Materials linked from the February 20, 2012 Curriculum Council agenda.
TCE 548
Special Education Issues in Counseling
Counseling Academic Unit
Department of Teacher and Counselor Education
Oregon State University – College of Education
nota bene: This syllabus was created using the CAU’s master syllabus file and thus
possess the same content, student learning outcomes, and contact hours as on-campus
sections. The content and student learning outcomes have CACREP, NCATE, and TSPC
approval. In reference to on-campus sections, there are no additional pedagogical
components.
Instructor: Chris Moore, Ed.S.
Phone: 541-737-8551
e-mail: [email protected]>
Schedule:
Hybrid Format— 6.0 asynchronous hours via Blackboard, 8.0 synchronous
hours via Adobe Connect & 16 hours in-class at Chemeketa Community
College – Chemeketa Center for Business and Industry
In Class Day
In Class Dates
Class Time
Saturday
6/28/14, 8/2/14
0800-1700
In Class Location
Chemetketa Center for Business
and Industry - Salem
Quarter: Summer, 2014
Credits: 3
Methods of Instruction: Hybrid-- asynchronous web, synchronous web, and in-class segments.
Direct Contact Hour Distribution:
Delivery Modality
In Class: CCC-CCBI
http://www.chemeketa.edu/busprofession/ccbi/
Weekly Multiplier
2 days * 8 hours
Synchronous Web via Adobe Connect
Bi-weekly 4 x 2.0
www.adobeconnect.com/moore
Asynchronous Web via Blackboard
8 weeks * .75 hours
https://my.oregonstate.edu/webapps/portal/frameset.jsp
Total Direct Contact Hours
TCE 548 Special Education Issues in Counseling Page 1-
Total
16
8
6
30
Course Description:
Overview of the exceptional child in contemporary educational settings. Provides a basic
understanding of special education law and public policy related to the age birth-to-three early
intervention, pre-school, K-12, and vocational/transition populations. Exceptionalities studied
include communication disorders, learning disabilities, mental retardation, emotional
disturbance, behavioral disorders, orthopedic impairments, other health impairments, traumatic
brain injuries, hearing and vision impairments, and giftedness. Students gain a systemic
understanding of practical problem-solving and intervention frameworks designed to support
the free and appropriate public education (FAPE) of exceptional children.
Required Text:
Heward, W.L. (2009), 9th Edition. Exceptional Children; Introduction to Special Education.
Prentice Hall.
Dardig, J.C. (2008), 1st Edition. Involving Parents of Students with Special Needs: 25 Ready-ToUse Strategies. Corwin Press.
(CACREP) Related Standards:
School Counseling:
C.2.d.2. issues that may affect the development and functioning of students (e.g., ADHD, special
education, 504, IDEA)
Link to Conceptual Framework, Knowledge Base, and National and State Accreditation:
The Professional Teacher and Counselor Education (PTCE) unit Conceptual Framework is
based on four foundational or core values that are listed below. To find out more about how
the knowledge base relates to the National Council for Accreditation of Teacher Education
(NCATE) guidelines, review the Conceptual Framework at the Web site:
http://oregonstate.edu/education/accreditation/
1. Ethics and Professionalism
2. Reflective Practitioner
3. Lifelong Learners
4. Diversity and Equity
With respect to national standards, this course includes application of NCATE content
knowledge, professional and pedagogical knowledge and skills, dispositions, and student
learning.
NCATE Unit Standards: http://www.ncate.org/public/unitStandardsRubrics.asp\?ch=4
State Standards:
TSPC OAR 584-017-0440.1,2,7, & 13.
TCE 548 Special Education Issues in Counseling Page 2-
University, College, and Program Mission Objectives:
University: Oregon State University aspires to stimulate a lasting attitude of inquiry (U.1),
openness (U.2) and social responsibility (U.3). To meet these aspirations, we are committed to
providing excellent academic programs (U.4), educational experiences and creative scholarship
(U.5).
