EDC325 Education of Exceptional Chldrn

for S1T 2011

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

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

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

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

Park University School for Education  Conceptual Framework


EDC 325 Education of Exceptional Chldrn


S1T 2011 DL


Bevars, Bobbie K.


Adjunct Instructor


BS in Elementary/Special Education K-12
MS in Eductiona/Counseling
Montana State Certified Family Support Specialist (IDEA/Part C)

Office Location

Great Falls, Montana

Office Hours

Available by phone between 10 AM and 9 PM CST

Daytime Phone




Semester Dates

Monday, January 10, 2011 through Sunday, March 6, 2011

Class Days

Monday through Sundays

Class Time


Credit Hours



Heward, W. 2009. Exceptional Children an Introduction to Special Education (9th ed.). Upper Saddle River, New Jersey, Pearson Education, Inc.  Students are encouraged to use resource materials (e.g. www.MyEducationLab.com) whenever the logo appears in the margins or elsewhere in the text.)
Tomlinson, C.A. 2005. The Differentiated Classroom: responding to the needs of all learners. Upper Saddle River, NJ: Pearson Education, Inc.


All students seeking a degree in Education must purchase Foliotek as a required text. Contact carol.williams@park.edu to purchase. Students seeking Missouri Teacher Certification must purchase the MO-STEP portfolio. Students who are seeking Early Childhood Teaching Young Children and Early Childhood Education and Leadership will need to purchase the NAEYC portfolio. All work must be saved for input.

As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year



 2 years



 3 years



 4 years



 5 years



6 years



2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.      Your Name

2.      The Contract Period you wish to purchase

3.      Your student identification number

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK begin_of_the_skype_highlighting              866-301-PARK      end_of_the_skype_highlighting (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.
 American Psychological Association. 2001. Publication manual of the American Psychological Association (5th ed.) Washington, D.C.: author  http://captain.park.edu/education/Resources/resources.htm for general information about APA guidelines

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

Course Description:
EDC 325 Education of Exceptional Children: A course designed to study the varied educational, developmental, and behavioral characteristics of children with special intellectual, physical, emotional, or social needs. This course includes completion of out-of-class experiences such as visits to inclusion classrooms in area schools, classroom or agency visits for children with exceptionalities or interviews with families. Pre-Requisites: EDC220 or EDE205 3:0:3

Educational Philosophy:
  It is the philosophy of this instructor that my role in the on-line teaching environment is to act as a facilitator to learning by providing, but not limited to, application and observation activities, readings, discussion opportunities through questions and comments, and resource ideas for outside research.  It is my goal to engage the students in a safe environment, within the e-classroom and the on-site classroom, in order to foster collaboration, critical thinking, problem-solving skills and self- reflection in such a way the students will be able to apply newly learned theories and concepts of the subject at hand in real- world situations.  I am committed to ensuring student understanding of materials presented through timely clarification and feedback to each student’s questions and comments.

I also believe that university students, as adults, accept full responsibility for completing all classroom assignments including, but not limited to, the readings, site observations, activities, threaded discussions, research, and exams.  It is my expectation that students will also carefully read and follow all assignment instructions and check the classroom announcements and their Park University emails regularly.  Students are encouraged to let me know by email, phone, in the on-site classroom or in the “Questions” thread any need for clarification of the material, assignment instructions or any other questions related to the class.

Learning Outcomes:
  Core Learning Outcomes

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

Core Assessment:

Class Assessment:

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”.
Complete a reflective essay for the Portfolio Standards of  MoSTEP 1.2.3 performance standard for education professionals and 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).”   There is a copy of the MoSTEP Portfolio Standards in “Doc Sharing”. If you are a non certification student, you should write to NAEYC Standard 1b. The NAEYC Portfolio rubric may also be found in “Doc Sharing”
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. The grading rubric for the Disability Journal articles can be found in Doc Sharing.
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.   Specific requirements for the Field Experience are found in Doc Sharing.
Complete a Disability Awareness Project. You are to become the class “expert” on a selected/assigned disability or exceptionality.   Specific requirements for the Disability Awareness Project are found in Doc Sharing.
Complete F.A.T. City Video Reflection -- Your refelection of this video will be the Threaded Discussion for the week assigned.  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?
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 Department of Education in your State as well as the Individuals with Disabilities Act criteria. They you are to justify why or why not the student met eligibility criteria.
Complete final exam. Note: the Core Learning Assessment will be included as part of the final exam.

