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
ED 520 Special Needs in the Classroom
S1P 2011 DL
Copley, room 315
Mondays and Wednesdays, 1:30 - 4:30; or by appointment
January 10 - March 6, 2011
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, A., Turnbull, H.R., & Wehmeyer, M.L. (2010). Exceptional lives: Special education in
today’s schools, (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
- ISBN # 0136101410
Missouri Department of Elementary and Secondary Education. (2010). Individual education
Program (IEP). Retrieved October 3, 2010, from http://www.dese.mo.gov/divspeced/Compliance/IEP/documents/IEPfull.pdf
Note: Students are responsible for making themselves a copy of Missouri’s Individual
Education Program (full version – with all attachments, including forms A – F and the Data Collection form, 17 pages total), which may be accessed at the Missouri Department of Elementary and Secondary Education website or in the ED 520 webliography.
Missouri Department of Elementary and Secondary Education. (2010). Regulation III identification and evaluation. In Missouri state plan for part B of the individuals with disabilities act (pp. 18 - 39). Jefferson City, MO: Author.
- May be accessed http://www.dese.mo.gov/divspeced/stateplan/documents/Regulation_III_2010.pdf
Note: students are responsible for making themselves a copy of section “Regulation III Identification and Evaluation”of the Missouri State Plan for Special Education (22 pages), which may be accessed at the Missouri Department of Elementary and Secondary Education website or in the ED 520 webliography.
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
Electronic Portfolio (Foliotek www.foliotek.com)
MAT students are required to purchase a license to use the Foliotek electronic portfolio to complete their professional portfolio, a graduation requirement; a license may be purchased for 3 yrs. - $87.00, 2 yrs. - $59.00, or 1 yr - $30.00. To make arrangements to purchase a Foliotek license, you must contact Carol Williams at email@example.com and provide your full name, student ID number, program (i.e., MAT Program), and # of years you wish to purchase the Foliotek license. Within a few days, you will receive an email from Foliotek with online purchasing information. Upon receipt of this email, purchase your Foliotek contract. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams, requesting she provide your current education professors and academic advisor - list them - access to view your portfolio. It is imperative you complete this final step!!
Students will also need copies of the following documents, which may be found on the Missouri Department of Elementary and Secondary Education (DESE) website http://dese.mo.gov/
• Missouri Show-Me Standards (both Knowledge and Performance Standards)
• Subject-specific competencies related to content area taught
• Grade-level expectations (K-8) or Course-level expectations (9-12) related to content area taught
Recommended Text (not required):
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: Author.
Note: In general, education students are expected to know and follow APA guidelines; therefore, access to an APA manual is a valued resource.
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.
To help you meet those expectations, during this class, you will learn about:
• The provisions associated with key disability laws, such as the Individuals with Disabilities Education Act (IDEA), that govern special services
• Students’ Individual Education Programs (IEP) and 504 Plans that outline and document the provisions of specialized services for students with disabilities
• The special education process and the role and responsibilities of the regular education teacher in that process
• The elements involved in collaboration and various types of co-teaching models
• Differentiation or how a teacher can adapt and accommodate his/her attitude, learning environment, curriculum (i.e., the content - what is taught and materials used), instruction (i.e., process – the instructional strategies and the learning activities a teacher uses), and assessment (i.e., pre, formative, and summative) to help ALL students be successful
• The characteristics associated with various disabilities and exceptionalities, how these characteristics might impact a student’s academic performance and social/emotional behaviors, and strategies a teacher might use to help a student who manifest these characteristics in the classroom.
At the end of the course, you will have developed a strong foundation, upon which you can continue to build, to better serve the needs of those students with disabilities and exceptionalities. Moreover, you will have access to valuable resources that will help you serve students with special needs in your 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.
Learning Outcomes: Core Learning Outcomes
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 RubricClass Assessment:
You are required to:
A.) Summarize information from your research on your selected/assigned exceptionality in a Fact Sheet (e.g., Fact Sheet on Learning Disabilities).
