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EDC 325 Education of Exceptional Chldrn
Bevars, Bobbie K.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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

EDC 325 Education of Exceptional Chldrn

Semester

F1T 2011 DL

Faculty

Bevars, Bobbie K.

Title

Adjunct Instructor

Degrees/Certificates

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

Office Location

Apple Valley, Minnesota

Office Hours

Available by phone between 10 AM and 9 PM CST; email anytime

Daytime Phone

1-952-236-9217

E-Mail

Bobbie.Bevars@park.edu

Semester Dates

Monday, August 15, 2011 through Sunday, October 9, 2011

Class Days

From 12:00 AM Mondays through 11:59 PM Sundays

Class Time

See above

Credit Hours

3


Textbook:

Heward, W. 2009. Exceptional Children an Introduction to Special Education (9th ed.). Upper Saddle River, New Jersey, Pearson Education, Inc.  Students are encouraged to use resource materials (e.g. www.MyEducationLab.com) whenever the logo appears in the margins or elsewhere in the text.)

 Tomlinson, C.A. 2005. The Differentiated Classroom: responding to the needs of all learners. Upper Saddle River, NJ: Pearson Education, Inc.

 

Foliotek:

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

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

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

 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

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

A.      Your Name

B.      The Contract Period you wish to purchase

C.      Your student identification number

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

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

 


Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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

 American Psychological Association. 2001. Publication manual of the American Psychological Association (5th ed.) Washington, D.C.: author  http://captain.park.edu/education/Resources/resources.htm for general information about APA guidelines.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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

Educational Philosophy:

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

I also believe that university students, as adults, accept full responsibility for completing all classroom assignments including, but not limited to, the readings, site observations, activities, threaded discussions, research, and exams.  It is my expectation that students will also carefully read and follow all assignment instructions and check the classroom announcements and their Park University emails regularly.  

Students are encouraged  to let me know by email, phone, in the on-site classroom or in the “Questions” thread any need for clarification of the material, assignment instructions or any other questions related to the class.

 

 

Learning Outcomes:
  Core Learning Outcomes

  • Analyze political, philosophical, and legal issues that influence general/regular and special education for students with disabilities;
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.3.3 knows when and how to access specialized services to meet students' needs;
    SPAs
    -NAEYC Standard: 5
    -ACEI/NCATE Standards: 1, 5.4
    -MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Education Competencies: #1-CC5, CC6, CAT4; #2 CC2, CAT4; #10 CC@, CAT3
    -NMSA: 6 K7, 6.D8, 6.P6
    -School of Education Conceptual Framework: K 1B, 2B, 3C; S 3C; D 1A, 2A, 2B, 4A, 4E, 5B, 5F
    -CEC Content Standard #1 Foundations
    Assessment
    Learning Journal, Differentiated Instruction Reading Assignments, Reflective Entries, Final Exam, Core Assessment, Disability Article Summaries, Field Experience Project, Disability Awareness Project
  • Describe the characteristics of identified students with disabilities and discuss how these characteristics may impact their learning;
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    SPAs

    -NAEYC Standard: 1

    -ACEI/NCATE Standard: 3.2

    -MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Education Competencies #2 CC3, CAT4

