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 Education of Exceptional Chldrn
S1T 2011 DL
Bevars, Bobbie K.
BS in Elementary/Special Education K-12MS in Eductiona/CounselingMontana State Certified Family Support Specialist (IDEA/Part C)
Great Falls, Montana
Available by phone between 10 AM and 9 PM CST
Monday, January 10, 2011 through Sunday, March 6, 2011
Monday through Sundays
All students seeking a degree in Education must purchase Foliotek as a required text. Contact email@example.com 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.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (firstname.lastname@example.org) 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 (email@example.com), 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
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 firstname.lastname@example.org or call 800-927-3024Resources 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 email@example.com 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.
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
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.
Grading: 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 ASSESSMENT: Lesson Plan Adaptation = 110 points
Proctored Final Exam = 100 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.
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.
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.
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.
Purpose of the e-mail
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
Delivery systems, IFSP vs IEP
Drop Box for Study Questions
Field Experience Purpose Statement Due
Week Four Learning Disabilities
Video – FAT City (PBS)
Threaded Discussion: Reflective response to video
Article Summary: Learning Disabilities
Field Experience Project
Threaded Discussion for Field Experience
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.
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: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.
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 .
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.
Last Updated:12/26/2010 3:55:15 PM