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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 Children

Semester

U1T 2012 DL

Faculty

Bevars, Bobbie K.

Title

Adjunct Instructor

Degrees/Certificates

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

Office Location

Apple Valley, Minnesota

Office Hours

Anytime via message in the instructor's office, email or phone

Daytime Phone

1-952-236-9217 – any time between 9:00 a.m. and 9:00 p.m. Central

E-Mail

Bobbie.Bevars@park.edu

Semester Dates

Monday, June through Sunday, July 29, 2012

Class Days

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

Class Time

Class available on-line 24/7 during the term

Prerequisites

EDC220 or EDE205 3:0:3

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 that 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 log-in information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and an 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 help desk 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.

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, will 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, check the classroom announcements, and read their Park University emails regularly.  

Students are encouraged to let me know by email, phone, in the on-site classroom or in the “Instructor’s Office” 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 Instructor will provide the Lesson Plan Outline. 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 you 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.

    Class Assignments:

    1.  Core Assessment: Lesson Plan and Accommodations Adaptations  (see above)

    2.  Application Activity Discussions: (due weekly on Wednesday and Sunday excluding Week 1)

    Threaded discussions will occur in Weeks 2-8.  These will be a reflection of an application related to the previous week’s topic.  You will be asked to select one aspect from the previous week’s lesson and apply in within your own environment.  This might include, but not limited to, working with an actual child, teaching a peer or colleague a new technique, or perhaps applying the lesson with a parent.  You can be creative in deciding how you intend to apply this lesson in real life.  You will then post a reflection of the application activity by responding to:

    1.      What lesson learned did you select?

    2.      How did you apply what you learned?

    3.      What was the outcome?

    4.      What impact did this activity have on your perspective?

    a.  Post your reflections in the topic thread prior to Wednesday, no later than 11:59 PM, of each week.  Please make sure your title indicates which topic you'll be reflecting on.   Each reflection should be at least one paragraph in length. 

    b.      THEN respond to at least one of your classmates’ postings prior to Sunday, 11:59 PM of each week.  Your discussion posts should reflect a thoughtful, respectful response to other students’ postings as well as demonstrate knowledge, interpretation, and/or your own personal experience of topic(s) for that week. Therefore, you will be required to submit your initial 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.

    3.  Diagnostic Conclusion for Program Eligibility:  (due Week 6)

    You will be making the determination as how a child meets eligibility criteria to be classified as eligible for special education services based upon a case study (a Diagnostic Summary of evaluation information) using the Missouri Department of Elementary and Secondary criteria.  You are to determine the “label(s)” for which the child qualifies, justify why the student met eligibility criteria and what program considerations you would recommend.  (This is a two-part lesson.) 

    4.  Study Guide for Tomlinson’s The Differentiated Classroom:  (due Week 3)

    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 and submit your answers in the dropbox.

    5.   Disability Awareness Project:  (Part A due Week 6; Part B due Week 7)

    You are to become the class “expert” on a selected/assigned disability or exceptionality. Specifically, you are to:

    a.) Complete a Fact Sheet:  Research and summarize information from at least six (6) sources of information from the professional literature (e.g., textbooks, journal articles, books, Internet) on your selected/assigned disability or exceptionality in a Fact Sheet (e.g., Fact Sheet on Learning Disabilities). 

           The Fact Sheet MUST include the following components:

    I.                   Definition(s) of exceptionality**

    §         Include key definitions provided by IDEA/Missouri State Plan for Special Education, professional organizations, and/or researchers in the field.

    II.                Characteristics associated with the exceptionality**

    §         Discuss the (a) cognitive and perceptual, (b) language, (c) learning, and (d) social-emotional characteristics associated with this type of disability AND

    §         Discuss how these characteristics might impact a student’s learning (e.g., in the general education classroom).

    III.             Prevalence

    §         Discuss the occurrence of the exceptionality.

    IV.              Types

    §         Discuss the different types associated with the exceptionality (if appropriate).

    V.                 Causes

    §         Discuss the causes associated with the exceptionality.

    VI.              Identification and Assessment

    §         Describe the identification and eligibility requirements for this type of exceptionality to receive SPED services in Missouri.

    VII.           Treatment

    §        Discuss treatment approaches (e.g., medication, therapy) used in working with students with this type of exceptionality (if appropriate).

