EEX3012 Introduction to Special Education: Fall 2015 Syllabus
EEX3012 Introduction to Special Education: Fall 2015
Mondays from 4:05pm-6:00pm and Online
Norman Hall 2327
Instructor:
Email:
Office:
Office Hours:
Elizabeth Kenney
[email protected]
Norman Hall: Room 240
Mondays 1:45pm-3:45pm or by appointment
Course Format:
This course will take place both in-class and online. Students will meet with the
instructor every Monday from 4:05pm-6:00pm. This class time will be spent primarily reviewing
and finalizing topics covered within the readings and online discussions in order for students to
reinforce their learning. Class attendance is mandatory. Otherwise, most course activities,
discussions, and assignments will take place on the course site which can be accessed through
online.education.ufl.edu. Please note that the online portion of this course is accessed through the
UF College of Education website powered by Canvas. If you experience technology-related
problems with the course site, the primary point of contact is COE Tech Support at
[email protected]. If you do not get a timely response from Tech Support, or you need
additional support, please feel free to contact the course instructor via email at any time.
Course Description:
The purpose of this course is to help future educators develop skills for recognizing and
effectively teaching students with various exceptionalities. Broad areas to be covered in this
course are areas of exceptionalities, major trends and issues in special education with emphases
on collaboration and inclusion, service delivery models, roles of general and special class
teachers, individual education programs, and family and community involvement.
Required Readings:
It is required that you purchase the following textbook:
Smith, D. D., & Tyler, N. C. (2014). Introduction to contemporary special education: New
horizons. New Jersey: Pearson.
All additional required readings will be provided. Two such readings include:
Chapter 2 from Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building
reciprocal family-professional relationships. Baltimore: Brookes.
Selected sections from Kauffman, J. M., Pullen, P. L., Mostert, M. P., & Trent, S. C. (2010).
Managing classroom behaviors: A reflective case-based approach (5th Ed.). Upper
Saddle River, NJ: Prentice Hall.
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
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Course Objectives:
The students will
1. Explain the roles of legislation and litigation in general and special education.
2. Identify the impact of special education and general education reforms on students with
exceptionalities.
3. Describe characteristics and classifications of students with exceptionalities and the
nature and impact of exceptional conditions (including learning disabilities, mental
handicaps, sensory impairment, emotional handicaps, physical impairments, and gifted)
and Limited English Proficiency on the individual.
4. Describe social, cognitive, physical, emotional, communicative, and intellectual behavior
of children with exceptionalities and Limited English Proficiency at different age levels.
5. Identify populations of exceptional learners by definition, characteristics, appropriate
assessments and interventions, continuum of services, related services, and agency and
related professionals.
6. Discuss the relationship of home, school, and community environmental conditions to the
behavior and outlook of students with exceptionalities.
7. Explain the roles of inclusion and collaboration for students with exceptionalities.
Course Requirements:
Online Discussions and Assignments:
The online portion of this course will involve participation in online discussions each
week. Directions for each discussion will be posted within each week’s online section and will
contain instructions covering both the topic as well as the minimum number of posts required.
These discussions serve to enhance one’s learning and help students apply what has been read to
practice. However, in order for the discussions to be most useful, it is important that students
write substantive posts. Comments such as, “That’s a good idea” or “I agree” are certainly
welcomed and valuable; however, they are not considered substantive. Substantive discussion
includes comments that provide an analysis of information, teach new information, open up a
new direction for thinking about an issue, provide a real life example that relates to the content,
etc. Also, it is helpful when responding to someone’s post to briefly comment on that post. This
helps with the ‘flow’ of the discussion. Accordingly, instead of beginning with “I agree and want
to add that…,” it’s much better to say “I agree with Karen’s post where she indicated that IEP
forms can be abused. I think we should also consider…” Substantive posts will earn the highest
number of points.
The online portion of the course will also involve various small assignments such as
answering questions based on a reading or reflecting on a case study. These activities will not be
as extensive as the two projects discussed below, but they are also important. Instructions for
these assignments as well as due dates will be posted.
