School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDU 375 Exceptional Children
SP 2012 HO
Ph.D, University of Kansas
Copley, room 315
Mondays, 2:30 - 4:30; Wednesdays, 1:00 - 5:00; or by appointment
January 16 - May 12, 2012
12:00 - 2:30 PM
EDU 203, or EDM 225 or EDS 225 and admission to the SFE. To be taken simultaneously with Practicum. 3:0:3
Heward, W.L. (2009). Exceptional children: An introduction to special education, (9th ed.).
Upper Saddle River, NJ: Pearson Education, Inc.
- ISBN #978-0-13-514436-7
Missouri Department of Elementary and Secondary Education. (2011). Individual education
Program (IEP) with all of the attachments. Retrieved January 12, 2012, from http://dese.mo.gov/se/compliance/IEP/Index.html
Note: Students are responsible for making themselves a copy of Missouri’s Individual
Education Program with all attachments, including forms A – F and the Data Collection form (19 pages total), which may be accessed at the Missouri Department of Elementary and Secondary Education website (see http link above).
May be found on the DESE website – see http address above - or in the EDU 375 e-Companion doc sharing, category SPED Resources.
Missouri Department of Elementary and Secondary Education. (2008). Parent’s Guide to Special
Education in Missouri. Jefferson City, MO: Author.
- Retrieved January 14, 2012 from http://dese.mo.gov/se/compliance/specedguidance.html
Missouri Department of Elementary and Secondary Education. (2010). Regulation III
identification and evaluation. In Missouri state plan for part B of the individuals with
disabilities act (pp. 18 - 39). Jefferson City, MO: Author.
- Retrieved January 12, 2012 from http://dese.mo.gov/schoollaw/rulesregs/Inc_By_Ref_Mat/IDEAPartB.htm
Note: students are responsible for making themselves a copy of section “Regulation III Identification and Evaluation” of the Missouri State Plan for Special Education (22 pages), which may be accessed at the Missouri Department of Elementary and Secondary Education website (see http link above).
Tomlinson, C.A. (2005). The differentiated classroom: Responding to the needs of all learners.
Upper Saddle River, NJ: Pearson Education, Inc.
- ISBN # 0-13-119502-6
Electronic Portfolio (Foliotek www.foliotek.com)
Education students are required to purchase a license to use the Foliotek electronic portfolio to complete their professional portfolio, a graduation requirement; a license may be purchased for 3 yrs. - $87.00, 2 yrs. - $59.00, or 1 yr - $30.00. To make arrangements to purchase a Foliotek license, you must contact Carol Williams at email@example.com and provide your full name, student ID number, program (i.e., Elementary Education Program), and # of years you wish to purchase the Foliotek license. Within a few days, you will receive an email from Foliotek with online purchasing information. Upon receipt of this email, purchase your Foliotek contract. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams, requesting she provide your current education professors and academic advisor - list them - access to view your portfolio. It is imperative you complete this final step!!
Students will also need copies of the following documents, which may be found on the Missouri Department of Elementary and Secondary Education (DESE) website http://dese.mo.gov/
• Missouri Show-Me Standards (both Knowledge and Performance Standards)
• Subject-specific competencies related to content area taught
• Grade-level expectations (K-8) or Course-level expectations (9-12) related to content area taught
Recommended Text (not required):
American Psychological Association. (2009). Publication manual of the American Psychological
Association 6th ed.). Washington, DC: Author.
- A good ‘free’ online resource for guidance on APA style may be found at the Purdue Online
Writing Lab at http://owl.english.purdue.edu/owl/resource/560/01/
Note: In general, education students are expected to know and follow APA guidelines; therefore, access to an APA manual is a valued resource.
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
FACULTY’S 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, Internet, videos, web sites, and writings, 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
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 at least 20% of 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.
B.) Given the inclusion of three (3) students with special learning needs (SLN) (descriptions of students with SLN will be provided by the Instructor) in your general education classroom, you are to analyze the characteristics of these students’ particular disabilities and special learning needs and examine how these characteristics might impact their learning in the general education classroom. In addition, examine how those students’ readiness levels, interests, and learning profiles might impact their learning needs.
C.) Based on your examination and analysis above (see B), you are to propose at least two (2) accommodations for each of these given students with SLN in each of the following areas of the lesson plan you developed, including the content (i.e., “what” you teach; materials used), process (i.e., “how” you teach; student learning activities), AND product (i.e., students’ summative evaluation).
