Course Title
Introduction to Exceptional Education:
Diversity in Learning
Notice!
This course contains field hours and you must be approved with criminal background check,
Physical, and TB test on file with
Teacher Admissions or you cannot complete the requirement!
There will be a main campus “Field Hours symposium” during week 2 of the course. You may
attend either the night session or the daytime session but attendance is mandatory.
This course includes observations during the school day on three different days. The days are
selected by the school district and cannot be changed.
Course Prefix
& Number
Course
Discipline
Instructor’s
Name
Semester and
Year
Instructor’s
Office
Instructor’s
Telephone
Numbers
Instructor’s EMail Address
SPED 330-001
Special Education
J. Dusteen Knotts, Ph.D.
SP 2015
1086 GRH
School of Teacher Education
Western Kentucky University
1906 College Heights Blvd. #71030
Bowling Green, KY 42101
WKU Office (270) 745-3747
Home Office use Cell phone (615) 335-2684. Please call at reasonable hours.
[email protected]
E-mail is the best way to contact me. Please put the course number, your last
name and the assignment on the subject line. Unfortunately, without this
information, your e-mail will be returned unread so that you can properly identify
yourself and resubmit it. Allow 24 hours for responses during weekdays. Weekends
are considered time off and email/phone calls may not be answered.
Office Hours
M
Knotts Office Hours SP 15
T
Office hours: 9-11
Class 11:00-12:20
GRH 2002
SPED 330-001
Research Group 12-3
No appointments
Office hours 9-11
Research Group 12-4
No appointments
W
Office hours: 9-11
Class 11:00-12:20
GRH 2002
SPED 330-001
Research Group 12-4
No appointments
H
F
Meetings and by
appointment
Office hours 2-4
Class: 5-7 PM
SPED 434 on TH
PM as noted with
office hours to follow
class sessions
Online Office hours
4-6 PM or in the
office by
appointment.
It is best to make an appointment. Leave you name, phone number and course if you leave a message 270745-3747. SKYPE at [email protected] and become a contact for digital meetings.
Catalog
Description
Course Prerequisites: (one of these) EDU 250, CFS 192, MGE 275, AGED 250 or
SEC 365: and either PSY 310 or CFS 191; or instructor permission. Characteristics
of exceptionality, special education programs, schools, and community resources
and research relative to exceptionality. Field experiences in public schools and/or
other appropriate settings away from campus are required in this course. Students
are responsible for arranging their own transportation to designated or assigned
sites.
1
Course
Rationale
This course is required of all certified teachers working with students in school
settings. It is essential that each candidate (a) becomes knowledgeable about state
and federal laws, (b) locates resources and effective strategies for creating programs
for students with special learning needs and (c) develops techniques for creating
classrooms that are diverse.
Text(s)
Required
Friend, M. (2013). Special education: Contemporary perspectives for school
professionals, (4th ed.) Boston: Pearson, Inc.
During the course of the semester, students will be asked to use additional
resources found online, in research journals or texts. Additional textbooks may be
required.
Instructional
Methods and
Activities
May include, but is not limited to:
Media presentations, performance tasks/projects, discussion board, lecture, group
and individual activities, writing projects, journal reviews.
Special
Instructional
Materials
Access to Blackboard and the Internet
2
Course
Learning
Outcomes
Course objectives are part of a comprehensive program to meet KY teacher
standards, CEC 2014 initial standards and Kentucky Framework of Teaching (seen
after each objective (KY/CEC/KFT).
Specific learner outcomes for this course are that students will:
Learning Outcomes for students
1. Develop a teaching philosophy that reflects appropriate attitudes toward
students with disabilities and their inclusion in regular education. (*CEC 6:
