Counseling Psychology and Special Education 400



SYLLABUS ~ Summer 2013

Brigham Young University

Department of Counseling Psychology and Special Education

Course Title: CPSE 470 Collaboration and Legal Issues in Special Education

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Course Credit: 3 semester hours

Room & Time: M-W 3:00 – 5:50 pm, Room 160 MCKB (Mild/Moderate Licensure)

T-Th 4:00 – 6:50 pm, Room 341 MCKB (Severe Licensure)

Instructor: Dr. Betty Ashbaker Sarah Jacques

340-C MCKB TA

422-8361 sarjacqu@

Betty_Ashbaker@byu.edu

Office Hours: I am generally available Monday through Wednesday, but prefer scheduled appointments-usually after class or by other pre-arrangement. I can better prepare to meet your needs and avoid interruptions during our meeting, if you pre-arrange an appointment.

Course Description and Objectives:

This course is a study of collaboration in public education and the laws influencing education of students with disabilities. This course includes issues of public education, intensive study of Americans & individuals with disabilities acts, family rights, and elementary and secondary education acts.

The purpose of this course is to provide students with a basic understanding of the legal issues associated with providing special education services to students with disabilities. In addition, a significant underlying purpose of the course is to foster attitudes, which facilitate the appropriate accommodation of students with disabilities and their families in school and community settings. Teacher candidates are expected to demonstrate mastery of the course objectives that are listed on the Learning Suite site:

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|NCATE Standards |Course Objectives |Learning Activity |Evaluation |

| |Students will describe, discuss and/or apply: | | |

| |1. The six principles basic to P.L. 94-142/IDEA/IDEA 04. |Lecture |Quizzes & Exams |

|CC1, K4, K5, S2; CC3, K3,|Rules governing the provision of special education services. |IEP paperwork, Weekly | |

|K4, S2; CC6, K1; CC8, S7,|Create a safe, equitable, positive, and supportive learning environment in |assignments |Quizzes & Exams |

|S9 |which diversities are valued. | |Research paper |

|CC5S1, |+Demonstrate sensitivity for the culture, language, religion, gender, | | |

|CC9S6, |disability, socio-economic status, and sexual orientation of individuals. | | |

|CC8S6 |+Use assessment information in making ineligibility, program, and placement | | |

| |decisions for individuals with exceptional learning needs, including those | | |

| |from culturally and/or linguistically diverse backgrounds. | | |

|CC1K8, |Historical points of view and contribution of culturally diverse groups. |Lecture, readings, |Paper |

|CC5K9, |Ways specific cultures are negatively stereotyped |presentations & quizzes| |

|CC8K2 |Legal provisions and ethical principles regarding assessment of individuals. | | |

|CC1, K4, K5, S2; CC3, K3,|3. Duties and responsibilities of school personnel in relation to provision |IEP meeting report, IEP| |

|K4, S2; CC6, K1; CC7, K3;|of special education services. |team activities |Quizzes & Exams |

|CC8, S3, S7, S9, CC9S6, |+Use assessment information in making eligibility, program, and placement | | |

|CC10S10 |decisions for individuals. | | |

|CC1, K4, S2; CC3, S2; |4. Unique aspects of the State of Utah programs for special education—e.g. |IEP paperwork, | |

|CC6, K1; CC7, K4; CC8, |referral procedures, definitions and classification procedures, transitions |IEP meeting report |Quizzes & Exams |

|S7, S9 |plans, mediation requirements, graduation requirements, suspension/expulsion | | |

| |procedures, the referral to placement process. | | |

|CC6, K1 |6. Emerging controversial issues and trends in special education law and |Weekly assignment, Due | |

| |litigation: extended school year, attorney’s fees, behaviorally disordered v.|process hearing |Quizzes & Exams |

| |socially maladjusted, LRE, confidentiality, inclusion, and discipline. |assignment | |

|CC5S14 |Mediate controversial intercultural issues among students within the learning|Text readings, lecture |Quizzes, |

| |environment in ways that enhance any culture, group, or person. | |presentations |

|CC6, K1; CC8, S7, S9 |7. Specific OCR and OSEP policy rulings. |Lecture |Quizzes & Exams |

| |8. The implications and impact of Section 504 requirements in terms of IDEA |Lecture, Weekly |Quizzes & Exams |

| |04 requirements. |assignments | |

|CC1, K4,K5, |9. Specific requirements of IDEA 97 and ADA. |Lecture and reading, | |

|S2; CC3, K3, K4, S2; CC6,| |Weekly assignments |Quizzes & Exams |

|K1; CC7, K3, K4, K5; CC8,| | | |

|S3, S7,S9 | | | |

|CEC Professional Ethical| | | |

|Principles (Jan 22, 2010)|H. Neither engaging in nor tolerating any practice that harms individuals |Lecture and reading, |Paper |