College: The mission of the College of Education is to prepare, inspire and support teachers,
counselors, educational leaders, researchers, and volunteers to promote lifelong learning (C.1) in
schools, colleges, universities, communities, and workplaces. Embracing an innovative spirit
(C.2) in teaching, research, service, and knowledge dissemination (C.3), we are committed to the
values of diversity (C.4) and social justice (C.5) in a global society.
Department: None.
Program Area: The mission of the Oregon State University graduate program in Counseling is to
prepare professional leaders who promote the social, psychological and physical well-being (P.1) of
individuals, families, communities and organizations. We believe that such professional leaders stand
for social, economic and political justice (P.2) and therefore must be prepared to be proactive
educators, change agents and advocates (P.3) in the face of injustice. Professional leaders are sensitive
to life span developmental issues (P.4), demonstrate multicultural awareness (P.5), and recognize a
global perspective (P.6) as integral to the preparation of professional leaders.
Learning Objectives:
At the end of the course students will be able to:
548.1. Describe various educational disability categories.
548.2. Describe the fundamentals of special education law.
548.3. Compare/contrast Section 504 regulations and special education law.
548.4. Describe the special education assessment process.
584.5. Describe the IEP process.
548.6. Describe the differences between DSM-IV and the special education definition of
emotional/behavioral disorders.
548.7. Describe and demonstrate how a school counselor can support children with
special education needs.
Learning Objectives by Assignment Matrix:
548.1
548.2
548.3
548.4
548.5
548.6
548.7
I
II
III
IV
V
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
TCE 548 Special Education Issues in Counseling Page 3-
X
Course Assignments:
The successful completion of FOUR assignments in addition to meeting classroom participation
expectations is required to earn full credit for this course. Each assignment is described below in
detail and will be discussed independently during our first meeting. The selected assignments
are intended to give you the opportunity to deepen your understanding of the course material as
it relates to you both personally and professionally as a future counselor either working in the
school setting or collaborating with school teams.
All assignments are DUE August 16, 2014 to earn full credit. Five points may be deducted from your
overall point total for each day past the due date you have any assignments still outstanding.
Respectful feedback and questions regarding any of the assignments are always welcome.
I.
Class Participation: 40 points
Engagement with the material presented during class and full participation in group
activities is an essential part of the learning process, and is especially important given the
course’s condensed format.
II.
Presentation: 40 points
Give an 8-10 minute presentation on one of the following special education disability
categories: Intellectual Disabilities/Mental Retardation, Hearing Impairment AND
Blindness & Low Vision, Communication Disorders, Emotional & Behavioral Disorders,
Orthopedic Impairment, Low Incidence Disabilities: Severe/Multiple Disabilities – DeafBlindness & Traumatic Brain Injury, Physical Disabilities – Health Impairments & ADHD,
Autism Spectrum Disorder, Learning Disabilities, Giftedness & Talent, Early Childhood
Special Education, Response To Intervention (RTI), Transitioning to Adulthood.
Submit the following for credit:
• 2-page (front/back) handout for the class titled with the disability category AND...
• Educational definition of the disability and prevalence according to Individuals with
Disabilities Education Act (IDEA).
• Definition of the disability according to other prominent professional organizations if
applicable, (e.g. DSM-IV TR, AMA, AAIDD, CCBD, NJCLD, NAMI, etc.).
• Common assessments used during evaluation.
• Qualification criteria for educational diagnosis.
• “Top Ten” social-emotional & academic interventions/support strategies for students with this
disability. Note developmental range, i.e. early childhood, elementary, middle school, high
school, transitional/adulthood.
•
•
Local, State, National resource list (one local, one state and three national resources – include a
one-three sentence description of each). Web resources are preferred, but may not be available
at the local level. Address and phone number will suffice if this is the case.
Additional resource handouts that you consider “indispensable” are welcome, but not required.
TCE 548 Special Education Issues in Counseling Page 4-
III.
Current Issues & Future Trends: 40 points
Choose, read and respond to FOUR out of ELEVEN “Current Issues & Future Trends” articles in
your text. These are free-write reflection papers, but you may use the questions at the end of each
article to structure your response. +/- 250 words. Please keep your response to one page,
regardless of the length. Adjust font size and spacing as necessary.