**KY 3.5, 9.1: KFT 2A, 2B, 2C, 2D, 4E.)
2. Review state and federal laws/legislation impacting the education of students
with disabilities. (CEC 6: KY 2.0, 2.1: KFT 1C)
3. Identify and discuss multicultural aspects resulting in over representation of
minority or culturally diverse populations in special education classes. (CEC 2;
KY 3.3, 3.4: KFT 1B, 1C, 1E, 2A, 2B, 2C, 2D, 3B, 3C)
4. Summarize the collaborative roles of general education teachers, special
education teachers, related service providers and parents impacting effective
inclusion. (CEC 2, 7: KY 8.1: KFT 4C)
5. Discuss the role of educational assistants, or paraprofessionals, in the
delivery of educational programs to students with disabilities. (CEC 6: KY 8.1:
KFT 4C)
6. List the definition, prevalence, identification, and characteristics of students
with disabilities in the classroom. (CEC 4: KY 3.3: KFT 1B, 1C, 1E, 2A, 2B,
3B,3C,)
7. Create a file of special teaching strategies found to be effective with students
with disabilities in accessing the KY Academic Core Standards. (CEC 4, 5: KY
4.1, 4.5: KFT 1C, 1E, 2D, 3A, 3B, 3C, 3E)
8. Identify effective strategies used to adapt selected curriculum materials. (CEC
3, 4, 5: KY 4.1, 4.3, 4.4, 4.5: KFT 1C, 1D, 1E, 2E, 3B, 3C, 3E)
9. Discuss strategies for socially integrating students with disabilities in the
general education classroom. (CEC 5: KY 3.2, 3.3, 3.4, 3.5, 4.2: KFT 1B, 1C,
1E, 2A, 2B, 2C, 2D, 3B, 3C, 3D, 3E)
10. Discuss strategies for meeting the needs of students with disabilities and their
families. (CEC 4, 5: KY 8.2, 8.3: KFT 4C)
11. Identify major organizations and advocacy groups supportive of students with
disabilities. (CEC 6: KY 9.1: KFT 4E)
12. Demonstrate professional dispositions in all settings (i.e. attendance, respect,
dependability, preparedness, collegiality, etc.
*Council for Exceptional Children (CEC) Standards are used as the basis for state standards in Exceptional Education
http://www.cec.sped.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Initial%20Preparation%20St
andards%20with%20Elaborations.pdf
**Kentucky Teacher Standards http://www.kyepsb.net/teacherprep/standards.asp
KFT: Kentucky Framework for Teaching: http://education.ky.gov/teachers/PGES/TPGES/Documents/Kentucky
Framework for Teaching.pdf
3
Topics
covered in this
course
Course Topics (some, but not all-inclusive of topics that may be covered during
the term):
Module 1 Educational law and concepts
Outcomes addressed: 2, 4
IDEIA, ADA, Section 504, NCLB
Legal basis for special education
Effects of the disability upon the family
Inclusion
IEP Process
Least Restrictive Environment
Transition
Person first terminology
RTI
SLD
Module 2: High Incidences Disabilities
Outcomes addressed: 6, 7, 8, 9, 11
ADD/ADHD
EBD
IDD
Module 3: Low Incidence Disabilities and Collaboration
Outcomes addressed: 4, 6, 7, 8, 9, 11
SL ASD
Deaf/hearing loss
Visual Impairment Orthopedic
Severe and multiple disabilities
gifted and talented
Co-teaching UDL
TBI OHI
Module 4: Multicultural, Paraprofessionals and
Critical Performance Indicator (CPI)
Disposition of successful teachers and closing thoughts
Outcomes addresses 1, 3, 5, 10
Students majoring in Special Education must make a B or higher in this course in order to take
the pre-block sequence.
Students should review the Praxis II test topics for their certification area (either Principals for
Learning and Teaching –PLT- or Exceptional Students Core Content) and maintain notes to
prepare for your certification tests.
http://www.ets.org/praxis/ky/requirements
4
Bibliography/
Reference/
Websites
Bibliography: Reading in these resources are helpful but not mandatory.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional learners: An
introduction to special education (11th ed.). Boston: Allyn & Bacon- Pearson.
Turnbull, A., Turnbull, R., & Wehmeyer, M. L. (2007). Exceptional lives; Special
education in today’s schools. Upper Saddle River, New Jersey: Pearson, Merrill
Prentice Hall.
Lewis, R. B. & Doorlag, D. H. (2006). Teaching special students in general education
classrooms (5th ed.). New Jersey: Pearson Prentice Hall.
Murdick, N. L., Gartin, B. C., & Crabtree, T. (2007). Special education law. New
Jersey: Pearson Education, Inc.
Strickland, B. B. & Turnbull, A. P. (1993). Developing and implementing
Individualized Education Programs (3rd edition). New Jersey: Macmillan
Publishing Company.
Electronic: Resources from these sites will be utilized in this course. See more on
Blackboard for SPED 330
Online library resource. http://www.kyvl.org/
WKU Blackboard https://blackboard.wku.edu/
WKU’s Homepage http://www.wku.edu/
IRIS Teacher Training Modules http://iris.peabody.vanderbilt.edu/resources.html
Wright’s Law- Special Education law and issues for parents and professionals
http://www.wrightslaw.com/idea/law.htm
Assignments/
Point values:
All assignments must have your name, date, class/section posted on them. If I
print them out to grade while out of the office, they must be clearly marked.
