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ECS 350 SA--Page 1
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
In keeping with the Spalding University pioneer spirit of service and the tradition of collaborative commitment to
the development of the total person, the College of Education has as its mission the preparation of educators who
will possess intellectual understanding, holistic perspective, and professional skills to lead others to the maximum
use of their potential for lifelong learning in a multicultural society.
Term/Year Fall Semester, 2010
Course Title (Credit Hours) Introduction to Special Education (3 Hours)
Course Number(s) ECS 350 SA
College/School & Program College of Education, (MAT) LBD
Times
Locations & Dates
6:00 p.m. to 9:10 p.m., Wednesday, August 25 to Wednesday,
November 17, 2010
Mansion Room 306
Instructor H. A. Hasan, Ph.D.
Associate Professor of Special Education
Office Hours Mondays, Wednesdays, and Thursdays 2:00 p.m. to 4:00
p.m., or by appointment
Office Location Suite 017, Mansion West - Lower Level
Contact Information Office:
(502) 595-9911, Ext. 2320
Email Address hhasan@spalding.edu
Required Texts and Other Materials
Heward, W. L. (2009). Exceptional children: An introduction to special education (ninth Edition),
Upper Saddle River, New Jersey: Pearson, Merrill, Prentice Hall.
College of Education
Spalding University
ECS 350 SA--Page 2
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
Course Description: 3 Credit Hours
ECS 350 SA is an undergraduate-level introductory survey course designed to provide the historical,
philosophical, and organizational factors leading to the enactment of federal and state laws, rules, and
regulations governing special education. Characteristics, educational considerations, and implications of all
areas of exceptionality will be presented and examined during this course.
The special education categorical areas of focus, as presented by the author of our textbook (Heward, 2009), will
include: Intellectual Disabilities, Learning Disabilities, Emotional or Behavioral Disorders, Autism Spectrum
Disorders, Communication Disorders, Deafness and Hearing Loss, Physical disabilities, Health Impairments,
and ADHD.
Required Email – Blackboard – LiveText
Students are required to use their Spalding University Email to correspond with instructors. Email and
Blackboard may be accessed through the University Portal at https://my.spalding.edu Students are required to
use LiveText to submit projects and assignments.
Withdrawal Dates and Financial Aid Information
Specific withdrawal information is available from the office of the University Registrar. Please be sure to
contact your University financial aid counselor before dropping or withdrawing from any class, as this may
impact your financial aid status.
Conceptual Framework - Professional Dispositions
The College of Education, at Spalding University, believes that educators are leaders. The Educator as
Leader model is characterized by a metaphor of an interlaced Celtic Knot. The never ending strands represent
the permanence and the continuum of teacher professional dispositions drawn from a knowledge-base aligned
with national, state, and professional standards in support of student learning and development.
College of Education faculty and students are expected to demonstrate the following professional dispositions:
Knowing demonstrate a continued devotion to acquiring knowledge about the content,
pedagogy, and professional areas of teaching,
Reflective analyze experiences and observations for personal and professional growth,
Creative use open inquiry to develop innovate approaches,
Caring show respect for self and others,
Ethical act in accord with academic policies and professional codes of ethics, and
Spiritual act on the belief that each human being has infinite value
Learning Outcomes - Course Objectives Based on applicable Kentucky Teacher Standards (Initial/Advanced)
(Goals, Benchmarks, and Competencies – if applicable)
Course Purpose and Competencies
ECS 350 SA will provide pre-service teachers with a comprehensive survey of the field of special
education, with a focal point of examining individual differences, and the various strategies designed to
adopt/adapt educational programs.
ECS 350 SA--Page 3
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
Students enrolled in this course will also demonstrate an understanding of the value of the seven
Kentucky Teacher Standards presented here, as they relate to instructing students with disabilities
(Standards I, II, III, IV, VI, VII, and VIII).
The KTS Standards Pertinent to this Course (I, II, III, IV, VI, VII, and VIII)
Teacher Standard I: The Teacher Demonstrates Applied Content Knowledge
The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.