The online discussions and assignments for the next week will be discussed in detail
during the prior class meeting so students will be clear about the expectations.
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
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Class Attendance and Participation:
Students are expected to attend all classes, to complete all course readings and
assignments before the class time, and to participate actively in any discussions or activities
occurring during class. Each class will be designed to involve active participation on an
individual and/or group basis as active participation will facilitate deeper learning. In the case of
illness or another circumstance which prevents a student from attending class, one excused
absence will be given during the semester. If a student is going to be absent, he/she is expected to
email the instructor prior to the start of class. The absent student will be held responsible for all
material covered during that class. Any additional absences above the one excused absence will
result in a deduction in one’s class attendance and participation grade.
Media Notebook:
Students will compile an electronic “Media Notebook.” It will illustrate how individuals
with disabilities are portrayed in the popular media through entries on a chosen book and movie.
Lists of suggested movies and books are provided at the end of this syllabus, though students
may choose their own as long as they confirm the appropriateness with the instructor.
Groups of approximately 3 or 4 students will read the same book and view the same
movie. The group and their chosen book/movie will be determined at the beginning of the
semester. Groups can choose to read their book and watch their movie individually or together.
However, the entire group must convene to discuss both the book and the movie. At the end of
the group meeting, a list should be made of the main ideas discussed, both as a reminder of the
discussion for group members to reference as they write their reflections and as a point of
reference for the instructor.
After the group has convened, students are to compile their notebook. It should include:
Book
- The APA formatted citation of the book
- A one to two page (minimum) summary of the book
Movie
- The APA formatted citation for the movie
- A one to two page (minimum) summary of the movie
Overall Reflection
- Include an overall reflection of your experience with this project after reading the book,
watching the movie, discussing it as a group, and writing your summaries. It should
include:
o A reflection of the book discussing the book and how persons with disabilities
were portrayed, as well as any thoughts you have about this portrayal
o A reflection of the movie discussing the movie and how persons with disabilities
were portrayed, as well as any thoughts you have about this portrayal
o Anything you have broadly learned about the portrayal of
disabilities/exceptionalities within popular media
Please also remember to include a copy of the group’s list of main ideas from their discussion
within your final submission. This assignment will be submitted electronically.
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
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Resource Tool Box:
Each student will compile a “Resource Tool Box” on a disability/exceptionality of your
choice. The disability/exceptionality will be chosen in class with no more than three students per
disability/exceptionality. Each tool box must include the following:
1. Five Internet Sites: Choose five internet sites that are relevant to your chosen
disability/exceptionality. In addition to an APA formatted citation, including the web
address for each site, write a brief (minimum of two to three sentences) description of
each site and the resources it offers. Also write a brief description of how each site can be
useful specifically for educators.
2. Five Children’s/Young Adult Books: Choose five books that are in some way related to
the exceptionality/disability, whether the book is about that specific
exceptionality/disability or whether there is a character in the book that has that
exceptionality/disability. Any books that are appropriate for pre-K, elementary, middle,
or secondary school age students may be chosen, although it is recommended that you
choose books relevant to the age/grade you are currently interested in teaching. In
addition to an APA citation for each site, include a brief (minimum of two to three
sentences) description of the book including how the exceptionality/disability is relevant
to and is portrayed within the book. Also write a brief description of how this book may
be used within a classroom. Do not include websites in this section.
3. Other Teacher Resources: Choose five other resources for teachers. Examples of other
resources include, but are not limited to, journals, curriculum kits, or reference books.
These should be tangible resources you could use in your classroom to plan instruction or
to assess student progress. Write a brief (minimum of two to three sentences) description
of the resource and another brief description of how it can be used by an educator within
a classroom. Do not include websites in this section.
If you need assistance with APA formatting, these are two great (free) resources:
http://www.umuc.edu/library/libhow/apa_examples.cfm#books
https://owl.english.purdue.edu/owl/resource/560/01/
This assignment will be submitted electronically.
