EDC325 Education of Exceptional Chldrn

for S2T 2012

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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


EDC 325 Issues for Exceptional Children


S2T 2012 DL


Ebright, Ladonna E.


Assistant Professor


Masters - Certifications: Elementary Ed K-8, Special Education in LD, BD, MR, School Psy. Examiner and School Psychologist

Office Location

911 Main St, suite 903, Kansas City, MO 64105

Office Hours

Tuesday-Wednesday-Thursday 10am - 2 pm CT.  I am available by appointment at other times.  I will reutrn your "office questions" or e-mails within 24 hours.

Daytime Phone


Other Phone

Cell: 816.210.4958



Semester Dates

March 19 - May 13, 2012

Class Days


Class Time



EDC220 and EDU203

Credit Hours



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.
Missouri Department of Elementary and Secondary Education. 2005. Individual Education Program (IEP). Retrieved form http://dese.mo.gov/divspeced/Compliance/IEP/IEP_FORM.pdf  This is a copy of Missouri's Individual Education program - full version is 15 pages.
Missouri Department of Elementary and Secondary Education. 2004. Regulation III identification and evaluation.  In Missouri State Plan for Special Education (17 pages), which may be accessed at the Missouri Department of Elementary and Secondary Education web site: http://dese.mo.gov/divsped/Compliance.


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



 2 years



 3 years



 4 years



 5 years



6 years



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

1.      Your Name

2.      The Contract Period you wish to purchase

3.      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

Additional Resources:

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 Issues for 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 and EDU203 3:0:3

Educational Philosophy:

The instructor’s educational philosophy is to encourage learners to interact with one another—to share knowledge, skills, experiences, thoughts, and beliefs—in a climate of mutual respect and appreciation of differences in order to enhance professional/personal knowledge and skills. A variety of instructional formats are utilized, including lectures, readings, quizzes, dialogues, examinations, web sites, and writing, with the goal of motivating the learner to self-reflect and analyze how new/enhanced knowledge and skills can be applied to improve his/her future educational practices.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze political, philosophical, and legal issues that influence general/regular and special education for students with disabilities;
  2. Describe the characteristics of identified students with disabilities and discuss how these characteristics may impact their learning;
  3. 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;
  4. Explain the role and responsibilities of the general/regular education teacher in the special education process;
  5. Compare and contrast the roles of the regular and special educator within the school system and discuss how they work as a collaborative team;
  6. Describe and assess differentiated instructional strategies designed and implemented to successfully include students with disabilities in a regular classroom;
  7. Practice reflective analysis to increase one's professional knowledge, skills, and dispositions; and
  8. Demonstrate effective professional communication skills (i.e., reading, writing, listening, and speaking).

Core Assessment:

Class Assessment:

1.     Maintain a Chapter Learning Journal. For each chapter assigned in Exceptional Children, you are to read and complete a reflective entry (2+ pages) for your Learning Journal. For your reflective entry, you should select and discuss two (2) key elements from the assigned reading; your discussion should focus on how these key elements will help and enhance your teaching of students with special learning needs in an inclusive classroom. There are 7 you are responsible for submitting in the “Drop Box”.

2.      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”.

3.      Complete a reflective essay for the Portfolio Standards of  MoSTEP 1.2.3 performance standard for education professionals and 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).” (25 points) (There is a copy of the MoSTEP Portfolio Standards in “Doc Sharing”. If you are a non certification student, you should wite to NAEYC Standard 1b. The NAEYC Portfolio rubric may also be found in “Doc Sharing”

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

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

education teacher… identifies prior experience, learning styles, strengths, and needs; designs and implements individualized instruction based on prior experience, learning styles, strengths, and needs; knows when and how to access specialized services to meet students' needs; 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,,, and, 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.



NAEYC Standard 1: 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 knows when and how to access specialized services to meet children’s needs.

Level 3


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


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


Identifies various factors that influence a child’s development.

Knows where to obtain information for school and community resources.

Level 0


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.

4.      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.

Specifically, the article summary (3+ pages) must include the following components (Note: except for the title, each section of the article should start with a heading):

1.         Title (10% of total points- 2 points). The title of the article summary IS the APA citation of the article being summarized. Note: The APA Publications Manual is an excellent source for information on correct citations.

2.         Purpose (10% of total points – 2 points). Describe the author’s/authors’ purpose, or goal, or intent in writing this article.

3.         Key points (30% of total points – 8 points). Discuss the key points and reasons why they are important.

4.         Critical Reflection **** (50% of total points 13 points). Analyze, evaluate, and reflect on how the information in the article has increased your professional knowledge, skills, and/or dispositions to be an effective teacher for students with special learning needs in the general education classroom. For example, discuss the relevance of the information provided by the author(s) to your teaching and learning. How is the information meaningful or how does it contribute to your understanding of teaching and learning? What are some alternative viewpoints or perspectives that you now have and/or what are some changes/improvements you might make based on the experiences you have had? Cite examples to support your ideas.

