Spalding Universityncate.spalding.edu/ncate/files/2011/03/ECS350.pdfThe College of Education, at Spalding University, ... Leader model is characterized by a metaphor ... education,

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 [email protected]

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


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.

https://my.spalding.edu/

ECS 350 SA--Page 3


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


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


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


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


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


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


Chapter 4

5 09/22/2010

QUIZ #4: Chapter 5

Chapter 5: Learning Disabilities


Chapter 5

ECS 350 SA--Page 9


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


Chapter 8

9 10/20/2010

QUIZ #7: Chapter 9

Chapter 9: Deafness and Hearing Loss


Chapter 9

10 10/27/2010

QUIZ #8: Chapter 11

Chapter 11: Physical Disabilities, Health Impairments, and ADHD


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


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


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ECS 350 SA--Page 12


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