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ED 520 Special Needs in the Classroom
Seybert, Linda


COURSE SYMBOL AND NUMBER: ED 520

COURSE TITLE: Special Needs in the Classroom

COURSE DESCRIPTOR: Education

TERM COURSE BEING TAUGHT:  Fall 2004, Term II

NAME OF FACULTY MEMBER: Linda Seybert, Ph.D.

TITLE OF FACULTY MEMBER: Associate Professor of Special Education

FACULTY OFFICE LOCATION: Copley, Room 315

FACULTY OFFICE HOURS: Mondays, 12:45 - 1:45 and 3:15 - 5:15, Tuesdays, 3:45 - 4:45;

            and Thursdays, 1:15 - 2:15 and 3:45 - 4:45; OR by appointment

FACULTY OFFICE TELEPHONE NUMBER: 816-584-6734

FACULTY PARK EMAIL ADDRESS: Linda.Seybert@Park.edu

OTHER FACULTY EMAIL ADDRESS: N/A

FACULTY WEB PAGE ADDRESS: http://captain.park.edu/seybert

DATES OF THE TERM:  October 25 - December 17, 2004

CLASS SESSIONS DAYS: Tuesdays

CLASS SESSION TIME: 5:00pm – 9:30pm

PREREQUISITE(S): None

CREDIT HOURS: 3

 

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.

 

VISION STATEMENT

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

 

COURSE DESCRIPTION: This course is designed to address the special needs of students being mainstreamed into the traditional classroom.

 

FACULTY’S EDUCATIONAL PHILOSOPHY: 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, Internet, videos, web sites, and writings, 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.

 

COURSE OBJECTIVES:

 

This course is designed to enable teachers to identify students with special learning needs and to make instructional accommodations for these exceptional children and youth in inclusive classrooms and school settings. Various programs, practices, and policies designed to enhance student learning, particularly students with special learning needs, will be investigated and analyzed.

 

Specifically students will learn…

 

1.      The characteristics of students with special learning needs (MoSTEP Standard 1.2.3).

2.      To identify students with special learning needs (MoSTEP Standard 1.2.3).

3.      A generalized approach to working effectively with students in inclusive classrooms (MoSTEP Standard 1.2.3).

4.      The components of effective instruction (MoSTEP Standards 1.2.4 and 1.2.5).

5.      The skills needed to identify and evaluate effective instruction (MoSTEP Standard 1.2.8).

6.      The legal, cognitive, and affective issues associated with special education (MoSTEP Standard 1.2.3.3).

7.      To critically analyze current instructional strategies and programs designed to enhance student learning and success in the classroom (MoSTEP Standard 1.2.8).

8.      To analyze individual student needs and develop appropriate instructional strategies to insure student learning and success (MoSTEP Standard 1.2.8).

9.      To research, summarize, and organize resources related to students with special learning needs (MoSTEP Standard 1.2.9.2).

10.  Demonstrate the skills of a reflective practitioner, who accesses, uses, and creates resources for personal and professional growth (MoSTEP Standard 1.2.9)

 

 

COURSE TEXTBOOK(S):

 

Required Texts:

 

Crawford, V. (2002). Embracing the monster: Overcoming the challenges of hidden disabilities.

Baltimore, MA: Paul H. Brooks Publishing Co.

      - ISBN #1-55766-522-2

 

Turnbull, R., Turnbull, A., Shank, M., & Smith, S.S. (2004). Exceptional lives: Special education

in today's schools, 4/e. Upper Saddle River, NJ: Pearson Prentice Hall.

      - ISBN #0-13-112600-8

 

Note: Students are encouraged to use resource materials provided by the authors and publishers, which may be accessed at http://www.prenhall.com/turnbull

 

Recommended Text (not required):

 

American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: Author.

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS: All assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 5% per day x total points possible of assignment.

