CPSE 403 - Intro to Special Education

Winter 2013

Section 001: 160 MCKB on W from 11:00 am - 1:50 pm

Name: JoAnn Munk

Office Phone: 801-422-9133

Office Location: 237 E MCKB

Email: joann_munk@byu.edu

Name: Danielle DeWaal

Office Phone:

Office Location:

Email: daniellemdewaal@gmail.com

Office Hours: Only By Appointment

Course Information

Description

This course prepares future special education classroom teachers to understand in depth the characteristics of students with the 13 exceptionalities identified in the Individuals with Disabilities Education Act, as well as students who are gifted and those from culturally/linguistically diverse families.  In addition, teacher candidates will learn how students with specific disabilities learn and how to use basic strategies for meeting their educational needs. Teacher candidates will identify: the ways in which individuals differ, the exceptionalities defined in the Individuals with Disabilities Education Act, strategies to instruct students with various learning needs, curricular adaptations and accommodations for students with disabilities, and ways to collaborate with parents and professionals. Teacher candidates will additionally acquire an understanding of the Individualized Education Plan (IEP) process, be able to describe the role of the IEP team, plan for an IEP meeting, and write a sample IEP. 

Prerequisite

None

Material

Item

Vendor

Price (new)

Price (used)

EXCEPTIONAL CHILDREN 10E PKG (3 BOOKS) Required

by W, HEWARD,

ISBN: 9780133368246

BYU Bookstore

$159.40

$119.55

Learning Outcomes

Learning characteristics and special learning needs

1. Describe the ways in which people differ, learning characteristics and special learning needs.

Legal structure of services

2. Define special education and describe the legal structure of services for individuals with disabilities, including the Individuals with Disabilities Education Act.

Issues related to the identification of disabilities

3. Articulate issues related to the identification of students with disabilities, referral and placement and the need to provide differing levels of support.

Issues related to collaboration

4. Articulate issues related to collaboration in special education. Identify the skills for effective collaboration.

Policies and programs for young children

5. Describe policies and programs for young children; define elements of the Child Find system.

Steps in IEP

6. Describe the steps in the Individualized Education Program (IEP) process.

Characteristics, prevalence, and educational implications

7. Describe the characteristics, prevalence, and educational implications for students with specific learning disabilities, speech or language impairment, mental retardation, and emotional disturbance.

Characteristics, prevalence, and education implications

8. Describe the characteristics, prevalence, and educational implications for students with other health impairments, orthopedic impairment, visual impairments, autism, traumatic brain injury, deaf/blindness, and developmental delay.

Effects of cultural, ethnic, and language diversity

9. Describe the effects of cultural, ethnic, and language diversity on the education of individuals with disabilities

Strategies

10. Identify strategies for accommodating to meet individual student needs.

Assessment results

10. Demonstrate the ability to use assessment results to make instructional decisions.

12-hour field experience

11. Complete a 12-hour field experience involving volunteer service with four students with disabilities (2 at each site) and submit assignments regarding the experience.

Grading Scale

Grade

Percent

A

95% to 100%

A-

90% to 94%

B+

87% to 89%

B

83% to 86%

B-

80% to 82%

C+

77% to 79%

C

73% to 76%

C-

70% to 72%

D+

67% to 69%

D

63% to 66%

D-

60% to 62%

E

0% to 59%

Participation Policy

At the discretion of the instructor, points will be given for in-class assignments throughout the semester.

Success in the Course

 

Hopefully all students enrolled in this course will achieve desired outcomes. Successful students in this course attend class, read the lessons, and complete assignments on time.

Completing work on time is especially important.  Typically, this is a busy term for students.  If you get behind early in the term, it becomes increasingly difficult to catch up.  Turn in work on time.

Students should contact the professor when they encounter problems completing assignments or attending class. 

Concurrent Field Experience

 

Work a minimum of 12 hours with students with severe and mild/moderate disabilities or who are at risk for school failure. Teacher candidates will submit reflection log, hourly log, and associated assignments regarding this volunteer work.

Web Sites

http://iris.peabody.vanderbilt.edu/

Methodologies/Teaching Strategies

 

Course learning includes reading the lessons, completing mastery checks, accessing internet sites, viewing electronic video presentations, and working with a child with special needs, attending class and participating in instructional activities in class. 

Guiding Framework

As a department, we embrace the Interstate New Teacher Assessment and support Consortium (INTASC) Standards as our guiding framework for preparing teacher candidates.

 

The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards: The

INTASC standards center on five major propositions: (1) Teachers are committed to students and their

learning. (2) Teachers know the subjects they teach and how to teach those subjects to diverse learners.

(3) Teachers are responsible for managing and monitoring student learning. (4) Teachers think

systematically about their practice and learn from experience. (5) Teachers are members of learning communities.

 

Course Objectives

Content Covered

 

INTASC and CEC Standards

Assessment

1.  Describe the ways in which people differ, learning characteristics and special learning needs.

 

 

3: Diverse Learners

CC1K5  CC1K10

CC5K9  CC6K2

CC6K3  CC9K1

·    Disability Awareness

·    Final Project

·    Practicum Reflection Log

2.  Define special education and describe the legal structure of services for individuals with disabilities, including the Individuals with Disabilities Education Act.

7: Planning Instruction

CC1K8  CC8K2

GC1K7

·    Continuum of Placements

·    Final Project

3.  Articulate issues related to the identification of students with disabilities, referral and placement and the need to provide differing levels of support.