Teacher Standard II: The Teacher Designs and Plans Instruction
The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
Teacher Standard III: The Teacher Creates and maintains Learning Climate
The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
Teacher Standard IV: The Teacher Implements and Manages Instruction
The teacher introduces/implements/manages instruction that develops students’ abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
Teacher Standard VI: The Teacher Demonstrates the Implementation of Technology
The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.
Teacher Standard VII: Reflects on and Evaluates Teaching and Learning
The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
Teacher Standard VIII: Collaborates with Colleagues/Parents/Others
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
ECS 350 SA--Page 4
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
COURSE OBJECTIVES
Council for Exceptional Children (CEC) Standards It is also important that future teachers, preparing to instruct students with disabilities, know and
understand the Council for Exceptional Children Content standards (CEC).
The objectives of this course are categorized into two key components: 1) Competency Objectives, to
indicate the learned ability of pre-service teachers to perform the duties of a teacher of students with
disabilities, and 2) Course Objectives, objectives designed to indicate their level of understanding of
specific concepts and ideas associated with teaching students with disabilities.
Competency Objectives
Students successfully completing this course will exhibit the following 14 skills:
1. Describe the learning theories that present a rationale for using different teaching strategies in for students with disabilities.
2. Identify learning factors which may influence the ability of students to process information. 3. Understand various formal and informal assessment techniques used to determine an individual
student’s strengths and weaknesses in learning academic concepts, and then prescribing learning activities to resolve those difficulties.
4. Assess and interpret information to assist the student in formulating effective strategies for increasing skills to higher levels of competence.
5. Develop an assessment plan to be used to determine student progress during the instruction of academic content.
6. Discuss relative advantages and disadvantages of instructional tools and strategies based on assessed student needs.
7. Discuss and be familiar with the commonly used national and state standards used to determine academic competency.
8. Know and employ elements of the instructional process; the learner, opportunities, content, objectives, strategies, and evaluation.
9. Locate and use a variety of journals, resource materials, manipulatives, and technology pertinent to the contemporary school curriculum.
10. Identify methods which can effectively focus on the needs of students with learning disabilities. 11. Present real world and functional situations to provide for generalization of academic skills. 12. Employ research-based teaching perspectives when designing intervention programs. 13. Provide strategies and techniques to establish an accepting and safe environment for learning. 14. Develop a classroom management plan and strategies.
Course Objectives
The following course objectives and competencies have been taken from the CEC Document:
Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers,
and from the Kentucky Teacher Standards. (See Handouts).
Along with Competency Objectives, a total of 14 Course Objectives, taken from the CEC Content
Standards, will comprise the other key component of the ECS 350 SA Curriculum. The specific content
ECS 350 SA--Page 5
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
standard(s) that relate to its specific objective is presented, in both bold font and parentheses, at the
end of each objective statement.
In this course, students will increase their understanding of the:
1. Importance of educational collaboration and the skills necessary for team problem-solving (CC10S6).
2. Abilities and disabilities of the groups of children who are commonly classified as exceptional (CC3K2).
3. Inter/intra-individual differences in children who are classified as exceptional (CC2K6). 4. Intra-individual differences in children that is relevant for planning an educational program
(CC2K2). 5. Educational needs of exceptional children and the alternative learning environments employed
to meet these needs (CC4S3). 6. Assets and deficits of exceptional children and their influence on the processing of information
(CC3K5). 7. Laws pertinent to the disabled and handicapped (CC1K4). 8. Current instructional practices and progress for exceptional children, as well as the ability to
select and apply appropriate interventions for children and adolescents with special needs (CC4S4).
9. Primary historical stages in the education of the disabled/handicapped, including current trends (CC1K1).
10. Rationale for mainstreaming students with special needs into the regular educational environment and strategies for fostering positive relationships between students with special needs and their currently so-called able-bodied peers (CC4S1; CC5S1; CC5S2; CC5S3; CC5S4; CC5S5).
