Florida Agricultural and Mechanical University

Professional Education Unit Tallahassee, Florida 32307

COURSE SYLLABUS Course Number: EEX 3011 Prerequisite(s):

Course Title: Introduction to the Education of Exceptional Children

Course Credit: 3 Course Hours: 3 College: Education Department: Elementary Education

Required Text(s): Smith, D. D. (2010). Introduction to special education: Making a Difference (7th ed.). Upper Saddle River, NJ:Merrill. (ISBN:978-0-13-505604-2)

TaskStream Supplies: BlackBoard

Faculty Name: Gwendolyn Dixon Term and Year: Spring 2011 Place and Time: DRS 301 MWF 1:25-2:15

Office Location: DRS Bldg 166 Rm. 208.C

Telephone: 850 599-3152 e-mail: Gwendolyn.dixon@famu.edu

Office Hours Other by Appointment

Monday 11:15 AM-1:15

Tuesday 1-5

Wednesday 11:15AM-1:15

Thursday By Appt.

Friday 11:15 AM-1:15

Saturday

Course Description

General survey course providing an orientation to exceptional child education as an integral part of the general educational program. Including an introduction to appropriate needs, placement, and resources for exceptional children. Required attendance at selected field activities.

Course Purpose

Students with exceptionalities are a very diverse group with wide variations of abilities and disabilities. Some are gifted while others may not be. Students who have disabilities may have learning problems, interpersonal problems, or independence problems that are caused by more than one disability. There is also an array of social, legal, diagnostic, and methodological issues that affect the type of education made available to them.

A teacher may work in a classroom that is comprised of a variety of exceptional learning needs. This variety will attribute to factors affecting the type of education offered within a given setting. Therefore, future special education teachers need to be knowledgeable of the nature and needs of all exceptional students and the forces that effect the provision of services. Field Experience requires. Conceptual Framework The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework:

DIVERSITY

• CF 1 • Through this focal area, the FAMU professional education candidate will:

CF: Conceptual Framework Proficiencies FEAPS INTASC

1.1 (K) Demonstrate understanding of diverse backgrounds of individuals.

F: 5,6,7

I: 3

CF: 1.5 (K, S)

Establish a climate that values diversity and supports learning for all students.

F: 5, 7, 9, 10

I: 5

TECHNOLOGY

•CF 2 •Through this focal area, the FAMU professional education candidate will:

CF: Conceptual Framework Proficiencies FEAPS INTASC

2.2 (S) Use technology to manage, evaluate and improve instruction.

F: 1,4,10 12

I: 6,7

CF: 2.3 (K)

Demonstrate knowledge of fundamental concepts in technology. F: 12

I: 1,6

CF: 2.4 (K)

Demonstrate an understanding of concepts related to software, hardware and application.

F: 2,12

I: 6

CF: 2.6 (S,D)

Demonstrate the ability to access a variety of tools to enrich media communication.

F: 12

I: 6

VALUES •CF3 •Through this focal area, the FAMU professional education candidate will:

CF: Conceptual Framework Proficiencies FEAPS INTASC

3.1 (S) Work with colleagues in a professional manner.

F: 6

I: 2,5

CF: 3.2 (S)

Use clear and accurate communication with students, families and other stakeholders.

F:11,6

I: 9,10

CRITICAL THINKING

•CF4 •Through this focal area, the FAMU professional education candidate will:

CF: Conceptual Framework Proficiencies FEAPS INTASC

4.1 (K) Demonstrate an understanding of a variety of instructional/professional strategies to encourage student

development of critical thinking and performance.

F:4,7 I: 4

CF: 4.5 (S)

Demonstrate the use of higher order thinking skills.

F: 8

I: 4

PROFESSIONALISM • CF 5 • Through this focal area, the FAMU professional education candidate will:

CF: 5.1 (K) Conceptual Framework Proficiencies FEAPS INTASC

Know the content F: 8 I: 1 CF: 5.3 (D)

Demonstrate commitment to professional growth & development.

F:3,7

I: 9

CF: 5.6 (S)

Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom.

F: 2

I: 6

CF: 5.7 (S,D)

Display appropriate code of conduct including dress, language, and respective behavior.

F: 9

I:5,9

URBAN/RURAL EDUCATION •CF6 •Through this focal area, the FAMU professional education candidate will:

CF: Conceptual Framework Proficiencies FEAPS INTASC

6.1 (S) Demonstrate the ability to work in school settings with varied levels of human and material resources.