Differentiated Instruction Chapter Questions 1 per Chapter @ 5 points each  = 50 points

Disability Journal Articles 3 @ 10 points each =   30 points

F.A.T. City video reflection  =   10 points

Field Experience Proposal  =   5 points

Field Experience Project =   50 points

Disability Awareness Project = 75

Professional Standard for Portfolio  =   15 points

Case Study Diagnostic Conclusion  =   25 points

Threaded Discussions 1 per week 7 @ 10 points each   =   70 points

CORE ASSESSMENTLesson Plan Adaptation     = 110 points

Proctored Final Exam    = 100 points

TOTAL                             = 540 points

A = 486-540 points      90-100%

B = 675-485 points      80-89.9%

C = 378- 674 points      70-79.9%

D = 324-377 points      60-69.9%

F = 000-323 points      00-59.9%

Late Submission of Course Materials:
Each week's work must be completed by  by11:59 PM Central Standard Time (CST) of the due day. Everything in the on-line classrooms shows up in CST time which is one hour later than Mountain Standard Time (MST).  This means that 11:59 PM CST = 10:59 PM MST!   Point deductions of 10% of the total points will be deducted for each day work is submitted past the due date unless there has been prior approval has been given by the instructor. It is important to complete the work during the time frame expected.

Classroom Rules of Conduct:
   Students are expected to:    

  • Attend class each week by participating in the e-classroom activities
  • Turn in assignments on time.
  • Contact the instructor by email or phone as soon as possible should any situation prevent completion of work assigned by the due date to get permission to submit late work.
  • Read, understand, and follow the course syllabus
  • Check their Park University e-mail and the course announcements on a regular basis
  • Participate in threaded discussions
  • Conduct themselves in a highly professional manner.  In addition to those guidelines about student conduct established by the University (e.g. cheating, plagiarism), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, collegues, and instructors, attending respectfully to others who are sharing information with the class, being flexible to unforseen changes in the course syllabus, etc.
  • Use current APA style in all aspects of written assignments. Must use people-first language (e.g. persons with disabilities; students with learning disabilities.
  • Follow academic regulations detailed in Park University's undergraduate catalog.
Reading/Participation in Discussion Board

This eight-week session requires intensive reading, well-organized study, and active participation in e-class discussions. Each student will be an important part of the community of learners. In order to participate effectively in class discussion, it is essential that you complete all required readings before doing your assignment(s) and before posting your responses on the Discussion Board.  While students are expected to inform their thinking through the work of other writers, it is essential the sources of your ideas be identified through direct reference to the readings.

Each week review all Discussion Board questions and responses before yours is written. Choose a question/topic that has not yet been selected. A question may be repeated only after all questions have first been answered. Your response should be to someone who answered a different question than yours. Base your posts and responses on content from the text and the readings for the week.

All Discussion Board postings must be completed by 11:59 PM Central Standard Time (CST) on the scheduled due dates.  Your post to the new thread must be posted by 11:59 PM CST on Wednesday of each week. All responses to other students and additional comments must be completed by 11:59 PM CST on Sunday. Class runs from Monday of each week through Sunday.

Your discussion post should reflect a thoughtful, respectful response to other students’ postings as well as demonstrate knowledge and interpretation of required readings for that week. Therefore, you will be required to submit a post and a substantial response to at least one other student’s main post each week. Support your statements with information learned from the readings and from your own experiences.

Once you post a new thread, make sure you check back to see if anyone has responded so that you may continue the discussion. (The Discussion Board is like having a discussion in the traditional classroom. Someone makes a statement pertaining to the topic. Someone else adds new knowledge and insight to that information based on what was said, their own experiences, information learned and read, and what the discussion is focused on. The discussion continues. The initial person responds again to what has been added). This important aspect represents what you would do in an on campus classroom. In an internet classroom, you are receiving points to share your thoughts and respond to others.

It is important that students enter the discussion board in a timely manner. If students post late, or respond late, then important dialogue opportunities are missed. It would be equivalent to walking into an on-campus class at the end of class, announcing what you have to say, making a quick comment to someone else, and leaving! Obviously, learning does not take place in such an atmosphere. Complete credit for such posts and responses also are not given.