Exams:
This course will have three exams that will be available online. Each exam will consist of
multiple choice, short answer, true/false, fill-in-the-blank, and/or matching items. The exams are
not intentionally cumulative, although some content may build upon prior content and will cover
material from the prior readings and discussions. A study guide, primarily a list of topics to focus
on, will be provided to assist students in their preparation for each exam. Students are able to
consult their readings and notes during the exam since the exams are online. However, the exam
will be timed so students should be sure they are familiar with the content beforehand. These
exams are to be completed individually. Any collaboration would be considered a violation of
the honor code.
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
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Grading:
Assignments are expected to be turned by the posted due dates. Late assignments will be
subjected to a 20% deduction for each day they are late. In cases of extenuating circumstances,
the instructor will make a determination of how many points will be lost on a case-by-case basis.
Your course grade will be made up of the following assignments and weights:
Online Discussions and Assignments
35% of total grade
Class Attendance and Participation
10% of total grade
Media Notebook
15% of total grade
Resource Tool Box
10% of total grade
Exams
30% of total grade (10% per exam)
This grading scale will be used to determine a student’s final letter grade:
A
92.5% and up
C
72.50-77.49%
A90.00-92.49%
C70.00-72.49%
B+
87.50-89.99%
D+
67.50-69.99%
B
82.50-87.49%
D
62.50-67.49%
B80.00-82.49%
D60.00-62.49%
C+
77.50-79.99%
E
59.99% and below
NOTE: A grade of C or higher is considered passing.
Honor Code:
As students of the University of Florida, you are expected to act with integrity and
honesty as you uphold the University of Florida’s Student Conduct and Honor Code. Recall that
during registration you signed the following statement: “I understand that the University of
Florida expects its students to be honest in all their academic work. I agree to adhere to this
commitment to academic honesty and understand that my failure to comply with this
commitment may result in disciplinary action up to and including expulsion from the university.”
On all written work for this course, the following pledge from the code is implied: “On
my honor, I have neither given nor received unauthorized aid on this assignment.” Each student
in this class will be held accountable for all of the policies and regulations set forth in the Student
Conduct and Honor Code. Examples of violations of this code include plagiarism, unauthorized
collaboration on exams or assignments, and using text or ideas from other sources without
citations. For the complete rules and regulations, please visit:
https://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/.
Accommodations:
In this course, human diversity is respected and valued. The instructor will provide equal
opportunity and treatment regardless of race/ethnicity, gender, disability, religion, sexual
orientation, or age. Any individual needing specialized assistance due to a disability should
inform the instructor of the course during the first week of class and should consult with the
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
Page |6
Office of the Dean of Students, Services for Students with Disabilities of the University of
Florida. An official letter stating authorized accommodations will be provided by this office after
consultation which should be copied and given to all course instructors. Every effort will be
made to ensure that appropriate accommodations are made so all students are successful in this
course.
Contacting the Instructor:
In addition to attending office hours, please feel free to email the instructor at
[email protected] with any questions or concerns. Please include “EEX3012” in the subject
line of any email. Most emails will receive a response within 24 to 48 hours. If a response has
not been received within 48 hours, please send a follow-up email to the instructor.
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
Page |7
Course Schedule:
This schedule is subject to change. Advance notice will be given of any changes.
Module
Dates of
Class
Primary
Major
Number
Module
Meeting
Readings*
Assignments
Due
August 25
Syllabus
1
August 25August 31
Smith & Tyler: Chapter 1
August 31
2
September 1HOLIDAYSmith & Tyler: Chapter 2
September 7
NO CLASS
3
September 8September 14
Smith & Tyler: Chapter 3
September 14
Kalyanpur & Harry:
Chapter 2
4
September 15- September 21
Smith & Tyler: Chapter 4
September 21
5
September 22- September 28
Smith & Tyler: Chapter 5
Exam 1
September 28
(Covers readings
from Aug. 25Sept. 21)
6
September 29October 5
Smith & Tyler: Chapter 6
October 5
7
October 6October 12
Smith & Tyler:
October 12
Chapters 7 and 8
8
October 13October 19
Smith & Tyler: Chapter 9
Resource Tool
October 19
Kauffman et al., selected
Box (Due Oct.