II. F: 9,10,11

I: 10

Academic Learning Compact University Goal: FAMU is committed to producing graduates who are able to pass all required teacher and professional licensure examination and are prepared to meet the instructional needs of the students they serve. Subject Matter - Graduates will have a basic understanding of the subjects they teach and how a subject is linked to other disciplines and content can be applied to real world integrated settings. Communication – Graduates will acquire and use effective communication techniques with students and all other stakeholders. Critical Thinking – Graduates will acquire and use appropriate techniques and strategies, which promote and enhance critical, creative, and evaluative thinking capabilities of students. Diversity - Graduates will use teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background. Role of the Teacher – Graduates will work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students. Technology – Graduates will use effective technological techniques to access electronic resources and support student learning and instructional management. Learning Environments (Urban/Rural)- Graduates will use techniques and strategies to set up effective learning environments to meet the needs of all students and work in challenging settings with varied levels of resources. Ethics – Graduates will demonstrate the ability to work with colleagues in a professional manner, show respect for students, families and other stakeholders in an ethical and moral fashion. Overall Goals of the Course Upon completion of this course, the students will be able to: 1. demonstrate an understanding of the philosophical, social (including culture) and legal foundations of special education 2. demonstrate understanding of the characteristics of the various exceptional categories 3. demonstrate knowledge of instructional practices for including children with exceptionalities in general education classroom 4. demonstrate knowledge of resources designed to facilitate the education of children with exceptionalities Specific Behavioral Objectives Upon completion of this course, the students will be able to:

1. The pre-service candidate identifies current educational terminology and definitions of individuals with disabilities including the identification criteria and labeling controversies, using professionally accepted classification systems, and current incidence and prevalence figures.

2. The preservice candidate identifies the historical foundations, philosophies, theories and classic studies, including the major contributors and major legislation [IDEA, ADA, Section 504J] that undergird the growth and improvement of knowledge and practice in the field of special education.

3. The preservice candidate identifies how the legal system assists individuals with disabilities. 4. The preservice candidate describes the continuum of placement and services, including alternative

programs available for individuals with disabilities. 5. The preservice candidate identifies the causes of over- and under-representation of students who are

socioeconomically, culturally, and linguistically diverse in disability and gifted categories. 6. *The preservice candidate identifies characteristics of child abuse, neglect, and substance abuse as

related to the learners with special needs. 7. The preservice candidate explains the specialized policies regarding the role of the family in the

education of individuals with disabilities as well as the screening, referral, and placement procedures for individuals with disabilities.

8. The preservice candidate describes the purpose and identifies the components of individualized forms, such as the Individual Educational Plan, the Individual Family Service Plan and the Individual Transition Plan, and the role of the teacher in preparing, implementing, and communicating the plan.

9. The preservice candidate identifies sources of specialized materials and assistive technology devices for learners with disabilities.

10. The preservice candidate identifies sources of unique services, networks, community service agencies, and other organizations for individuals with disabilities, including career vocational, and transition support.

11. The preservice candidate describes the need for collaborative and consultative roles of special education and general education teachers in the integration of individuals with disabilities into the general curriculum and classroom.

12. The preservice candidate identifies the roles and responsibilities of the support team in providing services to individuals with disabilities.

13. The preservice candidate appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.

National and State Standards Addressed in the Course Professional Organization/Learned Society Standards CEC

Initial Level Knowledge and Skill Sets Initial Special Education Teachers of Individuals with Exceptional Learning Needs in: Individualized General Education Curricula (IGC) Standard 1 Foundations

ICC1K4 Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs1

ICC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds

1 Implicit to all of the knowledge and skills is the focus on individuals with exceptionalities whose education focuses on an individualized general curriculum

Assignment Behavioral objectives ESOL Standards

Professional Organization

FEAPs FTCE SAE

PEU Conceptual Framework

Journal Critique 1 13

1CC1K4 1CC2K1

8 1 2.3 4.5, 5.1

Case Studies 1, 3, 4, 7, 10 1CC2K2 5 8

1 5 7

1.1 3.2 4.5, 5.1

Web assignments 1-Perceptions 2-Consent Decree 3-Culture

1,2,10 2,3 10,12

1 1

1CC2K2 1CC2K3 ICC3K2

5 8 11

1 1.1 1.5 2.3 4.5, 5.1

Exceptionality Project

1 4 5 9

1CC2K2 8 11

3 1.1 2.2 2.4 2.6, 4.1,4.5,5.1

IEP Simulation

3,7 8,10 12

1CC2K2 8 11

7 1.1, 2.3 3.2 5.1

Field Experience 1,4 8 10 12

1CC2K2 1CC3K2 1CC1K6

5 8 11

3 1.1, 3.1,3.2 5.1, 5.3, 5.6 5.7, 6.1

IGC1K5 Continuum of placement and services available for individuals with exceptional learning needs

IGC1K6 Laws and policies related to provision of specialized health care in educational settings.

