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ED 522 Legal Aspects of Spec Educ
Salfrank, Linda


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

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



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

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

Park University School for Education  Conceptual Framework


Course

ED 522 Legal Aspects of Spec Educ

Semester

S2P 2011 EDI

Faculty

Salfrank, Linda

Title

Adjunct Faculty

Degrees/Certificates

Juris Doctorate

Office Location

Online or By Appointment

Office Hours

Online or By Appointment

Daytime Phone

816-808-3557  (cell)

Other Phone

816-587-8416  (home)

E-Mail

linda.salfrank@park.edu

lindasalfrank@aol.com

Semester Dates

March 14, 2011  - May 2, 2011

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Prerequisites

None

Credit Hours

3


Textbook:

Required Text:  What Do I Do When ... : The Answer Book on Special Education Law (5th ed. revised 2009).
LRP Publications

Authors: Norlin, John and Gorn, Susan
ISBN 13: 9781578340545
ISBN 10:  1-57834-054-3

Product Code: 300055

Order Texts at: http://direct.mbsbooks.com/park.htm

  

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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


Course Description:
ED522 Legal Aspects of Special Education: Review and analysis of current case law and litigation related to children with disabilities. Focus on the legal system that assures children with disabilities of a Free Appropriate Public Education with emphasis on due process procedures and other procedural safeguards, discipline, program accessibility, and application of Least Restrictive Environment alternative principles to special education programming.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate knowledge of the historical, social and political issues which impact the education of children with disabilities. [MoSTEP 1.2.10.4, 1.3.6] {CEC 1, 9, & 10} School for Education Conceptual Framework: Knowledge 2A, 3A, 3E; Skills 2D; Dispositions 1A, 4A, 5B, 5D, 5E, 5F
  2. Demonstrate knowledge of landmark cases that resulted in the implementation of educational programming for children with disabilities. [MoSTEP 1.2.10.3, 1.3.6] {CEC 1} School for Education Conceptual Framework: Knowledge 2A, 3A, 3E; Skills 2D; Dispositions 1A, 2A, 4A, 5B, 5E, 5F
  3. Apply knowledge of case law related to Least Restrictive Environment (LRE), Free Appropriate Education (FAPE), discipline and accessibility. [MoSTEP 1.2.8.4, 1.3.2, 1.3.3, 1.3.6] {CEC 1} School for Education Conceptual Framework: Knowledge 2A, 2F, 2G, 3A, 3C, 3E, 3F; Skills 1B, 1E, 2D; Dispositions 1A, 2A, 2B, 4A, 5B, 5D, 5E, 5F
  4. Apply knowledge of the sequence and interrelatedness of the special education referral process. [MoSTEP 1.2.3.2, 1.2.3.3, 1.2.8.1, 1.2.10.4, 1.3.3] {CEC 1} School for Education Conceptual Framework: Knowledge 2A, 2F, 2G, 3A, 3C, 3E, 3F; Skills 1B, 1E, 2D; Dispositions 1A, 2A, 2B, 4A, 5B, 5D, 5E, 5F
  5. Apply knowledge of statutory requirements related to procedural safeguards; due process; evaluation and placement (including the Individual Education Plan). [MoSTEP 1.2.8.1, 1.2.8.4, 1.3.3] {CEC 1, 7, 8} School for Education Conceptual Framework: Knowledge 4A, 4B, 4C, 4E; Skills 1B, 1E, 2C, 2D; Dispositions 1A, 2A, 2B, 2E, 4A, 4E, 5B, 5C, 5D, 5E, 5F
  6. Demonstrate positive ethical dispositions related to the education of children with disabilities. [MoSTEP 1.2.7.2, 1.2.10.2, 1.3.5] {CEC 1, 9} School for Education Conceptual Framework: Dispositions 1A, 1C, 2A, 2B, 4A, 4E, 5B, 5D, 5E, 5F, 5G


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Program 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 development of a written presentation for Special Education Parents Night.    Students will be required to develop a presentation for an “open house” held by a hypothetical school for parents who are “new” to the special education process.  The presentation should identify the various steps in the special education process and should include identification of school and parent responsibilities as well as describe the dispute resolution process.  Additionally, the presentation should identify the goals the school has for a successful educational experience for both parent and child.  Rubric is attached below.