Grading:
Class Participation
Threaded Discussions
Current Issues & Trends
Presentation
TOTAL
= 40 points
= 40 points
= 40 points
= 40 points
= 160 points
Grading Scale:
A
B-
100-95
82-80
AC+
94-91
79-77
B+
C
90-87
76-74
B
NP
86-83______
73 and below
n.b., the Graduate school does not allow grades below "C" (2.00) can not be used on a graduate
program of study.
Course Schedule:*
Class One: 6/28/2014
Introductions. Course expectations. Review of syllabus and assignments. Experiential Learning. The
Purpose & Promise of Special Education. Planning & Providing Special Education Services.
Collaboration & Consultation in the Special Education Process.
Reading Assignments by Class 2:
REVIEW – Chapters 1, 2, 9, 10, 12, 13. READ – Chapters 3, 4, 5, 6, 7, 8, 11, 14, 15
READ all “TEACHING & LEARNING” features and all “CURRENT ISSUES & FUTURE
TRENDS” articles.
READING VOLUME: approx. 395 pages
Class 2: 8/2/2014
Section 504, IDEA vs. 504. Reading and understanding diagnostic reports. Individualized Education
Programs (IEP’s). Emotional Disturbance vs. DSM-IV TR. Positive Behavior Support. Manifestation
Deterimination. Student Presentations.
*(subject to change due to learning pace, preference and/or instructor discretion
TCE 548 Special Education Issues in Counseling Page 5-
Appendix A: Student Notices
Statement Regarding Students with Disabilities:
Accommodations are collaborative efforts between students, faculty and Disability Access
Services (DAS) with accommodations approved through DAS are responsible for contacting the
faculty member in charge of the course prior to or during the first week of the term to discuss
accommodations. Students who believe they are eligible for accommodations but who have not
yet obtained approval through DAS should contact DAS immediately at 541-737-4098.
Expectations for Student Conduct:
Student conduct is governed by the university’s policies, as explained in the Office of Student
Conduct: information and regulations. In an academic community, students and faculty, and staff
each have responsibility for maintaining an appropriate learning environment, whether online
or in the classroom. Students, faculty, and staff have the responsibility to treat each other with
understanding, dignity and respect. Disruption of teaching, administration, research, and other
institutional activities is prohibited by Oregon Administrative Rule 576-015-0015 (1) and (2)
and is subject to sanctions under university policies, OSU Office of Student Conduct.
Confidentiality Notice:
As a reminder, all information concerning clients, supervisees, and classmates must be kept
confidential. Confidentiality is a crucial element in the counseling profession and should also be
upheld with clients, supervisees, and peers. Any discussion should be conducted in such a
manner that persons are protected by the limits of confidentiality. Confidentiality will be broken
if there is evidence that you have been or pose a potential danger to others or if you break ethical
or legal standards as established by the Counseling Profession. Prior to the review of any digital
video recording, the student will provide a Consent Form for recording outlining the purpose of
the recording and written permission by the client/supervisee. Let your client/supervisee know
who will be listening to the recordings of the sessions and the reasons for that. Be sure to respect
confidentiality outside the session. Do not discuss clients/supervisees in public places where
your conversation could be overheard. Do not discuss your clients/supervisees with persons
outside the class such as spouses, family members, etc. Do not play your video
counseling/supervision sessions when audio and visual privacy is not possible. A private
earphone is recommended when listening to recordings, even at home where family members
might overhear.
Blackboard:
This hybrid course will be delivered in part via Blackboard, your online learning community,
where you will interact with your classmates and with me. Within the course Blackboard site
you will access the learning materials, tutorials, and syllabus; discuss issues; submit
assignments; take quizzes; email other students and the instructor; participate in online
activities; and display your projects. To preview how an online course works, visit the Ecampus
Course Demo. For technical assistance, Blackboard and otherwise, see
http://ecampus.oregonstate.edu/services/technical-help.htm.
In-class Portion Attendance Policy:
Take this course only if you can complete the in-class portion of the course. Absence from an inclass session will result in an “I” grade and that session will need to be made up the next time the
course is offered.