The Fact Sheet (4+ pages) MUST include the following components:
I. Definition(s) of exceptionality
§ Include key definitions provided by IDEA/Missouri State Plan for Special Education, professional organizations, and/or researchers in the field.
II. Characteristics associated with the exceptionality
§ Discuss the (a) cognitive and perceptual, (b) language, (c) learning, and (d) social-emotional characteristics associated with this type of exceptionality AND
§ Discuss how these characteristics might impact a student’s learning (e.g., in the general education classroom).
§ Discuss the occurrence of the exceptionality.
§ Discuss the different types associated with the exceptionality (if appropriate).
§ Discuss the causes associated with the exceptionality.
VI. Identification and Assessment
§ Describe the identification and eligibility requirements for this type of exceptionality to receive SPED or special services (e.g., ESOL, Gifted) in Missouri.
§ Discuss treatment approaches (e.g., medication, therapy) used in working with students with this type of exceptionality (if appropriate).
VIII. Differentiated Instructional Strategies****
§ Discuss strategies to differentiated (a) content (i.e., what you teach and what materials you use), (b) process, (i.e., how you teach and what learning activities you engage students), and (c) product (i.e., summative evaluation) that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the general education curriculum.
§ Discuss the use of technologies; auxiliary aids, support services etc. that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the general education curriculum.
IX. Key Resources for Professionals
§ List and briefly describe at least four (4) key resources (e.g., Internet sites, Professional Organizations, written materials, etc.) that would serve as valuable resources for the general education teacher when working with students with the exceptionality.
§ Using APA format, list the (at least five) references used in compiling the information for your fact sheet.
A. Provide a copy of your "Fact Sheet” to all members of the class to serve as resource material on your assigned exceptionality. The Fact Sheet or information handout will be uploaded to doc sharing, category Exceptionality Awareness Project (as a .doc file). DUE: by Sunday, 11:59pm (CT) the week BEFORE the topic is to be discussed. For example, learning disabilities will be examined on Week 5; therefore, the EAP on LD will be due by Sunday, 11:59 (CT) in Week 4 (see Course Schedule for more information). Thus, students will be able to access the EAP on LD at the beginning of Week 5.
B. After your presentation, complete a written self-reflection (2+ pages, with appropriate headings, i.e., a, b, & c) in which you comment on: (a) what went well with your project, (b) what did not go as well as you would have liked, and (c) what you learned about yourself that would enhance your performance in the future. The completed EAP self-reflection must be submitted as an attachment (.doc file) to the appropriate dropbox (i.e., Unit/Week 8: EAP Self-Reflection). DUE: the end of the week (by Sunday, 11:59pm, CT) the EAP was examined by the class.
A Scoring Guide for the EAP may be found in doc sharing, category Rubrics.
7. Complete a Professional Development Project – Assignment A or B, depending upon the graduate program to which you have been admitted. The purpose of the Professional Development Project, a field-based experience, is to enrich your knowledge and understanding of the professional dynamics involved in the education of children and youth with exceptionalities.
A.) For MAT Students, who are in the post-baccalaureate initial certification program (PDI) (e.g., ED 600 Field Experience): To meet state certification requirements, MAT students who are in the post-baccalaureate initial certification program (PBI) (e.g., ED 600 Field Experience) are required to complete 30-hours of clinical experiences/practicum prior to their directed student teaching (i.e., ED 600 Field Experience). To help students meet this requirement, clinical experiences have been distributed across several courses required in their MAT course of study. To that end, ED 520 requires MAT PDI students to complete 3 hours of clinical experiences (see course description) and create a Reflective Journal documenting and detailing these experiences. All clinical/practicum experiences MUST be approved by the Instructor and/or the Director of Field Experiences.
