Semester: Fall 2015
Credit Hours: 3:00
Classroom: Online
Instructor: Dr. PJ Sedillo
Office Hours: Mon. 1pm – 3pm
Tues. /Wed. 2pm – 3pm
Th. 12am-4pm -Or by appointment
Course Name: Introduction to Special Education
Course No. SPED 214
Class Meeting: Wednesday 7:00-9:00
Office: 225 Rio Rancho
Phone: 891-6907
Email: [email protected]
Course Catalog Description & Course Prerequisites
SPED 410 is an examination of curriculum content, instructional methods, and individual education programs appropriate for
students with mild and moderate cognitive or behavioral exceptionalities whose education focuses primarily on the general
education curriculum
School of Education Conceptual Framework 1
The NMHU School of Education believes in democratic access to an
education, both theoretical and authentic, that allows the reflective
learner to continue to develop cultural schemas and diverse cognitive
processing skills to construct a knowledge base, practice the skills and
develop professional dispositions in authentic settings needed to excel
in education, leadership, counseling or other self-determined
endeavors.
Required / Supplemental Materials & Supplies 2, 3
(a) Chalk & Wire license - All Undergraduate students admitted
during the fall of 2009 and after, are required to purchase Chalk &
Wire. All Graduate students admitted in the fall of 2010 and after are
required to purchase Chalk & Wire. Graduate students admitted to the
School of Education prior to fall 2010 must verify the status of Chalk
& Wire utilization in their program of study with course instructors. If
the program or course requires Chalk & Wire, then the student is
required to purchase a license. Please see below for more information
about Chalk & Wire.
Course Objectives, Requirements/Expectations
Required Course Text
Introduction to Special Education: Making a Difference (7 th Edition)
1
SOE email from Associate Dean, 5/4/10
SOE email from Dean, 1/6/10
3
Email from C&W Coordinator, 8/9/10
2
Revised Syllabus Template, MAI, 1/11
2
Course Objectives: The objectives for this course correspond with:
School of Education Themes (SOE):
Diversity (D)
Practice (Pra)
Knowledge(K)
Professionalism(Pro)
Leadership (L)
Authentic Settings (AS)
Reflective Practitioner (RP)
Culturally Inclusive (CI)
New Mexico Public Education Department Teacher Competencies
(NM-PED – TC) http://bit.ly/NMPED
North Central Association / Higher Learning Commission Student Traits (NCA)
(a) Mastery of content knowledge and skills (b) Effective communication skills
(c) Critical and reflective thinking skills (d) Effective use of technology
INTASC Teaching Standards
Standard #1: Learner Development
Standard #2: Learning Differences
Standard #4: Content Knowledge
Standard #5: Application of Content
Standard #7: Planning for Instruction Standard #8: Instructional Strategies
Standard #10: Leadership and Collaboration
Course Outcomes correspond to:








Describe "high incidence" disabilities
that would typically be addressed in the
Inclusion Classroom. What are the
academic, social, emotional
advantages/disadvantages of including
students with mild and moderate
exceptionalities in the general education
classroom? What laws and policies have
driven this practice?
Identify and link political, social, and
educational events in the history of
disability education. Thoroughly
understand and apply sections of NCLB
and the IDEA to current standards and
best practice.
Understand and demonstrate the process
of developing a legally and educationally
sound IEP document in the following
areas:
Development of goals and objectives
using NM standards and benchmarks;
present levels of performance;
accommodations and/or modifications;
related services and social skills
development for mild or moderately
disabled student(s) in the following
categories:
Learning disabled
Attention Deficit Disordered
Emotionally Behaviorally Disordered
Other Health Impaired
Standard #3: Learning Environment
Standard #6: Assessment
Standard #9: Professional Learning and Ethical Practice
SOE
CI, Pra,
K, D, RP
NMPED-TC
6.61.6.10A
(1) a-d
NCA
INTASC
a,b,c,d
1, 2, 3, 4, 5,
7, 8, 9
CI, D,
Pra, K,
6.61.6.10A
(2)a-e
a,b,c,d
2, 3, 4, 6, 9,
10
Pra, K,
Pro, RP,
CI, D
6.61.6.10
A(5)c;
B(1)(2)a-b;
C(2)a-e;
D(1)a
a,b,c,d
1, 2, 3, 4,
5, 6, 7, 8,
9, 10
Revised Syllabus Template, MAI, 1/11
(5,7,8,9
INTASC)
3
Course Outcomes correspond to:








Implement or develop formal and
informal assessment protocols and
data collection materials including:
observation tools
checklists
authentic student work
sociograms
informant (3rd party data)
Identify school and community
resources for inclusion support.