sections
19)
9
October 20October 26
Smith & Tyler: Chapter 10
October 26
10
October 27November 2
Smith & Tyler: Chapter 11
Exam 2
November 2
(Covers readings
from Sept. 22Oct. 26)
11
November 3November 9
Smith & Tyler: Chapter 12
November 9
12
November 10- November 16 Smith & Tyler: Chapter 13 Media Notebook
November 16
(Due Nov. 16)
13
November 17- November 23 Smith & Tyler: Chapter 14
November 23
14
November 24- December 30 Smith & Tyler: Chapter 15
November 30
15
December 1December 7
Exam 3
December 7
(Covers readings
from Oct. 27Nov. 30)
*Additional readings will be added as the semester progresses.
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
Page |8
ESOL Performance Standards:
The following are specific ESOL Performance Standards addressed in this course. Upon
completion of this course you should be able to demonstrate your knowledge and understanding
of these at a basic level. These same standards will be addressed in other courses as you progress
through the program. The goal is that by the time you graduate with your Master’s degree you
will be able to apply this accomplished practice to the needs of particular students or situations,
especially in classroom settings.
Teaching Strategies Used: PowerPoint Presentations, Online and In-Class Discussion Groups,
Observation Reports
ESOL Standards/ Performance
Indicators
Domain 1: Culture (Cross-Cultural
Communications)
Course
Objectives Readings
Class
Activities
Assessment
Class
discussion
Exams
Study
Guide
Case
Studies
Class
discussion
Exams
Study
Guide
Case
Studies
Standard 1: Culture as a Factor in
ELL’s Learning
Teachers will know and apply
understanding of theories related to
the effect of culture in language
learning and school achievement for
ELLs from diverse backgrounds.
Teachers will identify and understand
the nature and role of culture, cultural
groups, and individual cultural
identities.
Performance Indicator 1.1.a
Understand and apply knowledge
about cultural values and beliefs in the
context of teaching and learning of
ELLs, from diverse backgrounds and
at varying English proficiency levels.
3 and 7
Performance Indicator 1.1.d
Understand and apply knowledge
about the effects of racism,
stereotyping, and discrimination in
teaching and learning of ELLs from
4 and 6
Smith, D. D. &
Tyler, N. C.
Chapter 3
Kalyanpur, M.
& Harry, B.
Chapter 2
Kauffman et
al., Selected
sections
Smith, D. D. &
Tyler, N. C.
Chapter 3
Kalyanpur, M.
& Harry, B.
Chapter 2
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
diverse backgrounds and at varying
English proficiency levels.
Page |9
Kauffman et
al., Selected
sections
Performance Indicator 1.1.e
6
Smith, D. D. &
Tyler, N. C.
Chapter 3
Kalyanpur, M.
& Harry, B.
Chapter 2
Kauffman et
al., Selected
Class
sections
discussion
3 and 4
Smith, D. D. &
Tyler, N. C.
Chapter 3
Kalyanpur, M.
& Harry, B.
Exams
Chapter 2
Study
Kauffman et
PowerPoint Guide
al., Selected
Class
Case
sections
discussion Studies
1 and 2
Smith, D. D. &
Tyler, N. C.
Exams
Chapter 3
Study
Kalyanpur, M.
& Harry, B.
Guide
Chapter 2
PowerPoint
Understand and apply
knowledge about
home/school connections to
build partnerships with
ELLs’ families (e.g., Parent
Leadership Councils [PLC]).
Performance Indicator 1.1.f
Understand and apply knowledge
about concepts related to the
interrelationship between language
and culture for students from diverse
backgrounds and at varying English
proficiency levels.
Exams
Study
Guide
Case
Studies
Domain 3: Methods to Teaching
English to Speakers of Other
Languages (ESOL)
Standard 1: ESL/ESOL Research
and History
Teachers will demonstrate
knowledge of history, public
policy, research and current
practices in the field of
ESL/ESOL teaching and apply
this knowledge to improve
teaching and learning for ELLs.