The Reflective Journal must include:
a.) Purpose – Why? (5% of total points). Discuss the purpose of this practicum experience in your course of study and this course in particular.
b.) Description – Where? Who? When? (10% of total grade). Provide a description of this PDP, e.g., where did you complete this assignment (i.e., description of the school or location), who did you worked with (e.g., teachers, students, administrators), when did you completed this project (e.g., dates, days, times).
c.) Summary – What did you do? (15% of total points). Briefly describe what you did in this project (e.g., tutoring, teaching, classroom observation, assist teacher)
d.) Reflection – What did you learn? (60% of total points). Discuss what you learned during your field experience(s) and it relates to the topics covered in this course. Note: This is the most important portion of your PDP reflective journal. This is where you are to critically analyze what you learned during your practicum experience and then connect it course content (e.g., texts, Instructor lectures) and your professional development.
e.) Appendix (10% of total points). Include completed copies of the MAT Practicum forms (i.e., the MAT Time Sheet and the MAT Practicum Documentation form) as documentation and verification of clinical/practicum hours you completed. Copies of these forms may be found in doc sharing, category PDP.
To be submitted to the Instructor for grading as attachments to the appropriate dropbox (i.e., Unit/Week 1: Field Experience Assignment). You are encouraged to review the PDP Rubric – Assignment A found in doc sharing, category Rubrics. DUE: Week 7
B.) For MED/MEOL Students and MAT Students, who are in the post-baccalaureate alternative certification program (PBA) (e.g., ED 602 Mentorship): To complete the Professional Development Project, you may choose one of the following:
a. interview a Special Education Teacher,
b. interview a Regular Education Teacher working in an inclusive classroom,
c. interview an individual with an exceptionality,
d. interview a parent/caretaker who has a child with an exceptionality or disability,
e. observe 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. observe an IEP meeting, OR
g. other, with approval from Instructor.
NOTE: Assure all people involved in an interview/observation that no identifying information about students/parents will be used in order to protect rights of privacy and confidentiality.
To complete the assignment, you must…
§ Submitted a written purpose statement (1+ pages) to the Instructor for approval PRIOR to completing the field experience. The purpose statement is an explanation of what you wish to learn by completing the particular field experience you have arranged. For example, how will the field experience support, expand, or enrich what you are learning in class? How will it help you learn more about working with children with special learning needs? (25% of total points) DUE: Week 2
Note: a copy of the pre-approved purpose statement MUST be attached to your written report; AND
§ Complete a 3+ page written report, with appropriate headings, that includes the following:
- Introduction - describe your field experience project (e.g., Who, What, When, Where, How) and discuss what your purpose (i.e., Why) was for selecting this type of field experience (10% of total points),
- Summary of the interview or observation, i.e., describe what happened (15% of total points), AND
- Analysis and reflection**** Discuss how your field experience met your original purpose. How did what you learn support, refute, and/or expand what you are learning in class? What did you learn from this experience to better prepare you to successful include students with special learning needs in your classroom? What additional questions or concerns do you have after your field experience has been completed? Discuss what additional information you want to learn about (50% of the total points).
Once completed, your Field Experience assignment (pre-approved purpose statement and written report) must be submitted to the Instructor for grading as an attachment to the appropriate dropbox (i.e., Unit/Week 1: Field Experience Assignment). You are encouraged to review the PDP Rubric – Assignment B found in doc sharing, category Rubrics. DUE: Week 7
8. Complete a reflective essay on the general education teacher's responsibility for creating success for ALL students, particularly for students with special learning needs. Assignment A or B, depending upon the graduate program to which you have been admitted.
A.) For all MAT Students: For your SFE Portfolio, complete reflective essays (5 total) for all of the quality and performance indicators related to MoSTEP 1.2.3 following the criteria outlined in the SFE Portfolio Rubric. 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).
Summary: The preservice teacher must have the knowledge, skills, and dispositions to differentiate instruction to address and meet the diverse needs of students typically found in today’s mixed-ability classrooms.