IGC1K7 Factors that influence the over-representation of culturally/linguistically diverse individuals with exceptional learning needs in programs for individuals with exceptional learning needs

Standard 2 Development and Characteristics of Learners Knowledge ICC2K1 Typical and atypical human growth and development ICC2K2 Educational implications of characteristics of various exceptionalities ICC2K3 Characteristics and effects of the cultural and environmental milieu of the individual with

exceptional learning needs and the family Standard 3 Individual Learning Differences

Knowledge ICC3K1 Effects an exceptional condition(s) can have on an individual’s life

ICC3K2 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development

Florida Educator Accomplished Practices (FEAPs) Standard: 5 Diversity Accomplished Practice : 5. DIVERSITY

Level : PREPROFESSIONAL: The preprofessional teacher establishes a comfortable environment which accepts and ...

Key Indicator : Accepts and values students from diverse cultures and linguistic backgrounds and treats all students ...

Key Indicator : Fosters a learning environment in which all students are treated equitably.

Key Indicator : Recognizes the cultural, linguistic and experiential diversity of students.

Key Indicator : Selects appropriate culturally and linguistically sensitive materials for use in the learning process.

Key Indicator : Employs techniques useful in creating a climate of openness, mutual respect, support, and inquiry.

Key Indicator : Acknowledges the importance of family and family structure to the individual learner.

Key Indicator : Develops short term personal and professional goals relating to diversity.

Accomplished Practice : 8. KNOWLEDGE OF SUBJECT MATTER

Level : PREPROFESSIONAL: The preprofessional teacher has a basic understanding of the subject field and is ...

Key Indicator : Communicates knowledge of subject matter in a manner that enables students to learn.

Key Indicator : Increases subject matter knowledge in order to integrate the learning activities.

Key Indicator : Acquires currency in her/his subject field.

Accomplished Practice : 11. ROLE OF THE TEACHER

Level : PREPROFESSIONAL: The preprofessional teacher communicates and works cooperatively with families and ...

Key Indicator : Develops and expands strategies that are effective in fulfilling the role of student advocate and is ...

Key Indicator : Can describe overt signs of child abuse and severe emotional distress and knows to whom such observations ...

Key Indicator : Can describe overt signs of alcohol and drug abuse and knows to whom such observations should be reported.

Key Indicator : Works with colleagues to identify students' educational, social, linguistic, cultural, and emotional ...

Florida Teacher Certification Examination (FTCE) Subject Area Examination (SAE) Competencies and Skills

1 Knowledge of foundations of exceptional student education

1. Identify state and federal legislation and case law that have affected the education of students with disabilities.

2. Identify appropriate practices based on legal and ethical standards (e.g., due process, procedural safeguards, confidentiality, access to general education, least restrictive environment, transition planning, free appropriate public education).

3. Demonstrate knowledge of the required policies and processes for developing individual education plans (IEPs), individualized family service plans (IFSPs), and transition IEPs.

4. Identify the classification systems and eligibility criteria under the current Individuals with Disabilities Education Improvement Act.

5. Compare the development and characteristics (e.g., language, cognitive-academic, social-emotional, sensory, physical-motor) of children with disabilities to the development and characteristics of children without disabilities.

6. Interpret curriculum information and assessment data for IEP and child study team members.

7. Identify models of support for assisting students with disabilities in accessing the general education curricula.

8. Identify the purposes and functions of professional and advocacy organizations relevant to educating students with disabilities.

3 Knowledge of instructional practices in exceptional student education

2. Identify characteristics of reliable sources of scientifically based research related to instructional practices.

8. Identify effective instructional methods (e.g., explicit and systematic instruction, scaffolding, modeling) for integrating reading, writing, speaking, listening, viewing, researching, and presenting across the curricula.

9. Identify instructional strategies that help students comprehend and apply knowledge of informational text structure (e.g., cause and effect, chronological order, compare and contrast) and text features (e.g., index, glossary, subheading).