Performance Indicator 3.1.c
Demonstrate knowledge of the
evolution of laws and policy in the
ESL profession, including program
models for ELL instruction.
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
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Domain 5: Assessment (ESOL
Testing and Evaluation)
Standard 1: Assessment Issues for
ELLs
Teachers will understand and
apply knowledge of assessment
issues as they affect the learning of
ELLs from diverse backgrounds
and at varying English proficiency
levels. Examples include cultural
and linguistic bias; testing in two
languages; sociopolitical and
psychological factors; special
education testing and assessing
giftedness; the importance of
standards; the difference between
formative and summative
assessment; and the difference
between language proficiency and
other types of assessment (e.g.,
standardized achievement tests).
Teachers will also understand
issues around accountability. This
includes the implications of
standardized assessment as
opposed to performance-based
assessments, and issues of
accommodations in formal testing
situations.
Performance Indicator 5.1.b
Identify a variety of
assessment procedures
appropriate for ELLs of
diverse backgrounds and at
varying English proficiency
levels.
5
Performance Indicator 5.1.c
Demonstrate an understanding of
5
Smith, D. D. &
Tyler, N. C.
Chapter 3
Kalyanpur, M.
& Harry, B.
Chapter 2
Smith, D. D. &
Tyler, N. C.
Chapter 3
Exams
PowerPoint Study
Lecture
Guide
PowerPoint Exams
Class
Study
discussion Guide
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
P a g e | 11
appropriate and valid language and
literacy assessments for ELLs of
diverse backgrounds and at varying
English proficiency levels.
Case
Studies
Kalyanpur, M.
& Harry, B.
Chapter 2
Kauffman et
al., Selected
sections
Performance Indicator 5.1.d
Demonstrate understanding of the
advantages and limitations of
assessments, including the array of
accommodations allowed for ELLs of
diverse backgrounds and at varying
English proficiency levels.
5
Performance Indicator 5.1.e
Distinguish among ELLs’ language
differences, giftedness, and special
education needs.
3 and 5
ESOL
Performance
Indicators
For each
Performance
Indicator
identified above
Smith, D. D. &
Tyler, N. C.
Chapter 3
Kalyanpur, M.
& Harry, B.
Chapter 2
Smith, D. D. &
Tyler, N. C.
Chapter 3
Kauffman et
al., Selected
sections
Assignment (Key
Task)
Students will
complete an
examination
and/or
assignment on
which they must
correctly answer
questions
regarding ESE
issues related to
ELLs.
Class
discussion
Exams
Study
Guide
Class
discussion
Exams
Case
Studies
Rating Guide
Met
Responses to
exam items
demonstrate
ability to recall,
understand, and
apply
information
regarding ESE
issues related to
ELLs.
Met With
Weakness
Responses to
exam items
demonstrate
marginal ability
to recall,
understand, and
apply
information
regarding ESE
issues related to
ELLs.
Not Met
Responses to
exam items DO
NOT
demonstrate
ability to recall,
understand, and
apply
information
regarding ESE
issues related to
ELLs.
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
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Media Notebook Resources:
Autism Denied
Family Pictures
Rules (Young Adult)
The Curious Incident of the
Dog in the Nighttime
(Young Adult)
Out of My Mind
Accidents of Nature (Young
Adult)
Affliction
I Know This Much Is True
Wild Child
Ellen Foster
White Oleander
Of Mice and Men
Like Normal People
Flowers for Algernon
My Name is Asher Lev
Books for Media Notebook
Elizabeth Brown
Autism
Sue Miller
Family life of a child with autism.
