SOUTHEASTERN
LOUISIANA UNIVERSITY
Special Education 600
Introduction to the Education of Individuals with Exceptionalities
Credit: 3 hours
Prerequisites: None
Course Description:
A course for educators, students in behavioral sciences and students beginning
graduate study in education. Study of relevant research dealing with the
physical, mental, emotional, and social traits of individuals with
exceptionalities. Current issues in the development of educational
programs for individuals with special needs will be addressed.
Conceptual Framework:
In order to successfully plan, develop, and implement curricula to meet the
needs of diverse learners in today's world and to prepare students for the
future, the College of Education and Human Development (COEHD) has identified
four critical components of The Effective Educator: standards-based
instruction (SBI), knowledge of the learner (KL), best pedagogical practice
(PP), and current knowledge (CK).
Text: Turnbull, A., Turnbull, R., Shank, M., Smith, S. & Leal, D. (2002). Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Merrill.
Course Objectives:
By the conclusion of this course, the student will have developed knowledge and
understanding of:
1. Models, theories, philosophical, and historical foundations that
provide the basis for special education practice. (CC:1,K1) (PP, CK)
2. Variations in beliefs, traditions, and values across cultures within
society and the effect of the relationship among child, family, and schooling.
(CC:1, K2) (PP, CK)
3. Issues in definition and identification procedures for individuals
with exceptional learning needs including individuals from culturally and/or
linguistically diverse backgrounds. (CC:1, K3) (CK)
4. Issues, assurances, and due process rights related to assessment
eligibility, and placement within a continuum of services. (CC1, K4) (PP,
CK)
5. Rights and responsibilities of parents, students, teachers, and other
professionals, and schools as they relate to individual learning needs.
(CC:1, K5) (PP, CK)
6. Similarities and differences among the cognitive, physical, cultural,
social, and emotional needs of individuals with and without exceptional
learning needs. (CC:2, K1) (CK)
7. Differential characteristics of individuals with exceptionalities,
including levels of severity and multiple exceptionalities. (CC: 2, K2)
(CK)
8. Characteristics of normal, delayed, and disordered communication
patterns of individuals with exceptional learning needs. (CC:2, K4) (CK)
9. Effects an exceptional condition(s) may have on an individual's
life. (CC:2, K4) (CK).
10. Characteristics and effects of the cultural and environmental milieu
of the child and the family including cultural and linguistic diversity,
socioeconomic level, abuse/neglect, and substance abuse. (CC:2, K5) (CK)
11. Effects of various medications on the educational, cognitive,
physical, social, and emotional behavior of individuals with
exceptionalities. (CC:2, K6) (CK)
12. Educational implications of characteristics of various
exceptionalities. (CC:2, K7) (CK)
13. Legal provisions, regulations, and guidelines regarding assessment of
individuals. (CC:3, K3) (CK)
14. Typical procedures used for screening, prereferral, referral, and
classification. (CC:3, K4) (PP, CK)
15. Teacher attitudes and behaviors that positively or negatively
influence behavior of individuals with exceptional learning needs. (CC:6,
K3) (KL, PP)
16. Strategies for preparing individuals to live harmoniously and
productively in a multiclass, multiethnic, multicultural, and multinational
world. (CC:6, K6) (PP)
17. Personal cultural biases and differences that affect one's
teaching. (CC:8, K1) (KL, PP)
18. Importance of the teacher serving as a model for individuals with
exceptional learning needs. (CC:8, K2) (SBI, KL, PP)
19. Discuss literature, research, and issues in each exceptionality.
(SBI, CK, PP)
20. Discuss special education services, facilities, and resources. (CK)
21. Current educational terminology and definitions of individuals with
disabilities including the identification criteria and labeling controversies,
using professional accepted classification systems, and current incidence and
prevalence figures (GC:1, K1) (CK)
22. Evolution and major perspectives from medicine, psychology, behavior,
and education on the definitions and etiologies of individuals with
disabilities. (GC:1, K2) (CK)
23. Differing perceptions of deviance, including those from mental
health, religion, legal/corrections, education, and social welfare.