ESOL Standard 1: Culture as a factor in ELLs’’ 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 D3 Topical Outline I. Context of Exceptional Education A. Historical B. Social II. Legal Aspects of Exceptional Education A. Laws B. Court Cases III. Individualized Program Planning and Services IV. Cultural and Linguistic Aspects of Exceptionality Education V. Early Intervention VI. Classification and Categories A. IDEIA and Societies 1. Characteristics 2. Prevalence 3. Cause and Prevention 4. Identification/Assessment 5. Early Identification 6. Teaching in the General Education Classroom 7. Transition VII. Collaboration 1. Resources 2. Services Teaching Methods Teaching methods will include lecture/discussion, observation/field experience, case studies, individual and group presentations, guest presentations, cooperative learning, technology. Course Evaluation

Course Assignments & Expectations A variety of learning/instructional activities will be incorporated into this course. Every effort will be made to meet the diverse needs of learners who have different learning styles. As a student, you will be ultimately responsible for reading the textbook(s). Although much of the content in the textbook(s) will be incorporated into class lecture, discussions and activities, please do not assume the instructor will simply lecture from the book.

Activities planned for this course include, but are not limited to, the following:

1. Students completing ALL reading assignments PRIOR to class; 2. Facilitated presentations/discussions on related topics; 3. Small group and cooperative learning projects that will serve as extension practice for what we learn;

4. Individual and group presentations. Evaluation: Journal critique 5% Points Projects 30% Points Case Studies 15 Web Based Assignments 15 Field Experience/Observations 10% Points Exceptionality Presentation 10% Points IEP 5% Points Tests 20% Points Final exam 20% Points Grading 90-100 A 80-89 B 70-79 C 60-69 D 59 & below F * Grade of “I” (incomplete) must have met guidelines outlined in University Catalog , no exceptions.

Journal Critique 1. Directions: You are to locate an article (minimum three pages in length) in a professional journal

2. Format of the critiques will be as follows:

that covers some aspect of special education content covered by the course (Reviewing the textbook content will help you). A list of professional journals is listed below to aid you in your selection. Your critique should be 3-4 pages in length, formatted in double space, 12-point size, plain text, one (1”) margins. Critiques will be evaluated for communication knowledge and skills to include writing proficiency, grammar, and spelling. A copy of the article must be attached.

I. APA Reference. Author(s) Last name, First initial. (Year). Article title (only first word & word after : capitalized).

Journal Name, Volume (Number), page number(s). Example reference: Hosp, J. L., & Reschly, D. J. (2004). Disproportionate representation of minority students in special

education: Academic, demographic, and economic predictors. Exceptional Children, 70(2), 185-199.

II. Summarize the article in your own words by explaining what the article is about. Direct statements and paraphrases should be appropriately documented.

III. Give a minimum of five (5) high points made by the article. Use complete sentences in doing so.

IV. Critique A. Give your opinion of the author’s work. B. Discuss points from the article that you agree with and why. C. Discuss points from the article that you disagree with and why. The basis for your opinion may be a combination of your life experience, material and theories studied in class (or other research you have documented). V. Reflection on Relevance A. Review FEAPs Human Development and Diversity; describe how this article relates to one or both of the FEAPs B. Describe two specific examples of how you would implement or use the ideas presented in the article to assist you in impacting student learning of children in your future classroom.

Name ____________________________ Journal Critique Evaluation Rubric Requirement Favorable-4

Comprehensive, through, accurate 90-100 %

Acceptable-3 Clear, addressed corrected with minor errors or omission 80-89%

Marginal-2 Minimum response, major errors or omissions 70-79%

Unacceptable-1 Response omitted, incorrect responses 69% and below

Score/Comment

Correct APA reference ,citation, included

/.25

Summary of the article

/1.0

High Points with a minimum of 5

/1.0

Critique/opinion of the article

/1.0

Reflection on Relevance FEAP Specific Examples (2)

/1.5

Writing proficiency

/.25

Total Points Earned

/5 % Pts.

Suggested List of Journals

Exceptional Children Journal of Special Education Remedial and Special Education Teaching Exceptional Children Topics in Early Childhood Special Education American Journal of Mental Deficiency American Journal of Mental Retardation Mental Retardation Research in Developmental Disabilities Journal of Learning Disabilities Journal of Early Intervention Learning Disability Research

Learning Disability Quarterly Topics in Learning and Learning Disabilities Behavior Disorders Journal of Emotional and Behavioral Disorders Journal of American Academy of Child and Adolescent Psychiatry ASHA Language & Communication: An Interdisciplinary Journal Language, Speech and Hearing Disorders American Annuals of the Deaf Journal of Speech and Hearing Disorders Internal Journal for the Education of the Blind Journal of Visual Impairment and Blindness Journal of Rehabilitation Pediatrics Gifted Child Quarterly Gifted Child Today Journal for the Education of the Gifted Special Educator Projects Case Studies

Case study assignments will be included in most units and will be done in class in small cooperative learning groups. Each member is to participate as there will be a group grade assigned. It is expected that you will use your time wisely as these assignments must be completed and discussed in class. The case will be provided in class (or provided prior to class). Collectively the group will respond in writing to the listed questions. Time permitting the responses will be the basis of discussion in class. The written responses must be submitted to the instructor at the end of the activity.