11. Need to seek out and work with appropriate special and regular education personnel (CC10S6; CC10S9; CC10S11).
12. Importance of multiculturalism to all aspects of education (CC2K3; CC3K3; CC3K4; CC3K5; CC6K2; CC6K3).
13. Issues involved in the welfare of the disabled/handicapped as well as recognition of society’s challenge to help exceptional children and adolescents realize their potential (CC5K8; CC5S9; CC5K5; CC5K7).
14. Meaning of excellence in education (i.e., mandating that all teachers become sensitive and responsive to the needs of all learners, and committed to the success of each student, etc.) (CC5S7; CC5S13; CC5S14; CC5S15).
Modes of Instruction
The instructional methods implemented in this course will include, but will not be limited to: Lectures,
group discussions, demonstration activities, audio and video presentations, role playing and modeling
programs, guest speakers, cooperative learning activities, classroom observations, and site visitations.
ECS 350 SA--Page 6
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
Academic Accommodations
Any student who, because of a disability, may require special arrangements in order to meet course requirements,
should contact the instructor as soon as possible to make such accommodations as may be necessary. Students
should provide written verification of the need for such accommodations from the Office of Student Life and
Development.
Field Based Service Learning Standards This course has 10 required clock hours of Field Based Service Learning.
Course Assignments, Assessments, & Grades
ATTENDANCE – ASSIGNMENTS
Due to the pace and rigor of this course, it is necessary for you to submit all assignments on time. It is of
equal importance that you attend class regularly.
The Tardy Rule
All quizzes begin immediately at the beginning of the session. Should you arrive late to class, you will
have the remaining time in which to complete the assessment. This also applies to in-class assignments
and exams. Should you miss the quiz entirely, or an in-class assignment or exam, a make-up will not be
provided unless your situation meets the following criteria.
Quiz, In-Class Assignment and Exam Make-ups: What Constitutes Approval
With the exception of a serious illness or death in your immediate family (e.g., mother, father, sisters,
brothers, aunts, uncles, cousins, nephews, nieces, and those family members of your spouse) there are
no quiz, in-class assignment and exam make-up opportunities. That is, family members of friends and
associates do not constitute your immediate family, and will not represent approval; an excuse to make-
up quizzes, in-class assignments, or exams. However, if you feel you must assume responsibility for
assisting when a serious illness impacts friends, or attend the funeral of a friend, you may do so under
the protection of an “excused absence.” Again, in these circumstances, there will be no make-up
opportunities for missed quizzes, in-class assignments, or exams.
REQUIRED ASSIGNMENTS
10 Chapter Quizzes
The 10 chapter quizzes are designed to provide students with the opportunity to examine each chapter
prior to its respective class session. This will prepare students for class discussions, and give them a
preview of materials to be featured during both the Midterm and Final Exams.
Midterm Exam
The Midterm Exam represents a formative assessment of student progress up to the midpoint of the
semester. It is a review of all material covered during the first half of the course. This will include, but
will not be limited to, all lectures, group discussions, videos, audio presentations, and guest speakers.
ECS 350 SA--Page 7
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
In-Class Assignments (6)
In-Class Assignments are designed to give students the opportunity to practice what they have learned
during class sessions. The advantage for the instructor is that it provides me with the opportunity to
ensure students have a sound understanding of what they have learned, and are correctly implementing
what they have learned. There will be six (6) In-Class Assignments provided this semester.
Poster Display and Presentation, November 3rd and 10th of 2010
The purpose of this assignment is to provide pre-service teachers with the opportunity to synthesize and
apply their course knowledge gained over the semester by modifying and adapting selected content,
instructional strategies, and assessment procedures, to accommodate the needs of specific exceptional
children, adolescents, or youth. Presenting their work before peers gives students a chance to receive
valuable feed back, and experience presenting before groups.
Final Exam
The Final Exam represents the culmination of everything examined during the course. It is the
summative assessment of the semester, and will provide students with the opportunity to examine their
progress as a result of taking the course. The Final Exam will be cumulative, assessing students’ progress
through the entire semester.
FORMATIVE AND SUMMATIVE ASESSMENT MEASURES
This course will utilize five methods of assessing student performance. Each student’s success within
these strategies, or lack thereof, will determine her or his final grade. Three of these methods will be
formative, and two summative.
