Counseling Psychology and Special Education 400
Counseling Psychology and Special Education 400 Section 9
Fall 2005
Brigham Young University
Department of Counseling Psychology and Special Education
Course Title: Exceptional Students: Principles of Collaboration
Course Credit: 2 semester hours
|Instructors: |Betty Y. Ashbaker, Ph.D. |Tina Taylor Dyches, Ed.D. |
| |340-C MCKB |340-F MCKB |
| |422-8361 |422-5045 |
| |betty_ashbaker@byu.edu |tina_dyches@byu.edu |
| | | |
| |Gordon Gibb, Ph.D. |Barbara Smith, M.Ed. |
| |340-G MCKB |340-R MCKB |
| |422-4915 |422- 8396 |
| |gordon_gibb@byu.edu |barbara_smith@byu.edu |
| | | |
| |JoAnn Munk, M. S. |Shelly Reier, M.S. |
| |350-D MCKB |237-B MCKB |
| |422-9133 |422-8547 |
| |joann_munk@byu.edu |shelly_reier@byu.edu |
| | | |
| |Darlene Anderson Ph.D. |Karolyn Peery M.S. |
| |237 MCKB |237B MCKB |
| |422-7603 |422-5055 |
| |darlene_anderson@byu.edu |465-8884 (home) |
| | |B_KPEERY@ |
| |Carol Solomon M.S. | |
| |350-D | |
| |422-3857 | |
| |carol_solomon@byu.edu | |
|Teaching |Aaron Smith, aaron_smith@byu.edu | |
|Assistants: |Sungti Hsu, sungti@ | |
| |Wendy Warnick, wendyclw@email.byu.edu | |
| |Simon Osthed, simon_osthed@ | |
Office Hours: Monday 2:00-3:30, 5:00-6:00; Tuesday 2:30-5:00; Thursday 2:00-3:30, 6:00-7:00.
Course Description: This course prepares future classroom teachers to understand how students with exceptionalities learn, and to use basic strategies for meeting their educational needs. Participants will identify: the ways individuals differ, the exceptionalities defined in the Individuals with Disabilities Education Improvement Act, strategies to instruct students with various learning needs, curricular adaptations and accommodations for students with disabilities, and ways to collaborate with parents and professionals.
| | | |
|Objective |INTASC & CEC Standards |Assessment |
|1. Describe the various ways in which people differ and |3: Diverse Learners |Quiz 1 |
|identify barriers and ways to increase understanding of | |Unit Exam I |
|exceptionality. | | |
|2. Define special education and describe the legal |7: Planning Instruction |Quiz 2 |
|structure of services for individuals with disabilities, | |Unit Exam II |
|including the Individuals with Disabilities Education Act. | |Hypothetical Parent Letter |
|3. Describe the Learning Journey and how teachers use it to|7: Planning Instruction |Quiz 3 |
|plan and implement effective instruction. | |Unit Exam I |
|4. Identify the keys to effective collaboration, and the |10: Collaboration, Ethics, |Quiz 4 |
|role of collaboration in special education. |and Relationships |Unit Exam I |
| | |Collaboration with Others |
|5. Describe the steps in the Individualized Education |7: Planning Instruction |Quiz 5 |
|Program (IEP) process. | |Unit Exam I |
|6. Explain the requirements of the law for services for |7: Planning Instruction |Quiz 6 |
|eligible infants and toddlers, preschool children, and | |Unit Exam I |
|adolescents with disabilities. | | |
|7. Describe the characteristics, prevalence, and |3: Diverse Learners |Quiz 7 |
|educational strategies for students with specific learning | |Unit Exam II |
|disabilities, speech or language impairment, mental | |Demographic Information |
|retardation, and emotional disturbance. | |Awareness Lesson Plan |
|8. Describe the characteristics, prevalence, and |3: Diverse Learners |Quiz 8 |
|educational strategies for students with other health | |Unit Exam II |
|impairments, visual impairments, autism, traumatic brain | |Demographic Information |
|injury, deaf/blindness, and developmental delay. | |Awareness Lesson Plan |
|9. Define various cultural differences and explain the |3: Diverse Learners |Quiz 9 |
|effects of cultural, ethnic, and language diversity on the | |Unit Exam II |
|education of individuals with disabilities. | | |
|10. Describe the characteristics, prevalence, and |3: Diverse Learners |Quiz 10 |
|educational strategies for students who are gifted, | |Unit Exam II |
|talented, and/or creative. | | |
|11. Explain the concept of, and strategies for, |7: Planning Instruction |Quizzes 11-13 |
|accommodating to meet individual student needs. | |Unit Exam III |
| | | |
| | | |
| |INTASC & CEC |Assessment |
|Objective |Standards | |
|12. Describe how to use assessment results to make |7: Planning Instruction |Quizzes 11-13 |