Web Based

1. IRIS Activity: What Do You See? Perceptions of Disability Complete description of assignment will be found on BB. Send to course’s Blackboard digital drop box by the beginning of class of the date given on course calendar.

Rubric Favorable

Comprehensive Addresses each area reflectively and correctly

Acceptable All areas addressed correctly

Marginal One area is omitted, responses vague or general

Unacceptable Two or more areas omitted, incorrect responses

Score/ Comment

Initial reactions recorded /1 Activities: a. Ursa Questions b. Movie c. 5 Assumptions d. Biography & Revisit

/3

Assessment Questions /1 Total

/5

2. Web Activity Reflection on Consent Decree **

Down load the ESOL Consent Decree from the Web (http://www.fldoe.org/aala/lulac.asp). Read Section III: Equal Access to Appropriate Categorical and Other Programs for ELL Students, Part C Exceptional Student Education and prepare a reflective statement guided by the following:

• State the mandates or requirements of the decree in your own words as you understand them. There are several mandates or requirements included in the decree. Each must be addressed. You must also find the FEAPs on the web (google) for this assignment. This will describe the specific FEAP for you. State how this information relates to FEAP #9 Learning Environment and FEAP #10 Planning

• State how this information increase your competency in FEAP #9 Learning Environment and FEAP #10 Planning

• State how you as a teacher might use the mandates to benefit (increase learning outcome) English Language Learners that you will teach. Be Specific.

• Send to course’s Blackboard digital drop box by the beginning of class on date given on course calendar.

Consent Decree Reflection Rubric Excellent

Comprehensive, detailed coverage of item

Acceptable Adequate coverage

Unsatisfactory Lacks details, areas omitted

Comment/Score

Mandates/Requirements FEAP Learning Environment

FEAP Planning

Knowledge, skills gained

Benefit to Children/ families

Total

/

3. IRIS Web Activity

IRIS Module entitled “Cultural and Linguistic Differences: What Teachers Should Know”. This module examines the ways in which culture influences the daily interactions that occur across all classrooms and provides practice for enhancing culturally responsive teaching. For this module complete in writing the “Initial Thoughts” section, work through each of the Challenge Activities. Follow through with the Assessment Questions by responding in writing to each.

Send to course’s Blackboard digital drop box by the beginning of class of the date given on course calendar. Field Experience :

Sites for observation are generally assigned by the director of field/clinical experience. You are expected to complete the required hours (10) and submit the required documentation. Field experience includes observation, participation with children as directed by classroom teacher, and completion of reflective field experience report forms which will be provided to you by the instructor. The report

forms that cover exceptionalities, instruction, classroom management, resources and materials can be found on BB.

Exceptionality Research Presentation-Individual or Group Your project will demonstrate your understanding of the exceptionality, your knowledge of instructional methodologies and appropriate materials, technology (adaptive, assistive, instructional) and resources and services for students with exceptionalities, their families, and professionals who work with them. The Exceptionality Group Project is a team effort. It is critical that all team members be actively involved in the development and presentation. Once you have selected or are assigned your exceptionality you are to conduct research on the content area. A. Research questions: 1. What are the various types of educational options (placement and instructional methods) available for students with your chosen exceptionality?

2. What are materials, technologies, and resources and services available to students with your chosen exceptionality that are designed to promote education and development? The above may be designed for use by children, their families, and professionals who work with them.

B. You will then contact an agency or organization that provides services to youth with the impairment. Make an appointment for an interview. Obtain as much information as possible. Some agencies will not allow observation of clients, however you are to ask for permission to observe.

C. Using technology you will present a 30 minute presentation of the project to the class. The presentation is

expected to be comprehensive, interactive, and engaging. • It would be wise for the team to give specific responsibilities to each member in order to accomplish all

assigned tasks. Two team members, for example, can join together to work on one assignment while two other team members work on a different assignment within the project.

The Project will be turned in to the instructor for grading as one complete project with all materials

• Please be creative when developing and presenting the project and its activities. Use a variety of presentation formats and make it fun to learn what you will need to teach. Be certain to review each other's work for accuracy and professionalism.

included. A hard copy is submitted at the time of presentation and uploaded to Task Stream at the same tine. THIS SHOULD BE A HARD COPY IN NO SMALLER THAN 12 SIZE FONT. It is strongly recommended that each member of the team keep a copy of what was developed for their own use in the future as educators of students with exceptionalities.