 

COURSE ASSESSMENT:

 

§         Group discussion (Course objectives 1 – 10)

§         Assigned readings (Course objectives 1 – 9)

§         Chapter Summaries (Course objectives 1, 2, 3, 4, 5, 6, 7, and 8)                           

§         SPED Referral Process (Course objective 2, 6, 7, and 8)

§         Educational Philosophy (Course objectives 3, 6, 8, and 10)

§         Special Needs Fact Sheet (Course objectives 1, 2, 3, 6, 7, 8, and 9)

§         Inclusion Assignment (Course objectives 3, 4, 5, 6, 7, and 8)                                 

§         Instructional Info Sheet (Course objectives 4, 5, 8, and 9)

§         Resource Notebook (Course objectives 1 – 10)

§         Case Study/Final Exam (Course objectives 1 – 10)

 

CLASSROOM RULES OF CONDUCT:

 

Students are expected to:

 

§         Attend class on a regular basis. Come to class on time.

§         Turn in assignments to the Instructor on time (see course map for more specific information regarding due dates).

§         Read, understand, and follow the course syllabus.

§         Check your PirateMail on a regular basis for current information about what is happening in the course, the School of Education, and the University in general. With Park moving towards using a "paperless" system, it is critical that one be able to receive and send important communication via Park's PirateMail.

§         When submitting assignments (e.g., formatting, citations, references, etc.), follow APA guidelines provided in the Publication Manual of the American Psychological Association (5th ed.), (2002).

-         See http://captain.park.edu/education/Resources/resources.htm for general info about APA guidelines

§         Come to class prepared to participate in a meaningful way on the topics of the day.

§         Ask questions.

§         Listen respectfully to others’ points of view, comments, and presentations.

§         Support others’ success. Provide constructive feedback whenever appropriate.

§         Follow academic regulations detailed in Park University's graduate catalog.

 

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 American with Disabilities Act of 1990, regarding students with disabilities and, to the extent 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: www.park.edu/disability

 

Course Requirements:

 

Students are required to:

 

1.      Read chapters/readings as assigned.

 

A.)   Read the text Embracing the Monster

 

§         Prepare a written summary of an assigned chapter(s) in the book Embracing the Monster to share with other members of the class. Note: A copy of the written chapter summary is to be given to each member of the class for their Resource Notebook.

§         While reading Embracing the Monster, list in writing evidence or "warning signs" found indicating that Victoria has disabilities.

§         Using the written summary as reference, facilitate the discussion about the assigned chapter(s) with the other students in the class.

 

B.)   Read assigned chapters in text Exceptional Lives: Special Education in Today's Schools

 
 

2.      Research and report on the special education referral process in your school/school district.

 

Specifically, you are to:

 

§         Research your school's/school district's referral, evaluation, and placement procedures for both special education and section 504 students. Collect copies of any documents/forms/handouts used to complete this process.

§         Research your school's/school district's Functional Behavior Assessment and Behavior Intervention Plan process. Collect copies of any documents/forms/handouts used to complete this process.

§         Remember that “official” policies are generally in written form, but practices are what school personnel actually do. Therefore, you may need to investigate, observe, and interview teachers, counselors, and/or assessment specialists in your school (district) to determine your school’s actual practices.

§         Describe in writing the policies and practices you have identified. In the description, be specific about the teacher’s role/responsibilities in this process. Be sure to provide samples of documents/forms/handouts used to assist in this process.

§         Collect a sample of an IEP used at your school and/or district. Be sure that NO identifying information about a student is included in order to protect the student’s rights of privacy and confidentiality.

§         Collect a sample of a BIP used at your school and/or district. Be sure that NO identifying information about a student is included in order to protect the student’s rights of privacy and confidentiality.

§         Be prepared to share information about the special education referral process and IEP/BIP samples with other students in the class.