D.) Furthermore, you must justify and evaluate how each of the accommodations your proposed will benefit each of these three students with SLN.
E.) You are also to discuss how you plan to work with or collaborate with at least one (1) other collaborative partner, such as special education teachers, teacher’s aides, parents, volunteers, co-teachers, peer/cross-age tutors, in meeting the needs of these three students with SLN included in your general education classroom.
Link to Class RubricClass Assessment:
You are required to:
1.) For each chapter assigned in the Heward text Exceptional Lives (14 chapters), you are to read and complete a reflective journal entry (1+ page) in response to the Instructor’s prompt for your Learning Journal. For each chapter, the Instructor’s prompt will vary. Information about the chapter prompts may be found in the EDU375 e-Companion website under each Week’s contents of journal entries. Grading criteria for the reflective journal entries may be found in the Rubric for Reflective Reading Journal Entries, located in doc sharing, category Rubrics. Each journal entry must be submitted as an attachment (.doc file) to the appropriate dropbox. DUE: Varies, consult Course Schedule for due dates for each of the chapter entries.
2.) Engage in seven (7) online threaded discussions on the EDU 375 e-Companion website, all related to special education topics and issues. For each discussion, at a minimum, you are to post one (1) initial response to the Instructor’s prompt and two (2) responses to your peers’ comments. Your initial and the peer-response postings must occur on two (2) different days; this will allow time for the discussion to be expanded and elaborated so we may learn from each other. Each online discussion will run from Monday through Saturday in the assigned week; therefore, your initial response may be added starting Monday and is due by the following Wednesday (midnight) and your peer responses are due by the following Saturday (midnight). You are encouraged to consult the Online Threaded Discussion Rubric found in doc sharing, category Rubrics, for grading criteria prior to your participation in the online discussions. DUE: Varies, consult Course Schedule for due dates for each of the online discussions.
3.) Read and complete study guide questions on Tomlinson’s The Differentiated Classroom. For each chapter in The Differentiated Classroom text, you are to select and answer one of the discussion questions from the study guide provided by the Instructor. Your answers must be thorough and comprehensive, with each answer supported by references from the text (i.e., include APA-style in-text citations from the Tomlinson text to support your responses). Your answers must be written in complete sentences, demonstrating 300+/level writing skills; you should use chapter headings to organize your assignment. The study guide may be found in doc sharing, category EDU375HO. The completed assignment must be submitted as an attachment (.doc file) to the appropriate dropbox. DUE: Week 7
4.) To explore and appreciate the impact of an exceptionality on an individual or on those individuals who live with someone who has an exceptionality (e.g., parents, siblings, other family members), you are to select, read, and report on a book that shares a first-person account of living with an exceptionality or living with someone who has an exceptionality. The Instructor has provided a preapproved list of books; however, you may select another book with approval by the Instructor. The preapproved book list may be found in doc sharing, category EDU375HO. DUE: Week 9
To complete this assignment, you must read and write a reflective book review that includes the following components:
• Provision of essential information about the book (i.e., cite author, copyright, book title, and publisher following APA style)
• Explanation of the author’s point of view and purpose in writing the book
• Summary and analysis of the book’s content (i.e., What is the theme of the book? What was the story line? What were the author’s intended messages for readers?)
• Comment on the book’s content on your personal knowledge and beliefs about exceptionalities (i.e., How did the author’s story affect you? What did you learn about exceptionalities and the challenges and rewards living with exceptionalities? Were any previous ideas you had on the subject changed, abandoned, or reinforced due to this book?)
• Comment on the book’s content on your professional practice (e.g., How may the information learned from this book be useful in your professional practice? How does this information related to your experiences in your practicum placement?)
• Recommendation of this book to others? Yes or No. Why?
A Scoring Guide for the Book Review will be provided by the Instructor.