|instructional decisions. | |Unit Exam III |
| | |Pre-referral Checklist and Instructional/Behavioral |
| | |Strategies |
|13. Identify ways to accommodate for individual learning |7: Planning Instruction |Quiz 11 |
|needs in reading. | |Unit Exam III |
| | |School Learning Environment |
|14. Identify ways to accommodate for individual learning |7: Planning Instruction |Quiz 12 |
|needs in written language. | |Unit Exam III |
| | |School Learning Environment |
|15. Identify ways to accommodate for individual learning |7: Planning Instruction |Quiz 13 |
|needs in math. | |Unit Exam III |
| | |School Learning Environment |
|16. Explain ways to understand and manage student |5: Learning Environments |Quiz 14 |
|behaviors, including proactive strategies for success, | |Unit Exam III |
|building positive relationships, and strategies for | | |
|managing challenging behaviors. | | |
|17. Complete a 12-hour field experience involving service |3: Diverse Learners |What I Learned |
|with a student with disabilities and submit a case study of| |Learning Log |
|assignments regarding the experience. | |Cooperating Teacher Evaluation |
| | |Confidentiality Statement |
Prerequisites: Admission to BYU Special Education undergraduate major or post-baccalaureate program, or instructor’s consent.
Concurrent field experience: Work a minimum of 12 hours with a student with disabilities (or at risk of failure) in a regular school classroom, submit a case study regarding this volunteer work.
Text: CPSE 400: Exceptional Students: Principles of Collaboration is available via DVD (required) and packet (optional) – both can be purchased at the BYU Bookstore.
Guiding Framework: As a department, we embrace the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards as our guiding framework for preparing teacher candidates.
The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards: The INTASC standards center on five major propositions: (1) Teachers are committed to students and their learning. (2) Teachers know the subjects they teach and how to teach those subjects to diverse learners. (3) Teachers are responsible for managing and monitoring student learning. (4) Teachers think systematically about their practice and learn from experience. (5) Teachers are members of learning communities.
Course Objectives: This course is designed to meet the requirements needed for a state of Utah teaching license in Elementary Education, Secondary Education, and Special Education and to also meet the standards of the Council for Exceptional Children (See for a full description of the CEC standards). INTASC and CEC standards are met in this course as listed below.
Students will:
Course Content:
This course is organized into two parts, each of which must be successfully completed to receive a passing grade for the course. The first part is the Field Experience/Case Study. This is explained in detail in the beginning of the course. The second part is the three units of study.
Unit I on Foundations and the Law consists of six lessons: an introduction to exceptionality, an explanation of special education, a discussion of education for all learners, instruction on collaboration for special needs, a description of the IEP process, and an explanation of services for young children and adolescents.
Unit II, entitled Exceptionalities, includes four lessons which teach the following topics: high incidence exceptionalities, low incidence exceptionalities, multicultural issues, and gifted and talented children.
Unit III, called Making Adaptations and Accommodations, includes four lessons which cover: adapting the curriculum in reading, language arts, and math, and adapting the classroom for challenging behavior.
Course Assignments:
Quizzes. Each lesson has Mastery Checks interspersed throughout the lessons, and each lesson is followed by a 10-question multiple choice quiz to test your understanding of the material taught. Quizzes should be taken following your study of the lesson and must be taken prior to the unit evaluations. DO NOT print the quizzes from the website.
Unit Exams. There will be one unit exam of 50 multiple choice questions following completion of each unit. You should NOT print the unit exams from the website. There is no final, comprehensive exam in this course.