| |with exceptionalities. |Weekly assignments |Exams & Quizzes |

|CEC Professional Ethical|Practicing within the professional ethics, standards, and policies of CEC; |Lecture and reading, | |

|Principles (Jan 22, 2010)|upholding laws, regulations, and policies that influence professional |Weekly assignments |Paper |

| |practice; and advocating improvements in laws, regulations, and policies. | |Exams & Quizzes |

|CEC Professional Ethical|J. Advocating for professional conditions and resources that will improve |Lecture and reading, |Paper |

|Principles (Jan 22, 2010)|learning outcomes of 1individuals with exceptionalities. |Weekly assignments |Exams & Quizzes |

|CEC Standards: |Special Education Standard #8: Assessment Common Core |Lecture and reading, |Paper |

|Assessment #8 Legal and |Knowledge: |Weekly assignments |Exams & Quizzes |

|Ethical Guidelines |CC8K1 Basic terminology used in assessment. | | |

| |CC8K2 Legal provisions and ethical principles regarding assessment of | | |

| |individuals. | | |

| |CC8K3 Screening, prereferral, referral, and classification procedures. | | |

| |CC8K4 Use and limitations of assessment instruments. | | |

| |CC8K5 National, state or provincial, and local accommodations and | | |

| |modifications. | | |

| |Skills: | | |

| |CC8S1 Gather relevant background information. | | |

| |CC8S2 Administer nonbiased formal and informal assessments. | | |

| |CC8S3 Use technology to conduct assessments. | | |

| |CC8S4 Develop or modify individualized assessment strategies. | | |

| |CC8S5 Interpret information from formal and informal assessments. | | |

| |CC8S6 Use assessment information in making eligibility, program, and | | |

| |placement decisions for individuals with exceptional | | |

| |learning needs, including those from culturally and/or linguistically diverse| | |

| |backgrounds. | | |

| |CC8S7 Report assessment results to all stakeholders using effective | | |

| |communication skills. | | |

| |CC8S8 Evaluate instruction and monitor progress of individuals with | | |

| |exceptional learning needs. | | |

| |CC8S9 Create and maintain records. | | |

Course Expectations/ Student and Professor Responsibilities:

Student/Teacher candidates will:

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

b. Preparation: Be prepared for each class by completing assignments and readings from the text, and handouts. Come to class prepared to discuss and evaluate materials.

c. Participation: Actively participate in classroom presentations, collaborative learning groups, electronic and classroom discussions.

d. Attendance: Attend all class sessions. You are responsible for notes and materials that are disseminated each week as part of the weekly class session. Give prior notice to the TA of any necessary absences or tardiness. Remember there are only 8 weeks in this term and there’s a lot of information to cover—so attendance is important.

e. Written Work: Complete and submit assignments on time. 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 6th Edition style.

f. Assignments: All readings must be done by Monday of the week it will be discussed (follow the course schedule) The reading is vital to the discussion of the chapter content. You must demonstrate competency by the end of each week on each chapter. 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. No late assignments are accepted—except in rare extenuating circumstances such as extreme student illness or family death. These will be addressed on an individual basis. See Dr. Ashbaker regarding these.

g. No visitors (including children) can attend any class without prior approval from the Professor.

h. Professionalism. Conduct self in accordance with standards of professionalism.

i. 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.

j. There is a standard for electronic etiquette in this class – students are more attentive to lectures and group discussions when you are not busy working on computers (cell phones, Ipods) on unrelated tasks (e.g., email, instant messaging, web surfing) during class/meeting times. Rather, computers should be used to enhance your participation with the group (e.g., taking notes, scheduling meetings, legal issues). Texting during class time is inappropriate. Please monitor your own behavior—don’t embarrass me by requiring me to deal with this. (I will ask you to leave the classroom).

The PROFESSOR and 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 meta-cognitive strategies.

← Select, adapt, and use instructional strategies and materials according to characteristics of individuals with exceptional learning needs.

← Teach collaboration techniques.

← 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, and self-reliance.

Methodologies/Teaching Strategies: The course content will be learned primarily through the following strategies: large/small group discussion, research, team submission and evaluation of written work, role-play activity, and library/Internet access.

Instructional Methods and Activities: Amount of Class Time

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|Large group instruction/discussion |

|35% |

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|Guest speakers--on selected topics |

|5% |

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|View videos on topics associated with the course |

|5% |

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|Students present to the class on selected topics |

|15% |

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|Case studies—a limited percentage of time will be spent on case studies or unique situations that involve analysis and problem |

|solving |

|25% |

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|A minimal portion on class time will be dedicated to written quizzes and reflection |

|5% |

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|Simulation activities in small groups |

|10% |

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|Total Class Time |

|100% |

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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 and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062 (24-hours), or ; or contact the Honor Code Office at 801-422-2847.