5.) All education students are required to submit a SFE Portfolio as part of their graduation requirements in ED_ 410. To that end, it is critical for education students to work on their portfolio as they complete their coursework and not wait until they are student teaching. Therefore, one of the EDU 375 course requirements is for you to complete at least two portfolio entries for your SFE Portfolio. Depending upon the SFE portfolio format you are choosing to submit for your summative evaluation – the ‘old’ MoSTEP-driven SFE Portfolio or the ‘new’ artifact-driven MoSPE (Missouri Standards for Professional Educators) SFE Portfolio – you must choose one of the following:
• For the ‘old’ MoSTEP-driven SFE Portfolio: Write a portfolio entry, including artifact(s) for MoSTEP 188.8.131.52 and another portfolio entry (with artifacts) for at least one of the other performance indicators associated with MoSTEP 1.2.3.
o The MoSTEP SFE Portfolio Rubric may be found in doc sharing, category EDU375HO
• For the ‘new’ artifact-driven MoSPE SFE Portfolio – select two artifacts (e.g., EAP, Case Studies) and prepare portfolio entries for each one.
o The Instructor will provide information about MoSPE and the new SFE MoSPE Portfolio Rubric
DUE: Week 14 (must be submitted via Foliotek)
6.) Complete an Exceptionality Awareness Project (EAP). Using information researched from (at least) six (6) sources of information (e.g., textbooks, education journal articles, books, Internet)…
A.) Summarize information from your research on your selected/assigned 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 exceptionality AND
§ Discuss how these characteristics might impact a student’s learning (e.g., in the general education classroom).
§ Discuss the occurrence of the exceptionality.
§ Discuss the different types associated with the exceptionality (if appropriate).
§ Discuss the causes associated with the exceptionality.
VI. Identification and Assessment
§ Describe the identification or diagnosis process and the eligibility requirements for this type of exceptionality to receive SPED or special services (e.g., ESOL, Gifted, 504) in Missouri.
§ Discuss treatment approaches (e.g., medications, therapies) used in working with students with this type of exceptionality (if appropriate).
VIII. Differentiated Instructional Strategies****
§ Discuss strategies to differentiated the teaching-learning process in the following three areas: (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 general 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 five (5) key resources (e.g., Web Internet sites, Professional/National Organizations, Local Resources, etc.) that would serve as valuable resources for the general education teacher when working with students with the exceptionality and their parents.
§ 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, provide a ‘hard’ copy of your Fact Sheet to all members of the class for their Resource Notebooks. It would be helpful and appreciated if you would 3-hole punch your handouts for your peers.
C.) Using information from your research review and Fact Sheet, prepare a 30-minute (approximately) presentation on your assigned exceptionality. 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 2-3 premier professional resources they might use for future reference. Hence, as part of your presentation, you will want to:
- Demonstrate your level of knowledge and expertise
- Use PowerPoint or Prezi to highlight key information you wish to share
• Note: a "hard" copy of the PowerPoint or Prezi presentation must be provided to the Instructor on the day of your presentation.
- Engage your audience (i.e., be creative, interactive, and interesting) by…
• Starting your presentation with a preassessment activity – a teaser or creative introduction - to assess your audience’s present knowledge
• During your presentation, include some type of media presentation about your exceptionality(i.e., a movie, a website, or some other demonstration) to show how this particular exceptionality is seen by the general public OR some type of learning activity to help engage the audience to learn more about the exceptionality
- Make your presentation beneficial and worthwhile for your audience
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
- Professionally present information (e.g., appropriate voice level, eye contact, body
language, professional dress and demeanor)
D.) After your presentation, complete a written self-reflection (2+ pages, with appropriate headings, i.e., a, b, & c) in which you comment on: (a) what went well with your project, (b) what did not go as well as you would have liked, and (c) what you learned about yourself that would enhance your performance in the future. DUE: 1 week after EAP presentation
A Scoring Guide for the EAP and the EAP Presentation will be provided by the Instructor. DUE: Varies (see EAP Assignment Sheet or Syllabus for exact due dates for each EAP)
7.) Core Assessment: 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 and will account for 20% of the total grade. To complete the Lesson Plan Adaptation Project, students must:
A.) Design and prepare a lesson plan for a general education classroom; the lesson plan may cover one class period or multiple class periods. The lesson plan may be a pre-existing one or one your created from scratch; however, regardless of its source, it must be include all of the elements included in the Lesson Plan Outline provided by the Instructor. If you use a pre-existing lesson plan, you must reference your source. The lesson plan may be at any grade level (grades K-12) and/or content area (e.g., Language Arts, math, social studies, science) of your choosing; ideally, your lesson plan should address your area of certification.
