Counseling Psychology and Special Education 400



Counseling Psychology and Special Education

Fall 2007

Brigham Young University

Department of Counseling Psychology and Special Education

Course Title: CPSE 618 Special Education

Course Credit: 3 semester hours

Room & Time: MCKB 355; Wednesday 4:00-6:50 p.m.

|Instructor: |Betty Y. Ashbaker, Ph.D. | |

| |340-C MCKB | |

| |422- 8361 | |

| |Betty_Ashbaker@byu.edu | |

Office Hours:

I have office hours, but I recommend that you make an appointment. We can meet after class or by appointment. I can better prepare to meet your needs and avoid interruptions during our meeting if you pre-arrange an appointment.

Course Description:

This course studies laws, regulations, and civil court actions in determining services for students with disabilities. Policy issues and problem solving use a legal reference for decision making regarding programs and services for students with disabilities.

Focus: This course is for Masters level teachers in special education. It includes an extensive coverage of federal and state laws and regulations, as well as civil court actions in the determination of services to children with disabilities. The course places emphasis is on policy issues and practical problem solving using a legal reference as a framework for decision-making.

Prerequisites:

Admission to the BYU Special Education Masters Program

Required Text:

Latham, P., Latham, P., & Mandlawitz, M. (2008). Special Education Law. Boston: Pearson Education, Inc.

Must have access to: The American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Learning Outcomes:

Learning outcomes or course objectives is an advanced level of the CEC/NCATE Knowledge and Skill Base Standards for teacher licensure. Many of the objectives mirror those of Standard #1 for the Special Education Administrator. These standards are listed at the end of this syllabus, following the Council for Exceptional Children (CEC) Common Core for Cultural Competencies.

Students will demonstrate through various activities that you understand and implement practices that are in keeping with the laws related to students’ rights and teachers’ and paraprofessionals’ responsibilities (e.g. for equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, reporting situations related to possible child abuse). You will gain in-depth understanding of the legal issues related to the delivery of special education services, which you will be able to explain in writing and/or verbally. You will develop and demonstrate a working knowledge of the following:       

• Laws and policies for general and special education including, the scope of law in education and it’s influence on special education; IDEA’97, NCLB, FERPA, ADA, 504.

• Evolution of laws and policies that impact the lives of individuals with exceptionalities and their families from birth through adulthood.

• The rights of families as their rights relate to educational issues (procedural safeguards, due process, FERPA, ADA, and the Rehabilitation Act),

• The provisions of IDEA ‘97 including the IEP. FAPE, LRE, and Due Process.

• The influence of administrative rulings and court decisions through case law standards that guide practices.

• Various analytic frameworks that guide legal analysis.

• The dynamic nature of educational law and how to identify tools and resources to assist students in keeping current.

Course Expectations/ Student and Professor Responsibilities:

Students will:

a. BYU Honor Code and Dress Code: Adhere to the BYU Honor and dress codes.

b. Preparation and Participation: Be prepared for each class by completing assignments and readings from the text, and handouts. Come to class prepared to discuss and evaluate materials. Complete all assignments and written work (described below).

c. Attendance: Attend all class sessions. You are responsible for notes and materials disseminated as part of the class sessions. Inform the Graduate Assistant of any necessary absences or tardiness. No visitors (including children) can attend any class without prior approval from the Professor.

d. Students With Disabilities: Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability, which may impair your ability to complete this course successfully, please contact the University Accessibility Center (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422- 5895, D-282 ASB.

e. Preventing Sexual Harassment: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor Code Office at 422-2847.

The PROFESSOR and Graduate Assistant will:

1. ( Come to class prepared.

2. ( Teach using effective instruction techniques based on research literature.

3. ( Maintain office hours.

4. ( Teach individuals to use self-assessment, problem solving, and other cognitive strategies.

( Conduct self in accordance with standards of professionalism.

( Use strategies to facilitate maintenance and generalization of skills across learning environments.

( Use procedures to increase the individual’s self-awareness, self-management, self- control, self-reliance, and self-esteem.

Methodologies/Teaching Strategies

This course is designed to assist students in learning the course objectives through a combination of blackboard activities and class meetings. Both will include group discussions focused on legal topics in education, assigned reading, case studies, and application exercises. Instruction will include evaluation and feedback of written work, and library/Internet access and study.

