Objectives for the course are aligned with the CEC Clusters and Standards of Professionalism
Professionalism Cluster
Satisfactory report from supervisors of service learning
CC9S1
CC9S1 Practice within the CEC Code of Ethics and other standards of the profession.
Crutchfield, M.D. (2003). What do CEC standards mean to me? Using the CEC standards to improve my practice. Teaching Exceptional Children, 35, 40-45.
CEC Core Values, Mission, and Vision Statement
Satisfactory completion of class advocacy projects
CC9S5
CC9S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs.
Meadan, H., Shelden, D. L., Appel, K., & DeGrazia, R. L. (2010). Developing a long-term vision: A road map for students’ futures. Teaching Exceptional Children, 43 (2), 8-14.
Regan, K. S. (2009). Improving the way we think about students with emotional and/or behavioral disorders. Teaching Exceptional Children, 41, (5), 60-65.
Carter, E. W. et. al. (2009). Conversations that matter: Engaging communities to expand employment opportunities for youth with disabilities. Teaching Exceptional Children, 41, (6), 38-46.
Causten-Theoharis, J. N. (2009). The Golden Rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42, (4),36-43.
Roll of attendance at CEC meetings & activities
GC9S1
GC9S1 Participate in activities of professional organizations
CEC Today (2009): You May Be a CEC Leader If…
Roll of attendance at service learning
CC9S12
CC9S12 Engage in professional activities to benefit people w/ disabilities
GC9S2
GC9S2 Ethical responsibility to advocate for people w/ disabilities
Turnbull, A. et. al. (2010). Knowledge-to-action guides: Preparing families to be partners in educational decisions. Teaching Exceptional Children, 42, (3), 41-53.
CEC Today (2005) CEC Opposes the Environmental Protection Agency's Position Allowing Chemical Testing on Children Who Are Abused and Neglected;
CEC Today (2001) Abuse of Children with Disabilities
CEC Today (2008) Eliminate “Ableism” to Improve Educational Practice
Theoretical & Philosophical Foundations of Special Education
Exam
CC1K1
CC1K1 Models, theories, and philosophies that form the basis for special education practice.
Markham, D. (2005). The language of labels. Teaching Exceptional Children PLUS, 2 (2). Article 1.
Exam;
Law Portfolio
GC1K8
GC1K8 Principles of normalization and concept of least restrictive environment.
Russell, C. L. (2008). How are your Person First skills? Teaching Exceptional Children, 40, (5), 40-43.
Angell, M E., Stoner, J. B., & Fulk, B. M. (2010) Advice from adults with physical disabilities on fostering self-determination during the school years. Teaching Exceptional Children, 42, (3), 64-75.
Legal Foundations of Special Education
CC1K6
CC1K6 Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services.
Zirkel, P. A. (2009). What does the law say? New Section 504 student eligibility standards. Teaching Exceptional Children, 41, (4), 68-71.
GC1K4
GC1K4 The legal, judicial, and educational systems to assist individuals with disabilities.
GC1K5
GC1K5 Continuum of placement and services available for individuals with disabilities.
Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum: Universal design for learning. Teaching Exceptional Children, 35, 8-17.
Stuart, S. K., & Rinaldi, C. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 42, (2), 52-57.
GC1K3
GC1K3 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice.
CC10K2
CC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program.
Cramer, S., & Stivers, J. (2007). Don’t give up! Practical strategies for challenging collaborations. Teaching Exceptional Children, 39, (6) 6-11.
Historical Foundations & Current Issues Cluster
Law Portfolio;
(Grad students’ Current Issues project)
Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum: Universal design for learning. Teaching Exceptional Children, 35, 8-17
Disability Cluster
Book Review;
Video Review; Grad students’ project
GC2K4
GC2K4 Psychological and social-emotional characteristics of individuals with disabilities.
Wachter. C. A., & Bouck, E. C. (2008). Suicide and students with high-incidence disabilities: What special educators need to know. Teaching Exceptional Children, 41, (1), 66-72.
Book & Video Review; Grad students’ project
CC3K1
CC3K1 Effects an exceptional condition(s) can have on an individual’s life. (This includes knowing definitions of disabilities, characteristics, typologies, etc.)
On CEC webpage, under Subject Areas: News & Issues: Exceptionality Area. Read all exceptionalities.
Culture and Family Cluster
Book Review
CC3K3
CC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling.