(GC:1, K3) (CK)
24. The historical foundations, philosophies, theories, and classic
studies including the major contributors, and major legislation that under gird
the growth and improvement of knowledge and practice in the field of special
education. (GC:1, K5) (CK)
25. The legal system to assist individuals with disabilities (GC:1, K5)
(CK)
26. Continuum of placement and services, including alternative programs
available for individuals with disabilities. (GC:1, K6) (CK)
27. Laws, regulations, and policies related to the provision of
specialized health care in the educational setting. (GC:1, K7) (CK)
28. Physical development, physical disabilities, and health impairments
as they relate to the development and behavior of individuals with
disabilities. (GC:2, K1) (KL, CK)
29. Effects of dysfunctional behavior on learning, and the differences
between behavioral and emotional disorders and other disabling
conditions. (GC:2, K2) (KL, CK)
30. Various etiologies and medical aspects of conditions affecting
individuals with disabilities. (GC:2, K3) (CK)
31. Psychological and social-emotional characteristics of individuals
with disabilities. (GC:2, K4) (CK)
32. Common etiologies and the impact of sensory disabilities on learning
and experience. (GC:2, K5) (CK)
33. Alternatives for teaching skills and strategies to individuals with
learning disabilities who differ in degree and kind of disability. (GC:4,
K8) (SBI, KL, PP, CK)
34. Issues, resources, and techniques used to integrate students with
disabilities into and out of special centers, psychiatric hospitals, and
residential treatment centers. (GC:5, K2) (SBI, PP, CK)
35. Common environmental and personal barriers that hinder accessibility
and acceptance of individuals with disabilities. (GC:5, K4) (KL)
36. Sources of unique services, networks, and organizations for
individuals with disabilities, including career, vocational, and transition
support. (GC:7, K1) (KL, CK)
37. Collaborative and consultative roles of special education teachers in
the integration of individuals with disabilities into the general curriculum
and classroom. (GC:7, K3) (KL, CK, PP)
38. Types and importance of information generally available from family,
school officials, legal system, community service agencies (GC:7, K4) (KL, CK)
39. Consumer and professional organizations, publications, and journals,
relevant to individuals with disabilities. (GC:8, K1) (CK)
40. Rights to privacy, confidentiality, and respect for differences among
all persons interacting with individuals with disabilities. (GC:8, K2).
(CK)
41. Maintain confidentiality of medical and academic records and respect
for privacy of individuals with disabilities. (GC:8, K4) (CK)
Learner Outcomes:
By the conclusion of this course, the student will be able to:
1. Articulate a personal philosophy of special education including its
relationship to/with regular education. (CC:1, S1) (SBI, KL, PP, CK)
2. Conduct instructional and other professional activities consistent
with the requirements of law, rules and regulations, and local district
policies and procedures. (CC:1, S2) (CK)
3. Collaborate with families and other professionals involved in the
assessment of individuals with exceptional learning needs. (CC:3, S1)
(KL, PP, CK)
4. Create an environment that encourages self-advocacy and increased
independence. (CC:5, S8) (SBI, KL, PP, CK)
5. Demonstrate proficiency in oral and written communication.
(CC:8, S5) (SBI)
6. Use copyrighted educational materials in an ethical manner.
(CC:8, S8) (SBI)
7. Practice within the CEC Code of Ethics and other standards and
policies of the profession. (CC:8, S9) (SBI)
8. Articulate the pros and cons of current issues and trends in the
education of individuals with disabilities. (GC:1, S1) (CK)
9. Articulate the factors that influence the overrepresentation of
culturally/linguistically diverse students in programs for individuals with
disabilities. (GC:1, S2) (CK, KL)
10. Delineate the principles of normalization versus the educational
concept of "least restrictive environment" in designing educational
programs for individuals with disabilities (GC:1, S3) (CK)
11. Describe and define general developmental, academic, social, career,
and functional characteristics of individuals with disabilities as they relate
to levels of support needed. (GC:2, S1) (KL, CK)
12. Teach individuals with disabilities in a variety of educational
settings. (GC:5, S3) (SBI, KL, PP, CK)
13. Coordinate activities of related service personnel to maximize direct
instruction time for individuals with disabilities. (GC:5, S7). (SBI, KL,
PP, CK)
14. Participate in the activities of professional organizations relevant
to individuals with disabilities. (GC:8, S1) (CK)
15. Articulate the teacher's ethical responsibility to nonidentified
individuals who function similarly to individuals with disabilities.