Course Requirements & Grading Policy

Grades are based on your professionalism, competence, and effort in handling the assigned tasks and on a 1-hour final examination. Participation points, plus or minus up to 2 points, will be given for demonstrated preparation for and participation in class discussions and activities, attendance, and punctuality.

1. Pre-assessment

A pre-assessment will be given the first day of class to fine-tune the content of the course. Subject areas where teacher candidates can demonstrate knowledge will be reduced, and areas where knowledge is missing will be increased in the course content.

2. Reading-related activities and writing assignments

Each Blackboard lesson has from one to six activities. You are requested to work with your peers to divide out the activities and place answers on blackboard for all classmates to read and learn. [See collaboration under the communication Tab on Blackboard]. These are written reading-related application assignments, which correspond with class topics and reading materials.

The purpose of written assignments in this course is to give you opportunities to show your thinking as you learn the legal requirements for special education teachers, and you analyze legal actions taken against teachers, and you synthesize your knowledge of the positive actions you can take in your classroom. These writing activities are designed to help you show your understanding of special education concepts. These assignments are limited in length. Each quiz/assignment is worth 20 points.

• The quizzes will be closed book. No make-up quizzes.

• Written reports are expected to be professional: proofread your report at least once prior to submitting it. Reports should be free of spelling, grammatical, and typographical errors. Typewritten repots should be written in American Psychological Association 5th Edition style.

• All assignments are due at the beginning of class on the day assigned—even if posted to Blackboard. It is expected that all written work reflect the efforts of the individual student (except for cooperative learning group projects). No late assignments are accepted—except in rare extenuating circumstances such as extreme student illness, family death, etc. These are addressed on an individual basis.

3. Case Writing Activities:

The professor(s) will distribute case scenarios involving current issues in special education. The class will discuss the scenarios and determine the salient issue(s).

Using resource materials, students will write to that issue, covering the following areas:

• Historical background

• Legal emphasis

• Best practices

• Summarize with the action you will take—given the scenario or questions.

Please document all references and avoid opinions unless they are supported by historical, legal, or best practice references. Papers must be typed (preferably in Word) and may be submitted via email; then posted to Blackboard. All papers must follow the APA format, Please plan to share your work with others in the class—as they will be posted to blackboard after they have been read by the professor.

4. Professionalism:

Teacher candidates are encouraged to meet the same expectations as those of a professional teacher; e.g. arrive on time, stay for the whole time, participate, give prior notice if absent, etc. Conduct self with civility and in accordance with standards of professionalism. In addition to courteous and appropriate behavior, there is a standard for computer etiquette in this class. Students are more attentive to group discussions when they are not using computers (cell phones, Ipods, etc.) for unrelated tasks (e.g., email, instant messaging, web surfing) during class/meeting times. Rather, computers should enhance teacher-candidates’ participation with the group (e.g., taking notes, scheduling meetings). Please monitor your own behavior—don’t embarrass me (or you) by requiring me to deal with this. Five points each for Midterm and Final ratings are given by GA and Professor.

5. Attendance:

Attend all class sessions. You are responsible for notes and materials disseminated as part of the class sessions. Inform the Graduate Assistant of any necessary absences or tardiness. Punctuality and participation is expected with your class attendance. More than 2 unexcused class meetings, will put you in jeopardy of receiving a failing grade in the course.

6. Lesson Review

Each lesson contains a review. Read each and identify any information that should be added or deleted. Write one question to assess the information learned in this chapter. Post your questions on Blackboard.

6. Final Exam

A final, comprehensive exam will cover the objectives of this course. This exam is written rather than multiple choice. It will be closed book. It is worth up to 100 points. You can review for the exam by reading the learning outcomes of each lesson.

*Bonus Survey

You will be given an opportunity to respond to a survey conducted by the Center for Teaching and Learning (CTL).Your participation is voluntary. However, if you choose to participate, as an incentive, you will be given 5 bonus points. Your responses to the survey will not affect your grade and will only be used to improve the course.

*Bonus Online Instructor and Course Evaluation

At the end of the semester, you will be invited to evaluate the course and the instructor. You will receive 5 points for participating in this evaluation.