Describe the principles of effective
teaching and develop a lesson plan
for effective learning in reading,
writing, or math.
SOE
K, PR, Pra,
Pro
NMPED-TC
C(1)a-d;
D(2)d-e
NCA
a,b,c
INTASC
1, 2, 3, 6, 9
Pro
6.61.6.10.
A(4)a-d;
A(5)a-c
6.61.6.10.
A(2)a-e
D(6)a-g
a,b,c,d
1, 2, 3, 10
Ia,b,c,d
1, 2, 3, 4, 5,
7, 8
D, RP, CI, L
Instructional Strategies
Explicit instructional strategies (e.g., explanation, modeling, practice), individual application activities,
discussions with other students, and assignments both in and outside of class will be utilized to ensure
students meet course objectives.
Important disclaimer: Adjustments in the syllabus may necessary to best achieve the purpose and objectives
of this course. I reserve the right to change readings and assignments. If changes are necessary, I will provide
reasonable advance notice and the rationale for changes.
Assignments, Assessment, & Schedule
See Assignment and Grading Sheets and Course Schedule below.
Revised Syllabus Template, MAI, 1/11
4
Topic
Course
Schedule
Week 5
Sept. 23rd
Week 6
Sept. 30th
Week 7
Oct. 7th
Week 8
Oct. 14th
Week 9
Cultural and Linguistic
Diversity
Speech and Language
Impairments & Learning
Disabilities
ADHD & Emotional and
Behavioral Disorders
Readings Due
Assignment Due
Chapter 3
Homework 1
Discussion Topics
Homework 2
Discussion Topics
Chapter 4 & 5
Chapter 6, 7 and 8
Mid Term Exam
Chapter 9
Homework 4
Discussion Topics
Chapter 10 & 11
Homework 5
Discussion Topics
Homework 6
Oct. 21st
Week 10
Oct. 28th
Week 11
Nov. 4th
Week 12
Nov. 11th
Week 13
Nov. 18th
Week 14
Dec. 2nd
Week 17
Dec. 9th
Homework 3
Chapter 12
Chapter 13
Homework 7
Discussion Topics
Homework 8
Discussion Topics
Chapter 14
Individual Meetings and Course Outline
Final Exam
Course Grading Policy
Assignments-All assignments are due prior to the beginning of class or on the due date (see course schedule
below for specific due dates). Students who submit all assignments on time (i.e., before the beginning of
class or the due date) will earn 10 bonus points at the end of the semester.
Assignments submitted must be original work developed and submitted for a grade in only this course.
*Please note that New Mexico Highlands University utilizes Turnitin which is a plagiarism program.
This will be enforced.
Assignments submitted for this course that are concurrently or have previously been submitted for another
course will be scored 0 for this course.
 Assignment submission. All assignments are due on the specified due dates. No credit will be given
for any missed assignments of any type. Missing &/or late assignments will not be accepted after
their due dates. Assignments will be submitted to D2L’s Dropbox.
 Typos/grammatical errors. All materials submitted for this course should be carefully edited or proofed
before submission. Up to 10% of the point value of each assignment may be deducted for typos,
grammatical errors, and plagiarism. See individual assignment sheets for more information on grading
criteria.
Revised Syllabus Template, MAI, 1/11
5
 Final grade. The final grade for this course will be based on the percentage of total points earned. Grades
for individual assignments. See Grading below for more information.
Activities, Assessment & Evaluation: Total Possible Points = 280 pts.
1. Core Reading/Writing Project- Weekly Homework: 8 assignments @10 pts. = 80 pts.
Documentation & reflection on weekly core readings
2. Mid Term = 50 pts.
3. Final Exam: 50 pts.
4. Attendance/Participation: 50 pts.
5. Movie Review: 50 pts.
6. Assignment Bonus Points: 10 points
Scoring Scale: Letter grades are based on 7% intervals (20pts.) per letter grade
The final grade for this course will be based on the percentage of total points earned. Letter grades will be
submitted at the end of the semester as follows:
A 280 – 260
B 259- 240
C 239 – 220
D 219 – 200
Assignment
Weekly homework: 8 @ 5 points each
Midterm
Final exam (optional exam)
Attendance/Participation
Movie Review
Assignment bonus points (for on-time submission)
Total
E < 199
Points
40
50
100
40
50
(10)
280
Letter grades are based on 7% intervals (20 pts.) per letter grade.