 




This activity constitutes 20% of the total grade for the course.  It should be no longer than five (5) typed, double spaced pages.  It is due not earlier than week 6 of the course and not later than week 7.  This activity assesses outcomes 1 – 6.


Link to Class Rubric

Class Assessment:

 Participation - Student attendance and participation is essential in achieving maximum learning.  It is generally expected that you will attend all scheduled class sessions and that you will be prepared to participate meaningfully in class discussion.  If you have a professional obligation which prevents you from attending, or if have another appropriate reason for an absence, please contact me prior to class so that your absence may be excused.  (10 points for attendance and meaningful participation during each class session = 80 points)


Weekly Application - Each week, each student will be responsible for the responses to two of the questions outlined in the text.  A rubric will be provided for both the written and presentation portions of these weekly assignments.  (Each response, including the paper and presentation, is worth 20 points.)

Final Exam -- Core Assessment Activity:  All Park University courses must include a core assessment that measures the relevant Program 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 development of a written and class presentation outlining a current legal issue in special education.  The written portion of this assignment should be no less than 5 pages in length and no more than  pages.  The class presentation should be no more than 15 minutes and no less than 10 minutes in length.  A detailed rubric will be provided to each student, along with the assigned topic, during week 6 of the class.   

This activity is worth 100 points.


Grading:

Course Grading Scale

Your e-college grade book will provide you with ongoing progress reports of your performance throughout the term. 

The grading scale is :

A = 90 - 100%
B = 80 - 89%
C = 70 - 79%
D = 60 - 69%

F = Less than 60%

Late Submission of Course Materials:

I expect all activities to be completed and submitted in a timely manner. The total number of points awarded will be reduced by 20% for each day late. No credit will be awarded for responses submitted later than the end of the fourth day after the due date. If you have a bona fide reason why you can not meet submission deadlines, please contact me prior to the date the assignment is due.

Classroom Rules of Conduct:

A student whose behavior is detrimental to good order in the classroom or whose behavior interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness and excessive absences.

Course Topic/Dates/Assignments:

Week One

Overview

Week Two Federal and State Statutes/Case Analysis
Week Three Chapter 1
Week Four Chapter 2
Week Five    Chapter 3
Week Six Chapters 4 &5
Week Seven Chapters 6 & 7
Week Eight Chapters 8 & 10

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:

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


Attendance Policy:

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 .

Additional Information:




Attachments:
Discussion Question Rebric

Discussion Question Rebric

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Cognitive Skills - Develop a presentation to hypothetical parents which identifies and explains the steps in the special education process                                                                                                                 
Outcomes
1. Content 2. Analysis 3. Synthesis 4. Application 2-5                                                                                                                                                                                                                                                                                                                                                                                                                                                               
Exceeds expectations – Five or more steps are correctly addressed. Meets expectations – Three to four steps are correctly addressed Does not meet expectations – Two to three steps are correctly addressed Shows no evidence of meeting expectations – One or fewer steps are correctly addressed. 
Identifies responsibilities of both school and parent in the special education process : Responses may be incorporated either in the explanations of the special education process steps (above) or included separately in the presentation.               
Outcomes
1. Content 2. Analysis 3. Synthesis 4. Application 2-5                                                                                                                                                                                                                                                                                                                                                                                                                                                               
Exceeds expectations – Five or more responsibilities are correctly addressed. Meets expectations – Three to four responsibilities are correctly addressed Does not meet expectations – Two to three responsibilities are correctly addressed Shows no evidence of meeting expectations – One or fewer responsibilities are correctly addressed. 
1. Special education dispositions & principles - Identify primary principles and or dispositions necessary for a successful special education experience and briefly explain their importance.                                                             
Outcomes
1, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Exceeds expectations – Four or more principles are identified and discussed Meets expectations – Three principles are identified and discussed Does not meet expectations – One or two principles are identified and discussed Shows no evidence of meeting expectations – Did not identify any principles or failed to provide an appropriate discussion. 

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Last Updated:4/11/2011 2:54:54 PM