Project Content

Project Content A. Research Question 1 Develop: Introduction and overview of project Goals/Objectives of your project. Annotated bibliography of all resources used. A minimum of 6 which includes your text and www.nichcy.org

Educational Options: Discuss in details the various types of educational options (placements) available for students with your chosen exceptionality.

Instructional Methods: Discuss in details the various types of educational methods and strategies (ex. task analysis) used to educate students with your chosen exceptionality. Minimum of 6. At least two of the methods and strategies must be demonstrated to the class. B. Research Question 2 Technology Conduct research that describes the variety of assistive, instructional, and adaptive technology used by children with the exceptionality to promote their education and development. Materials and Resources Conduct research to locate materials and resources appropriate for use by parents, families, agencies, and other professionals who work with or have school aged children who have your specific exceptionality. Information should include:

• A minimum of 5 materials (detailed information and description of each);

• A minimum of 5 FLORIDA resources and services available young children the specific exceptionality. Provide information on : Name, contact information, detailed description, clientele served, cost, involvement of the family, services to ELL

Agency Report- prior approval by instructor is required. Agency Report Form can be found on BB.

Agency Visit- You will then contact an agency or organization that provides services to youth with the impairment. Make an appointment for an interview. Obtain as much information as possible, including pamphlets, brochures, newsletters, and advertisements. Some agencies will not allow observation of participants, however you are to ask for permission to observe. Use the report format provided.

B. Presentation-dress, audience engagement, timeliness This presentation is a major one which requires that you demonstrate knowledge of subject matter, ability to present information in a timely, engaged manner. Refer to presentation section of rubric.

Develop 10 questions to measure knowledge gained from your presentation. Administer the questions in a creative, interactive manner to the class.

Exceptionality Project Presentation-Group Rubric Favorable

Comprehensive and thorough, accurate response, no major errors 100-90%

Acceptable Clear, concise, response, 1-2 major errors 89-80%

Marginal Minimum response, 3-4 errors 79-70%

Unacceptable Response absent, inaccurate data or more 4 errors 69% & below

Comment/Score

Task Standard Introduction G & O Ann. Bib

CF 1 FEAP 8

Educ. CF 4 FEAP 5,8,9,11

Options FTCE 6 N/N 1 CEC 5

Educ. Methods

CF 4 FEAP 5,8,11 FTCE 7 N/N 1 CEC 1,2

Technology CF 1, 2 FEAP 12

Materials & Resources

CF 2, 3 FEAP 8 FTCE 5,7

Agency Report

CF 2, 3 FEAP 8 FTCE 5,7

Presentation/ quality of technology

CF 2 FEAP 2, 8

Assessment FEAP 1, 8 Total 10% pts. Projects and Reports IEP-Group In groups of six-seven, simulate an IEP planning conference. Use the information provided in the hypothetical case provided by the instructor to develop a plan for the student. All required components of an IEP must be included. The 20-minute simulated planning session will be presented before the class on the assigned date. A written IEP form (to be provided by instructor) must be submitted by each team at the end of the simulation and posted on Task Stream. Read the case completely as it is to be used to complete the form. Goals, objectives, and related services that the student may need in order to benefit from education must be identified. Course Policies Dispositions As a component of student assess, the College of Education has instituted a system for monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective Behavior. At the end of each instructor will fill an assessment instrument for each which will be tuned in to the department and kept in the student’s file. If a problem arises during the semester, a disposition feedback form may be completed by an instructor or school personnel and turned in to the student’s department chair. The severity of the behavioral deficiency will influence the chairperson’s handling of the situation. (See Assessment Instrument for Dispositions and Disposition Feedback Form, for more detailed information. This policy includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.)

• CLASS ATTENDANCE IS COMPULSORY FOR ALL STUDENTS (SEE FAMU CATALOG, PP. 26-27).

• ALL ASSIGNMENTS ARE DUE AT THE BEGINNING OF THE CLASS PERIOD. • STUDENTS ARE RESPONSIBLE FOR ALL ASSIGNMENTS, QUIZZES, AND

EXAMINATIONS AT THE TIME THEY ARE DUE AND MAY NOT USE THEIR ABSENCE FROM CLASS AS A PLEA FOR EXTENSIONS OF TIME TO COMPLETE ASSIGNMENTS OR FOR PERMISSION TO TAKE MAKE-UP EXAMINATIONS OR QUIZZES.

• ABSENCE FROM CLASS FOR CAUSE INCLUDES PARTICIPATION IN RECOGNIZED UNIVERSITY ACTIVITIES, PERSONAL ILLNESS PROPERLY CERTIFIED, OR EMERGENCIES (properly certified) CAUSED BY CIRCUMSTANCES OVER WHICH THE STUDENT HAS NO IMMEDIATE CONTROL. Assignments due during such absence

• must be submitted within one (1) week upon returning to class.