Assignments and activities may be presented in class or on the Blackboard site
including point values. Assignments are chosen from activities that vary in nature
from answering direct questions from the readings, writing reflective papers,
commentaries on videos, reading and reviewing research articles provided on special
education topics, researching specific disabilities and other activities that I might
choose. Please feel free to ask clarifying questions should you need to do so after
reading the assignments. The instructor retains the right to modify and adjust the
assignments and schedule of activities.
University/
Department
policies
APA Style
All papers submitted in this course will be typed and formatted according to the
Publication Manual of the American Psychological Association (5thed.). APA style
will not be taught as a part of this course. Students are individually responsible for
obtaining and following APA style conventions, for part of the grade of each
applicable assignment will be based upon the extent and accuracy to which these
conventions are used. APA’s Publication Manual is on sale at the campus bookstore,
and students may also wish to consult the web for information on citing electronic
references:
http://www.apastyle.org/elecref.html
5
Discussion Board Postings (Db)
When posting to the course discussion board, students should: (a) maintain
confidentiality regarding schools, school personnel, students, and students’ families
and (b) avoid negative evaluations/comments regarding others both in and outside of
the course. In addition, students should maintain confidentiality regarding the
postings of other students in the course. In other words, the discussion board is not a
forum for complaints about the practices of schools and school personnel, neither is it
a public forum intended for distribution to those not enrolled in the course. Rather
than discussing what someone may be doing wrong in the classroom, use the course
content to discuss what educators should do right in the same kind of situation.
Deviations from these guidelines will not be tolerated. With that being said, please be
aware that, as with any online forum, discussion boards are not private and may be
viewed by others who do not have permission to access the board.
Disabilities Accommodation Statement
Students with disabilities who require accommodations (academic adjustment and/or
auxiliary aids or services) for this course must contact the Office for Student Disability
Services, DUC A-200 of the Student Success Center in Downing University Center.
The OFSDS telephone number is: (270) 745-5004 for both voice and TDD users.
Please DO NOT request accommodations directly from the professor or instructor
without a letter of accommodation from the Office for Student Disability Services.
However, if you are having difficulty with the materials or assignments, do not
hesitate to contact me.
6
Field Hours 15 hours minimum required.
The Kentucky Field Experience Tracking System (KFETS) is where students are
required to enter all field experiences into the EPSB portal website
here http://www.epsb.ky.gov/
EPSB provides an explanation of the new requirements and the KFETS system
here http://www.epsb.ky.gov/teacherprep/FieldExperience.asp
Office of Teacher Services has also created a Field Experience Requirements page
to help provide information to students and faculty. This information includes the
CEBS Field Experience Tracking
Form http://www.wku.edu/teacherservices/field_exp/ This webpage will be updated
when more resources or information becomes available.
Students were notified of the fieldwork requirements at registration.
Students must be qualified for fieldwork by the end of the third week of class or
should drop the course. For Bi-term classes, students must be qualified at the end of
the first week of class or should drop the course.
This course contains field hours and you must be approved with criminal background
check, Physical, TB, and Orientation on file with
Teacher Education or you cannot complete the requirement!
CLICK hyperlink above or use
http://www.wku.edu/teacherservices/teacher_admissions/index.php
All students must attend the Field Hour Symposium
In either the evening or day time session. Dates and times will be emaile to you.
OTS and KFETS training will be held
Also read field work requirements here:
http://www.wku.edu/ste/field_exp/index.php
ALL students must use their WKU email for field work activities
Check field work eligibility at electronic Portfolio EPASS
http://edtech2.wku.edu/portfolio/
1. Three – 3 ½ hour observations must be arranged by the student in one of each
of these settings: elementary, middle school and high school. The
observations should be one in which students with disabilities are in the
general education setting receiving instruction.
2. A Parent interview counting as 4 ½ hours from preparation to task completion.
See details in the CPI instructions.
***Students must maintain acceptable ethical dealings with the observation process,
the public school systems and with families. Falsification of any section of this
process is grounds for failing the course, report to Professional Educational
Committee and report to Judicial Affairs.
1. See Professional Code of Ethics 704 KAR 20:680
http://www.wku.edu/teacherservices/code_of_ethics.php
2. See Code of Conduct for Professional Education Candidates
http://www.wku.edu/cebs/programs/coc_pec.php
3. See WKU Code of Ethics
http://www.wku.edu/womensstudies/academics/code_of_ethics.php
7
Electronic Portfolio/ Critical Performance Indicator -CPI
Reflective Piece on Philosophy of Education
NOTE: No grade for the course may be posted until your have uploaded your
reflective assignment.