    -NMSA: 1. K2

    -School of Education Conceptual Framework: K 2F; D 1A, 2B, 4A, 4E, 5B

    CEC Content Standard #2 Development and Characteristics of Learners

    Assessment
    Learning Journal, DI Reading Assignments, Reflective Entries, Final Exam, Core Assessment, Disability Article Summaries, Field Experience Project, Disability Awareness Project.
  • 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;
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.3.3 knows when and how to access specialized services to meet students' needs;
    1.2.9.3 practices professional ethics.
    1.2.10.4 identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
    SPAs
    -NAEYC Standard: 2J
    -ACEI/NCATE Standards: 1, 3.2, 5.4
    -MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Education Competencies: !1 CC4, CC6, CAT1; #3 CC1; #7 CC3; #8 CC2, CC3, #10 CC2
    -School of Education Conceptual Framework: K 3C; S 2B, 3C; D 1A, 2B, 4A, 5B
    -CEC Content Standard #8 Assessment
    Assessment
    Learning Journal, DI Reading Assignment, Reflective Entries, Final Exam, Core Assessment, Disability Article Summaries, Field Experience Project, Disability Awareness Project.
  • Explain the role and responsibilities of the general/regular education teacher in the special education process;
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.3.3 knows when and how to access specialized services to meet students' needs;
    1.2.9.3 practices professional ethics.
    1.2.10.4 identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
    SPAs
     -NAEYC Standard: 5
    -ACEI/NCATE Standards: 1, 5.4
    -MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Education Competencies: #1 CC6, CAT1, #7 CC2, CAT4; #8 CC2, CC3, CC4
    -NMSA: 1. K2, 6.K7, D7, D8
    -School of Education Conceptual Framework: K 1B, 2F, 3C; S 1F, 2B, 3B; D 1A, 2A, 2B, 4A, 4E, 5B, 5F
    -CEC Content Standard #9 Professional and Ethical Practice
    Assessment
    Learning Journal, DI Reading Assignment, Reflective Entries, Final Exam, Core Assessment, Disability Article Summaries, Field Experience Project, Disability Awareness Project.
  • Compare and contrast the roles of the regular and special educator within the school system and discuss how they work as a collaborative team;
    MoSTEP
    1.2.3.3 knows when and how to access specialized services to meet students' needs;
    1.2.9.3 practices professional ethics.
    1.2.10.4 identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
    SPAs
    -NAEYC Standard: 5
    -ACEI/NCATE Standards: 1, 5.4
    -MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Education Competencies: #1 CC6, CAT1, #7 CC2, CAT4; #8 CC2, CC3, CC4
    -NMSA: 1. K2, 6.K7, D7, D8
    -School of Education Conceptual Framework: K 1B, 2F, 3C; S 1F, 2B, 3B; D 1A, 2A, 2B, 4A, 4E, 5B, 5F
    -CEC Content Standard #10 Collaboration
    Assessment
    Learning Journal, DI Reading Assignment, Reflective Entries, Final Exam, Core Assessment, Disability Journal Summaries, Field Experience Project, Disability Awareness Project.
  • Describe and assess differentiated instructional strategies designed and implemented to successfully include students with disabilities in a regular classroom;
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.11.2 plans and designs effective learning environments and experiences supported by informational and instructional technology;
    SPAs
    -NAEYC Standards: 4B, 4D
    -ACEI/NCATE Standard: 3.2
    -MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Education Competencies: #2 CC1, CAT4; #4 CC1; #7 CC3; #10 CC1
    -NMSA: 1. K2, D2
    -School of Education Conceptual Framework: K 2A, 2D, 2F; S 1B, 1E, 2B; D 1A, 2A, 2B, 4A, 4E, 5B, 5D, 5F
    -CEC Content Standard #7 Instructional Planning
    Assessment
    Learning Journal, DI Reading Assignment, Reflective Entries, Final Exam, Core Assessment, Disability Journal Summaries, Field Experience Project, Disability Awareness Project.
  • Practice reflective analysis to increase one's professional knowledge, skills, and dispositions; and
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    SPAs
    -NAEYC Standard: 5
    -ACEI/NCATE Standard: 5
    -MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Education Competencies: #7 CC7; #9 CC1, CC3
    -NMSA: 7.D1, D2, D4
    -School of Education Conceptual Framework: K 2E, 2F; S 2B, 2C, 2D, 3C; D 1A, 2A, 3E, 4A, 4C, 4E, 5B, 5C, 5D
    -CEC Content Standard #9 Professional and Ethical Practice
    Assessment

    Learning Journal, DI Reading Assignment, Reflective Entries, Final Exam, Core Assessment, Disability Journal Summaries, Field Experience Project, Disability Awareness Project.

  • Demonstrate effective professional communication skills (i.e., reading, writing, listening, and speaking).
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
    -NAEYC Standard: 5
    -ACEI/NCATE Standard: 5
    -MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Education Competencies: #6 CC2; #10 CC4
    -NMSA: 7 D1
    -School of Education Conceptual Framework: S 3A, 3C; D 1C, 1E, 4A, 4B
    -CEC Content Standard #9 Professional and Ethical Practice
    Assessment
    Learning Journal, DI Reading Assignment, Reflective Entries, Final Exam, Core Assessment, Disability Journal Summaries, Field Experience Project, Disability Awareness Project.


