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EDU 375 Exceptional Children
Seybert, Linda


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

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDU 375 Exceptional Children

Semester

FA 2012 HOA

Faculty

Seybert, Linda

Title

Associate Professor

Degrees/Certificates

Ph.D.

Office Location

Copley, room 315

Office Hours

Mondays, 2:30 - 4:30; Wednesdays, 1:00 - 5:00; and by appointment

Daytime Phone

816-584-6734

E-Mail

Linda.Seybert@park.edu

Semester Dates

August 20 – December 14, 2012

Class Days

-M-----

Class Time

4:30 - 7:00 PM

Prerequisites

EDU 203, or EDM225 or EDS225 and admission to the School for

Credit Hours

3


Textbook:
 

Required Texts/Materials:

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

-       May be found on the DESE website – see http address above – or on the EDU 375 e-Companion website, in doc sharing, category SPED Resources.

            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).

Missouri Department of Elementary and Secondary Education. (2008). Parent’s Guide to Special

Education in Missouri. Jefferson City, MO: Author.

May be found on the DESE website at  http://dese.mo.gov/se/compliance/specedguidance.htmlor on the EDU 375 e-Companion website, in doc sharing, category SPED Resources.

Note: Students are responsible for making themselves a copy of this resource guide (24 pages).

Missouri Department of Elementary and Secondary Education. (2012). Regulation III

            identification and evaluation. In the proposed 2012 version Missouri state plan for

special education, part B ages 3 to 21.  Jefferson City, MO: Author.

- May be found on the DESE website (Regulations III Identification and Evaluation, pp. 18-39) at http://dese.mo.gov/se/stateplan/proposedstateplan2012.html or on the EDU 375 e-Companion website, in doc sharing, category SPED Resources.

Note: Students are responsible for making themselves a copy of the section “Regulation III Identification and Evaluation” of the Missouri State Plan for Special Education (pp.18-39).        

Murawski, W.W., & Dieker, L. (2008). 50 ways to keep your co-teacher: Strategies before,

during, and after co-teaching. TEACHING Exceptional Children, 40(4), 40-48.

-       May be found on the EDU 375 e-Companion website, in doc sharing, category SPED Resources.

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 carol.williams@park.edu 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!!

Additional Resources Needed:

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 (i.e., MoSTEP 1.2.1.1 ____)

• Grade-level expectations (K-8) or Course-level expectations (9-12) related to content area taught

• Missouri’s Depth of Knowledge (DOK) levels

Recommended Text (not required):

 American Psychological Association. (2009). Publication manual of the American Psychological

Association 6th ed.). Washington, DC: Author.

     - Information about the APA Manual may be found at http://www.apastyle.org/manual/

     - 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.

Additional Resources:

McAfee Memorial Library – Online library services (e.g., electronic databases of professional resources) may be accessed via www.park.edu/library Contact the library for further assistance via email or at 800-270-4347.
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

Additional Resources:

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/.


Course Description:
EDU375 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, and home visits with families. Prerequisite:EDU 203, or EDM225 or EDS225 and admission to the school for Education. To be taken simultaneously with Practicum. 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, 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

  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 pre-referral 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.
  8. Demonstrate effective professional communication skills (ie. reading, writing, listening, speaking).


Core Assessment:


Core Assessment Description: All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Lesson Plan Adaptation Project, which will be included as a major portion of the final exam and account for 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 Rubric

Class Assessment:
 You are required to:

1.)   For each chapter assigned in the Heward text Exceptional Lives (13 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 to the appropriate dropbox. DUE: Varies, consult Course Schedule for due dates for each of the chapter entries.

 Note: You do NOT need to submit a journal entry for the chapter related to your Exceptionality Awareness Project (EAP) topic; you will receive full credit for this chapter’s journal entry. It is assumed you will closely read the chapter as part of your review of the literature related to you EAP.

2.)   Engage in three (3) online threaded discussions on the EDU 375 e-Companion website, all related to course 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 Sunday during the week prior to the due date; 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 Sunday (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 summarize the assigned journal article on co-teaching. Instructor will provide a graphic organizer you are to use to summarize the article. Journal article and Summary Graphic Organizer may be found in doc sharing, category Co-Teaching. DUE: Week 6

4.)   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 to the appropriate dropbox. DUE: Week 7

5.)   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 Book Review. DUE: Week 8

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, which may be found in doc sharing, Book Review.

