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Introduction to Special Education |
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SPE 101 Section E1 Fall, 2007 Time: T 6:00-8:40 pm Location: Admin 212 Instructor: Ron Dughman Phone: Day: 697-9796 Cell: 435-757-6527 Email: rdughman@csm.edu
COURSE DESCRIPTION: Introduction to Special Education is a required course for all education majors. Students examine various areas of exceptionality, including learners who are gifted and talented, mentally handicapped, behaviorally disordered, visually impaired, hearing impaired, language disordered, autistic, physically handicapped and other health impaired. Legal definitions, litigation, characteristics, etiology, prevalence and educational adaptations for each exceptionality are investigated, as well as issues confronting individuals across the lifespan will be addressed. Pre-referral alternatives, referral systems, multi-disciplinary team responsibilities, the Individual Education Plan process, placement procedures, various service delivery systems and family issues will also be examined.
STUDENT OUTCOMES: Upon successful completion of reading assignments, written assignments, periodic exams, classroom observation, and opportunities for discussion and demonstration, the student will be able to: Describe the historical development of special education and expected future trends. Identify state and federal laws and regulations, as well as significant litigation, which pertain to learners with exceptionalities. Describe the pre-referral process, referral systems, and multidisciplinary team process and the responsibilities of individual team members. Recognize and describe the steps in the IEP process, procedural safeguards and legal responsibilities of educators as they pertain to assessment, verification, placement and delivery of services. Describe the continuum of service delivery models which provide for the education of learners with exceptionalities in the least restrictive environment. Describe Universal Design for Learning (UDL) and the way in which it provides opportunities for learners with exceptionalities to successfully access general curriculum. State the definition of each disability category covered by IDEA and characteristics of students with exceptionalities as they pertain to a school and community setting. Describe the needs of other "exceptional" children, such as gifted, at-risk and linguistically diverse learners, who also need accommodations to fully benefit from the general classroom program. Identify community resources which can be accessed to meet the needs of learners with exceptionalities and their families. Recognize the impact of linguistic and cultural differences upon learning in a traditional educational setting. REQUIRED TEXTS: Lewis, R. and Doorlag, D. (2007). Teaching Special Students in General Education Classroom (7th ed.). Pearson Prentice Hall. Nebraska Department of Education, Rule 51 . Additional articles as assigned. Companion Web Site: www.prenhall.com/lewis
COURSE REQUIREMENTS/ASSIGNMENTS: Readings, activities and lectures concerning learners with exceptionalities will be assigned. Readings should be completed prior to the class for which they are assigned to facilitate discussion and participation in class activities. Not all content of reading assignments will be covered in class, and students are responsible for the information contained in these readings. Active Timely completion of all written assignments, including: a. Two professional journal critiques, following the prescribed format. (50 pts.) b. Classroom and Homework assignments: Quick Writes (QW) , Reflections, Focus Questions, text summaries, and graphic organizers. (215pts.) c. Completion of project reviewing trade book(s) concerning learners with exceptionalities. (25 pts.) d. Classroom Case Study (points listed below) Tests: e. Quizzes and other in class evaluations (250 pts.) f. Unit tests (100 pts.) g. Midterm (100 pts.) h. Final exam (100 pts.) Websites (150 pts.) i. This consists of a compilation of the websites you have collected this semester, with your personal REFLECTIONS to include the url, a brief description of the significance of the site and its content and an analysis of the what is contained in the site. Observation & Classroom Case Study (150 pts.) j. Complete a minimum of ten (10) hours of classroom observation in a general or special education setting under the direct supervision of a certified teacher, and maintain hours log. k. Complete a field observation form (minimum of 5) for each observation, and email this to the instructor within 48 hours. l. Complete a summary case study reflecting on this overall experience, following the prescribed format. TIPS TO HELP YOU DO WELL IN THIS CLASS: Be in class, on time. Missing class can jeopardize your grade. Each absence may lower your grade by 5 pts. After three unexcused absences (those not discussed with instructor prior to absence) the instructor has the option to drop you from class, or your grade will automatically be lowered by one letter grade. Exceptions may be made at the discretion of the instructor. Should class be cancelled, you will be notified by email at the email address which you provide the instructor on the first day of class. If you do not have access to email at home, please make arrangements with the instructor to receive a phone call. Weather cancellations will be announced on KFAB radio and the College Web Site. Bring needed materials, including text, & all notes and handouts for current