To help you complete this assignment, you will engage in a Peer Review process with others in the class. As a Peer Reviewer, you are responsible for closely studying the SFE Portfolio Rubric criteria for the portfolio entries you are reviewing and, based on those criteria, provide meaningful, substantive feedback to your peers’ entries to help them improve their work. As a teacher, you will be constantly called upon to use criteria to guide your evaluation of your students' performance, so the Peer Review process allows you to practice those skills needed to meet that responsibility. Another benefit is the close study of evaluation criteria should help guide you, as a writer, to produce high quality work, i.e., portfolio entries. You and your Peer Group will be sharing your drafts in doc sharing; each Peer Group will be assigned its own category (e.g., Peer Group A, Peer Group B). You will be using the email function to communicate with each other about the Peer Review Process; it is important for you to ‘cc’ the Instructor when emailing your Peer Group members. The Instructor will monitor each Peer Group’s doc sharing category and email to determine participation in the Peer Review process.
As a Writer, based on the feedback you receive from your peers, you are responsible for making appropriate corrections and revisions to your entries. The goal is to produce successively improved drafts of your entries based on feedback from your group BEFORE you submit your portfolio entries for Instructor review. You should plan on revising at least three drafts of each essay BEFORE you submit final drafts (i.e., the 3rd draft) to the Instructor for grading. You are encouraged to use resources provided by the Instructor, e.g., guided questions and SFE Portfolio Rubric (found in doc sharing, category Professional Development Project), to guide your efforts in completing this assignment. Your grade is dependent upon both the quality of each portfolio entry and the quality of your participation in the Peer Review Process. A Scoring Guide for the MoSTEP 1.2.3 Indicators is available in doc sharing, category Rubric; it is critical for you to review the scoring guide frequently as you engage in this assignment.
The portfolio entries you wish to be reviewed by the Instructor MUST BE submitted via your electronic portfolio – NO EXCEPTIONS!! When you have uploaded entries for Instructor review, you must click on ‘Request Review’ (green check mark, upper right-hand corner) and identify the specific Instructor who you wish to review your entry (i.e., Linda Seybert). The Instructor will be notified via email your entry is ready and waiting to be reviewed. All submitted portfolio entries will be evaluated by the criteria outlined in the SFE Portfolio Rubric.
DUE: Varies, consult the Course Schedule for due dates.
B.) For Students in other Graduate Programs (MED, MEOL): Your essay (3+ pages) should include an analysis of the information learned from the textbooks/materials, class presentations, class discussions and activities, assignments, etc. AND evaluation of the critical knowledge and skills a teacher or administrator must know and be able to do to successfully include students with special learning needs in the regular classroom You may wish to reference the following information BEFORE writing your reflection essay.
• Rubric for Essay on Working with Students with Special Needs located in doc sharing, category Rubrics
• Missouri Standards for Teacher Education Programs (MoSTEP) – Quality Indicator 1.2.3 and performance indicators 184.108.40.206, 220.127.116.11, 18.104.22.168, and 22.214.171.124.
• Council for Exceptional Children (CEC) Code of Ethics for Educators of Persons with Exceptionalities (http://www.cec.sped.org/ps/ps-ethic.html)
• Crawford, V. (2002). Embracing the monster: Overcoming the challenges of hidden disabilities. Baltimore, MA: Paul H. Brooks Publishing Co.
DUE: Week 7
9. Core Assessment: Lesson Plan Adaptation Project
A.) Prepare and submit a lesson plan for a general education classroom; the lesson plan may cover one class period or multiple class periods. The lesson plan may be a pre-existing one or created from scratch; however, regardless of its source, it must be include all of the elements included in the Lesson Plan Outline provided by the Instructor (see syllabus, p. 19), and address the Teacher Work Sample’s Performance Standards II Learning Goals (i.e., Introduction and Content section on the Lesson Plan Outline), IV Design for Instruction (i.e., Process section on the Lesson Plan Outline), and VI Analysis of Learning Results (i.e. product or the summative evaluation). If you use a pre-existing lesson plan, you must reference your source. The lesson plan may be at any level (grades K-12) or content area (e.g., Language Arts, math, social studies, science) of your choosing; ideally, your lesson plan should address your area of certification.
Note: A description of the Teacher Work Sample (TWS) and the TWS Rubric may be
found in doc sharing, category Teacher Work Sample.