(GC:8, S2). (SBI)
Course Outline:
Preludes, Laws, Students, and Staff
Implementing IDEA's Principles
Special Education Today: Inclusion and Collaboration
Learning Disabilities
Emotional or Behavioral Disorders
Attention Deficit/Hyperactivity Disorder
Giftedness
Mental Retardation
Severe and Multiple Disabilities
Autism
Other Health Impairments
Physical Disabilities
Traumatic Brain Injury
Communication Disorders
Hearing Loss
Blindness and Low Vision
Transition to Adulthood
Course Requirements
|
Mid-Term Examination |
50 points |
|
Final Examination |
50 points |
|
Discussion Forums - 13 @ 6 points |
78 points |
|
Journal - 6 entries @ 5 points |
30 points |
|
Observation/Participation Block - 10 hours total |
150 points |
|
Selected assignments, journal articles, newspaper articles (further explanation to be given below and during the course of the semester) |
42 points |
|
Total points Possible |
400 points |
Grading Criteria
A = (100 - 93%)
B = (92 - 85%)
C = (84 - 77%)
D = (76 - 66%)
F = (65 - 0%)
Professional Standards
1. 1. Students are expected to maintain professional standards of behavior at all times when fulfilling course requirements.
2. 2. Students must demonstrate proficiency in written composition, as written communication skills are basic to teaching. The essay component of examinations will be graded on grammar, word choice, and spelling as well as content.
3. 3. Students must follow the rules of the publication manual of the American Psychological Association (APA) (4th ed.) in citing references.
4. 4. Students should consult the current catalogue for information regarding the last day to drop or resign from the University without a grade penalty. Students are responsible for completing required forms when they find it necessary to discontinue University work prior to the end of the semester.
5. 5. Students will not be given makeup exams without a valid written excuse for the absence.
PASS/FAIL OPTION:
Graduate
students have the option of registering on a pass/fail basis for courses not
included in their degree plan. Courses taken on a pass/fail basis may not be
used for degree credit at SLU. For a graduate credit course, a grade of “P” will be assigned only if the work is of
at least “C” quality. See the catalogue for further information. A STUDENT ON
PROBATION MAY NOT ENROLL IN GRADUATE COURSES PASS/FAIL. SEE A CURRENT
CATALOGUE FOR REGULATIONS.
NOTE:
1. If you have been accepted into the Master of Education program and have not completed a degree plan, please see your advisor as soon as possible.
2. If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you required to self-identify with the Office of Student Life, Room 202 Student Union.
4. Graduate students with non-degree status who wish to pursue a graduate degree should contact the Graduate School (549-2103) to request a change of status. Upon receipt of GRE scores and all other required paperwork, the Graduate School notifies students as to their status: Regular Admission status, Conditional Admission status, or Non-Degree status. Students with Regular or Conditional status will then receive a letter from the Department Graduate Coordinator assigning an advisor and requesting that they complete a degree plan promptly.
No more than 12 hours earned by a student in Conditional, Temporary, or Non-Degree Status may be counted toward graduate degree, provided the credit is recommended for approval to the Graduate Dean by the appropriate graduate coordinator or faculty advisor.
Rev. 6/01 grad
INSTRUCTOR:
Dr. Wendy Siegel
TEC Rm. 235A
(504) 549-3421
Office hours: Tuesday 11:30-2 and
3:15-4:15
Online Office hours: Wednesday
1:45-5 and Thursday 1:45-5
And By Appointment
More on course requirements:
REMEMBER THAT ALL WORK SHOULD BE DONE IN MICROSOFT WORD OR WORD PERFECT!!!
1. 1. Examinations - both the mid-term examination and the final examination (multiple choice) will be given at Southeastern.
2. 2. Discussion Forums - by 8 a.m. on Wednesday, all class lecture notes and discussion forum questions will be posted. You must respond to the question posed by the instructor by Thursday of that week (at midnight). At least two days after you have responded to the initial question, you will respond to one or more of your colleagues responses, thereby creating a discussion on the topic posed. Your final submission to the discussion forum must be made by midnight on Monday. You will be graded on each of these responses. I will use the rubric below to grade each of your discussion forum responses:
3 points - You are right on
target about the topic at hand and have dealt with it in an insightful manner.
2 points - You are very close to the topic at hand,
but do not deal with it fully.