Task: The critical performance indicator, (Practical Observations in Special Education)
is a three-part activity: (1) Observations in classrooms that include students with
disabilities at the elementary, middle school and high school level and (2) an interview
with a family of a student that has been in the special education process for at least one
year and has a current IEP and (3) use of all materials and observations to write a
philosophy paper for the treatment of special needs learners in your future classroom
EXED 330 Critical Performance addresses Kentucky Teaching Standards 3, 8 & 9
3.3 Values and supports student diversity and addresses individual
needs.
8.1 Identifies students whose learning could be enhanced by
collaboration.
9.1 Self assesses performance relative to Kentucky’s Teacher
Standards.
Critical Performance EXED 330 website.http://edtech2.wku.edu/portfolio/
Grading
Points are awarded for various tasks/projects/activities during the course. Grades are
calculated as a percentage of the total possible points.
93 –100 = A
83–92.9 = B
75 –82.9 = C
65 –74.9 = D
Below 64.9 = F
Plagiarism Policy
See http://www.wku.edu/csa/policies/plagiarism.php
To represent the ideas or interpretations taken from another source as one’s own is
plagiarism. Plagiarism is a serious offense. The academic work of students must be
their own and for this class. Students must give the author(s) credit for ANY source
material used. Credit must be either at the bottom of the material’s page or in a list of
references. To lift content directly from a source, even if it is from a website or
friend’s work, without giving credit and/or quoting is a flagrant act. To present a
borrowed passage after having changed a few words, even if the source is cited, is
also plagiarism. Plagiarism or other act of academic dishonesty can and will result in
an “F” for the assignment and possible dismissal from the university. All plagiarism
events must be reported to Student Affairs.
8
Technology Management
Managing student technology is the sole responsibility of the student.
The professor and/or WKU are not responsible for making sure that:
(a) Student word processing software is compatible with that used by the
University;
(b) Student email software is working properly and that students know how to use it
(e.g., to send attachments to the professor);
(c) Internet service providers’ equipment and software are installed and working
properly in conjunction with student computers;
(d) In the event that a student’s computer stops working properly or becomes
totally inoperative, the student has another means by which he or she can
successfully complete the course; and
(e) Any other student technology problem or issue gets successfully resolved. It
should be understood that, even though periodic travel to a campus classroom
may not be required, online courses require more dedication, self-motivation,
organization, and planning than many face-to-face courses, and this in part
implies that if a student cannot resolve any personal technology difficulties, his or
her only workable solution may be to drop the course.
Please note that working, compatible technology (hardware and software) is
prerequisites to taking an online course. If you are having difficulty, please
contact the Help Desk at 270-745-7000, not the professor.
WKU College of Education and Behavioral Science Dispositions
The Educational Professional Demonstrates the following:
Values Learning as evidenced by:
ü Class Participation
ü Attendance
ü Class Preparation
ü Communication
Values Personal Integrity as evidenced by:
ü Emotional Control
ü Ethical Behavior
ü Values Diversity
ü Values Collaboration
Values Professionalism as evidenced by:
ü Respect for school rules, policies and norms
ü Commitment to self-reflection and growth
ü Professional Development and Involvement
ü Professional Responsibility
Deficiencies in any of these areas may warrant a meeting with the professor.
Teaching candidates noted as weak in these areas will find difficulty procuring
letters of recommendation for employment.
Course
Policies
Assignments or student work
Assignments become the property of the professor and may not be returned. Keep
all work electronically and regularly back up all work.
Most assignments will have two allowable opportunities to submit on blackboard.
THEREFORE, check it to make sure it opens, it is complete and the final edited
version was submitted. Two chances to post it does not negate the due date.
9
Attendance Policy
Participation and punctual assignments are mandatory components to successfully
completing this course! Since work and participation have deadlines and cannot be
made up, lack of attention to your work will severely affect your grade. At the earliest
moment when you detect you are having trouble, contact me to talk about it. Also
note the last day of dropping the class.
Due dates
Teaching is a profession that requires numerous due dates and strong timemanagement skills. To better prepare students for effective teaching, due dates will
be adhered to. The professor will not pre-view your work but is willing to answer
pertinent questions prior to the due dates. Major life crisis are always taken into
consideration. Patterns of unpreparedness, neglect or disorganization are not. Work
that is due at midnight is considered late at 12:01. Work may be submitted early.
E-Mail Communication
You are expected to check the course site and your email on a daily basis for class
notifications/updates. If you do not read the announcements on the course site and
your email, you will not be up to date on any changes or assignment instructions and
clarifications. Failure to read the announcements on the course site or your emails
will not be an acceptable excuse for late assignments. All email will be sent to your
WKU email address - I send whole class emails through the blackboard and your
WKU email address is what is listed there. Check with the help desk if you want to
have your email forwarded or changed.