Articles: Articles MUST be selected from current (i.e., published within the past 5-years) professional educational journals related to students with disabilities or exceptionalities. There are many “acceptable” professional educational journals related to students with students with special learning needs, including TEACHING Exceptional Children, Exceptional Children, Journal of Learning Disabilities, Learning Disabilities Research and Practice, Learning Disabilities Quarterly, Intervention, Remedial and Special Education, Journal of Vocational Rehabilitation, Behavioral Disorders, and Educational Leadership. Park University's online library is a very good source to access these types of professional education journals. If you are unfamiliar with using the various online databases (e.g., EBSCOhost research database; Educational Resources Information Center/ERIC), then it would be wise to schedule an appointment to meet with one of Park’s Reference Librarians for some instruction and guidance.

Note: a copy of the article MUST be turned in with the written summary. Please be

prepared to share information from your article summaries with other members of the


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.

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…

§         Submitted a written purpose statement (1-2 pages) to the Instructor for approval PRIOR to completing the field experience. The purpose statement is an explanation of what you wish to learn by completing the particular field experience you have arranged. For example, how will the field experience support, expand, or enrich what you are learning in class? How will it help you learn more about working with children with special learning needs? (15 points)

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

§         Complete a 4+ page written 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 (10 points),

-         Summary of the interview or observation, i.e., describe what happened (15 points), AND

-         Analysis and reflection**** Discuss how your field experience met your original purpose. How did what you learn support, refute, and/or expand what you are learning in class? What did you learn from this experience to better prepare you to successful include students with special learning needs in your classroom? What additional questions or concerns do you have after your field experience has been completed? Discuss what additional information you want to learn about. (25 points).

                        Note: each section of your written report must start with a heading.

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

A.)   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 (4+ pages) MUST include the following components:

I.                   Definition(s) of exceptionality**

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

II.                Characteristics associated with the exceptionality**

§         Discuss the (a) cognitive and perceptual, (b) language, (c) learning, and (d) social-emotional characteristics associated with this type of 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.)   On the day of your presentation, put a copy of your Fact Sheet in “Doc Sharing” so all members of the class can have this for their Resource Notebooks.   You must also post your power-point-etc. and your voice over narrative for your power point presentation in “Doc sharing” so classmates can view the presentation and will be able to complete a peer review of your presentation. (See “C”)

C.)   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;

Note: a copy of the PowerPoint presentation must be provided to the Instructor and class through “Doc Sharing” on the day of your presentation.

-   Engage your audience (i.e., be creative, interactive, and interesting);

Note: 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 nondominate hand to simulate written language difficulties)

-         Make it beneficial and worthwhile for your audience; AND

      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.

      D.) Peer Review. Each class member will be assigned to view and rate a small group of presenters. You will find this rubric in “Doc Sharing”. Complete the rubric, with your constructive comments and upload the rubric in “DropBox” for only the instructor to view. 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.

E.)   After completing your presentation, critically reflect on your own performance and analyze in a written reflective essay (2+ pages): (a) what went well, (b) what didn’t go as well as you wished, and (c) how you could improve your presentation the next time. Note: each section of your reflective essay should start with a heading. Your reflective essay is due one (1) day after your presentation.

Peer Review                             45 points

Fact Sheets, Power Point         50 points 

Reflection                                 25 points

6.      Complete exams. Note: the Core Learning Assessment will be included as part of the final exam.

Core Learning Assessment
Proctored Final Exam is worth 100 points.  This will be an open book, open notes exam.

Lesson Plan Adaptation Project
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 process 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 2 students with SLN will be provided by the Instructor the 3rd student will have the characteristics from your personal "Disability Awareness Project")  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.

7.  F.A.T. City Video Reflection- Your reflection of this video will be the “Threaded Discussion" this week. 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? (10 points)

8. 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 Missouri Department of Elementary and Secondary criteria. They you are to justify why or why not the student met eligibility criteria. (25 points)

9. Case Study Reflection: The “Case Study” is a simulation of what it is like to be part of a staffing team in a school. What did you learn from this experience? Did this experience help you become more confident in the process? (15 points)

10. Threaded Discussions: 1 per week- 8@10 points each- (80 points)


Heward Chapter Learning Journals       7@15 points                                           =105 points

Differentiated Instruction Chapter Questions 1 per Chapter @ 15 points each       = 150 points

Disability Journal Articles 3 @ 25 points each                                                      =   75 points

F.A.T. City video reflection                                                                                 =   10 points

Field Experience Proposal                                                                                   =   15 points

