Foundations of Special Education Leadership

Course Details

Course Number: 6963  Section Number: X30

Summer I 2011

Location: ( All )

Classroom Number: internet

Days & Times:

Internet



Course Attachments

Textbooks

MSU Faculty Member
Dr. Edward Schultz   
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Course Objectives

 

special education leadership and certification as an educational diagnostician and the relevantCouncil for Exceptional Children’s(CEC) knowledge and skills base standards for all beginning special education administrators and educational diagnosticians.

 

ACC1K1

Needs of different groups in a pluralistic society

ACC1K2

Evidence-based theories of organizational and educational leadership

ACC1K3

Emerging issues and trends that potentially affect the school community and the mission of the school

ED1K2

Emerging issues and trends that impact assessment

ED1K3

Implication of multiple factors that impact the assessment process

ED1K4

Models, theories, and philosophies that form the basis of assessment

ED1K5

Issues in general and special education that impact placement decisions for individuals with exceptional learning needs

ED1K6

Policy and research implications that promote recommended practices in assessment

ACC3S1

Identify and use the research literature to resolve issues of professional practice

 

ACC6K1

Methods for communicating goals and plans to stakeholders

ACC6K2

Roles of educators in integrated settings

ED6K1

Roles of various agencies within the community

ACC1K6

Responsibilities and functions of school committees and boards

ED1K5

Issues in general and special education that impact placement decisions for individuals with exceptional learning needs

ACC1S1

Promote a free appropriate public education in the least restrictive environment

ACC1S2

Promote high expectations for self, staff, and individuals with exceptional learning needs

ACC1S3

Advocate for educational policy within the context of evidence-based practices

ACC1S4

Mentor teacher candidates, newly certified teachers, and other colleagues

ACC2K4

Prereferral intervention processes and strategies

ACC2K6

Developmentally appropriate strategies for modifying instructional methods and the learning environment

ED2K4

Characteristics of individuals with exceptional learning needs that impact the development of programs and services

ACC2S1

Develop programs including the integration of related services for individuals based on a thorough understanding of individual differences

ED2S1

Synthesize information from multiple perspectives in developing a program assessment plan.


Course Expectations

special education leadership and certification as an educational diagnostician and the relevantCouncil for Exceptional Children’s(CEC) knowledge and skills base standards for all beginning special education administrators and educational diagnosticians.

 

 

ACC1K1

Needs of different groups in a pluralistic society

ACC1K2

Evidence-based theories of organizational and educational leadership

ACC1K3

Emerging issues and trends that potentially affect the school community and the mission of the school

ED1K2

Emerging issues and trends that impact assessment

ED1K3

Implication of multiple factors that impact the assessment process

ED1K4

Models, theories, and philosophies that form the basis of assessment

ED1K5

Issues in general and special education that impact placement decisions for individuals with exceptional learning needs

ED1K6

Policy and research implications that promote recommended practices in assessment

ACC3S1

Identify and use the research literature to resolve issues of professional practice

 

 

ACC6K1

Methods for communicating goals and plans to stakeholders

ACC6K2

Roles of educators in integrated settings

ED6K1

Roles of various agencies within the community

ACC1K6

Responsibilities and functions of school committees and boards

ED1K5

Issues in general and special education that impact placement decisions for individuals with exceptional learning needs

ACC1S1

Promote a free appropriate public education in the least restrictive environment

ACC1S2

Promote high expectations for self, staff, and individuals with exceptional learning needs

ACC1S3

Advocate for educational policy within the context of evidence-based practices

ACC1S4

Mentor teacher candidates, newly certified teachers, and other colleagues

ACC2K4

Prereferral intervention processes and strategies

ACC2K6

Developmentally appropriate strategies for modifying instructional methods and the learning environment

ED2K4

Characteristics of individuals with exceptional learning needs that impact the development of programs and services

ACC2S1

Develop programs including the integration of related services for individuals based on a thorough understanding of individual differences

ED2S1

Synthesize information from multiple perspectives in developing a program assessment plan.

Important Due Dates

 

Day     

Topic/Reading/Activity

6/2

Topic Selected for Professional Presentation  

6/4

Student Profile

6/13

Modules 1 and 2 Due

6/27

Modules 3-4Due

6/30

Professional Presentation Due

           


Grading Standards

 

Professional Development (1 @ 100 Points)                                      50%

4 Learning Modules       (4@ 20 Points)                                             25%

Discussion Activities (4 @10points)                                                  15%

            Video Lecture Activities                                                                    10%                

              


Submission Format Policy

Word or PdF



Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

no late work acecpted


Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

internet course


Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.