1 point - You are off target often and barely
deal with the topic and/or your colleagues' responses.
0 points - You have not completed the assignment or
you have not dealt with the topic at hand.
3. Journal Entries - you will keep a journal about different strategies, methods, programs, or techniques that have been discussed in class, in your text, or in journal articles that you have read. You will need to make at least six entries in your journal over the semester. Each entry should include a description of what you discovered and then implemented in your classroom, what were the results (both good and bad), what you would change the next time you used this method, and how the method addressed the diverse needs of the learners in your class. If you don’t have a class currently, write about how and when you would expect to apply those strategies, methods, programs, or techniques.
4. Observation/Participation Block - you
will be required to fulfill the following 10 hour block (150 points total):
a. Observe a regular education teacher (15/150
points) who has students with disabilities in his/her class. This
observation must be one hour (or one class period) in length. In the
course information section of this online course a form to be used for this
observation (SPED 600 Regular Education Classroom Observation Form) can be
found. In addition to filling out this observation form, you must
write a one page, double spaced narrative describing your observation.
b. Observe a special education teacher (15/150
points). This can be an observation of a self-contained teacher, a
resource teacher, or a teacher who works in an inclusive environment.
This observation must be one hour (or one class period) in length. In the
course information section of this online course a form to be used for this observation
(SPED 600 Special Education Classroom Observation Form) can be found. In
addition to filling out this observation form, you will also be required to
write a one page, double spaced narrative describing your observation.
c. Interview a special education teacher (15/150
points). This can be a teacher at your school or from another
school. In the course information section of this online course is a
sample interview form (SPED 600 Teacher Interview). You must write a one page,
double spaced narrative describing your interview.
d. Interview a student with disabilities (15/150
points). This should be a student who is not in your class. In the
course information section of this online course is a sample interview form
(SPED 600 Student Questionnaire). You must write a one page, double
spaced narrative describing your interview.
e. Remaining hours (50/150 points) (8 hours or
enough hours to total 10 after subtracting out the observations of a regular
education teacher and a special education teacher) are to be spent in 5 or more
of the following activities. In the course information section of this
online course is a form (SPED 600 Observation/Participation Log) which
should be filled in to describe each of the activities you take part
in. The purpose of this activity is to enable you to see the broad
spectrum of special education and how many different professionals work
together to provide the best educational experiences possible for
students. You must choose a minimum of five of the activities listed
below:
- Observe an Adaptive
Physical Education Teacher
- Observe a
Speech/Language Pathologist
- Observe a Physical
Therapist
- Observe an
Occupational Therapist
- Observe a School
Psychologist or the Guidance Counselor
- Observe a member of
Pupil Appraisal
- Attend an SBLC Meeting
- Attend an IEP
Conference (not one that you are conducting)
- Attend a workshop
pertaining to working with students with disabilities
f. Write a 2 - 3 page double spaced reaction
paper (25/150 points) about your experiences in "e" above. Be
sure to talk about strategies used, management techniques, special methods
employed, and your personal reaction to what you observed.
g. Written expression (15/150 points).
This section is based on your use of grammar, verb tense, spelling, and word
usage in the written portions of this assignment.
h. In the course information section of this online
course see SPED 600 Observation/Participation Block Grading Sheet. This
is the rubric that will be used to grade this entire section.
5. Selected assignments:
1. What disability is portrayed in this movie?
2. How is the individual with a disability treated by others, by society,
and/or by his/her family in the movie?
3. What challenges does the individual with a disability encounter in the
movie and how does he/she and/or
his/her family deal with these challenges?
4. When does the movie take place? Have circumstances for
individuals with the same kind of disability changed?
5. What was the cause of the disability? How was it known that the
individual had a disability?
6. Would any related services be warranted to deal with the disability?
7. Were any advocacy groups mentioned to assist parents, etc.?
1. Attend a workshop/presentation on special education issues (must be a
different workshop than the one attended for the 10 hr. block described above).
You must include the title of the workshop attended, name(s) of the presenters,
and a 1 page typewritten (double spaced) summary of what the
workshop/presentation included. (This may be done by attending a
SuperConference presentation)
2. Special Olympics - attend and assist at a Special Olympics
event. If you participate in this activity, you must list the activity
you participated in, date, where the activity took place, and a one page
typewritten (double spaced) paper about your experience and your reaction to
the experience.
