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
EDC 325 Education of Exceptional Chldrn
F1T 2012 DL
Bevars, Bobbie K.
BS in Elementary/Special Education K-12 MS in Education/Counseling K-12Montana State Certified Family Support Specialist (IDEA/Part C)
Apple Valley, Minnesota
Anytime via message in the instructor's office, email or phone
1-952-236-9217 – any time
Monday, August 20, 2012 through Sunday, October 14, 2012
From 12:00 AM Mondays through 11:59 PM Sundays
Class available on-line 24/7 during the term
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
Tomlinson, C.A. 2005. The
Differentiated Classroom: responding to the needs of all learners. Upper
Saddle River, NJ: Pearson Education, Inc.
students seeking a degree in Education must purchase Foliotek as a required
text. Contact email@example.com 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.
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.
Student, Per Year
2. Send an email to Carol Williams (firstname.lastname@example.org)
with the following information:
The Contract Period you wish to purchase
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 (email@example.com), requesting she provide
your current education professors and a academic adviser (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
- 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 firstname.lastname@example.org or call the
helpdesk at 866-301-PARK. To see the technical requirements for Online courses,
please visit the http://parkonline.org
website, and click on the "Technical Requirements" link, and click on
"BROWSER Test" to see if your system is ready.
for Online Students - You might find the answer to your questions here.
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 email@example.com or call 800-927-3024Resources 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 firstname.lastname@example.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.
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
Learning Outcomes: Core Learning Outcomes
Detailed instructions and Grading Rubrics can be found
in "Assignments" for each week. Also, Grading Rubrics for all
assessments can be found in "Doc Sharing".
It is recommended that you get started on the "Field
Experience" and "Disability Awareness Project" assignments
in Week 1. See "Planning Ahead" in the Week 1 Menu.
Chapter Reflections: For each chapter assigned in Exceptional Children, you are to read
and complete a reflective entry (see form in BK’s Doc Sharing) 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. 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 “Doc Sharing”.
3. Disability Journal Articles Reflection: Read and write
about 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.
4. Field Experience: (Two Parts) 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.
5. Writing to Standards: The SFE Portfolio requires Artifact Entries that consist
of the teacher candidate’s artifacts, each artifact will have an artifact cover
sheet that introduces the artifact and provides justifications for how the
artifact demonstrates the teacher candidate’s competency of targeted Missouri
Standards for Professional Educators (MoSPE) or National Association for
Education of Young Children (NAEYC).
6. Disability Awareness Project. (Three parts) You
are to become the class “expert” on a selected/assigned disability or
7. F.A.T. City Video Reflection: 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?
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.
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
10. Threaded Discussions: Topics covered in that week's material will be
discussed by the class.
11. Proctored Final Exam: This will be an open book/open note exam. You
must bring your text books and your course notes to the exam.
12. Core Learning 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. This will be included
as a major portion of the final exam and account for 195 POINTS 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 (Understanding by Design)
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
B.) Given the inclusion of one (1) student.
The disability selected for your Disability Awareness Project will be
the disability you will plan for in your lesson plan. This student will be in your general education classroom. You are
to analyze the characteristics of this
student’s 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 this student 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 this student 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 this student with
SLN included in your general education classroom.
15 pts each
Disability Journal Articles
10 pts each
Number of Points
868 - 965
90 - 100%
772 - 867
80 - 89.9%
675 - 771
70 - 79.9%
579 - 674
60 - 69.9%
000 - 578
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 each day work is submitted past the due date unless there
has been prior
approval has been given by the instructor. It is important
to complete the work during the time frame expected.
Classroom Rules of Conduct:
are expected to…
Reading/Participation in Discussion Board:
eight-week session requires intensive reading, well-organized study, and active
participation in e-class discussions. Each student will be an important part of
the community of learners. In order to participate effectively in class
discussion, it is essential that you complete all required readings before
doing your assignment(s) and before posting your responses on the Discussion
Board. While students are expected to inform their thinking through the
work of other writers, it is essential the sources of your ideas be identified
through direct reference to the readings.
