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Education Major Version

ED 520 Special Needs in the Classroom
Hunt, David Scott


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 520 Special Needs in the Classroom

Semester

U1P 2011 DL

Faculty

Hunt, David Scott

Title

adjunct faculty

Degrees/Certificates

MED- elementary principal
EDS- advanced elementary principal
EDD- Superintendent

Office Location

18400 E. 19th St. S.  Independence  MO 64057

Office Hours

8:00-4:00 M-S

Daytime Phone

816-796-1042

E-Mail

david.hunt@park.edu

hunts24@comcast.net

Semester Dates

June 6 to July 31

Class Days

TBA

Class Time

TBA

Credit Hours

3


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

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

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 from, 17 pages total), which may be accessed at the Missouri Department of Elementary and Secondary Education websit or in the ED520 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 at  http://www.dese.mo.gov/duvsoeced/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 ED520 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

Additional Resources:
McAfee Memorial Library

Career Counseling
Park Helpdesk- helpdesk@park.edu or call 800-927-3024
Resources for Current Students  http://www.park.edu/Current/

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:
ED 520 Special Needs in the Classroom: Designed to address the special needs of students being mainstreamed into the traditional classroom. A minimum of three (3) hours of practicum experience in the field is required.

Educational Philosophy:
The instructor’s role is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing and applying information related to the course objectives. The instructor will provide a variety of learning and assessment opportunities including- writings, dialogues, quizzes, readings, lectures, examinations, videos and web sites.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze political, philosophical, and legal issues that influence general and special education for students with disabilities and exceptionalities;
  2. 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;
  3. Explain the role and responsibilities of the general education teacher in educating students with special learning needs;
  4. Compare and contrast the roles of the general and special educator within the school system and how they work as a collaborative team;
  5. Describe the characteristics of students with various types of special learning needs and discuss how these characteristics may impact their learning;
  6. Describe and assess differentiated instructional strategies designed and implemented to successfully include students with special learning needs in the general education classroom;
  7. Analyze current instructional strategies and programs designed to enhance student learning and success in the classroom; and
  8. Practice reflective analysis to increase one's professional knowledge, skills, and dispositions.


Core Assessment:

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 Rubric

Class Assessment:
Participation in weekly discussions  320

Learning Journal  420  (14 chapters X 30 points)
Reflecting Reading Assignment  150
Differentiated Instruction   300  (10 chapters X 30 points)
Disability Awareness Project  600
Professional Development Project  300
Reflective Essay  150
Lesson Adaptation Project  600
Resource Notebook  150

Total Points 2990

Grading:
A= 2700-2990 points

B= 2400-2699 points
C= 2100-2399 points
D= 1800-2099 points
F= 1799 points or less

Late Submission of Course Materials:
All assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 10% per calendar days X total points possible for the assignment. 

Classroom Rules of Conduct:

 Attend class on a regular basis. Come to class on time. (See Instructor's attendance policy).    

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

§         Read, understand, and follow the course syllabus.

§         Use the ED 520 e-Companion (www.parkonline.org) as directed by the Instructor (e.g., announcements, gradebook, doc sharing, dropbox, webliography). Because this course is a blendedcourse (i.e., using both the face-to-face AND online formats), to be successful it is imperative you become familiar with using the e-Companion website.

§         Submit all electronic copies of assignments as .doc or .pdf files, not .docx files. Submit assignments as directed by the Instructor; assignments submitted incorrectly will not be accepted.

§         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.

§         Access the professional education literature to complete research requirements in course assignments. If you are unfamiliar with Library’s educational databases (e.g., EBSCOhost research database; Educational Resources Information Center/ERIC), you are encouraged to make an appointment with one of Park’s Reference Librarians for instruction and guidance.

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

§         Complete reading assignments prior to the class session, bring textbook(s)/materials to class, and consistently contribute meaningfully to class discussions. You are expected to fully participate in all class activities, including lectures and discussions, demonstrations, presentations, small group projects, and any other type of in-class and online activities that may occur.

§         Conduct yourself in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism) and the School for Education (i.e., teacher dispositions), 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; and being flexible to unforeseen changes in the course syllabus.

§         Use current APA style in all aspects of written assignments (e.g., double-space, indent paragraphs, page numbers in upper right, correct in-text citations, references, etc.). Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment (i.e., minimum of 10% of total grade), as will style, spelling, and format errors. In professional writing, past tense is generally accepted. Avoid using contractions, personal pronouns, or slang expressions. You 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. 

§         Follow regulations detailed in Park University's Graduate Catalog 2010-2011, which may be accessed at http://www.park.edu/grad/Catalog/ParkGraduatCatalog2010-11.pdf, and theHandbook for Graduate Education Programs, School for Education, Revised Summer 2008, which may be accessed at http://www.park.edu/education/documents/HANDBOOK-Graduaterevised2008.pdf

Course Topic/Dates/Assignments:

Class

Session

Date

Topics/Assignments

1

Oct 18

Introductions

Review Syllabus

Topic: Overview of Course

Topic: Overview of Special Education

§ DUE: read chapter 1 in Exceptional LivesNoteThere will be no journal entry required for this chapter.