Cynthia Lord
Autism
Mark Haddon
From the perspective of a 15 year old boy
with Autism
Sharon M. Draper
Harriet McBryde
Johnson
Russell Banks
Wally Lamb
Elaine Landau
Kaye Gibbons
Janet Fitch
John Steinbeck
Karen Bender
Daniel Keyes
Chaim Potok
Jewel
Brett Lott
Summer of the Swans
Betsy Byars
Yellow Raft in Blue Water
The Broken Cord
Icy Sparks
Michael Dorris
Michael Dorris
Gwen Hyman
Rubio
A Bed By the Window
The Running Dream
M. Scott Peck
Wendelin van
Draanen
E. A. West
Lea Wait
W. Rodman
Philbrick
Bernard Schlink
Jean Ferris
Imperfect Beauty
Wintering Well
Freak the Mighty
The Reader
Of Sound Mind (Young
Cerebral Palsy
Cerebral Palsy
Delusion and abuse
Schizophrenia
Child growing up without human contact
Foster care and neglect
Mental Retardation
Mental Retardation
Mental Retardation
Mental Retardation
Life of a gifted artist whose mother is
mentally ill.
Family with child with Down Syndrome in
1940’s-60’s
Family life of a girl growing up with a
brother with Down Syndrome
Fetal Alcohol Syndrome
Fetal Alcohol Syndrome
Young girl with Tourette Syndrome
growing up during the 1950’s in a small
Kentucky town.
Physical Disability
Loss of limb
Blindness and Physical Disability
Physical Disability
Two friends both with differences
Illiteracy
Deaf
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
Adult)
T4: A Novel in Verse
Sean’s Story
Common Miracles
How Difficult Can This Be?
The F.A.T. City Workshop
Adam
David’s Mother
Mercury Rising
Rainman
Touch of Truth
My Left Foot
A Beautiful Mind
Radio
Forrest Gump
I Am Sam
What’s Eating Gilbert Grape
Shine
As Good As It Gets
One Flew Over the Cuckoo’s
Nest
The Other Sister
Hillary and Jackie
The Madness of King George
Girl Interrupted
Benny and Joon
Charly
L’enfant Sauvage (Wild
Child)
Being There
Of Mice and Men
The Broken Cord
Tic Code
Twitch and Shout
Simon Birch
Ann Clare LeZotte
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Deaf girl in 1939
Movies for Media Notebook
ABC News Special
Inclusion
ABC News Special
Educational Reform
PBS
Learning Disabilities
Max Meyer
Robert Allan
Ackerman
Harold Becker
Barry Levison
Michael Switzer
Jim Sheridan
Ron Howard
Michael Tollin
Robert Zemeckis
Jessie Nelson
Paramount
Scott Hicks
James L. Brooks
Milos Forman
Autism
Autism
Garry Marshall
Anand Tucker
Nicholas Hytner
James Mangold
Jeremiah S. Chechik
Ralph Nelson
François Truffaut
Sister is mildly retarded and wants to
marry
Brilliant cellist has mental problems
Mental decline
Mental illness
Mental illness
Mental Retardation
Mental Retardation
Hal Ashby
Gary Sinise
Ken Olin
Gary Winick
Emmett Williams
Mickey Gilbert
Mental Retardation
Mental Retardation
Fetal Alcohol Syndrome
Tourette Syndrome
Tourette Syndrome
Abnormally small boy in 1960’s New
Autism
Autism
Autism
Cerebral Palsy
Schizophrenia
Mental Retardation/Normalization
Mental Retardation
Mental Retardation
Mental Retardation
Pianist with mental illness
Obsessive compulsive disorder
Mental ward
EEX3012 Introduction to Special Education: Fall 2014 Syllabus
Lorenzo’s Oil
Waterdance
La Ceremonie (subtitled)
The Hero Who Couldn’t
Read
World According To Garp
A Fish Called Wanda
Primal Fear
Mask
Children of a Lesser God
The Miracle Worker
Mr. Holland’s Opus
Sound and Fury
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George Miller
Neal Jimenez
Claude Chabrol
Robert Chenault
England
Family deals with son’s terminal disease
Being paralyzed
Illiteracy and Violence
Learning Disabilities
George Roy Hill
Charles Crichton
Gregory Hobilt
Peter Bogdanovich
Randa Haines
Arthur Penn
Stephen Herek
Josh Aronson
Speech or Language Impairments
Speech or Language Impairments
Speech or Language Impairments
Low Vision & Blindness
Auditory Impairment/Deafness
Blindness and Deafness—Helen Keller
Music teacher has hearing impaired son
Deafness, families, & culture