SED 104: Introduction to Special Education



A. Department of Special Education

SED 104

Course Title: Special Education Introduction

Credit Hours: 3

B. Course Description: Complete overview of major categories of exceptionalities and special education. Observations of special education services. Open to non-majors.

C. Text: Hallahan, D.P., & Kauffman, J.M. (2008). Exceptional learners: Introduction to special education (11th ed.). New York: Allyn Bacon.

D. Course Objectives

Upon completion of this course, participants will:

a. Describe the historical development of the field of special education including legislation and litigation.

b. Describe the roles and ethical standards of professional organizations such as CEC and TASH.

c. Discuss the definitions, prevalence, and behavioral characteristics of the major categories of exceptionalities.

d. Describe the effects of linguistic and cultural diversity on the academic, emotional and social development of individuals with exceptionalities.

e. Discuss the roles of parents and families in the education of persons with disabilities, including advocacy and legal rights.

f. Describe the continuum of special education service delivery systems.

g. Describe the service delivery options for preschool special education.

h. Describe the purpose and components of transition for persons with disabilities, including postsecondary academic and work placement.

i. Describe how technology benefits the education of students with disabilities.

*These course objectives align with CEC New Teacher Standards: 1, 2, 3 and CED Initial Certification Standards 1, 2, 3.

E. Course Outline

This schedule is subject to change regarding topics covered, class reading/preparation and assignment DUE dates (i.e., assignment due date may be moved to LATER than original due date; assignments will NEVER be due EARLIER than original due date) depending on amount of time needed to thoroughly cover and/or complete each topic and activity.

| | | | |

|Date |Topic |Reading** |Assignment |

|Week #1 |Course Overview and Expectations; Exceptionality & Special |Ch. 1 |Quiz #1 |

| |Education | |Confidentiality Training |

|Week #2 |Integration, Inclusion, and Support of Positive Outcomes |Ch. 2 |Quiz #2 |

|Week #3 |Multicultural and Bilingual Aspects; Parents and Families |Ch. 3 & 4 |Quiz #3 & 4 |

|Week # 4 |Test #1 | |Abstract 1 due |

|Week #5 |Intellectual and Developmental Disabilities |Ch. 5 |Quiz #5 |

|Week #6 |Learning Disabilities |Ch. 6 |Quiz #6 |

|Week #7 |Attention Deficit/Hyperactivity Disorders |Ch. 7 |Quiz #7 |

| | | |Report 1 due |

|Week #8 |Emotional or Behavioral Disorders |Ch. 8 |Quiz #8 |

| | | |Midterm grades due |

|Week #9 |Test #2 | | |

|Week #10 |Communication Disorders |Ch. 9 |Quiz #9 |

|Week #11 |Deaf or Hard of Hearing |Ch. 10 |Quiz #10 |

| | | |Abstract 2 due |

|Week #12 |Blindness or Low Vision |Ch. 11 |Quiz #11 |

|Week #13 |Autism Spectrum Disorders |Ch. 12 |Quiz #12 |

|Week #14 |Low Incidence, Multiple, & Severe Disabilities |Ch. 13 |Quiz #13 |

| | | |Report 2 due |

|Week #15 |Physical Disabilities, Other Health Impairments; Special |Ch. 14 & 15 |Group Presentations |

| |Gifts and Talents | | |

|Week # 16 |Test #3 | | |

F. Course Requirements

a. Read all assigned material including the course text, handouts, articles and additional materials assigned by the professor.

b. Attend required class meeting and participate in class discussions and activities.

c. Pass three (3) scheduled tests.

d. Pass ten (10) of thirteen (13) scheduled quizzes.

e. Write two (2) reports of observations in special education settings.

f. Write two (2) abstracts of current articles from a professional special education journal.

g. Participate in one (1) group presentation on a physical disability, other health impairment, or special gifts and talents.

h. Extra credit opportunity – proof of membership in a special education professional organization such as CEC or TASH; attendance at student education organizations; other opportunities to be approved by professor PRIOR to attendance.