Teachers must be skilled at communication. Email is a form of communication that
loses many of the vital components of quality communication and is subjective to
interpretation. It is a format that is not appropriate airing conflicts, frustrations or to
promote conflict resolution. Use proper thought in creating email communication.
(a) it is often difficult to correctly interpret the intended tone of an email message;
(b) it is often too easy to quickly zip off a rude email to someone without first finding
out “the whole story” or thinking through the possible consequences of doing so; and
(c) people sometimes will communicate things in an email that they would never say
in a face-to-face conversation, students should take care to be polite, to-the-point,
professional, and respectful in all email communication with the professor.
In the case that inappropriate/disrespectful student email is received, the professor
reserves the right to meet with the student about proper choices.
Allow the professor 24 hours to respond to your emails. Like you, there are
days that I set aside for rest. Weekends are for work at my discretion. Make
sure you do not wait until Saturday to ask me a question or you may not be able
to reach me before the dead line. I will not be online most weekends.
10
Written work Quality
All submitted work is to be of professional quality. Work that is less than
professional will not be accepted or graded. A Holistic Writing Rubric will be
provided. If writing is a weak skill set, please procure an editor/tutor to strengthen
this skill. WKU Writing Centers is very helpful. Seek assistance here
http://www.wku.edu/writingcenter/
Please use “people first” language. That means, that you always refer to a person
first and the disability as secondary. For example, person with autism is correct
–autistic student is incorrect. Points will be deducted for misuse of people first
language.
12-point font & double spaced is standard for APA format.
11
General Course Calendar
SPED 330-001; GRH 2002; 9-11 AM
D
a
y
Dat
e
M
W
M
W
M
W
TH
or
F
M
1/26
1/28
2/2
2/4
2/9
2/11
2/12
or
2/13
2/16
W
M
W
M
W
M
W
M
W
2/18
2/23
2/25
3/2
3/4
3/9
3/11
3/16
3/18
M
W
3/23
3/25
M
3/30
W
4/1
4/3 –
4/10
Mod
ule
or
Wee
k
1
2
3
4
5
6
X
X
7
Text Chapter
Chapter 1 & 2
Bb- Law tab
Bb- Law tab
Bb- Law tab
Bb- Law tab
Bb- Law tab
Field Hour
Seminar
Bb Law tab
Bb Effec-Teach
Bb Effec-Teach
Chapter 5
Chapter 5
Chapter 6 &13
Chapter 7
Chapter 7
Chapter 8
Notes/ Assignments
as assigned.
IEP guidance document
IEP team graphic organizer
Due process discussion
TH 4:30-6:00 pm.
OR
FR 1:00 – 2:30 pm Attending one of these is mandatory!
Create a resource for RTI
Analyze a lesson plan
*Electronic resource book/LD
*Electronic resource book/ADHD
WKU Spring Break
WKU Spring Break
*Electronic resource book/EBD
No Warren County School 3/19-3/20
*Electronic resource book/ID mild
8
Chapter 8
Chapter 9, 10, 11,
12, 13, 14 or 15
9
Chapter 9, 10, 11, *Electronic resource book/low incident disability
12, 13, 14 or 15
Bb Effec-Teach
*During ERB presentation these will be collected:
Chapter 4
Presentation of disability category & Review of peer presentation
No Warren County School
No field observations after 4/1
The Warren County Public Schools K-PREP testing windows, by grade levels:
Elementary – May 8-14
Middle School – May 6-10
High School – May 13-17
EOC assessments will begin May 1 and continue until May 17, with schedules varying from school to school.
M
W
4/6
4/8
10
M
4/13
11
W
M
W
M
4/15
4/20
4/22
4/27
W
4/29
12
13
Bb Effec-Teach
Bb Effec-Teach
Chapter 3
Bb S&Seval tab
Bb Effec-Teach
Bb Effec-Teach
Bb Effec-Teach
Bb Effec-Teach
Chapter 9, 10, 11,
12, 13, 14 or 15
Models for co-teaching
CPI Due
My own bias survey
Teaching in the content areas
Learns strategy worksheet
Course Evaluations (SITE & Instructor)
12
M
5/4
14
W
5/6
5/11
5/19
Final
GRH 2002
CPI remediation if necessary
Review for final
Writing test questions
10:30 to 12:30 Final, Attendance Required
Final grades posted
50
This general
calendar is subject
to change and
should be used to
record changes as
announced in
class.
13