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ED 522 Legal Aspects of Spec Educ
Pate, Victoria J.


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

ED 522 Legal Aspects of Spec Educ

Semester

S2P 2013 DLS

Faculty

Pate, Victoria J.

Title

Senior Professor, Adjunct Faculty

Degrees/Certificates

Juris Doctor
Mediation Certification

Office Location

See online course: Office

Office Hours

See online course:  Office

Daytime Phone

816-741-2253 (for emergencies only please)

Other Phone

816-741-2253

E-Mail

victoria.pate@park.edu

vjpjd53@aol.com (emergencies only please)

vjpjd53@aol.com

Semester Dates

S2P 2013

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Required Text:  What Do I Do When ... : The Answer Book on Special Education Law (5th ed. revised 2009).
LRP Publications

Authors: Norlin, John and Gorn, Susan
ISBN 13: 9781578340545
ISBN 10:  1-57834-054-3

Product Code: 300055

Order Texts at: http://direct.mbsbooks.com/park.htm

  

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
All Park University School for Education candidates seeking a degree in education (certification and non-certification tracks), must purchase Foliotek, the School for Educations's electronic portfolio system.  See Foliotek Information attached below.  

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
ED522 Legal Aspects of Special Education: Review and analysis of current case law and litigation related to children with disabilities. Focus on the legal system that assures children with disabilities of a free appropriate public education with emphasis on due process procedures and other procedural safeguards, discipline, program accessibility, and application of least restrictive environment alternative principles to special education programming.

Educational Philosophy:

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate knowledge of the historical, social and political issues which impact the education of children with disabilities. [MoSTEP 1.2.10.4, 1.3.6] {CEC 1, 9, & 10} School for Education Conceptual Framework: Knowledge 2A, 3A, 3E; Skills 2D; Dispositions 1A, 4A, 5B, 5D, 5E, 5F
  2. Demonstrate knowledge of landmark cases that resulted in the implementation of educational programming for children with disabilities. [MoSTEP 1.2.10.3, 1.3.6] {CEC 1} School for Education Conceptual Framework: Knowledge 2A, 3A, 3E; Skills 2D; Dispositions 1A, 2A, 4A, 5B, 5E, 5F
  3. Apply knowledge of case law related to Least Restrictive Environment (LRE), Free Appropriate Education (FAPE), discipline and accessibility. [MoSTEP 1.2.8.4, 1.3.2, 1.3.3, 1.3.6] {CEC 1} School for Education Conceptual Framework: Knowledge 2A, 2F, 2G, 3A, 3C, 3E, 3F; Skills 1B, 1E, 2D; Dispositions 1A, 2A, 2B, 4A, 5B, 5D, 5E, 5F
  4. Apply knowledge of the sequence and interrelatedness of the special education referral process. [MoSTEP 1.2.3.2, 1.2.3.3, 1.2.8.1, 1.2.10.4, 1.3.3] {CEC 1} School for Education Conceptual Framework: Knowledge 2A, 2F, 2G, 3A, 3C, 3E, 3F; Skills 1B, 1E, 2D; Dispositions 1A, 2A, 2B, 4A, 5B, 5D, 5E, 5F
  5. Apply knowledge of statutory requirements related to procedural safeguards; due process; evaluation and placement (including the Individual Education Plan). [MoSTEP 1.2.8.1, 1.2.8.4, 1.3.3] {CEC 1, 7, 8} School for Education Conceptual Framework: Knowledge 4A, 4B, 4C, 4E; Skills 1B, 1E, 2C, 2D; Dispositions 1A, 2A, 2B, 2E, 4A, 4E, 5B, 5C, 5D, 5E, 5F
  6. Demonstrate positive ethical dispositions related to the education of children with disabilities. [MoSTEP 1.2.7.2, 1.2.10.2, 1.3.5] {CEC 1, 9} School for Education Conceptual Framework: Dispositions 1A, 1C, 2A, 2B, 4A, 4E, 5B, 5D, 5E, 5F, 5G


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Program 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 development of a written presentation for Special Education Parents Night.    Students will be required to develop a presentation for an “open house” held by a hypothetical school for parents who are “new” to the special education process.  The presentation should identify the various steps in the special education process and should include identification of school and parent responsibilities as well as describe the dispute resolution process.  Additionally, the presentation should identify the goals the school has for a successful educational experience for both parent and child.  Rubric is attached below.




 




This activity constitutes 20% of the total grade for the course.  It should be no longer than five (5) typed, double spaced pages.  It is due not earlier than week 6 of the course and not later than week 7.  This activity assesses outcomes 1 – 6.