IMPORTANT NOTES:
1. The instructor reserves the right to make adjustments to the reading/work schedule during the semester; any changes
will be announced and discussed in class, as well as being available online.
2. High degree of professional quality is expected of all work, including in-class and external work submitted in class. A
qualitative assessment will be applied for professional appearance and presentation of all submitted work.
3. Any students with special needs, especially regarding reading, writing and/or assessment procedures, please be sure to
let me know ASAP, in class or we can schedule an appointment to talk. We will endeavor to make any / all approved
accommodations in an effort to support your participation and success in SPED 214.
Revised Syllabus Template, MAI, 1/11
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Exams
Midterm and final exam: There will be a midterm worth 50 points and a final exam worth 100 points.
The format for each will be multiple choice. The midterm will cover all material in the readings, lectures,
class activities, and assignments up to the day of the exam. The final will cover the second half of the
semester.
Assignment Summary / Rubrics
Weekly Homework
Core Reading/Writing Project: 8 assignments @ 10 pts. / unit = 80 pts.
Directions:
 For each Core Reading, you should prepare and submit a written reflection. These submissions will
be randomly selected for class discussion. If not prepared this will affect your grade.
 Reflection Guidelines: For each reflection you should identify at least 1 concept or aspects of the
content that in your opinion contribute most significantly to your developing knowledge about
students with mild and moderate exceptionalities (the most interesting, striking, unexpected, etc.),
or, are the most challenging to your current perspective about these learners.
 Describe each concept
 Explain your interpretation of contribution or challenge of the concept
 If a contribution: Why? What’s the benefit?
 If a challenge: Why? How is it challenging?
 Note- I am looking for your personal opinion / more points if supported with research.
 PLEASE READ- HOW TO WRITE A PARAGRAPH IN AN EIGHT SENTENCE BURST
Homework Assignments –Will be turned in prior or on the day of class. Any assignments turned
in after the day the assignment is due will receive less points. All assignments will be turned into
the Dropbox in D2L and then checked with the program Turnitin for grammatical errors and
plagiarism.
Revised Syllabus Template, MAI, 1/11
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How to Write a Paragraph in an Eight Sentence Burst
The eight-sentence paragraph format is a simple way to ensure that you produce clear, well-written papers. This format will
you allow you to present all your information on a topic in a logical structure. The setup is ideal for students who are ready
to move on from short paragraph formats (such as the four-sentence or five-sentence format), but could still benefit from
guidance. Often, the eight-sentence paragraph format is beneficial for college students.
Instructions
o
1
Write a topic sentence for the first sentence of your paragraph. Introduce the subject or theme of the
paragraph.
o
2
Write a concrete detail for the second sentence of your paragraph, or use a quote to illustrate the point of
your topic sentence.
o
3
Comment on your opinion about the information you gave in the second sentence for the third sentence of
your paragraph. Begin the third sentence with a phrase like "This shows..."
o
4
Comment on this information further for the fourth sentence of your paragraph. Add something more about
your view of the topic.
o
5
Write another concrete detail for the fifth sentence of your paragraph. Begin the fifth sentence with a phrase
like "In addition..." Save the more important detail for this position in the paragraph.
o
6
Comment on your opinion about the information you gave in the fifth sentence for the sixth sentence of your
paragraph.
o
7
Comment on this information further for the seventh sentence of your paragraph. Save your most insightful
comment on the topic for this position in the paragraph.
o
8
Summarize the information from the paragraph for the eighth and final sentence of your paragraph. Restate
your view on the subject. Draw a conclusion about the topic.
Revised Syllabus Template, MAI, 1/11
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1.
Core Reading /Writing Homework 40pts: total score __________ x 5 = _____________
Degree
Criterion
Completion
Organization
Quality
Excellent:
Significantly
Exceeds
Expectation
Superior:
Exceeds
Expectations
5
5
5
5
4
4
4
4
Good:
One +
Aspect/s
Above
Expectations
3
3
3
3
Average:
Meets
Expectations
2
2
2
2
Needs
Improvement:
Missing or
Limited
Features
1
1
1
1
Incomplete
or
Unacceptable
0
0
0
0
Movie Review
Film related to exceptionality: = 50 pts.