6.)   All education students are required to submit a SFE Portfolio during the ED_ 410 Directed Teaching with Seminar course that must be approved by two SFE Faculty members as part of their graduation requirements. Beginning Fall 2012, the SFE is following a new artifact –drive portfolio format, which allows you to select artifacts or work products that you completed during your coursework and field experiences to document your competency of the knowledge and skills associated with the Missouri Standards for Professional Educators (MoSPE). To that end, it is critical for education students to work continuously 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 one entry for your SFE Portfolio. The Instructor will provide more information about the new SFE Portfolio, along with resources, such as the portfolio entry template, MoSPE Standards, and SFE Portfolio Rubric, that will help you complete this assignment. These resources may be found in the EDU 375 e-Companion website in doc sharing, category SFE Portolio. DUE: Rough Draft for Peer Review due Week 12; Entry for Instructor Review due Week 14

7.)   Complete an Exceptionality Awareness Project (EAP). To complete the EAP, you are to review and research the relevant literature to gather, interpret, and document information on an assigned exceptionality using at least 8 resources (e.g., textbooks, education journal articles, books, Internet); develop and organize ideas and conclusions from your research using the outline provided by the Instructor (see below); and communicate your information clearly in a written Fact Sheet that you will share with your peers.

A.) Using appropriate in-text citations to support and summarize information from your research on your selected/assigned exceptionality, you are to compile a written Fact Sheet (e.g., Fact Sheet on Learning Disabilities) following the outline below. 

The Fact Sheet (6+ 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 characteristics associated with the exceptionality in each of the following areas: (a) cognitive and perceptual, (b) communication and language, (c) learning, and (d) social skills; AND

§ Discuss how the characteristics in each of these areas 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 or diagnosis process and the eligibility requirements for this type of exceptionality to receive special education or special services (e.g., ESOL, Gifted, 504) in Missouri.

VII.        Treatment

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

VIII.      Differentiated Instructional Strategies**** (Most Important)

§ Discuss strategies to differentiated the teaching-learning process in each of 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.) assessment (i.e., student performance or student product)

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.           Other: Interesting Findings!

§ This section should contain key or relevant information discovered during research not covered in other sections of the Fact Sheet that might be helpful to regular education teachers when working with students with this type of exceptionality.

X.             Key Resources for Professionals

§ List and 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.

XI.           References

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

§ Note: At least two (2) of the eight resources must come from educational journals, such as TEACHING Exceptional Children, Exceptional Children, and Journal of Learning Disabilities, which may be found in Park’s electronic databases.

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, most 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 an interesting, interactive anticipatory set – a teaser or creative activity - to engage your audience’s attention and motivation to learn

       Including in your presentation some type of media presentation about your exceptionality(i.e., a movie clip, YouTube clip, a website, or some other media-based demonstration) to reinforce or highlight your information about this 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 in the EDU 375 e-Companion website in doc sharing, category EAP. DUE: Varies (see EAP Assignment Sheet, Syllabus, Weekly Agendas on e-Companion for exact due dates for each EAP)

8.)   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 approximately 23% 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 you 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. DUE: Rough Draft for Peer Review Week 8; for Instructor Review Week 10

Once you have designed and prepared your lesson plan, you will be given three case studies by your Instructor – 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/exceptionalities 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.)     assessment (i.e., student work or product 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. All justifications 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 five elements of effective collaboration (Friend & Cook, 2003) 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 Lesson Plan and the Case Studies will be provided by the Instructor in the EDU 375 e-Companion website in doc sharing, category Core Assessment. DUE: Case Study 1 – Week 10; Case Study 2 – Week 13; and Case Study 3 – Week 15

9.)   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 will be provided by the Instructor and will be used to grade the completed SPED Resource Notebook; the Checklist may found in doc sharing, category SPED Resource Notebook. DUE: Week 15

 

Grading:
 Course Assessment/Grading Plan:

Points may be earned as follows:                                           Points

§ Participation (15%)                                              450 (15 weeks x 30 points)

§ Threaded Online Discussions (7.5%)                   225 (3 x 75 points)

§ Journal Article Summary (1%)                              30

§ Heward Chapter Journal Entries (11%)               325 (13 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 (17%)           500

§ SFE Portfolio Entry (6%)                                   170

§ SPED Resource Notebook (5%)                        150

§ CA: Lesson Adaptation Project (23%)

§ Lesson Plan                                                  100

§ 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:
 

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:
 

You are expected to:

§ Attend class on a regular basis. Come to class on time. (See Instructor's attendance policy).    

