Sped Law

Course Details

Course Number: 6913.X10  Section Number: x10

Fall 2011

Location: ( All )

Classroom Number: Internet

Days & Times: Internet

Course Attachments


MSU Faculty Member
Dr. Edward Schultz   
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Course Objectives

Objectives The student will meet the following standards and competencies relating to special education law identified by the Texas Education Agency (TEA) required for certification as an educational diagnostician and the relevant Council for Exceptional Children’s (CEC) knowledge and skills base standards for all beginning special education administrators.

TEA requirements for educational diagnostician certification:

Standard I: The educational diagnostician understands and applies knowledge of the purpose, philosophy, and legal foundations of evaluation and special education.

The beginning educational diagnostician knows and understands:

(A) state and federal regulations relevant to the role of the educational diagnostician;

(B) laws and legal issues related to the assessment and evaluation of individuals with educational needs.

(D) issues, assurances, and due process rights related to evaluation, eligibility, and placement within a continuum of services;

Standard II: The educational diagnostician understands and applies knowledge of ethical and professional practices, roles, and responsibilities.

The beginning educational diagnostician knows and understands:

(A) ethical practices regarding procedural safeguards (e.g., confidentiality issues, informed consent) for individuals with disabilities.

Standard III. The educational diagnostician develops collaborative relationships with families, educators, the school, the community, outside agencies, and related service personnel.

The beginning educational diagnostician knows and understands:

(D) roles of individuals with disabilities, parents/caregivers, teachers, and other school and community personnel in planning educational programs for individuals.

Standard IV. The educational diagnostician understands and applies knowledge of student assessment and evaluation, program planning, and instructional decision-making.

The beginning educational diagnostician knows and understands:

(B) the relationship between evaluation and placement decisions.

Standard VII. The educational diagnostician understands and applies knowledge of ethnic, linguistic, cultural, and socioeconomic diversity and the significance of student diversity for evaluation, planning, and instruction.

The beginning educational diagnostician knows and understands:

(A) issues related to definition and identification procedures for individuals with disabilities, including individuals from culturally and/or linguistically diverse backgrounds.

(C) issues related to the representation in special education of populations that are culturally and linguistically diverse.

Standard IX. The educational diagnostician addresses students’ behavioral and social interaction skills through appropriate assessment, evaluation, planning, and instructional strategies.

The beginning educational diagnostician knows and understands:

(A) requirements and procedures for functional behavior assessment, manifestation determination review, and behavioral intervention plans.

(B) applicable laws, rules and regulations, and procedural safeguards regarding the planning and implementation of behavioral intervention plans for individuals with disabilities.

Selected CEC Knowledge and Skills base standards for beginning special education administrators and Educational Diagnosticians related to Law:

CEC Knowledge and Skills for Advanced Programs

Course Expectations

2. Quizzes: Five quizzes (10 points each) will be given in short answer/essay format over material covered in textbook chapters listed.

3. Midterm (10-17-10/19) and Final (12/5-12/7): This will consist of multiple choice, T/F and short essay questions over material covered in textbook chapters listed.

4. Journal Abstracts: Students will use the format in Appendix B to review 2 journal articles included in the weekly readings. Articles will be worth 20 points each. – 2 of them are Due 9/19 and the remainder are due 10/3.

5. Video lecture Activities: these will be brief learning activities over videos (first one will be posted by Monday 8/22. Video lectures typically last 10-15 minutes. Instructions for activity will be in folder on homepage when and where the videos will be posted.

6. Legal Framework Assignment: See Instructions in WebCT assignment folder. (Due 11/14).

Grading Standards

Grading Procedures

Case Studies Discussions 80points

Legal Framework Assignment 50 points

Journal Abstracts (4) 80 points

Video Lecture Activities (6) 60 points

Quizzes (10 pts. each) 50 points

Midterm (over text, Ch. 1-7) 100 points

Final (over text, Ch.8-14) 100 points


520 Total points

Final Exam12/5/2011  noon

Submission Format PolicyNote: 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 Policyno late work accepted

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 Requirementsinternet NA

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.