TCE 548 Special Education Issues in Counseling Page 6-
Academic Integrity:
Students are expected to comply with all regulations pertaining to academic honesty, defined as:
An intentional act of deception in which a student seeks to claim credit for the work or effort of
another person or uses unauthorized materials or fabricated information in any academic work.
For further information, visit Avoiding Academic Dishonesty, or contact the office of Student
Conduct and Mediation at 541-737-3656.
Conduct in the Online Portion of Class:
Students are expected to conduct themselves in the course (e.g., on discussion boards, email
postings) in compliance with the university's regulations regarding civility. Students will be
expected to treat all others with the same respect as they would want afforded themselves.
Disrespectful behavior to others (such as harassing behavior, personal insults, and inappropriate
language) or disruptive behaviors in the course (such as persistent and unreasonable demands
for time and attention both in and out of the classroom) is unacceptable and can result in
sanctions as defined by Oregon Administrative Rules Division 015 Student Conduct Regulations.
Ground Rules for Online Communication & Participation:
1. Online threaded discussions are public messages, and all writings in this area will be
viewable by the entire class or assigned group members. If you prefer that only the
instructor sees your communication, send it to me by email, and be sure to identify
yourself and the class.
2. Posting of personal contact information is discouraged (e.g. telephone numbers, address,
personal website address).
3. Online Instructor Response Policy: I will respond to course-related questions within 48
hours (weekends excluded).
4. Observation of "Netiquette": All your online communications need to be composed with
fairness, honesty and tact. Spelling and grammar are very important in an online course.
What you put into an online course reflects on your level of professionalism. Here are a
couple of references that discuss
a. writing online: http://goto.intwg.com/
b. netiquette: http://www.albion.com/netiquette/corerules.html.
5. Please check the Announcements area and the course syllabus before you ask general
course "housekeeping" questions (e.g., how do I submit assignment 3?). If you don't see
your answer there, then please contact me.
Guidelines for a Productive and Effective Online Classroom Experience:
1. The discussion board is your space to interact with your colleagues related to current
topics or responses to your colleague’s statements. It is expected that each student will
participate in a mature and respectful fashion.
2. Participate actively in the discussions, having completed the readings and thought about
the issues.
3. Pay close attention to what your classmates write in their online comments. Ask clarifying
questions, when appropriate. These questions are meant to probe and shed new light, not
to minimize or devalue comments.
4. Think through and reread your comments before you post them.
5. Assume the best of others in the class and expect the best from them.
6. Value the diversity of the class. Recognize and value the experiences, abilities, and
knowledge each person brings to class.
TCE 548 Special Education Issues in Counseling Page 7-
7. Disagree with ideas, but do not make personal attacks. Do not demean or embarrass
others. Do not make sexist, racist, homophobic, or victim-blaming comments at all.
8. Be open to be challenged or confronted on your ideas or prejudices.
Technical Assistance:
If you experience computer difficulties, need help downloading a browser or plug-in, assistance
logging into the course, or if you experience any errors or problems while in your online course,
contact the OSU Help Desk for assistance. You can call (541) 737-3474, email
[email protected] or visit the OSU Computer Helpdesk online.
Electronic Device Notice:
As a matter of courtesy to your classmates and the instructor, please turn off your beepers, cell
phones, and any other electronic toys that make any noise.
Laptop/PDA Policy:
Excluding students with a documented disability, the use of laptops and PDAs during the in class
portion is prohibited without prior permission of the instructor.
Recording Policy:
Excluding students with a documented disability, the use of electronic recording devices in class
are prohibited without prior permission of the instructor. Also, the recording of clinical material
present in the in class portion is prohibited to all students.
Use of Research Data (i.e., CACREP Standard II.I)
Faculty will disseminate and students will discuss current published research as part of class
activities.
Class Visitor Policy
Due to the clinical nature of this course in this curriculum, visitors of any age are not allowed
without prior permission of the instructor.