• THE RESPONSIBILITY FOR PROMPT CLASS ATTENDANCE AND PARTICIPATION IS CONSIDERED AN IMPORTANT ELEMENT OF THE STUDENT’S DEVELOPMENT AND TRAINING AS AN EXEMPLARY PROFESSIONAL. PROMPT CLASS ATTENDANCE AND PARTICIPATION ARE IMPORTANT FOR THE SUCCESSFUL COMPLETION OF THIS COURSE. COURSE GRADE WILL BE NEGATIVELY AFFECTED BY ABSENCE, TARDINESS, EARLY EXIST FROM CLASS AND DISRUPTIVE BEHAVIOR. Disruptive behavior includes, but not limited to, use of profanity, verbal outburst, and conversations between students (verbal or written).

EXCEPTIONS ARE RARE AND CARRY A 5 POINT PER DAY PENALTY

• CELLULAR PHONES, PAGERS AND OTHER DISTRACTING COMMUNICATION DEVICES ARE DISRUPTIVE AND ARE NOT PREMITTED IN CLASS. USE WILL RESULT IN AN AUTOMATIC 20 POINTS FROM COURSE GRADE FOR EACH INFRACTION.

• ACADEMIC DISHONESTY WILL RESULT IN NO VALUE FOR THE ASSIGNMENT OR COURSE WORK. INCLUDED, BUT NOT LIMITED TO, ARE PLAGIARISM, CHEATING ON EXAMS, SUBMITTING WORK DONE BY SOMEONE ELSE OR FROM THE INTERNET. ACADEMIC DISHONESTY WILL BE REPORTED TO THE DEAN OF THE COLLEGE.

• ALL ASSIGNMENTS MUST BE TYPED UNLESS SPECIFIED BY THE PROFESSOR. • ASSIGNMENTS WITH MULTIPLE PAGES MUST BE SECURED TO EACH OTHER. • All ASSIGNMENTS WILL BE ASSESSED FOR CORRECT SPELLING, GRAMMAR AND

NEATNESS. REPEATED ERRORS WILL BE PENALIZED. •

Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment. Academic Honor Policy The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56. ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180. Tentative Course Calendar

Tentative Course Topical Calendar* Spring 2011 Smith & Tyler

Date Topic Readings Assignment/Activity Week 1 1/4

Orientation, Context of Special Education

Chapter 1

Week 2 1/10

Context of Special Education Legal Aspects of Special Education

Chapter 1 Web 1- Perception Module

Week 3 1/17*

IFSP, IEP, ITP Chapter 2 Web-2 Consent Decree

Week 4 1/24

Multicultural and Linguistic Diversity

Chapter 3 Test #1

Week 5 2/31 Speech and Language Impairment

Chapter 4 In Class Case Study Web 3 Cultural & Linguistic

Week 6 2/7

Learning Disabilities

Chapter 5

TECH LAB In Class Case Study

Week 7 2/14 Attention Deficit HD Chapter 6 Test #2

Group Presentation LD Week 8 2/21 Behavior Disorders and Emotional

Disturbance

Chapter 7 Group Presentation ADHD

Week 9 2/28 Mental Retardation Cha. 8

Test #3 Group Presentation BED

Week 10 3/7*

Spring Break

Week 11 3/14

Physical Impairments and Special Health Care

Cha. 9 Group Presentation MR

In Class Case Study *Journal Critique

Week 12 3/21 Deaf and Hard of Hearing

Chapter 10 Test #4 Group Presentation PH

Week 13 3/28

Low Vision and Blindness Chapter 11 Group Presentation D & HH In Class Case Study

Week 14 4/4

Autistic Spectrum Disorders Chapter 12 Group Presentation V & B Field Experience

Week 15 4/11

Very Low Incidence Disabilities

Chapter 13 Test #5 Group Presentation ASD

Week 16 4/18

Gifted and Talented Development

Chapter 14 Group Presentation G & T

Presentations IEP Simulation

Week 4/25

Final Exam

* The instructor reserves the right to change dates when deemed necessary. When possible, students will be involved in the process. Presentations: Monday Assignment Due Day: Wednesday - All assignments are due at the beginning of the class period. Test Day: Friday References

Artiles, A. et.al. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children 76 (3), 279-299.

Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L L, & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167-184.

Council for Exceptional Children. (2002). What every special educator must know: The standards for the preparation and licensure of special educators. Arlington. VA: The Council for Exceptional Children.