Tests

There will be three (3) tests in this course. These tests will be a combination of essay and objective questions in the form of multiple choice, true/false, fill-in-the-blank, etc. Tests will be conducted in-class during regularly scheduled class time or on Blackboard. Students must be present for examinations; no make-ups, no exceptions.

Quizzes

Thirteen (13) quizzes will occur throughout the semester. These quizzes will cover the weekly readings and will be in the form of multiple choice, true/false, and fill-in-the-blank questions. If absent the class period of a quiz, the student will receive a zero for the quiz. Quizzes can only be made up with a University or doctor’s excuse for missing class. At the end of the semester, the instructor will drop the three (3) lowest quiz scores for a total of ten (10) quiz scores.

Classroom Observations Reports

During the course of the semester, you will be expected to conduct two (2) separate observations of special education settings. The observations should be a minimum of 60 minutes long. You will be expected to identify the settings. If you have difficulty identifying a setting, or are unsure if one is appropriate, please contact the instructor. You should begin the identification process immediately as many teachers may want some time before scheduling an observation.

Observations can be conducted in a variety of settings. Following are some suggestions; however, you are not limited to these:

• Inclusive classroom

• Special education (resource or self-contained) classroom

• Sheltered workshop

• Child Development Center – inclusive

• Developmental intervention session

• Speech/language therapy session

• Occupational and/or physical therapy session

Following each observation, you will be required to write a brief (1-2 pages, double spaced, 12 point Times New Roman font) reflection paper regarding your experience. Each observation report should contain the following:

1. Type of setting observed (do not use the real name of the setting)

2. Number of children observed

3. Disability types observed

4. Length of time in observation

5. Types of activities observed

6. 1-2 paragraph summary of things that surprised you, or things that you had not expected, about the role of the educator during the observation.

7. 1-2 paragraph reflection about any insight that you may have gained during the observation regarding the role of the educator you observed.

Article Abstracts

Each student will submit an abstract of two (2) research articles of choice related to special education topics. The instructor will provide the format for this. The student(s) must choose recent (within the last 5 years) research articles from peer-reviewed journals. Students may use a journal only once and should use a combination of on-line as well as hard copy journals.

Journals As Recommended Resources

Academic Therapy Journal of Applied Behavior Analysis

Behavior Disorders Journal of Correctional Education

Child Behavior Therapy Journal of Special Education

Developmental Psychology Journal of Special Education Technology

Education & Treatment of Children Preventing School Failure

Education Research Remedial and Special Education

Exceptional Education Quarterly School Psychology Review

Exceptional Children Intervention in School & Clinic

Exceptional Parent Perspectives in Education and Deafness

Mental Retardation Journal of Visual Impairment and Blindness

American Annals of the Deaf Journal of The Association for Persons with Severe Handicaps

Group Presentation

The instructor will randomly assign students to groups after the first class meeting. Each group will be assigned to prepare a 15 minute presentation on a topic from Chapter 14 or Chapter 15. The responsibility of each group will be to research (using the chapter, Internet, library, as well as other sources) and present the information to the class. Development of a Wiki to accompany the presentation is mandatory. Grading will be based on participation in your group (evaluated by the group) and the presentation (accuracy of information, time management, and Wiki).

Extra Credit Opportunities

a. 5 points of extra credit will be applied to the final grade of a student who shows proof (membership card) for membership in a special education professional organization such as CEC or TASH.

b. 3 points of extra credit will be applied for attendance at education student organizational meetings. Proof of attendance must be provided for points to apply.

Assignments should be typed, unless otherwise specified by the instructor. All assignments are due by the START OF CLASS TIME on the specified date via uploading them to the designated place on Blackboard, unless otherwise specified by the instructor. Late assignments or exams will not be accepted, and a score of zero (0) points will be given for assignments in question.