TCE 548 Special Education Issues in Counseling Page 8-
Appendix B: Rubrics
Rubric #1: Classroom Participation
Name: ____________________
Quarter:____________________
Week
Level Of
Engagement
Listening
Skills
Behavior
Preparation
Total
3
8
Key:
Level Of Engagement:
Range
3.75-5.0
2.5-3.75
1.25-2.5
0-1.25
Student proactively contributes to class by offering ideas and asking questions more than once
per class.
Student proactively contributes to class by offering ideas and asking questions once per class.
Student rarely contributes to class by offering ideas and asking questions.
Student never contributes to class by offering ideas and asking questions.
Listening Skills
Range
3.75-5.0
2.5-3.75
1.25-2.50
0-1.25
Descriptor
Student almost never displays disruptive behavior during class.
Student rarely displays disruptive behavior during class.
Student occasionally displays disruptive behavior during class.
Student almost always displays disruptive behavior during class.
Preparation
Range
3.75-5.0
2.5-3.75
1.25-2.50
0-1.25
Descriptor
Student listens when others talk, both in groups and in class. Student incorporates ideas of
others.
Student listens when others talk, both in groups and in class.
Student does not listen when others talk, both in groups and in class.
Student does not listen when others talk and often interrupts when others speak.
Behavior
Range
3.75-5.0
2.5-3.75
1.25-2.50
0-1.25
Descriptor
Descriptor
Student is almost always prepared for class with assignments and required class materials.
Student is usually prepared for class with assignments and required class materials.
Student is rarely prepared for class with assignments and required class materials.
Student is almost never prepared for class with assignments and required class materials.
TCE 548 Special Education Issues in Counseling Page 9-
Rubric #2: Threaded Discussion
Student’s Name:____________________ Total Score (A+B):______________
Week: _____________________
Score
0
1
2
3
Score
0
1
2
3
Quarter: ________________
A. Post Construction
Poor spelling and grammatical errors. Short 1 or 2 sentences. Lacks structure or flow.
Written in informal language, abbreviations or txt.
Some poor spelling and grammatical errors. Has some structure, but the entry does not
flow. May contain a link or image. The reply contains several sentences. The text
construction is mainly formal containing few abbreviations or txt style language.
Few spelling and grammatical errors. Has structure and the entry flows. Contains an
appropriate links, uploaded files or images. These are referred to within the text.
Refers to other posts. The reply contains sentences or paragraphs.
Spelling and grammatical errors are rare. The reply has structure and is formatted to
enhance readability. Contains an appropriate links, uploaded files or images. Sources
are acknowledged. Images and links are referred to within the text. Refers to other
posts and builds on these.
Week’s Score: ______
B. Understanding
Simple reply or comment which lacks insight, depth or is superficial. The entry is short
and frequently irrelevant to the key question, original post or concept. Does not
express opinion clearly. Shows little understanding.
Simple reply or comment showing some insight, depth and are connected with original
post, question, topic or concept. The replies are short and may contain some irrelevant
material. Some personal comments or opinions these may not be on task. Shows some
understanding.
Replies show insight, depth and are connected with thread, topic or post. Entries may
contain some irrelevant material. Personal opinion is expressed in an appropriate
style. Shows a good depth of understanding.
Replies show insight, depth and understanding. They are connected with thread, topic
or post. Entries are relevant with links to supporting material. Personal opinion is
expressed in an appropriate style and is clearly related to the thread or post. The reply
or post shows a high level of understanding, it shows a depth of understanding in
matters relating to and surrounding the original post.
Week’s Score: ________________
Threaded Discussions: 8 total posts at 6 points available per week = 48. Your final point total
will be multiplied by 40/48 in calculating your final grade.
TCE 548 Special Education Issues in Counseling Page 10-
Rubric #3: Written Assignment: Issues & Trends
Unacceptable
0
• Introduction engages the
reader and signals the intent of
the paper
• Language is fluent and
interesting
• Clear, relevant thesis
• Context is clearly developed
• Concession offered
• Summary of argument is
included
Parallel construction (paragraph
order equals summary in
introduction)
Appropriate use of article
references to support claims
Thorough exploration of claims
and possible counter-arguments to
build argument
Language use engaging and
fluent
No
concluding
paragraph
Or the
paragraph
introduces
new
information
Concluding
paragraph reviews
some of major
points
No conclusion
offered related to
thesis
Concluding
paragraph reviews
all major points
No conclusion
related to thesis
Reviews major points in
interesting way
Offers conclusion about thesis
Most claims
indicate lack of
understanding of
the articles
Attempts at
synthesis indicated
through combining
ideas from the
articles. However,
no conclusions or
generalizations are
offered.