3. Journal Articles - read two journal articles regarding successful
teaching strategies that can be used with individuals with disabilities.
You must reference each article at the top of the page (APA style) and then
write a one page typewritten (double spaced) paper summarizing each article.
4. Visit a group home, sheltered workshop, job site where job coaches are
used with individuals with disabilities, or any other places where individuals
with disabilities are instructed regarding post-school employment. Write
a one page typewritten (double spaced) paper listing the date of your visit,
where you went, the time you spent, the name of the director/supervisor, and
what you observed along with your reaction to what you observed.
Tentative Course Schedule
2002
|
1/18/02 |
Overview of course, Orientation to Blackboard, and
statement of information technology competency skills |
|
Week of 1/21 |
Chapter 1: Overview of Today's Special Education |
|
Week of 1/28 |
Chapter 2: Implementing IDEA's Principles |
|
Week of 2/4 |
Chapter 3: Special Education Today: Inclusion and
Collaboration |
|
Week of 2/11 |
Chapter
4: Learning Disabilities
|
|
Week of 2/18 |
Chapter 8: Mental Retardation |
|
Week of 2/25 |
Mid-Term Examination study guide (multiple choice) will be posted by Tues., 2/19 at 8:00 a.m. |
|
Week of 3/4 |
Mid-Term Examination (Chapters 1-4, 8): Multiple Choice Section (to be given on campus; date and time to be announced).REMEMBER: March 22nd is the last day to drop classes without grade penalty |
|
Week of 3/11 |
Chapter 6: Attention Deficit/Hyperactivity Disorder REMEMBER: March 22nd is the last day to drop classes without grade penalty |
|
Week of 3/18 |
Chapter 5: Emotional and Behavioral Disorders |
|
Week of 3/25 |
Chapter 9 and 13: Severe and Multiple Disabilities and
Traumatic Brain Injury |
|
Week of 4/1 |
SPRING BREAK! |
|
Week of 4/8 |
Chapter 14: Communication Disorders |
|
Week of 4/15 |
Chapter 10, 11, 12: Autism, Other Health Impairments, and
Physical Disabilities |
|
Week of 4/22 |
Chapter 15, 16, and Transition: Hearing Loss and Blindness
and Low Vision |
|
Week of 4/29 |
Chapter 7:
Giftedness JOURNAL DUE by 8am Weds. 5/1 Discussion
Forum #13 |
|
Week of 5/6 |
NEWSPAPER REVIEW/REACTION DUE |
|
Week of 5/13 |
Final examination (multiple choice): Chapters 5-16). This will be given on campus; date and time to be announced. |
Reading List:
Bullock, L. M. (1992). Exceptionalities in children
and youth. Boston, MA: Allyn and Bacon.
Choate, J. (1993). Successful mainstreaming:
Proven ways to detect and correct special needs. Boston, MA: Allyn and
Bacon.
Corbin-Sicoli, M. L. (1985). College students
with LD: Support systems and programs. Journal of Reading, Writing, &
Learning Disabilities, 1, 59-62.
Dover, W. (1994). The inclusion
facilitator. Manhattan, KS: The Master Teacher Publishing.
Haring, N., McCormick, L., & Haring, T.
(1994). Exceptional children and youth. New York: Merrill.
Heward, W. L., & Orlansky, M. (1992).
Exceptional children(4th ed.). Columbus, OH: Merrill.
Heward, W. L., Barbetta, P., & Cavanaugh, R.
(1996). Exceptional children: An introduction to special education. New
York: Merrill.
Lewis, R. B., & Doorlag, D.H. (1995).
Teaching special students in the mainstream. New York: Merrill.
McMcoy, K. M. (1995). Teaching special learners
in the general education classroom. Denver, CO: Love Publications.
Smith, D., & Luckasson, R., (1995). Special
education: Teaching in an age of challenge (2nd ed.). Boston, MA: Allyn
Bacon
Will, M. (1985). Bridges from school to working
life: OSERS programming for the transition of youth with disabilities.
Rehabilitation World,9, 4-7.
Ysseldyke, J. E., & Algozzine, B. (1995).
Introduction to special education (3rd ed.). Boston: Houghton Mifflin.