 

3.      Complete a reflective essay on your personal educational philosophy in regards to working with students with special learning needs. The essay should be a self-reflection on the teacher's responsibility for creating success for ALL students, particularly for students with special learning needs. Essay should be 3+ pages in length and follow APA's recommendations for formatting (e.g., 1" margins, double-spaced, 12-pt font). You may wish to reference the following information BEFORE writing the personal educational philosophy.

 

·        Missouri Standards for Teacher Education Programs (MoSTEP) – Standards 1.2.3, 1.2.4, 1.2.5, 1.2.6, and 1.2.7.

·        Council for Exceptional Children (CEC) Code of Ethics for Educators of Persons with Exceptionalities (www.cec.sped.org/ps/code.html#1)

·        Crawford, V. (2002). Embracing the monster: Overcoming the challenges of hidden disabilities. Baltimore, MA: Paul H. Brooks Publishing Co.

 

4.      Select, research, summarize, and present information about a student with a special learning need (e.g., LD, ED, autism).

 

§         choose (or be assigned) a type of student with a special learning need;

§         review current literature about this type of student--must use at least four (4) different sources, one source may include information provided in the textbook.

-        sources must be cited using APA style;

§         summarize information in a "Fact Sheet" about this type of student (e.g., "Fact Sheet on Students with Learning Disabilities");

 

§         The Fact Sheet must include the following information:

§         Definition of the exceptionality

§         Characteristics associated with the exceptionality

§         Prevalence

§         Types

§         Causes

§         Identification

§         Instructional Strategies and Tips

§         Key Resources for Professionals

§         References (i.e., sources of information)

 

§         provide a copy of the "Fact Sheet” to all members of the class for their Resource Notebooks (should be approximately 3 pages); and

§         Using a PowerPoint presentation, share information about your research on the assigned exceptionality to other students in the class.

 

5.      Read, summarize, and present information about inclusion.

 

§         Read and write a summary of each of the following assigned articles.

 

Lipsky, D.K., & Gartner, A. (1998). Taking inclusion into the future. Educational

Leadership, 56(2), 78-81.

 

Note: A copy of the article may be downloaded from Park University’s Digital Library using the Ebscohost electronic research database (www.park.edu/Library/index.asp).

 

Hallahan, D. (2001). We need more intensive instruction. Retrieved on

September 22, 2003, from http://ldonline.org/first_person/hallahan.html

 

Note: A copy of the article may be downloaded from LD Online website (www.ldonline.org).

 

§         The written article summary (3+ pages) is comprised of four (4) key components, including the title of the article, a description of the article, summary of the key points presented in the article, and a reflection of what was learned. Except for the title, each part of the article should start with a heading. Specifically, the article summary should include the following:

 

1.         Title (worth 20% of total points). The title of the article summary IS the APA citation of the article being summarized. Note: The title (i.e., citation) should appear on the first line of the first page with a left-flush alignment.

2.         Description (worth 20% of total points). Briefly describe the article's content.

3.         Key points (worth 20% of total points). Discuss the key points and reasons why they are important.

4.         Reflection (worth 40% of total points).  Analyze, summarize, and reflect on how the information in the article has increased your professional knowledge, skills, and/or dispositions to be an effective teacher.

 

§         Prepare an argument for and against "inclusion". Read assigned articles on inclusion and information in your text (chapter 2). Based on information in the readings and one's own experiences, opinions, beliefs, values, etc., prepare for an in-class debate on "Does Inclusion Work?" by outlining in writing five (5) arguments for and five (5) arguments against "full inclusion".

 

6.      Select, research, summarize, and present an overview of an instructional strategy, program, or topic [e.g., project-based learning/service learning, class-within-a class (CWC), brain-based instruction, coaching/mentoring/teacher reflection, multiple intelligences, cooperative learning, peer tutoring, thematic instruction].