  • Use class time wisely. Turn off cell phones – no calls, no texting, and no checking email. You are expected to fully participate in all class activities, including lectures and discussions, demonstrations, presentations, small-group projects, and any other type of in-class and online activities that may occur.
  • Submit assignments to the Instructor on time and follow the appropriate submission directions (e.g., use appropriate dropbox baskets); assignments submitted incorrectly will not be accepted.
  • Complete reading assignments prior to the class session, bring textbooks/materials to class, and consistently contribute meaningfully to class discussions.
  • Read, understand, and follow the course syllabus.
  • Use the EDU 375 e-Companion (www.parkonline.org) as directed by the Instructor (e.g., announcements, weekly agendas, gradebook, document sharing, journal entries, webliography). Because this course is a blended course (i.e., using both the face-to-face AND online formats), to be successful it is imperative you become familiar with using the e-Companion website.
  • Access the professional education literature to complete research requirements in course assignments. If you are unfamiliar with Library’s educational databases (e.g., EBSCOhost research database; Educational Resources Information Center/ERIC), you are encouraged to make an appointment with one of Park’s Reference Librarians for instruction and guidance.
  • Check your PirateMail on a regular basis for current information about what is happening in the course, the School for Education, and the University in general. With Park moving towards using a "paperless" system, it is critical you be able to receive and send important communication via Park's PirateMail system. For specific information regarding PirateMail, see catalog. 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.
  • Conduct yourself in a professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism) and the School for Education (i.e., teacher dispositions), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors; attending respectfully to others who are sharing information with the class or group; and being flexible to unforeseen changes in the course syllabus.

§ 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.

  • Use current APA style in all aspects of written assignments (e.g., double-space, indent paragraphs, left margin justification, page numbers in upper right, correct in-text citations, references, etc.). Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment (i.e., minimum of 10% of total grade), as will style, spelling, and format errors. In professional writing, past tense is generally accepted. Avoid using contractions, personal pronouns, or slang expressions. You MUST use people-first language (e.g., individuals with disabilities; students with learning disabilities). You are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance. 
  • Follow regulations detailed in the Park University's Full Undergraduate Catalog 2012-2013, which may be accessed at http://www.park.edu/catalog/

Course Topic/Dates/Assignments:
 

Course Schedule*

*The course schedule will be updated by the Instructor as the semester progresses

and posted in the weekly agendas found in the EDU 375 e-Companion

website; therefore, you are encouraged to consult these

weekly agendas on a frequent basis for the MOST current information.

Week

Date

Topics/Assignments

1

Aug 20

Introductions

Overview of Course

§ Review EDU 375 Syllabus (bring copy of syllabus)

§ Assign exceptionalities for Exceptionality Awareness Project

Topic: New SFE Portfolio

§ Review the Missouri Standards for Professional Educators (MoSPE) – bring copy of MoSPE – found in doc sharing, category SFE Portfolio

Topic: Intro to Exceptionalities

§ Group Activity: Learning Styles

2

Aug 27

 Topic: Legal Foundation of Special Education

§ DUE: Journal Entry for Chapter 1

§ DUE*: Online Discussion #1 (Handicappism)

* Online Discussion Requirements: Online discussion will run Aug 20 – Aug 26; Initial posting due by Aug 22; other postings due by Aug 26

3

Sept 3

(meet

Online)

Labor Day Holiday – No Face-to-Face Class - Will meet online

Topic: Special Education Services

§ DUE*: Online Discussion #2 (Response to Intervention)

*Online Discussion Requirements: Online discussion will run Aug 27 – Sept 2; Initial posting due by Aug 29; other postings due by Sept 2

4

Sept 10

Topic: Special Education Services (cont)

§ DUE: Journal Entry for Chapter 2

5

Sept 17

Topic: Inclusion

§ DUE*: Online Discussion #3 (Teacher Attitude)

*Online Discussion Requirements: Online discussion will run Sept 10 – Sept 16; Initial posting due by Sept 12; other postings due by Sept 16

6

Sept 24

Topic: Collaboration

§ DUE: Read and summarize Murawski & Dieker's article on co-teaching

7

Oct 1

Topic: The Differentiated Classroom

§ DUE: Tomlinson Assignment

Topic: Core Assessment

§ Review CA and Lesson Plan Outline

Week

Date

Topics/Assignments

8

Oct 8

Topic: The Differentiated Classroom (cont)

Topic: Core Assessment

§ DUE: Rough Draft of Lesson Plan for Peer Review

Topic: Living with Disabilities

§ DUE: Book Review

 

Fall Break: October 14 - 21 (No Classes)

 

9

Oct 22

Topic: Learning Disabilities

§ DUE: Journal Entry for Chapter 5

§ DUE: EAP on Learning Disabilities

Topic: Core Assessment

§ DUE: Draft of Lesson Plan for Peer Review

§ Review Case Study #1

10

Oct 29

Topic: ADHD

§ 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

 Topic: TBI

§ DUE: Journal Entry for Chapter 12

DUE: EAP on TBI

 Topic: Core Assessment

§ DUE: Case Study #1

Topic: SFE Portfolio

§ Review Portfolio Entry Template and Rubric

11

Nov 5

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

Topic: Autism

§ DUE: Journal Entry for Chapter 7

§ DUE: EAP on Autism

Topic: Core Assessment

§ Review Results of Case Study #1; Review Case Study #2

12

Nov 12

Veteran’s Day – No Classes

§ 

§ No se Study #2abilitiesDith your peers. yptionality in each of the following areas: DUE: Rough draft of SFE Portfolio Entry for Peer Review - Work with Assigned Peer(s) to edit Portfolio Entry