Each week review all Discussion Board questions and
responses before yours is written. Choose a
question/topic that has not yet been selected. A question may be
repeated only after all questions have first been answered. If you choose to
answer a question that has already been submitted, there may be a point
reduction as a consequence. Your response
should be to someone who answered a different question than yours. Base your posts and responses on content
from the text and the readings for the week.
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.
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
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.
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.
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
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
All written assignments to be submitted in
the e-classroom MUST
either be in Microsoft Word, RTF, or PDF file formats.
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.
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.
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
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:
of the e-mail
Threaded Discussion initial entries are
due by Wednesday Midnight CST, all responses should be complete by Sunday
WEEK 7: Your Core
Assessment: Understanding by
Design Lesson Plan and Accommodations are
due by FRIDAY. Your Final Exam is due by Proctored Test
Unless specifically noted, all other assignments are due no later
than Sunday Midnight CST of WEEK 8.
WEEK 1 – ASSIGNMENTS
Sunday by 11:59 PM Central
Syllabus and e-Classroom
Heward Chapter 2
Explanation and History
Chapter 1 (15 points)
Chapter 2 (15 points)
Activity Discussion (10 points)
Sunday by 11:59 PM CST
Wednesday by 11:59 PM CST
Activity Discussion (10 points)
Response to peer
Chapter 14 OR
Chapter 3 (not both)(15 points)
Article #1- Multicultural/Diversity in the classroom (25 points)
Wednesday by 11:59PM CST
Sunday by 11:59PM CST
Due Sunday by 11:59PM CST
Application Activity for Week 3 Discussion
Disability Awareness Project choice due week 3
Field Experience Purpose Statement due week 3
Tomlinson Chapters 1 through 10
Disability Awareness Project Choice
Field Experience Purpose Statement (15 points)
Tomlinson Study Guide Questions (150 points)
11:59 PM CST
11:59 PM CST
Application Activity for Week 4 Discussion
· Overviews and Concepts
FAT City video
reflection (10 points)
Article #2 Learning Disabilities (25 points)
Sunday by 11:59 pm CST
Wed. by 11:59 pm CST
Sun. by 11:59 pm CST
for Week 5 Discussion
Conclusion for Program Eligibility due Week 5
Heward Chapter 6
Heward Chapter 13
for Eligibility Determination Assignment
Bell Curve Tutorial
Bell Curve Graph
Educational Disability Criteria
Sample Diagnostic Statement
Case Study Evaluation Report
Preparation readings will need to be completed before you can
complete your assignment
Diagnostic Conclusion for Program Eligibility (25
Field Experience Report (50 points)
Case Study Reflection (15 points)
Journal Article #3 – Emotional/Behavioral OR Gifted
Chapter 6 (15 points)
Chapter 13 (15 points)
11:59 pm CST
11:59 pm CST
Activity for Week 6 Discussion
DAP Fact Sheet
due Week 6
Proctor established no later than Week 6
Heward Chapter 4
Heward Chapter 8
Overviews and Concepts
Disability Awareness Fact Sheet (50 points)
DAP Reflection (25 points)
Chapter 4 (15
Chapter 8 (15
Wed. by 11:59 PM CST
Heward Chapter 9
Heward Chapter 10
Heward Chapter 11
Heward Chapter 12
for Final Exam
DAP Power Point Presentation (45 points)
Portfolio Artifact Reflection (25 points)
Watch and Review assigned peer’s presentation
Wednesday 11:59 PM CST
Sunday 11:59 PM CST
Activity Discussion (10 points
Wednesday 11:59 PM CST
Sunday 11:59P PM CST
Application Activity for Week 8 Discussion
Core Assessment Understanding
by Design Lesson Plan due FRIDAY
by Design Lesson plan with adaptations (195 points)
FRIDAY 11:59 pm
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 95-96
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 95
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 98
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Additional Information:Specific assignment
requirements and formats for submission will be 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.
Last Updated:7/23/2012 10:57:02 AM