Conclusions or
generalizations
offered but not both
Or conclusions
& generalizations
drawn directly from
articles and do not
represent ability to
create new ideas
The paper demonstrates
• Spelling or
grammatical errors
but not both
Spelling or
grammatical errors
that spell check
No thesis
No context
No
summary of
points to be
explored in
body of
paper
BODY OF
PAPER
•
Unconnected
to
introduction
Unsupported
opinions
used to
develop
argument
No use of
article
references to
support
claims
•
•
•
•
MECHANICS
Proficient - 5
• Thesis clear
• Context
addresses what
and why
• Summary of
argument is
included
•
•
•
ACCCURACY
OF CLAIMS
Developing - 3
• Thesis stated
• Little or no
context
• And/or no
summary of the
argument to be
explored in the
body of the paper
• Or, thesis is
unclear
• Ideas
connected to
introduction/
organization is
unclear
• Claims based
on articles but
ideas not
explored
• Or, claims
made but do
not support an
overall
argument
• Some use of
article
references to
support claims
INTRODUCTION
CONCLUSION
Emerging - 1
•
Many
spelling
errors that
Each paragraph
clearly connected to
introduction or to
preceding
paragraph(s)
Claims based on
articles and the
ideas are explored
and developed
Claims build an
argument
Good use of
article references
•
•
TCE 548 Special Education Issues in Counseling Page 11-
Ability to create new ideas and
generalizations based upon
previous knowledge and
experiences.
Ability to relate knowledge
from several areas and draw
conclusions
Correct spelling
No grammatical errors
•
APA
could have
been
detected by
spellchecker
Many
grammatical
errors
incorrect
citation format
Incorrect
reference format
Past tense not
used
Active voice
not used
Lack of
noun/pronoun
agreement
Lack of
subject/verb
agreement
could miss
Some citations
in correct form
Some
references in
correct form
Past tense used
Active voice
used
Most citations in
correct form
Most references
in correct form
Past tense used
Active voice
used
Correct citations
Correct reference list format
Appropriate use of past and
present tense
Active voice
Total
30
Your Current Trends & Emerging Issues paper will be scored on a basis of 0 – 30 points and then
that score multiplied by 1.25 in calculating your final grade.
Rubric #4: Presentation
1
2
3
4
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information
Audience has
difficulty
following
presentation
because student
jumps around.
Student presents
information in
logical sequence
which audience
can follow.
Subject
Knowledge
Student does not
have grasp of
information;
student cannot
answer
questions about
subject.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student is at
ease with
expected
answers to all
questions, but
fails to elaborate.
Graphics
Student uses
superfluous
graphics or no
graphics
Student
occasionally
uses graphics
that rarely
support text and
presentation.
Presentation has
three
misspellings
and/or
grammatical
errors.
Student's
graphics relate to
text and
presentation.
Student presents
information in
logical,
interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required) by
answering all
class questions
with explanations
and elaboration.
Student's
graphics explain
and reinforce
screen text and
presentation.
Mechanics
Student's
presentation has
four or more
spelling errors
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings
or grammatical
errors.
TCE 548 Special Education Issues in Counseling Page 12-
Presentation
Student
mumbles,
incorrectly
pronounces
terms, and
speaks too
quietly for
students in the
back of class to
hear.
Student's voice is
low. Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Most audience
members can
hear
presentation.
Student uses a
clear voice and
correct, precise
pronunciation of
terms so that all
audience
members can
hear
presentation.
You can earn up to 20 points on your presentation. Your score on the presentation will be
multiplied by 2 in calculating your final grade.
TCE 548 Special Education Issues in Counseling Page 13-