Online Communication

If you have concerns of a personal nature, please use email to communicate with the instructor or other students. Remember that the Discussion Board is public and all writings in this area can be viewed by the entire class or other assigned members.

Instructor Response Policy:

Email and assignments will be checked frequently and you will receive a response within 24-48 hours to course-related questions. If you have not heard from me within that time period, please feel free to contact the phone number listed on the syllabus as there may have been a glitch within the system.

Written Assignments

 All written assignments to be submitted in the e-classroom MUST either be in Microsoft Word, RTF, or PDF file formats.

Scoring guides are provided for the core assessment. Students should attend the writing center and/or use their spelling and grammar check to ensure that papers are free of technical and typological errors. (http://www.park.edu/support/writing.asp) Students must cite references using APA style within the contents of the paper.

Visiting Programs

Remember when visiting programs that you are representing Park University. Plan ahead; be respectful, and courteous when making appointments with centers and schools. Dress and act professionally when on site. Follow up with a thank you. Unprofessional behavior will be noted in final grade.

Online - Etiquette/Courtesy: Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism. It is important no to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness which does not promote learning. Here are online references that discuss online writing http://goto.intwg.com and netiquette http://www.albion.com/netiquette/corerules.html.
E-Mail Procedures: General e-mail: When sending an e-mail, you must identify yourself by: 

EDC 325

Purpose of the e-mail

Full Name

It is required that you use Pirate Mail for your online class. All information - problems with assignments, concerns, etc. - pertaining to the class will be sent to you through Pirate Mail. I will check my e-mail frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable. All e-mail sent to me needs to be copy/pasted. No attachments to emails will be accepted due to the risk of viruses.

Course Topic/Dates/Assignments:
  Week One   Introduction to Exceptionalities

            Introduction- Overview of Course

            Review of Syllabus

            School for Education Conceptual Framework

            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

            Threaded Discussion
Week Two           Eligibility Criteria for Early Childhood Special Education 

           Heward Chapter 14 Early Childhood Education
            Chapter 3 Collaborating with Parents and Families in a Culturally and Linguistically Diverse society.

            Delivery systems, IFSP vs IEP

            Threaded Discussion

            Choice for Disability Awareness Project Due
Week Three            Differentiated Instruction
                        Tomlinson’s book
                        DI Videos YouTube  
                        Threaded Discussion                        
                        Study Questions from each chapter of Tomlinson’s book

                        Drop Box for Study Questions

                        Field Experience Purpose Statement Due

Week Four  Learning Disabilities

            Heward Chapter 5 Learning Disabilities
            Learning Disabilities – characteristics – service delivery

            Video – FAT City (PBS)

            Threaded Discussion: Reflective response to video

            Article Summary: Learning Disabilities

            Field Experience Project

            Threaded Discussion for Field Experience

 Week Five           Emotional/Behavioral Disorders 
            Heward Chapter 6 Emotional or Behavioral Disorders and

             Chapter 13 Giftedness and Talent

            Characteristics, eligibility criteria, service delivery

            Article Summary: Emotional/Behavioral Disorders

            Threaded Discussion                        Case study discussion

 Week Six            Autism Spectrum/Communication Disorders

             Heward Chapter 7 Autism Spectrum Disorders

              Chapter 8, Communication Disorders and Chapter 4 Intellectual Disabilities

             Student Presentations of PDD, Autism, Aspergers, Communication Disorders

         Write to Portfolio Standards

         Bell Curve Tutorial

         Case Study- Diagnostic Conclusion

Doc sharing: Student Presenter posts voice over power point presentation and fact sheet.

Week Seven

            Heward Chapters 9, 10, 11,12

            Disability Awareness Project Peer Review


            Study guide for Final Proctored Exam                                                        

Week Eight – Final Week

            Heward, Chapter 15: Transitioning to Adulthood.

            Disability Awareness Project Reflection due

            Core Assessment- Lesson Plan

Proctored Final Exam            .

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2010-2011 Undergraduate Catalog Page 95-96

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:

Specific assignment requirements will be available in Doc Sharing.  Students are encouraged to contact the instructor via phone, email, or in the  instructor's office or Q&A threads if there are ANY questions.

Core Assessment


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Last Updated:12/26/2010 3:55:15 PM