Lamorey, S. (2002). The effects of culture on special education services: Evil eyes, prayer meetings, and IEPs. Teaching Exceptional Children, 34, 67-71.
Brown, J. E., & Doolittle, J. (2008). A cultural, linguistic, and ecological framework for Response to Intervention with English Language Learners. Teaching Exceptional Children, 40, (5), 66-72.
Video Review
CC10K3
CC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns.
Montgomery, D.J. (2005). Communicating without harm: Strategies to enhance parent-teacher communication. Teaching Exceptional Children, 37, 50-55.
Ulrich, M.E., & Bauer, A. (2003). Levels of awareness: A closer look at communication between parents and professionals. Teaching Exceptional Children, 35, 20-23.
CC10K4
CC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members.
Montgomery, D.J. (2005). Communicating without harm: Strategies to enhance parent-teacher communication. Teaching Exceptional Children, 37, 50-57.
Carnahan, C.R., Williamson, P., Clark, C., & Sorensen, R. (2009). A systematic approach for supporting paraeducators in educational settings: A guide for teachers. Teaching Exceptional Children, 41, (5), 34-43.
Russell, C.L. (2008). How are you Person-First skills? Teaching Exceptional Children, 40, (5), 40-43.
Communication, Collaboration & Consultation
Grad students’ project
CC10K1
CC10K1 Models and strategies of consultation and collaboration.
Stuart, S.K., & Rinaldi, c. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 42, (2), 52-57.
Cramer, S., & Stivers, J. (2007). Don’t give up! Practical strategies for challenging collaboration. Teaching Exceptional Children, 39, (6) 6-11.
Murawski, W. W., & Dieker, L. (2008). 50 ways to keep your co-teacher: Strategies before, during, and after co-teaching. Teaching Exceptional Children, 40, (4), 40-48.
GC10K4
GC10K4 Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities.
Book Review; Grad students’ projects
Advocacy/Service Learning Requirements (6 hours total)
The undergraduate students will:
living skills, recreation, socialization, etc.;
21st, 8:30-4:30);
The graduate students will complete the following assignments in lieu of the service learning assignments completed by the undergraduate students:
Graduate students will (individually or with a partner) create and present to the class a 45-minute lesson on a current issue in special education. The presentation must include five references (peer-reviewed), include resources for the class to use for future reference, utilize multimedia, and include a hard copy detailed outline of the presentation for the instructor. The graduate students will submit a written proposal to Dr. Mohr regarding the topic, by Feb 6th.
Graduate students will also create a 15-minute video documentary on a disability that includes an interview with an adult with that disability, or parent of a child with the disability, on how the disability affected her/his life. Students will provide the instructor with a copy of the interview questions/format along with the video file.
Grading
Undergraduate Assignments and Exams
Professionalism & Participation 100
Book Report 150
Video Reports (2 @ 35pts) 70
Law Portfolio 200
Advocacy Activities 180
Midterm Exam 100
Final Exam 200
Total 1000
Graduate Assignments and Exams
Lesson on a Current Issue 100
Mini-documentary 150
90-100%=A 70-79%=C
80-89%=B 60-69%=D
Assignments will not be accepted after the beginning of class on the date that they are due. Students should complete written assignments well in advance of the due date so they do not have difficulties at the last moment that prevent them from submitting work on time.
Attendance Policy
Upon your second absence from class or scheduled class activities, your final grade will be lowered by one letter grade. Upon the third absence you will be dropped from the course and a Fitness Alert will be filed with the College of Education. In extreme circumstances (e.g. documented medical emergency), your continued participation the course will be determined in a scheduled meeting with your professor(s).
Other Class Policies:
Candidates are expected to be prepared for class by reading assigned material and being able to engage in meaningful discussion of content.
Plagiarism Statement
“By enrolling in this course, the candidate expressly grants MSU a ‘limited right’ in all intellectual property created by the candidate for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the candidate’s work product in order to verify originality, authenticity, and educational purposes.” from Student Handbook
Plagiarism or falsifying field experience reports will result in a grade of F, a Fitness Alert, and possible expulsion from the special education program.
Dispositions The student will demonstrate the dispositions of dependability, cultural sensitivity, and a commitment to becoming practitioners and leaders in the profession of education who practice within the Code of Ethics adopted by the CEC January, 2010.