G. Additional Requirements for Graduate Students: Not applicable

H. Evaluation Method(s) and relative weight of each course requirement.

3 exams @ 100 points each 300

10 quiz scores @ 10 points each 100

2 classroom observation reports @ 25 points each 50

2 article abstracts @ 25 points each 50

Group Presentation 50

TOTAL 550

GRADING SCALE: 100-90% = A; 89-80% = B; 79-70% = C; 69-60% = D; 59% and below = F

I. Student Progress: All grades will be posted on Blackboard, making it easy for students to monitor their own progress. All assignments will be returned in a timely manner. Mid-term grades will be posted on Banner per university policy.

J. Attendance Policy: Absences equating to 20% of class meetings will result in automatic failure. Class sessions missed as a result of late entry into the class will be counted as absences. The student is responsible for presenting the instructor with a reason for absences in order to be given opportunity to make up missed work. Adequate reasons for class absences include personal illness, death or serious illness in the immediate family, or participation in an approved University activity.

Instructor Expectations:

• Students will adhere to the EKU College of Education Attendance Policy described above.

Student Responsibilities:

• It is the student’s responsibility to contact the instructor PRIOR to class of an anticipated absence or in the case of an unanticipated emergency as soon as possible after an absence to determine whether the absence can and will be excused.

• It is the student’s responsibility to obtain class notes from a member of the class of any missed lectures.

K. Notification Of The Last Day To Drop The Course: The last day to withdraw from this class is October 31, 2008.

L. Disabilities Statement: If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office on the third floor of the Student Services Building, by email at disserv@eku.edu or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in alternative forms.

M. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at . Questions regarding the policy may be directed to the Office of Academic Integrity.

Revised Fall 2008

Dr. Kristina Krampe

|Course P/N |Course Title |

|SED 104 |Special Education Introduction |

|CONCEPTUAL FRAMEWORK ELEMENTS |

|CF1: Knowledge - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. |

|CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students. |

|CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development. |

|CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn. |

|CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning for all students |

RELATIONSHIP TO:

College of Education Conceptual Framework

|K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments |

|CF1 |CF2 |CF3 |CF4 |CF5 |

|K, KA1 |K |K, A |K |K, A |

|TEACHER STANDARDS (2008) |

| |

|STANDARD 1: The teacher demonstrates applied content knowledge |

|STANDARD 2: The teacher designs and plans instruction |

|STANDARD 3: The teacher creates and maintains learning climate |

|STANDARD 4: The teacher implements and manages instruction |

|STANDARD 5: The teacher assesses and communicates learning results |

|STANDARD 6: The teacher demonstrates the implementation of technology |

|STANDARD 7: Reflects on and evaluates teaching and learning |

|STANDARD 8: Collaborates with colleagues/parents/others |

|STANDARD 9: Evaluates teaching and implements professional development |

|STANDARD 10: Provides leadership within school/community/profession |

Kentucky Teacher Standards – Initial or Advanced

|K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments |

|TS1 |

|EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse|

|student, faculty, and staff population. |

|EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. |

|EKU-G 3. To promote learning through high quality programs, research, and support services. |

|EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for |

|members of the University community. |

|EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region |

|of Kentucky. |

EKU Goals

|EKU-G1 |EKU–G2 |EKU-G3 |EKU-G4 |EKU-G5 |

|X |- |X |X |- |

KERA Initiatives

|Identify the initiative number(s) for each category |

|Learner Goals/Academic |Program of Studies: |Program of Studies: Skills &|Core Content |

|Expectations |Understandings |Concepts | |

|- |- |- |- |

EPSB Themes

|K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments |

|Diversity |Assessment |Literacy/Reading |Closing Achievement Gap |

|K, A |K |- |- |

SPA

|Council for Exceptional Children |

|Standard 1: Foundations |

|Standard 2: Development & Characteristics of Learners |

|Standard 3: Individual Learning Differences |

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