 

§         choose (or be assigned) an instructional strategy/program/topic;

§         review current literature about the instructional strategy/program/topic-- must use at least three (3) different sources, one source may include information provided in the textbook

-        sources must be cited using APA style;

§         summarize information in an "Information Sheet" about this type of instructional strategy/topic (e.g., "Information Sheet on Cooperative Learning");

·           Note: with input from all class members, a Rubric for the Instructional Strategy Information Sheet will be developed and specific criteria for the Information Sheet will be detailed.

§         provide a copy of the "Information Sheet” to all members of the class for their Resource Notebooks (should be approximately 3 pages); and

§         Using a PowerPoint presentation, share information about your assigned instructional strategy to other students in the class (see syllabus to determine the "Information Sheet" presentation due date).

 

7.      Prepare a case study of a student with special learning needs (SLN)--will serve as Final Exam.

 

§         Given a case study with a “student with special learning needs”, provide a detailed description of the student (i.e., characteristics of the special learning needs, an assessment of the student's strengths and weaknesses).

§         Provide an analysis of how this student’s particular learning needs may impact his/her learning in the classroom and at home (i.e., indication of what accommodations and/or modifications student may need to be successful).

§         Based on information about the student with SLN, analyze the student's strengths and weaknesses and recommend strategies to help create an optimal learning situation for this student to be successful.

 

Recommendations should address each of the following areas:

 

-         Classroom Rules (e.g., explicit, implicit, and written rules; diversity issues/sensitivity)

-         Curriculum – what you teach (e.g., content, difficulty, standards, multi-culturalism)

-         Instruction – how you teach (e.g., teaching/learning styles, differentiated instruction, individual and group work pace, teacher- and student-directed activities)

-         Evaluation – how you determine progress/achievement (e.g., methods, procedures, criteria)

-         Materials (e.g., textbooks, supplementary teaching materials, homework, technology & software, supplies, equipment)

-         Environmental (e.g., furniture, seating, space, doors, windows, barriers)

 

§         Share case study with other students in the class.

 

8.      Complete a Resource Notebook, which should organize and summarize resource information received during the course.  As a class, a Resource Notebook Checklist will be developed and used to evaluate the completed Resource Notebook.

 

Course Assessment/Grading Plan:

 

Points may be earned as follows:                                               Points

 

§         Attendance/Participation (5%)                                160 (8 classes x 20 points)

§         Chapter Summary(ies) (5%)                                   150                             

§         SPED Referral Process (15%)                                450

§         Educational Philosophy (5%)                                  150

§         Special Needs Fact Sheet (20%)                            600

§         Inclusion Assignment (7%)                                      200 (2 article summaries = 150 and                         

                                                                                                         written arguments = 50)

§         Instructional Info Sheet (15%)                                 450

§         Resource Notebook (13%)                                    390

§         Case Study/Final Exam (15%)                                450

                                                          TOTAL POINTS:     3000

 

 

COURSE TOPICS/DATES/ASSIGNMENTS:

 

Tentative Course Map

 

Class

Session

Date

Topics/Assignments

 

1

 

Oct 26

 

Introductions

Review Syllabus

Topic: Learning Styles/Preferences and Differentiated Instruction

Topic: Overview of Special Education

           (Chapter 1 in Exceptional Lives)

 

 

2

 

Nov 2

 

Topic: First Person Account - Living with Disabilities

·           Assignment DUE: Read Embracing the Monster and be prepared to share written chapter summary(ies) with other members of the class.

 

Topic: Multiculturalism

§         Assignment DUE: Read chapter 3 in Exceptional Lives

 

 

3

 

Nov 9

 

Topic: Special Education Referral Process

·           Assignment DUE: Share description, forms, sample IEPs and BIPs related to the special education referral process

 

Topic: Inclusion

·           Assignment DUE: Read chapter 2 in Exceptional Lives

·           Assignment DUE: Inclusion assignment

 

 

4

 

Nov 16

 

Topic: Students with Special Learning Needs - LD, ED, ADHD,       

           Giftedness, MR, and Autism

·           Assignment DUE: Read chapters 4 - 8, and 10 in Exceptional Lives

·           Assignment DUE: Class presentations on Fact Sheets

 