Formative
10 Quizzes 50 points (10 quizzes worth 5 points each)
Midterm Exam 50 points
Six (6) In-Class Assignments 30 points (worth 5 points each)
Summative
Poster Display and Presentation 70 points
The Final Exam 100 points
TOTAL 300 points
ECS 350 SA--Page 8
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
Grading Scale:
A = 265 – 300
B = 230 – 264
C = 200 – 229
D = 199 and Below
Tentative Course Outline
The instructor, with proper notification to students (one session advance notice), reserves the
right to change the direction of the Topical Outline and Schedule.
“EVERYTHING WE DO IN THIS COURSE REQUIRES NOTETAKING.”
Sessi
ons SESSION DATES TOPICS
ASSIGNED
READINGS
ACTIVITIES
1
08/25/2010
Introductions, Syllabus and Expectations. Addressing Standards for teaching students with disabilities.
Chapter 1: The Purpose and Promise of Special Education
Chapter 1
2 09/01/2010 QUIZ #1: Chapter 2
Chapter 2: Planning and Providing Special Education Services
Chapter 2
3 09/08/2010
QUIZ #2: Chapter 3
Chapter 3: Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society
IN-CLASS ASSIGNMENT #1 (Worth 5 points)
Chapter 3
4 09/15/2010
QUIZ #3: Chapter 4
Chapter 4: Intellectual Disabilities
IN-CLASS ASSIGNMENT #2 (Worth 5 points)
Chapter 4
5 09/22/2010
QUIZ #4: Chapter 5
Chapter 5: Learning Disabilities
IN-CLASS ASSIGNMENT #3 (Worth 5 points)
Chapter 5
ECS 350 SA--Page 9
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
Sessions
SESSION
DATES
TOPICS
ASSIGNED
READINGS/
ACTIVITIES
6 09/29/2010
QUIZ #5: Chapter 6
Chapter 6: Emotional or Behavioral Disorders
Chapter 6
7 10/06/2010
MIDTERM EXAM
The Midterm Exam will be given the first hour of the session.
Chapters 1 through 6, along with all lectures, discussions, and
activities presented from 8/25/2010 through 09/29/2010, will be
covered on the MIDTERM EXAM. After the Midterm Exam,
Chapter 7: Autism Spectrum Disorders (Will not be part of a
quiz, but will be on the Final Exam.)
MIDTERM
EXAM
Chapters 1,
through 6
Chapter 7
8 10/13/2010
QUIZ #6: Chapter 8
Chapter 8: Communication Disorders
IN-CLASS ASSIGNMENT #4 (Worth 5 points)
Chapter 8
9 10/20/2010
QUIZ #7: Chapter 9
Chapter 9: Deafness and Hearing Loss
IN-CLASS ASSIGNMENT #5 (Worth 5 points)
Chapter 9
10 10/27/2010
QUIZ #8: Chapter 11
Chapter 11: Physical Disabilities, Health Impairments, and ADHD
IN-CLASS ASSIGNMENT #6 (Worth 5 points)
Chapter 11
11 11/03/2010
QUIZ #9: Chapter 14
Chapter 14: Early Childhood Special Education
Poster Presentations
Chapter 14
12 11/10/09 QUIZ #10: Chapter 15
Chapter 15: Transitioning to Adulthood
Poster Presentations
FINAL EXAM REVIEW
Chapter 15
Final Exam Review
ECS 350 SA--Page 10
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
Sessions
SESSION
DATES
TOPICS
ASSIGNED
READINGS/
ACTIVITIES
13 11/17/2010 FINAL EXAM: The Final Exam is comprehensive.
Chapters 1 through 9, 11, 14 and 15, along with all lectures, discussions, and activities, presented from 08/25/2010 to
11/10/2010, will be covered on the FINAL EXAM.
FINAL EXAM
Chapters
1-9, 11, 14 and 15
ECS 350 SA--Page 11
ECS 350 SA: INTRODUCTION TO SPECIAL EDUCATION, FALL 2010 - H. A. HASAN, Ph.D.
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