    VIII.        Differentiated Instructional Strategies**

    Based on your research, discuss best practices regarding differentiated instructional strategies being promoted by educators/researchers in the professional literature to help students with this type of disability/exceptionality be successful in a regular education classroom. Specifically, you are to:

    §        Discuss strategies to differentiated (a) content (i.e., what you teach and what materials you use), (b) process, (i.e., how you teach and what learning activities you engage students), and (c) product (i.e., summative evaluation) that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the genera education curriculum.

    §        Discuss the use of technologies; auxiliary aids, support services etc. that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the general education curriculum.

    IX.              Key Resources for Professionals**

    §          List and briefly describe at least four (4) key resources (e.g., Internet sites, Professional Organizations, written materials, etc.) that would serve as valuable resources for the general education teacher when working with students with the exceptionality.

    X.                 References

    §         Using APA format, list the (at least six) references used in compiling the information for your fact sheet.

    b.)   Complete a power point presentation using voice-over narration:  Using information from your research review and Fact Sheet, and your power point, prepare a short presentation on your assigned exceptionality. No more than 5-7 slides and no longer than 10 minutes. Your “Fact sheet” will give each student the bulk of your research.  Prepare your presentation as if you were invited by your school principal, who is aware of your expertise, to be the guest speaker on your exceptionality topic at the next faculty meeting. Your audience is made up of regular education teachers who wish to learn and be better prepared to meet the needs of students with disabilities or exceptionalities. Therefore, they are interested in learning about the definition(s) of the disability/exceptionality; the key characteristics associated with the exceptionality and how these characteristics might impact a student’s performance in the regular education classroom; and, more importantly, recommendations for differentiated strategies to help these types of students be successful in the regular education classroom, along with 1-2 premier professional resources they might use for future reference. Hence, as part of your presentation, you will want to:

    -   Demonstrate your level of knowledge;

    -   Use PowerPoint to highlight key information;

    -   Engage your audience (i.e., be creative, interactive, and interesting).  You MUST include at least one (1) learning activity to help engage the audience. Your learning activity may occur before, during, and/or after your presentation. This activity may be included in your “Fact Sheet”. You may want the audience to observe a YouTube video, or try an activity that would simulate the disability. (i.e. writing your name with your non-dominate hand to simulate written language difficulties)

    -         Make it beneficial and worthwhile for your audience.

    Note: On or before the due date, put a copy of your Fact Sheet (see A) in Doc Sharing so all members of the class can have this for their Resource Notebooks.   You must also post your power-point with  your voice over narrative (See “B”) for your presentation in Doc Sharing so classmates can view the presentation and will be able to complete a peer review of your presentation.

    Note: your goal is to increase your audience’s awareness of the exceptionality and how to effectively work with students with this exceptionality in a regular education classroom.

    Each class member will be assigned to view and rate other assigned presenters. You will find this rubric in Doc Sharing. Complete the rubric, with your constructive comments and upload the rubric in the dropbox.  Scores and comments will be combined on a blank rubric and returned to the presenter. The average of the scores will determine the total points.

    6.  F.A.T. City Video Reflection:  (due Week 4)

    Your reflection of this video will be the completed on a form provided to you.  It will include your responses to: 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?

    7.      One Field Experience:  (Part a is due Week 2; Part b is due Week 5)

    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.  Additionally, please make sure you send a thank you card at the end of your experience.

    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.

    To complete the assignment, you must…

    a.               Submitted a written purpose statement to the Instructor for approval PRIOR to completing the field experience. The purpose statement is an explanation of what you wish to learn by completing the particular field experience you have arranged. For example, how will the field experience support, expand, or enrich what you are learning in class? How will it help you learn more about working with children with special learning needs?

    Note: a copy of the pre-approved purpose statement MUST be included in your written report;      AND

    b.               Complete an outline report that includes the following:

    -        Introduction - describe your field experience project (e.g., Who, What, When, Where, How) and discuss what your purpose (i.e., Why) was for selecting this type of field experience 

    -        Summary of the interview or observation, i.e., describe what happened        AND

    -        Analysis and reflection -Discuss how your field experience met your original purpose. How did what you learn support, refute, and/or expand what you are learning in class? What did you learn from this experience to better prepare you to successful include students with special learning needs in your classroom? What additional questions or concerns do you have after your field experience has been completed? Discuss what additional information you want to learn about.

                       Note: You will be provided with a form to complete this assignment.

    8.  Portfolio Essay and Assignment Sample(s): (due Week 6)

    A.  For students seeking certification:

    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.  The NAEYC Portfolio rubric may also be found in Doc Sharing

    Summary: The pre-service teacher must have the knowledge, skills, and dispositions to differentiate instruction to address and meet the diverse needs of students typically found in today’s mixed-ability classrooms.