 

5

 

Nov 23

 

Topic: Students with Special Learning Needs - IHI, PD, TBI, CD, HL,          

           and VL

·           Assignment DUE: Read chapters 11 - 16 in Exceptional Lives

·           Assignment DUE: Class presentations on Fact Sheets

 

 


 

 

Class

Session

Date

Topics/Assignments

 

6

 

Nov 30

 

Topic: Differentiated Instruction - Guest Speaker

Assignment DUE: read chapter 2 in Exceptional Lives

 

Topic: Instructional Strategies and Programs

·           Assignment DUE: Class presentation on Instructional Information Sheets

 

 

7

 

Dec 7

 

Topic: Instructional Strategies and Programs (cont.)

·           Assignment DUE: Class presentation on Instructional Information Sheets

·           Assignment DUE: Reflective Essay (Personal Educational Philosophy on working with students with SLN)

 

 

8

 

 

Dec 14

 

Evaluation of Resource Notebook

·           Assignment DUE: Resource Notebook

Final Exam. Presentation of Case Studies

·           Assignment DUE: Case study

 

 

 

Course Grading Plan:

 

The final grade will be based on the percentage of total points earned.

 

            A = 90 – 100%                        2700 – 3000 points                 

            B = 80 –  89%                         2400 – 2699 points

            C = 70 – 79%                          2100 – 2399 points

            D = 60 – 69%                          1800 – 2099 points

            F = 59% or lower                     1799 points or less

 


 

Chapter Summary Assignment

 

Assignment: Prepare a written summary of an assigned chapter(s) in the book Embracing the Monster to share with other students in the class. Note. A copy of the written chapter summary is to be provided for each student in the class for their Resource Notebook.

 

Book:  Crawford, V. (2002). Embracing the monster: Overcoming the challenges of hidden disabilities. Baltimore, MA: Paul H. Brooks Publishing Co.

 

DUE:  November 2

 

 

Chapter:

 

 

Student:

 

Due Date:

 

1—Humpty Dumpty

 

 

 

Nov 2

 

2—Behind the Schoolyard Fence

 

 

 

Nov 2

 

3—Changes and Challenges

 

 

 

Nov 2

 

4—Demons of the Day

 

 

 

Nov 2

 

5—Just Wanting to be Loved

 

 

 

Nov 2

 

6—Sour Grapes

 

 

 

Nov 2

 

7—The Promised Land

 

 

 

Nov 2

 

8—The Awakening

 

 

 

Nov 2

 

9—Tips and Tools

 

 

 

Nov 2

 

10—Understanding Hidden Disabilities

 

 

 

Nov 2

 


 

Students with Special Learning Needs  

Assignment: Prepare a "Fact Sheet" on your assigned "students with special learning needs" to share with other students in the class. Note:  A copy of the "Fact Sheet" is to be provided for each student in the class for their Resource Notebook.

 

DUE:  November 16 (LD, ED, ADHD, Giftedness, MR, and Autism)

           November 23 (OHI, PD, TBI, CD, HL, and VI)

 

Exceptionality:

Chapter:

Presenter:

Learning Disabilities

4

 

Emotional or Behavioral Disorders

5

 

ADHD

6

 

Giftedness/Talented

7

 

Mental Retardation

8

 

Autism

10

 

Other Health Impairments

11

 

Physical Disabilities

12

 

Traumatic Brain Injury

13

 

Communication Disorders

14

 

Hearing Loss

15

 

Visual Impairments

16

 

Instructional Strategies and Programs  

Assignment: Prepare an "Information Sheet" on your assigned instructional strategy, program, and/or topic to share with other students in the class. Note: A copy of the "Information Sheet" is to be provided to each student in the class for their Resource Notebook.

 

DUE:  November 30

 

Instructional Strategy: Presenter(s):