Once you have designed and prepared your lesson plan, you will be given three case studies – at different points in the semester – that will represent students with different types of exceptionalities and learning needs. Based on each individual case study, you are to…
B.) Analyze the characteristics of the student’s particular disabilities and special learning needs AND examine how these characteristics might impact the student’s learning in the regular education classroom. In addition, you are to examine how the student’s readiness levels, interests, and learning profiles might impact his/her learning.
C.) Based on your examination and analysis of the student’s special needs (see B), you are to propose AND justify the use of at least two (2) accommodations or differentiated strategies in each of the following areas on your lesson plan to support the student’s learning, including:
1.) content (i.e., “what” you teach - curriculum; materials/resources/technology used),
2.) process (i.e., “how” you teach – instructional strategies used; student learning activities required)
3.) product (i.e., student work to be evaluated)
Your justification must include a discussion of how each of the accommodations or
differentiated strategies you proposed will aid in the student’s success in the regular
education classroom. Your justification must be supported with references from
educational theories and best practices (i.e., textbooks, practicum experiences, journal
articles, Internet websites from national and local professional organizations); it should
not be your opinion only. If you decide that no accommodations/adaptations are needed
in one or more of these sections of the lesson plan, then you must provide a supported
justification for your decision.
D.) You are also to discuss how you plan to utilize the elements of effective collaboration in your collaborative partnerships with others, such as special education teachers, teachers’ aides, parents, volunteers, co-teachers, or peer/cross-age tutors, to meet the needs of the student presented in the case study.
A scoring guide for the Case Studies will be provided by the Instructor. DUE: Case Study 1 – Week 10; Case Study 2 – Week 13; and Case Study 3 – Week 15
8.) Complete a Special Education Resource Notebook, which should organize resource information and materials received during the course (e.g., class lectures/presentations/ handouts, SPED resources, Fact Sheets, Case Studies, journal entries, etc.) in a 3-ring binder. A SPED Resource Notebook Checklist has been developed and will be used to grade the completed SPED Resource Notebook. DUE: Week 15
Course Assessment/Grading Plan:
Points may be earned as follows: Points
§ Participation (15%) 450 (15 weeks x 30 points)
§ Threaded Online Discussions (12%) 350 (7 x 50 points)
§ Heward Chapter Journal Entries (12%) 350 (14 chapters x 25 points)
§ Book Review: First-Person Account (7%) 200
§ Tomlinson’s Differentiated Classroom (8%) 250 (10 chapters x 25 points)
§ Exceptionality Awareness Project (15%) 450
§ SFE Portfolio Entries (7%) 200
§ SPED Resource Notebook (5%) 150
§ CA: Lesson Adaptation Project (20%)
§ Case Study #1 200
§ Case Study #2 200
§ Case Study #3 200
TOTAL POINTS: 3000
Course Grading Plan:
The final grade will be based on the percentage of total points earned.
A = 90 – 100% 2700 – 3000 points
B = 80 – 89% 2400 – 2699 points
C = 70 – 79% 2100 – 2399 points
D = 60 – 69% 1800 – 2099 points
F = 59% or lower 1799 points or less
Late Submission of Course Materials:
LATE SUBMISSION OF COURSE MATERIALS: ALLassignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 10% per calendar days after the due date x total points possible of assignment. It is the student’s responsibility to monitor and comply with assignment due dates.
Classroom Rules of Conduct:
RULES OF CONDUCT:
You are expected to:
§ Attend class on a regular basis. Come to class on time. (See Instructor's attendance policy).
§ Included in professionalism is the use of proper writing skills when you communicate online. You must use 300+-level writing skills (i.e., correct grammar, spelling, and word usage) in all written communication related to this course. In addition, you must use professional language at all times when communicating with others (e.g., peers, Instructor). For good or bad, when teachers ineffectively communicate their intent in writing or make grammatical and spelling errors, they are likely to be perceived by their students, parents, and administrators as incompetent, careless, or unprofessional. Thus, it is important for you to maintain due diligence in using effective writing skills when you communicate with others.
Holiday: Martin Luther King Jr. Day – No School
Due to the Holiday, class will not meet face-to-face this week, but will meet online. Review Week 1 Agenda on the e-Companion website and complete assignments as outlined in preparation for Week 2.