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 AND justify the use of at least two (2) accommodations for each of these given students with SLN in each of the following areas on the lesson plans developed for your instructional unit, including:
1.) content (i.e., “what” you teach; materials used),
2.) process (i.e., “how” you teach; student learning activities), AND
3.) product (i.e., students’ summative evaluation).
Your justification must include a discussion of how each of the accommodations/
modifications/assistive technologies you proposed will aid each of these students be
successful in the regular education classroom. If you provided no accommodations/
adaptations for the students in these sections of the lesson plans, then you must
provide justification for your decision.
D.) You are also to discuss how you plan to work with or collaborate with 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 use the Core Assessment Rubric (attached to syllabus), the Scoring Guide (found in doc sharing, category Rubrics), and the checklist (see Week 8 – Core Assessment: Lesson Plan Adaptation Project) provided by the Instructor to help guide you as you complete the Lesson Plan Adaptation Project. Your completed Core Assessment must be submitted to the Instructor as an attachment (.doc file) to the appropriate dropbox (Week/Unit 8: Core Assessment Lesson Plan Adaptation Project). DUE: Week 8, Wednesday bymidnight (CT) – NO LATE PAPERS ACCEPTED!
Course Assessment/Grading Plan:
Points may be earned as follows: Points
§ Threaded Discussions (23%) 700 (14 x 50 points)
§ Review Exams (3%) 100 (4 x 25 points)
§ Learning Journal (15%) 450 (15 chapters x 30 points)
§ Reflecting Reading Assignment (5%) 150
§ Differentiated Instruction (8%) 250 (10 chapters x 25 points)
§ Exceptionality Awareness Project (20%) 400
§ Professional Developmt. Project (6%) (A or B) 200
§ Reflective Essays (A or B) 250
§ MoSTEP 1.2.3 Essays (62.5 pts each)
§ CA: Lesson Adaptation Project (20%) 600
TOTAL POINTS: 3100
Course Grading Plan:
The final grade will be based on the percentage of total points earned.
A = 90 – 100% 2790 – 3100 points
B = 80 – 89% 2480 – 2789 points
C = 70 – 79% 2170 – 2479 points
D = 60 – 69% 1860 – 2169 points
F = 59% or lower 1859 points or less
Late Submission of Course Materials:
LATE SUBMISSION OF COURSE MATERIALS: ALLassignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 10% per calendar days after the due date x total points possible of assignment. It is the student’s responsibility to monitor and comply with assignment due dates.
Note: A class week is defined as the period of time between Monday and Sunday at 12 PM CT (Central Time). The first week begins the first day of the term. Assignments scheduled for completion during a class week should be completed and successfully submitted by the appropriate due dates.
Classroom Rules of Conduct:
RULES OF CONDUCT:
You are expected to:
§ Conduct yourself in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism), the SFE Teaching Dispositions, and the core rules of online netiquette (see http://www.albion.com/netiquette/corerules.html for additional information), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors, attending respectfully to others who are sharing information with the class or group, being flexible to unforeseen changes in the course syllabus, and so on.
§ Included in professionalism is the use of proper writing skills when you communicate online. You must use graduate-level writing skills (i.e., correct grammar, spelling, and word usage) in all written communication related to this course. In addition, you must use professional language at all times when communicating with others (e.g., peers, Instructor). For good or bad, when teachers ineffectively communicate their intent in writing or make grammatical and spelling errors, they are likely to be perceived by their students, parents, and administrators as incompetent, careless, or unprofessional. Thus, it is important for you to maintain due diligence in using effective writing skills when you communicate with others.
o Use the Foliotek electronic student portfolio to submit required portfolio-related assignments for Instructor review. When you have uploaded entries for Instructor review, you must click on ‘Request Review’ (green check mark, upper right-hand corner) and identify the specific Instructor who you wish to review your entry. The Instructor will be notified via email your entry is ready and waiting to be reviewed.
o All changes to the content of the course will be communicated to you through Instructor Announcements and/or email. Thus, it is important to check Announcements and your email frequently.