    To demonstrate one’s competence of MoSTEP quality indicator 1.2.3, the general education teacher…

    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;

    1.2.3.2 designs and implements individualized instruction based on prior experience, learning styles, strengths, and needs;

    1.2.3.3 knows when and how to access specialized services to meet students' needs;

    1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.

    To complete this requirement, you must write a reflective essay on MoSTEP quality indicator 1.2.3 and performance indicators 1.2.3.1, 1.2.3.2., 1.2.3.3., and 1.2.3.4, which can be included in your Teacher Portfolio. Your reflective essay MUST include:

    a.       A restatement of each of MoSTEP 1.2.3 quality and performance indicators which explains your understanding of them (i.e., paraphrase what they mean in your own words);

    b.      A rationale for each of MoSTEP 1.2.3. quality and performance indicators that explains why they are important;

    c.       An explanation of how your undergraduate coursework, including the EDC 325 Exceptional Children course, and other relevant experiences, such as professional work experiences, tutoring, volunteering, etc., has added to your knowledge, skills, and dispositions associated with MoSTEP 1.2.3 quality and performance indicators; AND

    d.      Select at least one (1) of the learning activities completed in the EDC 325 Exceptional Children course as an artifact and explain how it demonstrates your competence (i.e., knowledge, skills, and dispositions) associated with the quality and/or performance indicators associated with MoSTEP 1.2.3. Your explanation should include a brief description of the artifact; how certain elements of the artifact are connected to specific knowledge, skills, and dispositions associated with this standard; and how these elements demonstrate your competency of specific knowledge, skills, and dispositions associated with the standard.

    You may wish to reference the following information BEFORE writing your reflection essay:

    ·        Park University’s School of Education Portfolio Rubric

    ·        Council for Exceptional Children (CEC) Code of Ethics for Educators of Persons with Exceptionalities (may be accessed at http://www.cec.sped.org/ps/ps-ethic.html)

    ·        Heward, W. (2009). Postscript: Developing your own personal view of special education. In Exceptional children: An introduction to special education, 9th ed.  (Pp. 600-602). Columbus, OH: Merrill Prentice Hall.

    Note: Students who are majoring in early childhood education and leadership may substitute the NAEYC professional standard #1b  (copy in Doc Sharing) for the MoSTEP 1.2.3 performance standard to complete this reflective essay assignment.

    OR

    For non-certification students:

    NAEYC Standard 1b: Promoting Child Development and Learning. (MoStep Standards 1.2.2, 1.2.3)

    Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children

    1b: Knowing and understanding the multiple influences on development and learning. (MoStep Quality Indicator 1.2.3.3 knows when and how to access specialized services to meet children’s needs.

    Level 3

    Distinguished

    Uses knowledge of the interactions and impact of economic factors, culture, language, and individual developmental characteristics to assess the strengths and needs of children and families.

    Observes and gathers information on child(ren) with special needs and analyzes its impact on development and learning. 

    Shows involvement of school and/or community resources in development of plans for child(ren).

     Level 2

    Proficient

    Identifies and describes interactions of environmental factors that affect the child and family.

    Observes and gathers information on child(ren) with special needs and describes how it impacts development and learning.

    Obtains information for school and community resources.

    Level 1

    Basic

    Identifies various factors that influence a child’s development.

    Knows where to obtain information for school and community resources.

    Level 0

    Unsatisfactory

    Lack of awareness for the interaction of environmental factors that affect the child and family.

    Insufficient knowledge of characteristics of major conditions in children. Limited information on how to obtain appropriate school and community resources.

    9.   Heward Chapter Reflection:  (due on Sundays of each week with Heward readings assigned.)

    For each assigned chapter in Exceptional Children, you will complete an on-line question/answer reflection.  If there is more than one chapter assigned in any week there will be a corresponding number of reflections.  You will be able to access each reflection throughout the week and are encouraged to use your textbook when answering the questions.  