Meet Instructor for EDU 360B – Review EDU 360B Syllabus
Overview of Course
§ Review EDU 375 Syllabus (bring copy of syllabus)
§ Assign exceptionalities for Exceptionality Awareness Project
Topic: Intro to Exceptionalities
§ DUE: Online Discussion #1 (History of SPED)
§ DUE: Online Discussion #2 (People First)
§ Download and bring a copy of sectionRegulation III Identification and Evaluation in the Missouri State Plan for Special Education
Topic: Defining Special Education
§ DUE: Journal Entry for Chapter 1
§ Bring copies of MO’s IEP form (full version), the two examples of 504 Accommodation Plans, and the Parent’s Guide to SPED in Missouri
Topic: Special Education Services
§ DUE: Journal Entry for Chapter 2
§ DUE: Online Discussion #3 (Response to Intervention)
No Class (Instructor Attending Professional Conference) – Will Be Meeting Online this Week
§ DUE: Online Discussion #4 (Inclusion)
§ DUE: Online Discussion #5 (Teacher Attitude)
Holiday: President’s Day (No Classes) – Will Be Meeting Online this Week
§ DUE: Journal Entry for Chapter 3
§ DUE: Online Discussion #6 (Co-Teaching)
Topic: The Differentiated Classroom
§ DUE: Tomlinson Assignment
Topic: The Differentiated Classroom (cont)
Topic: Core Assessment
§ Review CA and Lesson Plan Outline
Spring Break: March 12 – 16 (No Classes)
Topic: Living with Disabilities
§ DUE: Book Review
Topic: Learning Disabilities
§ DUE: Journal Entry for Chapter 5
§ DUE: EAP on Learning Disabilities
Topic: Core Assessment
§ DUE: Draft of Lesson Plan
§ Review Case Study #1
§ DUE: Journal Entry for Chapter 11
§ DUE: EAP on ADHD
Topic: Other Health Impairments
§ DUE: EAP on OHI
Topic: Physical Disabilities/Orthopedic Impairments
§ DUE: EAP on PD/OI
§ DUE: Case Study #1
Topic: SFE Portfolio
§ Review Rubrics and Portfolio Entries
§ DUE: Journal Entry for Chapter 12
§ DUE: EAP on TBI
Topic: Emotional/Behavioral Disorders (E/BD)
§ DUE: Journal Entry for Chapter 6
§ DUE: EAP on E/BD Internalizing Types
§ DUE: EAP on E/BD Externalizing Types
§ DUE: Journal Entry for Chapter 7
§ DUE: EAP on Autism
Topic: Deafness and Hearing Loss
§ DUE: Journal Entry for Chapter 9
§ DUE: EAP on Deafness and Hearing Loss
Topic: Blindness and Low Vision
§ DUE: Journal Entry for Chapter 10
§ DUE: EAP on Blindness and Low Vision
§ Review Case Study #2
Topic: Communication Disorders (CD)
§ DUE: Journal Entry for Chapter 8
§ DUE: EAP on CD Speech Impairments
§ DUE: EAP on CD Language Impairments
§ DUE: Case Study #2
Topic: Intellectual Disabilities (ID)
§ DUE: Journal Entry for Chapter 4
§ DUE: EAP on ID
Topic: Gifted and Talented
§ DUE: Journal Entry for Chapter 13
§ DUE: EAP on Gifted and Talented
§ Review Case Study #3
§ DUE: Portfolio Entries (Submitted via Foliotek)
Topic: Early Childhood SPED
§ DUE: Journal Entry for Chapter 14
§ DUE: Online Discussion #7 (Early Childhood SPED)
§ DUE: Case Study #3
Topic: SPED Resources
§ DUE: SPED Resource Notebook
Final Exam Week
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.
Park University 2011-2012 Undergraduate Catalog Page 96INSTRUCTOR'S ATTENDANCE POLICY: It is important you attend and participate in EVERY class. If you are unable to attend class, you must notify the Instructor the reason for your absence. Attendance will be considered in determining the final course grade. If you have two (2) absences for the semester, your final grade will be lowered by one grade, for example, an "A" will become a "B". If you have three (3) or more absences during the term, it is strongly recommended you withdraw from the class and re-enroll during another term. Two late arrivals or early departures will equal one missed class.
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 .
Last Updated:1/14/2012 4:32:15 PM