Professionalism. Attendance, promptness, completion of assignments, and accessing other Internet sites (at least two per lesson) will be evaluated using a self-evaluation form. This must be completed during class and will not be accepted before or after the end of each class period. The instructor will also evaluate students regarding their professionalism mid-term and at the end of the semester.
Awareness Lesson Plan. After reading a children’s book that includes a character with a disability, each student will write a lesson plan for how to teach children about a specific disability.
Case Study. A case study will be submitted describing the 12-hour field experience (see Case Study Checklist).
In Class Assignments. Other assignments may be given for completion during class, such as Web Quests, which require you to use the Internet to increase your understanding and ability to use the resources available through the Internet. Each Web Quest covers a different topic. These assignments can be completed in groups of up to four students from the same section.
Field Experience: The field experience and related assignments are described in detail on the course website. Briefly described, participants will:
• Locate a classroom and a student with disabilities (or at risk of failure) that can serve as the subject of the experience.
• Spend at least 12 hours working in the classroom with the student, under the direction of the classroom teacher.
• Complete and submit a case study regarding this experience.
Late Work: Late assignments, quizzes, and exams will not be accepted. Please complete and submit all of your work on time.
Your Grade: Your final grade for the course is computed by the evaluation of the following assignments:
|Quizzes |14 @ 10 points per quiz |140 points |
|Unit Exams |3 @ 50 points per exam |150 points |
|Professionalism Self-Evaluation | |40 points |
|Awareness Lesson Plan |1 @ 25 points per lesson |25 points |
|Case Study for Field Experience |8 components @ 20 points |160 points |
|TOTAL POINTS | |515 points |
Your letter grade for the course will be calculated using the following grade equivalents for your percentage earned:
|A 95 - 100 |C 73 - 76 |
|A- 90 - 94 |C- 70 - 72 |
|B+ 87 - 89 |D+ 67 - 69 |
|B 83 - 86 |D 63 - 66 |
|B- 80 - 82 |D - 60 - 62 |
|C+ 77 - 79 | |
Course Expectations:
1. Honor Code: Students are expected to adhere to the BYU Honor Code, and dress/grooming standards.
1. Preparation: Students are expected to be prepared for each class by completing assignments, readings, quizzes, and exams prior to class.
1. Participation: Students are expected to attend each class period and to actively participate in classroom presentations, collaborative learning groups, and classroom discussions.
1. Written Work: Written reports are expected to be professional: proof-read your report at least once prior to submitting it. Reports should be free of spelling, grammatical, and typographical errors. Type-written reports should be written in American Psychological Association 5th Edition style. Handwritten reports should be legible (D’Nealian or Zaner-Bloser style).
1. Assignments: All assignments are due at the beginning of class on the day assigned. It is expected that all written work reflect the efforts of the individual student (except for cooperative learning group projects). Identical work submitted by two or more students will be regarded as plagiarism.
1. Personal Responsibility: Students are expected to check the online course information and/or the course syllabus for clarification needed regarding assignments prior to contacting the professor.
1. Out of Class Work: Following university standards, students are expected to spend approximately 4-6 hours per week studying and preparing for this 2 semester hour course (2-3 hours out-of-class work per semester hour).
1. Online Submission of Work: All quizzes and exams and electronic discussions will be administered via Blackboard.
1. LiveText: All case study assignments must be submitted via your LiveText account. Livetext Orientation September 9th from 2:00-4:00 for undergraduates and 4:00-5:00 post-baccalaureates.
Methodologies/Teaching Strategies: The course content will be learned primarily through the following strategies: reading the text online, completing mastery checks, working with a child with special needs, engaging in class discussions, participating in cooperative learning groups, and viewing videotapes.
Honor Code Standards: In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.
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.
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.
Statement on Diversity: The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills and dispositions to effectively apply the course content when working individuals and groups with varying abilities and background.
Mission Statement of the BYU Special Education Programs:
We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:
• Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.
• Prepare master special educators who provide collaborative leadership to foster the moral development and improve learning and social competence of exceptional children with challenging behaviors.
• Add to the knowledge base of special education and related disciplines through research.
• Serve and advocate for learners with individualized educational needs and others who support them.
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