Special Education 320



SPECIAL EDUCATION 494/594

LEGAL ASPECTS OF SPECIAL EDUCATION

AND SOCIAL FOUNDATIONS

Spring 2006

11:00-12:30 pm – T/Th

Lommen Hall 202

3 semester credits

Instructor: Kevin Anderson, MS

Office: Lommen 214V

Phone: 477-2007

e-mail: anderkev@mnstate.edu

COURSE DESCRIPTION

This course focuses on the importance of the knowledge, skills and understanding of the educational, sociological, legal, and historical frameworks of special education services within the context of public school systems. The course also includes research on the efficacy of special education; national and state reform, and renewal efforts in general and environment professional preparation, litigation, and legislation; and best practices in curriculum for all learners. Issues related to families in a changing educational system is also addressed.

TEXT

Hanson, M., & Lynch, E. (2004). Understanding Families: Approaches to Diversity, Disability, and Risk. Baltimore, MD: Brookes Publishing

Smith, T. & Patton, J. (1998). Section 504 and public schools: A practical guide for determining eligibility, developing accommodation plans, and documenting compliance, Austin, TX: Pro-Ed. Inc.

Yell, M. (2006). The law and special education. Upper Saddle River, NJ: Prentice Hall.

OVERALL COURSE OBJECTIVE

Upon completion of this course, students will be able to identify, define, and discuss the key legal, sociological, and ethical concepts of special education law. Students will also be able to describe and apply the concepts learned to today’s educational systems. They will also be able to define the rights of parents, and identify the role of the special education teacher in the classroom.

COURSE OBJECTIVES

I. Knowledgeable - Identify key legal, sociological, and ethical concepts aligned with special education law, education practices and related social foundations.

II. Humanistic – Consider the implication of special education law on students with disabilities and their families.

III. Reflective – Apply principles of course content to current educational trends. Consider current needs and possible changes in the future.

IV. Professional – Understand and apply principles learned in this course to topic discussions and classroom assignments and projects.

V. Creativity – Apply principles of course in a creative pursuit to demonstrate student rights and legal mandates.

COURSE OUTLINE READINGS

UNIT 1

I. Introduction to course

II. History of special education

III. The American legal system Yell – Ch. 1

Smith & Patton – Ch. 1

IV. Special education and the legal system Yell – Ch. 4

Smith & Patton – Ch. 2

V. Individuals with Disabilities Education Act (IDEA) Yell – Ch. 5

UNIT 2

I. Americans with Disabilities Act (ADA) Yell – Ch. 7

II. Family Issues Hanson & Lynch – Ch. 1-3

III. Individualized Education Program Yell - Ch. 11

IV. Free Appropriate Public Education (FAPE) Yell - Ch. 9

V. Smith & Patton – Ch. 3

VI. Eligibility and placement in IDEA and 504 Smith & Patton – Ch. 4

UNIT 3

I. Least Restrictive Environment (LRE) Yell – Ch. 12

II. Procedural safeguards Yell – Ch. 13

III. Disciplining students with disabilities Yell – Ch. 14

IV. Families at risk Hanson & Lynch – Ch. 4-6

V. Rehabilitation Act - Section 504 Yell – Ch. 6

Smith & Patton – Ch. 5-7

UNIT 4

I. No Child Left Behind Act Yell – Ch. 8

II. Technology-Related Assistance Act (Tech Act) Handouts

III. Accommodations and modifications Handouts

IV. Family supports Hanson & Lynch – Ch. 7 & 8

EVALUATION

Grading:

Traditional: 90-100=A, 80-89=B, 70-79=C, 60-69=D, ................
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