Directions:
Students will review a film related to exceptionality. The purpose of this assignment is to promote
a critical stance toward special education topics, in this case, through the analysis of exceptionality
images portrayed in popular films.
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



For the review, write a 5-page (double-spaced report focusing on the following aspects:
The Salient message in the film as it pertains to an exceptionality.
The images/roles of exceptional individuals portrayed in the film.
Connections with the literature reviewed/ideas discussed in the course.
Your overall assessment (i.e. the impact the film had on you).
The movie review will be evaluated according to the following criteria
a.
Accuracy and insight about the message of the film.
b.
Depth of the analysis (does the analysis transcend surface/anecdotal, features of the film?
c.
Support for arguments through the use of information, ideas, and references from the
course (at least 3 references)
d.
Engagement as reflected in the description of personal impact
e.
Clarity of writing.
Course Attendance Policy
Class attendance is required. Students will earn 10 attendance points at the end of the semester for attending
all class sessions. To earn attendance points, students must be online and ready when class begins and must
stay the entire session. Each student may be absent no more than one session or arrive late or depart early
from no more than one session in order to earn the attendance points. Class participation is also part of this
grade.
Course Requirements/Expectations
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Participation: prior to class, students are expected to read and study all assigned materials as necessary to
understand the material and prepare for participation in class discussions and activities. All students are
expected to contribute to class discussion and actively participate in class activities.
NMHU Academic Integrity Policy
Because academic dishonesty in any form compromises the university’s reputation and thus devalues the NMHU degree, it simply will not
be tolerated. Consequently, students caught cheating, plagiarizing, or doing anything which involves trying to pass off someone else’s
intellectual work as their own, will be subject to disciplinary action (NMHU Student Handbook, page 28;
http://bit.ly/nmhustudenthandbook).
Disabilities Accommodations (ADA Policy)
NOTE: “In accordance with federal law, it is university policy to comply with the Americans With Disabilities Act (ADA). If you believe
that you have a physical, learning, or psychological disability that requires an academic accommodation, contact the Coordinator of
Accessibility Services by phone at (505) 454-3188 or 454-3252, via e-mail at [email protected], or visit the Felix Martinez Building,
Room 111 on the Las Vegas campus. If you need the document upon which this notice appears in an alternative format, you may also
contact the Coordinator of Accessibility Service.” David Esquibel, Student Advisor/Coordinator of Testing and Accessibility Services
NMHU Inclement Hotline
505-426-2297
1-866-231-2366
www.nmhu.edu
Instructional Disposition Inventory
The School of Education has developed an inventory to help students and faculty evaluate the dispositions of students. These surveys will
be used to help students identify strengths and areas for improvement in their dispositions for their professions. All students in designated
courses will complete a dispositions inventory at midterm and at the end of the semester. The professor will also complete a dispositions
inventory for each student at those times. Any dispositions suggesting the need for support will be discussed.
Chalk & Wire
(a) Various assignments will be submitted via Chalk & Wire for the purpose of data collection, student evaluations, program assessment,
and the development of the electronic based portfolio required for Field III (student teaching). Within each undergraduate and graduate
program, SOE faculty has designated courses that represent the core of the program. Each designated course will have one common
assignment that provides opportunities for students to demonstrate mastery of core concepts. Each student who takes a designated course,
regardless of location, will complete the common assignment. Upon completion of that assignment, students will submit it via Chalk &
Wire for assessment.
(b) The Chalk & Wire license is valid and available for 5 years from the date of purchase, which will enable the owner to keep professional
portfolios updated for future employment or use in further educational endeavors. Students may elect to renew their licenses (directly
through C&W) at the end of the 5 years OR they can download their artifacts, portfolios, and results to their personal computers.
(c) Chalk & Wire help manual: http://chalkandwire.com/help/ePortfolioGuide/Default_left.htm
(d) For help, contact: [email protected]
NOTE: “In accordance with federal law, it is university policy to comply with the Americans With Disabilities Act (ADA).
If you believe that you have a physical, learning, or psychological disability that requires an academic accommodation,
contact the Coordinator of Accessibility Services by phone at (505) 454-3188 or 454-3252, via e-mail at
[email protected], or visit the Felix Martinez Building, Room 110 on the Las Vegas campus. If you need the document
upon which this notice appears in an alternative format, you may also contact the Coordinator of Accessibility Service.”
David Esquibel, Student Advisor/Coordinator of Testing and Accessibility Services
Revised Syllabus Template, MAI, 1/11