanding of the importance collaboration. While it addressed collaboration in general, it did not recognize various types of collaborative efforts and their effects on student learning or offer strategies to establish and maintain collaborative partnerships. The artifact failed to demonstrate any understanding of the importance of collaboration.  It did not address the concept of collaboration nor did it identify the various types of collaborative efforts and their effects on students learning. 

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Last Updated:5/28/2010 6:54:56 PM