Week

Date

Topics/Assignments

13

Nov 19

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

Topic: Communication Disorders (CD)

§ DUE: Journal Entry for Chapter 8

§ DUE: EAP on CD Speech Impairments

§ DUE: EAP on CD Language Impairments

Topic: Core Assessment

§ DUE: Case Study #2

14

Nov 26

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

Topic: Core Assessment

§ Review Case Study #3

Topic: SFE Portfolio

§ DUE: Portfolio Entry

15

Dec 3

Topic: Students who are Culturally-Linguistically Diverse

§ DUE: Journal Entry for Chapter 3

§ DUE: EAP on Students who are CLD

Topic: Students who are At Risk

§ DUE: EAP on Students who are At Risk

Topic: Core Assessment

§ DUE: Case Study #3

Topic: SPED Resources

§ DUE: SPED Resource Notebook

Wrap Up

16

Dec 10 - 14

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 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.

  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.

Park University 2011-2012 Undergraduate Catalog Page 98
INSTRUCTOR'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 semester. 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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1 & 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The artifact provided abundant information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning.  The discussion and diagnosis consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning. The discussion and diagnosis consisted of general statements with little/minimal




detail or elaboration.




 
While there was some information discussing the characteristics of a given disability and diagnosing the impact of those characteristics on a student's learning, the information was vague, unclear, and incomplete. No Evidence: The artifact did not describe any characteristics of a given disability and/or did not diagnose the impact of a disability's characteristics on a student's learning. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1 & 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in all three (3) of the following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in at least two (2) of the three following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's limited ability to identify the learning needs of a given student with SLN by using information in only one (1) of the three following areas, including readiness levels, interests, and learning profile. No Evidence: The artifact did not identify any of the learning needs of a given student with SLN. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
4 & 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The artifact provided abundant information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of general statements with little detail/minimal or elaboration. The artifact provided limited information to justify the selection of accommodations to benefit a given student with SLN. The justification was vague, unclear, and incomplete. No Evidence: The artifact did not provide any justification for the selection of accommodations to benefit a given student with SLN. 
Application                                                                                                                                                                                                                                                
Outcomes
5 & 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The artifact provided an accommodation plan for a student with a given SLN that identified three or more (3+) accommodations in the content, product, AND product areas on a Lesson Plan. The artifact provided an accommodation plan for a student with a given SLN that identified two (2) accommodations in the content, process, AND product areas of a Lesson Plan. The artifact provided an accommodation plan for a student with a given SLN that identified only one (1) accommodation in the content, product, AND process areas of a Lesson Plan. No Evidence: The artifact provided an accommodation plan for a student with a given SLN in which there were no accommodations or missing accommodations in the content, process, AND product areas of a Lesson Plan. 
Application                                                                                                                                                                                                                                                
Outcomes
5 & 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The artifact provided a plan to establish and maintain a collaborative partnership with at least one other partner that included all five (5) of the critical elements needed for effective collaboration. The artifact provided a plan to establish and maintain a collaborative partnership with at least one other partner that included four (4) of the five critical collaborative elements. The artifact provided a plan to establish and maintain a collaborative partnership with at least one other partner that included three (3) of the five critical collaborative elements. No Evidence: The artifact provided a collaboration plan that include two or less (>2) of the five critical collaboration elements. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (<5 errors). The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (5-10 errors). The artifact as a whole demonstrated limited ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (11-15 errors). The artifact as a whole did not demonstrate the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (16+ errors). 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Contains no errors (0) in the following paper format items:




•APA




•References cited




•Use of people first language




•Word usage




•Spelling




•Punctuation




•Paragraph and sentence structure




 
Contains no more than 5 errors (<5) in the following paper format items:




•APA




•References cited




•Use of people first language




•Word usage




•Spelling




•Punctuation




•Paragraph and sentence structure




 
Contains no more than 10 errors (6-10) in the following paper format items:




•APA




•References cited




•Use of people first language




•Word usage




•Spelling




•Punctuation




•Paragraph and sentence structure




 
Contains more than 10 errors (10+) in the following paper format items:




•APA




•References cited




•Use of people first language




•Word usage




•Spelling




•Punctuation




•Paragraph and sentence structure




 

Copyright:

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Last Updated:8/4/2012 3:02:51 PM