    Core Assessment:

    Class Assessment:

    Core Assessment Description:  (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, which will be included as a major portion of the final exam and account for 195 POINTS the total grade. To complete the Lesson Plan Adaptation Project, you must:

    A.)     Submit a lesson plan for a general education classroom that covers approximately 45-60 minutes of instruction. The Lesson Plan Outline will be provided by the Instructor. The lesson plan 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 lesson plan, 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. You will use this lesson plan to complete your core assessment.

    B.)     Given the inclusion of three (3) 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 general education classroom. In addition, examine how those students’ readiness levels, interests, and learning profiles might impact their learning needs.

    C.)     Based on your examination and analysis above (see B), you are to propose at least two (2) accommodations for each of these given students with SLN in each of the following areas of the lesson plan you developed, including the 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 evaluate how each of the accommodations your proposed will benefit each of these three students with SLN.

    E.)      You are also to discuss how you plan to work with or collaborate with at least one (1) other collaborative partner, such as special education teachers, teacher’s aides, parents, volunteers, co-teachers, peer/cross-age tutors, in meeting the needs of these three students with SLN included in your general education classroom.

    The Core Assessment Rubric (CAR) has been provided for your information. The CAR will be used to report data to the Park University Assessment Committee for North Central Accreditation requirements, but WILL NOT BE USED to calculate students’ grades. The Instructor will provide students with a scoring guide for their Lesson Plan Adaptation Project that WILL BE USED to calculate students’ grades.

    Complete study guide questions on Tomlinson’s The Differentiated Classroom. For each chapter assigned in The Differentiated Classroom, you are to select and answer one (1) question from each chapter from the study guide provided by the Instructor in “Drop Box”.

     Complete a reflective essay for the Portfolio Standards of  MoSTEP 1.2.3 performance standard for education professionals and 1.2.3.3 quality indicator. For ALL students, particularly those with exceptionalities, to be successful, it is important that the general education teacher “…understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners (MoSTEP Quality Indicator 1.2.3).”   There is a copy of the MoSTEP Portfolio Standards in “Doc Sharing”. If you are a non certification student, you should write to NAEYC Standard 1b. The NAEYC Portfolio rubric may also be found in “Doc Sharing”

     Locate, read, and summarize “Disability” Journal articles from professional educational journals related to best practices involving the assigned topics. There are three (3) article summaries due over the course of the semester (refer to the syllabus course map for specific due dates), you are responsible for submitting all three (3) to be graded. You may use web sites from the “Webliography” of this course for resource sites. The grading rubric for the Disability Journal articles can be found in Doc Sharing.

     Complete one Field Experience, which may include:

    a.         an interview of a Special Education Teacher,

    b.         an interview of a Regular Education Teacher working in an inclusive classroom,

    c.         an interview of a student with an exceptionality,

    d.         an interview of a parent/caretaker of a child with an exceptionality or disability,

    e.         an observation of a classroom experience involving students with disabilities (e.g., inclusive classroom, resource room, special classes at a special school, residential school, or home-or hospital-based instruction),

    f.           an observation of an IEP meeting, OR

    g.         other, with approval from Instructor.

      NOTE: Assure all people involved in field experience that no identifying information about students/parents will be used in order to protect rights of privacy and confidentiality.  The goal of the Field Experience is to enrich your knowledge and understanding of the professional dynamics involved in the education of children and youth with exceptionalities.   Specific requirements for the Field Experience are found in Doc Sharing.

     Complete a Disability Awareness Project:  You are to become theclass "expert" on a selected/assigned disability, disorder or exceptionality.  Specific requirements for the Disability Awareness Project are found in Doc Sharing.  

     Complete F.A.T. City Video Reflection: Your reflection of this video will be the Threaded Discussion for the week assigned.  Answer these questions and add any additional comments:  What was your initial reaction to this video?  What did you learn?  How can you plan to be more sensitive to the diverse needs in your future classroom?

     Case Study: You will be given a case study (a Diagnostic Summary of evaluation information) From that evaluation you are to decide if that student would qualify for special education services by using the Department of Education in your State as well as the Individuals with Disabilities Act criteria. They you are to justify why or why not the student met eligibility criteria.

     Complete final exam.