2

Oct 25


Topic
: Overview of Special Education (cont)

Topic: Special Education Process

§ DUE: read and complete journal entry for chapter 2 in Exceptional Lives

 Note: Bring copies of  Regulation III Identification and Evaluation, (pp. 18-39) in Missouri State Plan for Special Education AND Missouri’s Individual Education Program form (full version, 17 pages) to class for review.Topic: Writing Lab (Professional Standards)

§ Group Activity: Work on MoSTEP 1.2.3 Essays

3

Nov 1

Topic: Inclusion

§ DUE: read and complete journal entry for chapter 4 in Exceptional Lives

Topic
: First Person Account - Living with Disabilities

§ DUE: Reflective Reading Assignment on Embracing the Monster

Topic: Writing Lab (Professional Standards)

§ Group Activity: Work on MoSTEP 1.2.3 Essays

Class

Session

Date

Topics/Assignments

4

Nov 8

Topic: Differentiated Instruction

§ DUE: Read and complete study questions for chapters 1 – 10 in The Differentiated Classroom

Topic: Writing Lab (Professional Standards)

§ Group Activity: Work on MoSTEP 1.2.3 Essays

5

Nov 15

Topic: Students with Special Learning Needs – LD and AD/HD

§ DUE: read and complete journal entries for chapters 5 & 8 in Exceptional Lives

§ DUE: Exceptionality Awareness Projects

 Topic: Writing Lab (Professional Standards)

§ Group Activity: Work on MoSTEP 1.2.3 Essays

 

6

Nov 22

Topic: Students with Special Learning Needs – CD, ED/BD, ID, & Autism         

§ DUE: Read and complete journal entries for chapters 6, 7, 9, & 11 inExceptional Lives

§ DUE: Exceptionality Awareness Projects

Topic: Writing Lab (Professional Standards)

§ Group Activity: Work on MoSTEP 1.2.3 Essays

7

Nov 29

Topic: Students with Special Learning Needs – PD/Orthopedic Impairment, OHI, TBI, HL, & VL

§ DUE: Read and complete reflective entries for chapters 12, 13, 14, & 15 inExceptional Lives

§ DUE: Exceptionality Awareness Projects

Topic: Writing Lab (Professional Standards)

§ DUE: Final Drafts of MoSTEP 1.2.3 essays for Instructor Review

Topic: Professional Development Project

§ DUE: PD Projects

Class

Session

Date

Topics/Assignments

8

Dec 6

Topic: Students with Special Learning Needs – G & T, At-Risk, Students who are Culturally and Linguistically Diverse (CLD)

§ DUE: Read and complete journal entries for chapters 3 & 16 in Exceptional Lives

§ DUE: Exceptionality Awareness Projects

Topic: Differentiated Instruction for Student Success

§ DUE: Lesson Plan Adaptation Project (Core Assessment)

Topic: Evaluation of Resource Notebook

§ DUE: Resource Notebook

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Content/Comprehension                                                                                                                                                                                                                                      
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact demonstrated a comprehensive understanding of terminology (15+ words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact demonstrated an understanding of terminology (10 -15 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact demonstrated a limited understanding of terminology (5-9 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact failed to demonstrate an understanding of terminology (less than 5 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in all three of the following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in at least two of the three following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's limited ability to identify the learning needs of a given student with SLN by using information in only one of the three following areas, including readiness levels, interests, and learning profile. The artifact failed to demonstrate the student's ability to identify the learning needs of a given student with SLN by using no information in the three following areas, including readiness level, interests, and learning profile. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact provided abundant information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning.  The discussion and diagnosis consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning. The discussion and diagnosis consisted of general statements with little/minimal

detail or elaboration.

 
While there was some information discussing the characteristics of a give disability and diagnosing the impact of those characteristics on a student's learning, the information was vague, unclear, and incomplete. The artifact failed to describe any of the characteristics of a given disability or diagnose the impact of any of those characteristics on a student's learning. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact provided an accommodation plan that identified  two or more (2+) accommodations in each of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of  a given student with SLN. The artifact provided an accommodation plan that identified at least one accommodation in each of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. The artifact provided an accommodation plan in which there were no/missing accommodations for one or more of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. The artifact failed to provide an accommodation plan that addressed any of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact provided abundant information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of general statements with little detail/minimal or elaboration. The artifact provided limited information to justify the selection of accommodations to benefit a given student with SLN. The justification was vague, unclear, and incomplete. The artifact failed to provide any justification for the selection of accommodations to benefit a given students with SLN. 
Professional Writing Skills Whole Artifact                                                                                                                                                                                                                 
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (<5 errors). The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (5-10 errors). The artifact as a whole demonstrated limited ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (11-20 errors). The artifact as a whole failed to demonstrate the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (5-10 errors). 
Professional Writing Skills Component                                                                                                                                                                                                                      
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Various components of the artifact demonstrated the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (No errors). Various components of the artifact demonstrated the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (1-5 errors). Various components of the artifact demonstrated limited ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (6-10 errors). Various components of the artifact failed to demonstrate the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (>10 errors). 
Collaboration                                                                                                                                                                                                                                              
Outcomes
3 & 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The artifact demonstrated a comprehensive understanding of the importance collaboration, including the recognition of various types of collaborative efforts and their effects on student learning, and strategies to establish and maintain collaborative partnerships. Solutions to possible obstacles/barriers to effective collaborative partnerships were also presented and addressed. The artifact demonstrated an understanding of the importance of collaboration, including the recognition of various types of collaborative efforts and their effects on student learning, and strategies to establish and maintain collaborative partnerships. The artifact demonstrated a limited understanding of the importance collaboration. While it addressed collaboration in general, it did not recognize various types of collaborative efforts and their effects on student learning or offer strategies to establish and maintain collaborative partnerships. The artifact failed to demonstrate any understanding of the importance of collaboration.  It did not address the concept of collaboration nor did it identify the various types of collaborative efforts and their effects on students learning. 

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Last Updated:5/24/2011 1:28:33 PM