Course Requirements

1. Pre-assessment-15 points

A pre-assessment will be given the first day of class to fine-tune the content of the course. Subject areas where teacher-candidates demonstrate knowledge will be reduced, and areas where knowledge is missing will be increased in the course content. Your work on the pre-assessment will tell me what you need to learn.

2. Reading-related quizzes and writing assignments-25 points each

Written reading-related application assignments will usually be given (usually) at the beginning of class. Assignments correspond with class topics and reading materials. The purpose of written assignments in this course is to give you—the teacher candidate—opportunities to show your thinking as you learn the legal requirements for special education teachers, analyze legal actions taken against teachers/school boards, 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 concepts that will help you as an educator. Weekly reading-related quizzes will cover the reading assignment. These assignments will be limited in length. These assignments are to be completed independently.

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

3. IEP Team Activities-40

Teacher-candidates will arrange yourselves into IEP teams for the purpose of collaboration, research, study of law cases, and presentations. Collaboration will be calculated through a time log of research and writing activities. Total numbers of minutes/hours are divided by each individual’s time log (30 points) other collaborative assignments equal 10 points.

4. Professionalism-5 points

Teacher-candidates are encouraged to meet the same expectations of a professional teacher; e.g. arrive on time, stay for the whole time, participate, give prior notice if absent, maintain self-control regarding the use of computers, cell phones, etc. Civility is an important skill to demonstrate as a Teacher-Candidate. Midterm ratings (5 points each) will be given by TA and Professor to reflect our review of the above. Students will receive notification prior to grading.

5. Inservice presentation assignment-50 points

Each group will design a 5-8 minute inservice activity to present to special and general education teachers in educating education-faculty about the most salient points of your research topic. Your LAY-AUDIENCE paper is required. These should not be identical to your research paper-but related. The presentation should offer a synthesis of your over-all research. Overhead transparencies, outlines, and/or PowerPoint presentations can be used. This will be recorded using the REACT presentation material. You can record your presentation ahead of time via REACT.

• This is a group assignment, but each in the group should present.

• Presentation will be shared in class. The outline must be emailed to the TA prior to the due date.

• Each person in the group will receive ratings by the class.

6. Final Team Research Paper and Collaboration-150 points

Detailed research paper on an assigned topic. This will be discussed in class and a rubric and other guidelines are on Learning Suite. Your Lay Audience paper is worth 30 points and is included in this 150 point total. No late papers will receive credit.

7. Final exam-100

The final exam is individual, written, and closed book. This is a comprehensive exam covering the material from the entire course-including readings, lectures, and presentation/inservice material. The exam is rigorous and covers essential information for future special education teachers. No early or late examinations will be given. Because you are learning to follow policies and procedures—it is important that all students follow the BYU final exam policy. If you want to know more, you may refer to it at (also listed on Learning Suite).

8. Attendance & participation-5 points per class

It is important that you attend the class and receive the information that will help to keep you from violating special education related laws. You are expected to attend all classes. You are responsible for notes and materials that are disseminated each week as part of the weekly class session

Tardiness and/or leaving early earns a reduction of 2 points, unexcused absences have a loss of all (5) attendance points for the day, and excused absences are reduced to 3 points. Teacher candidates may receive an excused absence by emailing or calling the professor/TA, prior to class meeting time.

9. Law Conference-up to 25 point (bonus)

If you can clear you schedule to attend those two days, I will give you 25 bonus points to go toward your grade for CPSE 470. (They are bonus points because I don’t want anyone to feel that you HAVE to attend). The registration is $25, but that’s just to cover lunch and the BIG binder of materials. To avoid your worry of coming to class late on those afternoons, I will schedule a study time.

Required Texts:

( Osborne, A.G. & Russo, C. (2006) Special education and the law: A guide for practitioners (2nd ed.). Thousand Oaks, CA: Corwin Press.

□ American Psychological Association (2001). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

□ State of Utah Special Education Rules available at WWW.usoe.k12.ut.us

Evaluation Activity Points

1. Pre-assessment of teacher-candidate knowledge 15

2. Reading and law related quizzes (6 at 25 points each)

and assignments 150

3. IEP team collaboration activities 40

4. Professionalism (Midterm) 05

5. Inservice presentation activity and group ratings 50

6. Final team research papers (divided into various activities) 150

7. Final exam 100

8. Attendance 65

[On time and stay until class is over= 5; Late/tardy or leaving early= 2;

Unexcused absence = 0; Excused absence= 3] TOTAL POINTS 525

9. Bonus points (5) for University course/professor evaluation

10. Bonus points (25) for attendance both days

Grading system:.

Grade Scale

• A (max:100, min:95)

• A- (max:94, min:90)

• B+ (max:89, min:87)

• B (max:86, min:83)

• B- (max:82, min:80)

• C+ (max:79, min:77)

• C (max:76, min:73)

• C- (max:72, min:70)

• D+ (max:69, min:67)

• D (max:66, min:63)

• D- (max:62, min:60)

• E (max:59, min:0)

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