    Grading:

    Assignment points:

    Assignments

    @ points per…

    Equals

    Differentiated Instruction Chapter Questions (1 per chapter)

    10 chapters @ 5 points each

    50 points

    Disability Journal Articles

    3 Journal Reflections @ 10 points each

    30 points

    F.A.T. City video reflection 

     

    25 points

    Field Experience Proposal  

     

    5 points

    Field Experience Project 

     

    45 points

    Disability Awareness Project

     

    50 points

    Professional Standard for Portfolio 

     

    15 points

    Case Study Diagnostic Conclusion 

     

    25 points

    Threaded Discussions

    1 per week 7 @ 15 points each

    105 points

    Core Assessment:  Lesson Plan Adaptation    

     

    100 points

    Proctored Final Exam   

     

    50 points

    Total Points:

     

    500 Points*

     *Opportunities for voluntary extra credit points will be made available throughout the course.  Watch and READ your ANNOUNCEMENTS!!  

    Grade Equivalents:

    A = 450-500 points      90-100%

    B = 400-449 points      80-89.9%

    C = 350-399points      70-79.9%

    D = 300-349 points      60-69.9%

    F = 000-299 points      00-59.9%

    Late Submission of Course Materials:

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

    Classroom Rules of Conduct:

    Students are expected to    


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

    • Additionally:

      Reading/Participation in Discussion Board:

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

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

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

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

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

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

      Online Communication: 

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

      Instructor Response Policy: 

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

      Written Assignments:   

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

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

      Visiting Programs: 

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

      Online - Etiquette/Courtesy:

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

      E-Mail Procedures:

      General e-mail: When sending an e-mail, you must identify yourself by: 

      EDC 325

      Purpose of the e-mail

      Full Name

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

    Course Topic/Dates/Assignments:

    Week One   Introduction to Exceptionalities

    Introduction- Overview of Course

                School for Education Conceptual Framework

                Heward Chapter 1: The Purpose and Promise of Special Education

                Heward Chapter 2: Planning and Providing Special Education Services

                Special Education Services IEP, RTI

                         www.ncld.org (Deshler Clip on RTI)

                        www.cec.org    Standard 8

                         MoSTEP Standard 1.2.3 and performance indicators

                          CEC Content Standard 8

                           NCATE Standard 1

                           NAEYC Core Standard 1

                Threaded Discussion

    Week Two           Eligibility Criteria for Early Childhood Special Education 
              

    Heward Chapter 14 Early Childhood Education

                Chapter 3 Collaborating with Parents and Families in a Culturally and Linguistically Diverse society.

                Delivery systems, IFSP vs IEP

                  Threaded Discussion

                Journal Reflection 1

    Field Experience Purpose Statement Due       

    Choice for Disability Awareness Project Due

    Week Three            Differentiated Instruction   

                Tomlinson’s book

                DI Videos YouTube  

                Threaded Discussion                        
       
                Study Questions from each chapter of Tomlinson’s book

                 Drop Box for Study Questions

    Week Four  Learning Disabilities

                Heward Chapter 5 Learning Disabilities

                Learning Disabilities – characteristics – service delivery

                Video – FAT City (PBS) and Reflection

                Threaded Discussion: Reflective response to video

                Journal Reflection 2

                Field Experience Project

                Threaded Discussion for Field Experience


     
    Week Five           Emotional/Behavioral Disorders and the Gifted/Talented

                 Heward Chapter 6 Emotional or Behavioral Disorders and

                Chapter 13 Giftedness and Talent

                Characteristics, eligibility criteria, service delivery

                Journal Reflection 3

                Threaded Discussion                       

    Field Experience Part 2

     

      Week Six            Autism Spectrum/Communication Disorders

                 Heward Chapter 7 Autism Spectrum Disorders

                 Chapter 8, Communication Disorders and Chapter 4 Intellectual Disabilities

                Write to Portfolio Standards

                Bell Curve Tutorial

                Case Study- Diagnostic Conclusion

    Week Seven       Sensory and Physical Disorders

                Heward Chapters 9, 10, 11,12

                Disability Awareness Project

                Discussion            

    Study guide for Final Proctored Exam                                                       

    Week Eight         Final Week

                Heward, Chapter 15: Transitioning to Adulthood.

                Disability Awareness Project Reflection

                Core Assessment- Lesson Plan Adaptations

    Proctored Final Exam            .

     

     

     

     

    Academic Honesty:
    Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

    Plagiarism:
    Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

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

    1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
    2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
    ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

    Park University 2011-2012 Undergraduate Catalog Page 96

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

    Additional Information:



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


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    Last Updated:8/10/2011 1:00:39 PM