    10.  Proctored Final:  (due between Monday and Friday of Week 8)
    This will be an open book/open note exam. You may, and are encouraged to do so, bring your textbooks and your course notes

    Grading:

     

    Assignments

    @ Points per…

    Equals

    1.  Core Assessment:  Lesson Plan Adaptation 

     

    195 points

    2.  Application Activity Discussions

    1 per week 7 @ 10 points each (excluding week 1)

    70 points

    3.  Diagnostic Conclusion for Program Eligibility

     

    25 points

    4.  Differentiated Instruction Chapter Questions   (1 per chapter)

    10 chapters @ 10 points each

    100 points

    5a.  Disability Awareness Project Fact Sheet

     

    50 points

    5b.  Disability Awareness Project Presentation

     

    45 points

    6.  F.A.T. City video Reflection 

     

    25 points

    7a.  Field Experience Proposal 

     

    25 points

    7b.  Field Experience Project 

     

    5 points

    8.  Portfolio Essay and Assignment Sample(s) 

     

    20 points

    9.  Heward Chapter Reflections

    14 @ 10 points each (excluding Weeks 8)

    140 points

    10. Proctored Final Exam 

     

    100 points

    Total Points:

     

    800 Points*

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

    Grade Equivalents:

    A = 720-800 points      90-100%

    B = 640-719 points      80-89.9%

    C = 540-639 points      70-79.9%

    D = 480-539 points      60-69.9%

    F = 000-479 points      00-59.9%

    Late Submission of Course Materials:

    Each week's work must be completed by 11:59 PM Central Standard Time (CST) of the due day. Everything in the on-line classrooms shows up in CST time.  Point deductions of 10% of the total points will be deducted for work 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 your 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, colleagues, and instructors, attending respectfully to others who are sharing information with the class, being flexible to unforeseen 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.

    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, his or her 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:

    I

    t 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 email frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable.  All email sent to me needs to be copy/pasted.  No attachments to emails will be accepted due to the risk of viruses.

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

     

     

    EDC 325

    Purpose of the e-mail

    Full Name

    Course Topic/Dates/Assignments:

    WEEK 1

    • Textbook
        Heward Chapter 1
        Heward Chapter 2
    • Overviews & Concepts
    • Ch. 1 Reflection (10 pts)
    • Ch. 2 Reflection (10 pts)

    WEEK 2

    • Textbook
        Heward Chapter 14
        Heward Chapter 3
    • Overviews & Concepts
    • Choice for Disability Awareness Project Due (5 pts)
    • Discussion (10 pts)
    • Ch. 14 Reflection (10 pts)
    • Ch. 3 Reflection (10 pts)

    WEEK 3

    • Textbook
        Tomlinson Chapters 1 - 10
    • Disability Awareness Project Choice Due
    • Discussion (10 pts)
    • Differentiated Instruction Questions (100 pts total)
    • Field Experience Purpose Statement Due (15 pts)

    WEEK 4

    • Textbook
      Heward Chapter 5
    • Overviews & Concepts
    • Discussion (10 pts)
    • F.A.T. City video reflection (25 pts)
    • Ch. 5 Reflection (10 pts)

    WEEK 5

    • Textbook
        Heward Chapter 6
        Heward Chapter 13
    • Overviews & Concepts
    • Discussion (10 pts)
    • Field Experience Report (50 pts)
    • Ch. 6 Reflection (10 pts)
    • Ch. 13 Reflection (10 pts)

    WEEK 6

    • Textbook
        Heward Chapter 7
        Heward Chapter 8
        Heward Chapter 4
    • Overviews & Concepts
    • Post Disability Awareness Project (50 pts for Fact Sheet)
    • Discussion (10 pts)
    • Ch. 4 Reflection (10 pts)
    • Ch. 7 Reflection (10 pts)
    • Ch. 8 Reflection (10 pts)
    • Write to Portfolio Standard (25 pts)
    • Case Study –Diagnostic Conclusion (25 pts)

    WEEK 7

    • Textbook
        Heward Chapter 9
        Heward Chapter 10
    • Overviews & Concepts
    • Disability Awareness Project Peer Review (45 pts)
    • Discussion (10 pts)
    • Ch. 9 Reflection (10 pts)
    • Ch. 10 Reflection (10 pts)

    WEEK 8

    • Textbook
        Heward Chapter 11
        Heward Chapter 12
    • Overviews & Concepts
    • Discussion (10 pts) 
    • Ch. 11 Reflection (10 pts) 
    • Ch. 12 Reflection (10 pts)
    • Core Assessment - Lesson Plan (195 pts)
    • Final Exam (100 pts)

    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 course related 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:

    There are minor changes to the Course Developer's assignments listed in the weekly opening page. 


    Make sure that you use the "BK's weekly schedule" and "Bk's assignments" in Course Home and note any changes identified there.  Specific formats for assignment requirements are available in Doc Sharing. 


    Students are encouraged to contact the
    instructor via phone, email, or in

    the Instructor's Office link if there are ANY questions ANY
    time
    .
     

    Copyright:

    This material is protected by copyright
                                   and can not be reused without author permission.

    Last Updated:5/8/2012 11:05:10 AM