§ Participate fully and regularly in all class activities, including threaded discussions, demonstrations, presentations, small group projects, and any other type of class activities that may occur.
§ Use current APA style in all aspects of written assignments (e.g., double-space, indent paragraphs, page numbers in upper right corner, correct in-text citations, references). Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment, as will style, spelling, and format errors. In professional writing, past tense is generally accepted. Avoid using contractions, personal pronouns, or slang expressions. Must use people-first language (e.g., individuals with disabilities; students with learning disabilities). You are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance.
Course Schedule *
* The following course schedule of topics indicates dates for readings and assignments to be done. It is tentative for several reasons: (1) class discussion may indicate content changes; and (2) as we progress, we may decide to devote more or less time to a topic. Subject to the above, we will follow the schedule. Unless we agree in class to a change in assignment due dates, they will remain as indicated in the following schedule.
Note: Park’s Distance Learning does NOT allow Instructors to make any changes in e-College to the content of online classes; in essence, the course content is locked in e-College by PDL. Therefore, instructor changes made to this course will be communicated to students via the Syllabus, announcements, and email.
(Jan 10 –
§ Check for Announcements
§ Utilize resources in Course Home as needed (e.g., syllabus)
§ Complete Introduction (see Introductions under Course Home)
§ Review information in Week 1 (download copy for reference)
§ Review Topic: Learning Styles (PPt)
§ Complete Activity: Learning Styles
§ Complete Reading Assignment: Read chapter 1 in Turnbull, Turnbull, & Wehmeyer text and complete Chapter 1 Journal Entry
§ Review Topic: Overview of Special Education (PPt)
§ Complete Activity: Review of IDEA
§ Complete Activity: People-First Language
· Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm CT
§ Review Exceptionality Awareness Project (EAP)
· Email Instructor top # 1, 2, & 3 topic choices for EAP
§ Review Professional Development Project (Assignment #7 in syllabus, A or B depending upon graduate program)
§ Review Professional Standards Reflection Assignment (Assignment #8 in syllabus, A or B depending upon graduate program)
· For those completing Assignment A (all MAT students), Instructor will be assigning Peer Review Groups
(Jan 17 –
§ Review information in Week 2 (download copy for reference)
§ Review Professional Standards Reflection
· MAT students: DUE - initial drafts of MoSTEP 126.96.36.199 & 188.8.131.52 for Peer Review
· MED/MEOL students: work on reflective essay
§ Complete Reading Assignment: Read chapter 2 in Turnbull et al. text and complete Chapter 2 Journal Entry
§ Complete Reading Assignment: Read chapter 3 in Turnbull et al. text and complete Chapter 3 Journal Entry
§ Review Topic: Special Education Process (PPt)
§ Complete Activity: Review of IEP
§ Complete Discussion: Disproportionate Representation
· Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm
§ Work on Exceptionality Awareness Project
§ Work on Professional Development Project
· MED/MEOL and MAT-PBA students (Assignment B): DUE - Written Purpose Statement
(Jan 24 –
§ Review information in Week 3 (download copy for reference)
§ Complete Reading Assignment: Read chapter 4 in Turnbull et al. text and complete Chapter 4 Journal Entry
§ Review Topic: Inclusion (PPt)
§ Complete Activity: Review of Inclusion, Collaboration, & Co-teaching
§ Complete Discussion: Co-Teaching
§ Complete Reading Assignment: Embracing the Monster