ERIC Clearinghouse on Disabilities and Gifted Education (2001, April). Educating exceptional children: A statistical profile. Arlington, VA: The Council for Exceptional Children.

Finn, C. E., Rotherham, A. J., Hokanson, C. R. (2001). Rethinking special education for a new century. Washington, DC: Thomas B. Fordham Foundation and the Progressive Policy Institute.

Fuchs, D., Fuchs, L., & Stecker, P.(2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children 76 (3), 301-323.

Garcia, S & Ortiz, A.. (2006).Preventing disproportionate representation:Culturally and linguistically responsive prereferral interventions. Teaching Exceptional Children 38(4), 64-68.

Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33(5), 445-457.

Hallahan, D., Kauffman, J. & Pullen (2009). Exceptional Learners: An introduction to special

education.Boston:Pearson. Henfield, M., Moore, J. & Wood, C. (2008). Inside and outside gifted education programming: Hidden

challenges for African American students. Exceptional Children 74(4),433-450. Hart, Stephanie. (2009. Activities schedules:Helping students with autism spectrum disorders in general

education classrooms manage transition issues. Teaching Exceptional Children 41(4),16-21.

Kea, C., & Utley, C. (1998). To teach me is to know me. The Journal of Special Education, 32, 44-47.

Klinger, J. K., & Vaughn, S. (2002). The changing roles and responsibilities of an LD specialist. Learning Disability Quarterly, 25(1), 19-31.

Koenig, K., Bleiweiss, J., Brennan, S., Cohen, S & Siegel, D. 2009. The asd nest program: A model for inclusive public education for students with autism spectrum disorders. Teaching Exceptional Children 42 (1), 6-13.;

Li, Alicia (2009). Identification and intervention for students who are visually impaired and who have autism

spectrum disorders. Teaching Exceptional Children 41(4), 22-32. Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal

of Teacher Education, 53(1), 33-43. McKinley, L. & Stormont, M. (2008). The school supports checklist:Identifying support needs and barriers for

children with adhd. Teaching Exceptional Children 41(2),14-19. Mastropieri, M. & Scruggs, T. (2000). The inclusive classroom: Strategies for effective instruction.

Columbus, OH: Merrill. Mercer, C. & Mercer, A. (2001). Teaching Students with Learning Problems (6th ed.) Columbus, OH: Merrill

Prentice Hall.

Meyer, D. J. (Editor). (1995). Uncommon fathers: Reflections on raising a child with a disability. Bethesda, MD: Woodbine House.

Meyer, D. J. (Editor). (1997). Views from our shoes: Growing up with a brother or sister with special needs. Bethesda, MD: Woodbine House.

Miller, Darcy. (2006). Students with fetal alcohol syndrome:Updating our knowledge, improving their programs. Teaching Exceptional Children 38(4), 12-18.

National Information Center for Children and Youth with Disabilities (NICHY). (June/2008). The IDEA amendments of 2004. NICHY News Digest 26.

Pedro, J. & Conrad, D. (2006). Special education in trinidad and tabago: Educational visions and changes. Childhood Education 82(6), 324-326.

Regan, Kelly. (2009). Improving the way we think about students with emotional and/or behavioral disorders. Teaching Exceptional Children 41(5), 60-65.

Simpson, R. L. (2004). Finding effective intervention and personnel preparation practices for students with autism spectrum disorders. Exceptional Children, 70(2), 135-144.

Snapshots (Videotape). Needham Heights, MA: Allyn and Bacon.

Turnbull, A., Turnbull, H., Shank, M., & Leal, D. (2007). Exceptional lives: Special education in today’s schools. Englewood Cliffs, NJ: Prentice-Hall.

U.S. Department of Education. (2001). Twenty-third annual report to Congress on the implementation of the Individuals with disabilities Education Act. Washington, DC: U Wery, J. & Nietfeld, J. (2010). Supporting self-regulated learning with exceptional children. Teaching Exceptional Children 42(4), 70-78. Artifacts

Artifact 1

Exceptionality Project

Artifact 2

Journal Critique: Diversity and Exceptionality

Artifact 3

Individualized Education Plan Simulation

Professional Education Unit Conceptual Framework (CF)

1.1

2.2, 2.3, 2.4, 2.6

3.3

4.1, 4.5

5.1

Florida Educator Accomplished Practices (FEAP)

8, 3, 7

National Association Standards CEC 1CC1K1 1CC1K4 1CC2K2

F=Florida Educator Accomplished Practices Standards (FEAPS) I=Interstate New Teacher Assessment and Support Consortium Standards (INTASC) (K)=Knowledge (S)=Skill (D)=Disposition

Approved/Revised 10/30/07