topic (some will need to be downloaded from Course Home Page--check this frequently.) Do not assume the instructor will provide extra copies if you lose yours. If you are absent, arrange for someone to collect copies of handouts, assignments, worksheets, etc. for you. Actively participate in discussions and activities. The five points allocated to each class are earned, not automatically given. Respect the rights and opinions of others. a. Demonstrate socially appropriate attention to lectures, speakers, and discussions b. Allow for participation of all class members in discussions and activities. c. Respect the right of all to attend to class activities by NOT using cell phones or bringing young children to class. Turn in all work on time. All late work will be docked 10%. No work will be accepted if turned in later than 1 week after the due date. In cases of serious illness, this may be modified by the instructor. If an assignment is due and you are not in class, you are expected to email the assignment to the instructor by class time on the date the assignment is due Plan to spend time outside of class studying and working on assignments. The "rule of thumb" for college classes is to anticipate spending 3 hours of independent work for each hour in which you are in class. Demonstrate professional characteristics when participating in discussions and collaboration activities, giving & accepting feedback and interacting with others, especially in the school setting. Maintain confidentiality and respect student rights in reviewing and discussing student information. GRADING: Class Attendance and Participation 10% Written Assignments 20% Book Review(s) 5% Journal Critiques 10% Observation, Field Notes, and Case Study 20% Quizzes and Unit Tests 15% Midterm & Final 10% Portfolio 10% Total 100%
Grading Scale A = 93-100% B = 84-92% C = 70-83% D = 60-69%
OTHER CONSIDERATIONS: Classroom use of laptop computers: Laptop use in classrooms creates new and exciting possibilities for teachers and students when used appropriately. Please use your laptop ethically and for educational purposes and activities permitted by the instructor. Unacceptable uses include: instant messaging, e-mailing, unassigned Internet browsing, game-playing and completing homework for other classes. Violations of this request will result in withdrawal of permission to use the laptop in this class and may affect your grade in the course.Academic Assistance: CSM seeks to maintain a supportive academic environment for students with disabilities. If you have a disability and need accommodations to succeed in this course, please contact me to verify that the required documentation is filed with the Academic Affairs Office and that an accommodation plan is in place. Please remember that the law places the responsibility on you, the student, to notify the College of your disability and to request assistance. Special Accommodations: If you have a certifiable learning or physical disability and require special accommodations, please call and make an appointment with Jennifer Yarns in the Academic Achievement Center’s office for ADA Student Accommodations at 399-2366. The Academic Achievement Center is located in the west wing of the Library. Considerable lead time is required for some accommodations, so it is important that your request is received in the ADA office as early in the semester as possible. Please note: YOUR REQUEST WILL BE HANDLED CONFIDENTIALLY. Academic Honesty: All forms of dishonesty and misconduct, including cheating, plagiarism, forgery, knowingly furnishing false information to the instructor, and intentional disruption or obstruction of learning or teaching will not be tolerated. At the instructor’s discretion these acts will result in a failing grade for the course and a letter regarding the behavior will be filed with the Academic Affairs and Student Affairs offices. All work should be your own and must represent new work prepared specifically for this class. Quality of work: Assessment of the quality of your written and oral communication skills will be included in the evaluation of your work. An educator must be able to communicate clearly, using standard English conventions. You will be provided opportunities to practice and refine your skills in these areas in this class. All written work must be clear and legible, and included correct grammar, form, punctuation and spelling. Specified assignments must be typed. In addition, you will be expected to learn and demonstrate technology skills to support research and written expression. Declaration on Open Discourse In the spirit of intellectual inquiry, College of Saint Mary is committed to the exchange of diverse ideas and viewpoints. In this environment, honest discourse is valued; demeaning remarks are not tolerated. Each member of the campus community is encouraged to: Recognize the basis of his/her own assumptions and perspectives, Acknowledge the assumptions and perspectives of others, Promote understanding and respectful dissent. I have received and read the syllabus for Introduction to Special Education, SPE 101, Fall 2005. I understand its contents and the instructor’s policies for this class. _____________________________ ______________________ Student signature Date Student mailing address:
Student phone: __________________________ _________________________ home cell Student email:
Is there anything which you want to tell me about yourself that would help me in teaching you more effectively?
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