Foundations of Special Education

Course Details

Course Number: SPED 4113 & 5613  Spring 2012

Location: Ferguson Hall

Classroom Number: 202

Course Attachments

Syllabus  FoundationsofSpecialEducationSyllabus.doc

Textbooks

MSU Faculty Member
Dr.   Darrell Mohr   
view Profile »

Course Objectives

 

 

 

 

 

 

 

 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

 

Satisfactory completion of class advocacy projects

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

Exam;

Law Portfolio

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.

 

Exam;

Law Portfolio

GC1K4

GC1K4 The legal, judicial, and educational systems to assist individuals with disabilities.

 

 

Exam;

Law Portfolio

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.

 

Exam;

Law Portfolio

GC1K3

GC1K3 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice.

 

 

 

Exam;

Law Portfolio

GC1K8

GC1K8 Principles of normalization and concept of least restrictive environment.

 

Exam

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

Exam;

Law Portfolio;

(Grad students’ Current Issues project)

GC1K3

GC1K3 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice.

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

 

Exam;

Law Portfolio

GC1K8

GC1K8 Principles of normalization and concept of least restrictive environment.

Disability Cluster

Exam;

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.

 

Exam;

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

Exam;

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.

 

Exam;

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.

 

Exam;

Book Review

 

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.

 

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.

Russell, C.L. (2008). How are you Person-First skills? Teaching Exceptional Children, 40, (5), 40-43.

 

Communication, Collaboration & Consultation

Exam;

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.

 

 

Exam

GC10K4

GC10K4 Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities.

 

Stuart, S.K., & Rinaldi, c. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 42, (2), 52-57.

 

Exam;

Book Review; Grad students’ projects

CC10K4

CC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members.

 

 

 

 

 


Course Expectations

Advocacy/Service Learning Requirements (6 hours total) 

The undergraduate students will:

  1. complete two hours of service learning in the MSU Autism Support Program assisting with study hall, independent           

living skills, recreation, socialization, etc.;

  1. complete two hours of service learning by assisting with the MSU Autism Conference of Texoma (Saturday, April         

21st, 8:30-4:30);

  1. complete two hours of service learning with The Arc of Wichita County and/or Rose Street school, or participation in an advocacy campaign during the semester. Original advocacy campaign ideas must have approval of the instructor and the department.

 

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 Standards

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

 

Professionalism & Participation                                                 100

Book Report                                                                             150

Law Portfolio                                                                            200

Lesson on a Current Issue                                                          100

Mini-documentary                                                                      150

Midterm Exam                                                                           100

Final Exam                                                                                200

Total                                                                                        1000

 

 

90-100%=A                               70-79%=C

80-89%=B                                 60-69%=D


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 Policy

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.


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

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 Policies

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.

 

 

 


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.