· Due by Sunday, midnight (CT)
§ Complete Discussion: First-Person Accounts
§ Work on Professional Standards Reflection
· MAT students: DUE Initial draft of MoSTEP 184.108.40.206 and 2nd drafts of MoSTEP 220.127.116.11 and 18.104.22.168 for Peer Review
· MED/MEOL Students: Work on reflective essay
(Jan 31 –
§ Review information in Week 4 (download copy for reference)
§ Complete Reading Assignment: Differentiated Classroom (Tomlinson text)
§ Review Topic: Differentiated Instruction (PPt)
§ Complete Activity: Review of DI
§ Complete Discussion: DI
§ Work on Professional Standards
· MAT Students: DUE Initial draft of MoSTEP 22.214.171.124; 2nd draft of MoSTEP 126.96.36.199; and 3rd drafts of MoSTEP 188.8.131.52 and 184.108.40.206 for Instructor Review (submitted via Foliotek)
· MED/MEOL Students: Work on reflective essay
(Feb 7 –
§ Review information in Week 5 (download copy for reference)
§ Review Overview of Disabilities (LD, ADHD, & TBI)
§ Read chapter 5 in Turnbull et al. text and complete Chapter 5 Journal Entry
§ Read chapter 8 in Turnbull et al. text and complete Chapter 8 Journal Entry
§ Read chapter 13 in Turnbull et al. text and complete Chapter 13 Journal Entry
§ Complete Discussion: LD
§ Complete Discussion: Case Study
· EAPs on CD, ED/BD, & Autism DUE
· EAPs on LD, ADHD, & TBI – Self-Reflections DUE
· MAT Students: DUE Initial draft of MoSTEP 1.2.3 and 2nd MoSTEP 220.127.116.11 for Peer Review; 3rd draft of MoSTEP 18.104.22.168 for Instructor Review (submitted via Foliotek)
(Feb 14 –
§ Review information in Week 6 (download copy for reference)
§ Review Overview of Disabilities (CD, ED/BD, & Autism)
§ Read chapter 6 in Turnbull et al. text and complete Chapter 6 Journal Entry
§ Read chapter 7 in Turnbull et al. text and complete Chapter 7 Journal Entry
§ Read chapter 11 in Turnbull et al. text and complete Chapter 11 Journal Entry
§ Review Core Assessment: Overview
· DUE Week 8, Wednesday, by midnight (CT)
· EAPs on ID, GT, HI, & VI DUE
· EAPs on CD, ED/BD, & Autism – Self-Reflections DUE
· DUE Week 7, Sunday by midnight (CT)
· MAT Students: DUE 2nd draft of MoSTEP 1.2.3 for Peer Review; 3rd draft of MoSTEP 22.214.171.124 for Instructor Review (submitted via Foliotek)
§ DUE Week 7, Sunday by midnight (CT)
(Feb 21 –
§ Review information in Week 7 (download copy for reference)
§ Review Overview of Disabilities (ID, GT, HI, & VI)
§ Read chapter 9 in Turnbull et al. text and complete Chapter 9 Journal Entry
§ Read chapter 14 in Turnbull et al. text and complete Chapter 14 Journal Entry
§ Read chapter 15 in Turnbull et al. text and complete Chapter 15 Journal Entry
§ Read chapter 16 in Turnbull et al. text and complete Chapter 16 Journal Entry
· EAPs on OHI & PD/OI DUE
· EAPs on ID, GT, HI, & VI – Self-Reflections DUE
§ Professional Development Projects DUE
· MAT Students: DUE 3rd draft of MoSTEP 1.2.3 for Instructor Review (submitted via Foliotek)
· MED/MEOL Students: DUE Reflective Essay
(Feb 28 – Mar 6)
§ Review information in Week 8 (download copy for reference)
§ Review Overview of Disabilities (OHI & PD/OI)
§ Read chapter 12 in Turnbull et al. text and complete Chapter 12 Journal Entry
§ Review Core Assessment: Lesson Plan Adaptation
· Core Assessment: Lesson Plan Adaptation Project DUE Wednesday by midnight CT)
§ Complete Exceptionality Awareness Project
· EAPs on OHI & PD/OI – Self-Reflections 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 2010-2011 Graduate Catalog Page 20
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 2010-2011 Graduate Catalog Page 20
Instructors 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 2010-2011 Graduate Catalog Page 24
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 .
Attachments:ED 520 BibliographyBibliography: See attached document
Last Updated:1/5/2011 9:19:11 AM