Field Experience Project                                                                                     =   50 points

Disability Awareness Project

                        Peer review                                                                              =   45 points

                        Fact Sheets, etc                                                                        =   50 points

                        Reflection                                                                                 =   25 points

Professional Standard for Portfolio                                                                    =   25 points

Case Study Diagnostic Conclusion                                                                    =   25 points

Case Study Reflection                                                                                      =   15 points

Threaded Discussions 1 per week 8 @ 10 points each                                     =   80 points


Lesson Plan Adaptation                                                                                 = 195 points

Proctored Final Exam                                                                                = 100 points

                                                                                 TOTAL                      = 965 points


A = 868-965 points      90-100%

B = 772-867 points      80-89.9%

C = 675-771 points      70-79.9%

D = 579-674 points      60-69.9%

F = 000-578 points      00-59.9%

Late Submission of Course Materials:
Threaded discussion is due to be posted by Wednesday 12:00 pm CT, assignments are due to be posted by Sunday 12:00pm CT for each week.  If an emergency arises, you must get permission from the instructor to submit a late assignment. 

Classroom Rules of Conduct:

Students are expected to:
  • Attend class each week. 
  • Turn in assignments on time
  • 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.

Course Topic/Dates/Assignments:

WEEK ONE:  Introduction to Exceptionalities

            Introduction- Overview of Course

            Review of Syllabus

            School for Education Conceptual Framework

            Introduction to Exceptionalities

            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-

Begin writing to standards – steps to evaluation, eligibility criteria, development of  IEP, etc

Reflective entry Chapter 1 and Chapter 2

Threaded Discussion for reflective chapter entries

Drop Box for standard writing
WEEK TWO :  Eligibility Criteria for Early Childhood Special Education       
    Reading Assignment: Heward:
                        Chapter 14 Early Childhood Education

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

                        Instructor Presentation Eligibility Criteria for Early Childhood Special Education

                        Delivery systems, IFSP vs IEP

            Choice for Disability Awareness Project Due

            Threaded Discussion:

                        Reflective entry for Chapter 14

                        Reflective entry for Chapter 3

Doc Sharing for Journal Assignment- Inclusion and Multiculturalism/Diversity

Threaded Discussion for comments/questions about journal articles
WEEK THREE: Differentiated Instruction

            Differentiated Instruction- Tomlinson’s book

                        Reflective reading assignments from Tomlinson’s book

                        DI Videos YouTube                     
                        Threaded Discussion:    Reflective response to videos

                        Study Questions from each chapter of Tomlinson’s book

                        Drop Box for Study Questions
                        Field Experience Purpose Statement Due
WEEK FOUR:  Learning Disabilities
            Reading Assignment: Heward Chapter 5 Learning Disabilities
            Learning Disabilities – characteristics – service delivery

            Video – FAT City (PBS)

            Threaded Discussion: Reflective response to video

            Article Summary: Learning Disabilities

            Field Experience Project

            Threaded Discussion for Field Experience

WEEK FIVE: Emotional/Behavioral Disorders/Giftedness and Talent

            Emotional/Behavioral Disorders

            Reading Assignment: Heward 
                        Chapter 6 Emotional or Behavioral Disorders and

                        Chapter 13 Giftedness and Talent

            Instructor presentation; Characteristics, eligibility criteria, service delivery

            Article Summary: Emotional/Behavioral Disorders

            Threaded Discussion:

                        Reflective entry for Chapter 6 & 13

                        Case study discussion

Threaded Discussion: Students drop Journal reflections and students respond to each others findings.
WEEK SIX: Autism Spectrum Disorders
            Autism Spectrum Disorders

            Communication Disorders

            Reading Assignment: Heward:
                         Chapter 7 Autism Spectrum Disorders
                         Chapter 8, Communication Disorders and Chapter 4 Intellectual Disabilities
           Reflective entry for chapter 7 and chapter 8
           Student Presentations of PDD, Autism, Aspergers, Communication Disorders
           Write to Portfolio Standards
          Bell Curve Tutorial
          Discussion:  Case Study- Group Diagnostic Conclusion - This is practice for the group presentation case study.
         Doc sharing: Student Presenter posts voice over power point presentation and fact sheet.

WEEK SEVEN- Disability Awareness Project Peer Review

            Reading Assignment: Heward Chapters 9, 10, 11,12
            Disability Awareness Project Peer Review
Study guide for Final Proctored Exam                                                        
WEEK EIGHT - Final Week

            Reading  Assignment: Heward, Chapter 15: Transitioning to Adulthood.

            Disability Awareness Project Reflection due
            Case Study Reflection due
            Core Assessment-
                  Lesson Plan-Drop Box   
                  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 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 .


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Last Updated:3/11/2012 4:12:34 PM