TOTAL COURSE ACTIVITIES POINTS

|1. |Pre-assessment of student knowledge |20 |

|2. |Lesson activities & collaboration 20 points x 10 lessons |200 |

|3. |Case Activities (2 x 25) |50 |

|4. |Professionalism (5 each Midterm and Final) | 10 |

|5. |Attendance On time and stay until class is over= 5 points; Late/tardy or leaves early= 3; Unexcused absence = 0; | 35 |

| |Excused absence= 2] Points possible = 5 points each x 7 classes. | |

|6. |Lesson Review Questions (12 Lessons x 5 points) |60 |

|7. |Final Exam (Written, comprehensive during the scheduled day of final) |100 |

| |Total |475 |

Calculation of Grades: Points earned on assignments, quizzes, and exams will be divided by the total points possible to determine a percentage. Percentages relate to grades as follows:

% Range Grade % Range Grade

95-100% A 73-76% C

90-94% A- 70-72% C-

87-89% B+ 67-69% D+

83-86% B 63-66% D

80-82% B- 60-62% D-

77-79% C+ below 60% E

Council for Exceptional Children (CEC)

Common Core for Cultural Competencies

CC1K8 Historical points of view and contribution of culturally diverse groups.

CC8K2 Legal provisions and ethical principles regarding assessment of individuals.

Skills

CC9S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals.

Standard 9 - Professional and Ethical Practice

Skills:   Practice within the CEC Code of Ethics and other standards of the profession.

Conduct professional activities in compliance with applicable laws and policies.

·         Demonstrate sensitivity for the culture, language, religion, gender, disability, socio- economic status, and sexual orientation of individuals.

·         Practice within one’s skill limit and obtain assistance as needed.

·         Reflect on one’s practice to improve instruction and guide professional growth.

·         Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues.

Standard 10 - Collaboration

Knowledge:

· Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns.

· Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members.

Skills:

· Maintain confidential communication about individuals with exceptional learning needs.

·  Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team by planning methods to collaborative conferences with individuals with exceptional learning needs and their families.

·  Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs.

CEC Knowledge and Skill Base for All Beginning Special Education Administrators

Special Education Standard #1: Foundations

Special Education Administrator

|Knowledge: |

|SA1K1 |Laws and policies for general and special education. |

|SA1K2 |Evolution of laws and policies that impact the lives of individuals with exceptionalities and their families from birth through |

| |adulthood. |

|SA1K3 |Political and economic issues that affect policy development. |

| | |

|SA1K5 |Development and implementation of policies and regulations for individuals with exceptional learning needs and their families. |

|SA1K6 |Laws and policies regarding assessment, program evaluation, and accountability related to individuals with exceptional learning needs. |

| | |

|SA1K8 |Research related to educational change. |

| | |

| | |

|SA1K11 |Sources of funding |

|SA1K12 |Laws and policies governing the discipline of all students and implications for individuals with exceptional learning needs. |

|SA1K13 |Legal and ethical issues of behavior management of individuals with exceptional learning needs. |

|SA1K14 |Family systems and the role of families in supporting development and educational progress of the individual with exceptional learning |

| |needs. |

|Skills: |

|SA1S1 |Interpret laws and policies pertaining to individuals with exceptional learning needs. |

Disclaimer: This course is not intended to replace the advice and counsel of a qualified attorney. Rather, it is designed to make educators more aware of the requirements of the laws governing education, especially special education.

INTASC/NCATE Standards for Law Class:

|INTASC-10  |STANDARD: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support |

| |students' learning and well-being. |

|INTASC-10.C  |K: The teacher understands and implements laws related to students' rights and teacher responsibilities (e.g. for equal education,|

| |appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in |

| |situations related to possible child abuse). |

|NCATE-1.C  |> Professional and Pedagogical Knowledge and Skills: Teacher candidates can apply their professional and pedagogical knowledge and|

| |skills delineated in professional, state, and institutional standards to facilitate learning. They consider the school, family, |

| |and community contexts in which they work and the prior experience of students to develop meaningful learning experiences. |

|NCATE-1.C(NT)  |> Professional Knowledge and Skills: Candidates for other professional school roles have an adequate understanding of the |

| |professional knowledge expected in their fields and delineated in professional, state, and institutional standards. They know |

| |their students, families, and communities; use current research to inform their practices; use technology in their practices; and |

| |support student learning through their professional services. |

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