Link to Class Rubric

Class Assessment:

 Participation - Student attendance and participation is essential in achieving maximum learning.  It is generally expected that you will attend all scheduled class sessions (by logging in at least four out of seven days), and contribute to the classroom learning environment by responding to specified discussion questions. Due no later than Wednesday, 12:00 CT. (8 @ 10 points each = 80 points) See Link Below for Discussion Question Scoring Rubric

Respond to at least one (more if you wish) of your classmates postings. Responses should include supporting information and/or new thought related to the issue, not simply an agreement or disagreement statement. Due no later than Sunday, 12:00 CT. (8 @ 5 points each = 40 points) See Link below for Response Scoring Rubric

Week self-check - (8 @ 20 points each =  160 points)

Weekly Application - Each student should upload to the weekly application dropbox her or his response to the weekly application scenario. The response should be submitted as a Microsoft Word Document attachment and is due no later than Sunday, midnight, CT. (8 @ 10 points each = 80 points) Scoring rubrics specific to each weekly application scenario will be provided in the online classroom.

Final Exam -- Core Assessment Activity:  All Park University courses must include a core assessment that measures the relevant Program 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 development of a written presentation for Special Education Parents Night.    Students will be required to develop a presentation for an “open house” held by a hypothetical school for parents who are “new” to the special education process.  The presentation should identify the various steps in the special education process and should include identification of school and parent responsibilities as well as describe the dispute resolution process.  Additionally, the presentation should identify the goals the school has for a successful educational experience for both parent and child.  The final exam will be closed book and closed notes.

This activity constitutes 20% of the total grade for the course.  The activity assesses outcomes 1 – 6.  (90 points)

Additional Proctored Final Examination/Project Information

  • A final proctored examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location.  For proctored examinations, photo identification is required at the time of the test.  Guidelines for selecting an acceptable proctor can be found on the Park University Website. 
  • Other Information on proctored exams:
    • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor. 
    • Approval of proctors is the discretion of the Online instructor. 
    • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval. 
    • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

Grading:

Course Grading Scale

Your e-college grade book will provide you with ongoing progress reports of your performance throughout the term. 

The grading scale is (450 points possible): 

A = 405 - 450
B = 360 - 404
C = 315 - 359
D = 270 - 314
F = Less than 270

Late Submission of Course Materials:

I expect all activities to be completed and submitted in a timely manner. The total number of points awarded will be reduced by 20% for each day late. No credit will be awarded for responses submitted later than the end of the fourth day after the due date. If you have a bona fide reason why you can not meet submission deadlines, please contact me prior to the date the assignment is due.
 
Note: Week eight assignments may not be submitted late for partial credit.

Classroom Rules of Conduct:

A student whose behavior is detrimental to good order in the classroom or whose behavior interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness and excessive absences.

Course Topic/Dates/Assignments:

Week One

Overview
Eligibility Requirements, Zero Reject

Week Two Procedural Safeguards
Week Three Due Process; Stay Put
Week Four Evaluation; Private School Students
Week Five    Free and Appropriate Education; Placement; ESY
Week Six Related Services; Assistive Technology
Week Seven Discipline
Week Eight Individual Education Program; Judicial Remedies; Attorney's Fees

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2012-2013 Graduate Catalog Page 21-22

Plagiarism:

Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

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:







A more detailed course syllabus resides within the eCollege course shell.  You will have access to the syllabus after you enroll in the course.  If for some reason you need an advanced copy, please let me know.


Attachments:
Response Rubric

Discussion Question Rubric

Foliotek Information

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Cognitive Skills - Develop a presentation to hypothetical parents which identifies and explains the steps in the special education process                                                                                                                 
Outcomes
1. Content 2. Analysis 3. Synthesis 4. Application 2-5                                                                                                                                                                                                                                                                                                                                                                                                                                                               
Exceeds expectations – Five or more steps are correctly addressed. Meets expectations – Three to four steps are correctly addressed Does not meet expectations – Two to three steps are correctly addressed Shows no evidence of meeting expectations – One or fewer steps are correctly addressed. 
Identifies responsibilities of both school and parent in the special education process : Responses may be incorporated either in the explanations of the special education process steps (above) or included separately in the presentation.               
Outcomes
1. Content 2. Analysis 3. Synthesis 4. Application 2-5                                                                                                                                                                                                                                                                                                                                                                                                                                                               
Exceeds expectations – Five or more responsibilities are correctly addressed. Meets expectations – Three to four responsibilities are correctly addressed Does not meet expectations – Two to three responsibilities are correctly addressed Shows no evidence of meeting expectations – One or fewer responsibilities are correctly addressed. 
1. Special education dispositions & principles - Identify primary principles and or dispositions necessary for a successful special education experience and briefly explain their importance.                                                             
Outcomes
1, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Exceeds expectations – Four or more principles are identified and discussed Meets expectations – Three principles are identified and discussed Does not meet expectations – One or two principles are identified and discussed Shows no evidence of meeting expectations – Did not identify any principles or failed to provide an appropriate discussion. 

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Last Updated:12/3/2012 1:00:15 PM