3.  Diverse Learners

GC1K1 GC8K2

GC3S1

·    RTI module

 

4. Articulate issues related to collaboration in special education.  Identify the skills for effective collaboration.

10: Collaboration, Ethics, and Relationships

·    Continuum of Placements

·    Final Project

5.  Describe policies and programs for young children; define elements of the Child Find system.

2: Student Development

EC1K3

 

·    Practicum Reflection Log

·    Final

 

6.  Describe the steps in the Individualized Education Program (IEP) process.

7: Planning Instruction

CC3K3

·    RTI IRIS Module

·    Gibb & Dyches workbook

·    Final

 

7.  Describe the characteristics, prevalence, and educational implications for students with specific learning disabilities, speech or language impairment, mental retardation, and emotional disturbance.

3: Diverse Learners

CC1K5  CC1K9

CC2K3  CC10K4

 

·    Practicum Reflection Log

·    Disability Awareness

·    Final Project

 

8.  Describe the characteristics, prevalence, and educational implications for students with other health impairments, orthopedic impairment, visual impairments, autism, traumatic brain injury, deaf/blindness, and developmental delay.

3: Diverse Learners

CC1K5  CC1K9

CC2K3  CC10K4

 

·     Practicum Reflection Log

·    Disability Awareness

 

9.  Describe the effects of cultural, ethnic, and language diversity on the education of individuals with disabilities

3: Diverse Learners

CC1K5 GC1K7

CC3K5 CC3K4

·    Practicum Reflection Log

·    Final Project

 

10.  Identify strategies for accommodating to meet individual student needs.

7: Planning Instruction

CC1K9  CC10K4

 

·    Tier 2 Intervention Plan

·    Final Project

10.  Demonstrate the ability to use assessment results to make instructional decisions.

7: Planning Instruction

 

·    Final Project

11.  Complete a 12-hour field experience involving volunteer service with four students with disabilities (2 at each site) and submit assignments regarding the experience.

 

3: Diverse Learners

CC1K5 CC1K9

CC1K10  CC3K3

CC3K4  CC6K2

CC6K3  CC10K4

GC1K7

·    Practicum Reflection Log

·    Final Project

 

 

 

Course Assignment Summary

 

Field Experience:  You will spend 12 hours at two approved sites, six hours at a severe site and six hours at a mild/moderate site.  Teacher candidates are encouraged to visit the sites in teams of two.  You will create your own schedule and make your own arrangements with the Cooperating Teacher.  It is recommended that you plan to attend each site three times for two hours, and that you try to include both a secondary and an elementary site in your schedule.

 

Reading Assignments: Reading materials include: Exceptional Children: an Introduction to Special Education, What Every Teacher Should  Know About (WESTKA) Making Accommodations book, and materials posted on blackboard.

 

Connections Journal Assignments: For each assigned chapter, students will complete the Connections

Journal assignment  (1/2 -1 page single spaced reflection on assigned readings).

 

Course Assignments: Students will complete the following assignments.  The first four assignments listed below will each be approximately 1-2 pages in length.

 

1. Disability Awareness Assignment

2. The IRIS Response‐to‐Intervention Module and Assessment

3. Tier 2 Intervention Plan (based on behavioral and academic scenario)

4. Continuum of Placements Assignment

5. Gibb and Dyches IEP Workbook

6.  Practicum Reflection Log, 2 Cooperating Teacher Contracts, and Cooperating Teacher’s Professional Evaluation

Other Critical Information

 

Please be courteous to all members of the class by turning off cell phones and beepers during class time.  As a BYU student, each of you has access to an account.  Please obtain your account information and inform us of your e-mail address.  You are also expected to learn how to use Blackboard to access information for this course. 

Course Expectations

 

Course Work: Written work is expected to be professionally written.  Please proofread

   all work prior to submission. Assignments should typed and be free from spelling, grammatical, and typographical

   errors.

Assignments: All written work must reflect the efforts of the individual student unless it is a group assignment.

Time Commitment: University standards are 2 to 3 hours of out-of-class work for each

  credit hour. For this class you may spend 6 to 9 hours a week completing course work.

Personal Responsibility: Students are expected to check the online course information

  and/or the course syllabus for clarification regarding assignments prior to contacting the

  instructor. Students are responsible for completing course work and for managing

  learning behavior in and out of class. If you encounter problems completing course

  work, it is your responsibility to contact the instructor to resolve issues.

Classroom Behavior: Reading and sending emails, completing work for other courses

  while in class, working on puzzles, or any other multi-tasking type activity is not an

  appropriate use of the learning opportunity available in class. Cell phones should be

  turned off prior to class.

Professionalism: You are expected to behave in a professional manner. If you have

  concerns about the course, you should discuss your concerns privately with the

  instructor. 

Course Content

The figure illustrates the visual model for the course. In this course, you will learn that you have a responsibility to oversee the referral and evaluation process for students who may qualify for special education services. As a teacher candidate, you will learn how to evaluate the academic/social performance of your students and how to initiate interventions when students are at-risk for failure.  You will learn how to make instructional accommodations/adaptations that meet the educational needs of students who are receiving special education services. Throughout the IEP process, you will collaborate with general education teachers and parents to ensure that an appropriate education is provided for students with exceptional learning needs.

Assignment Descriptions

Connection Journal 1

Due: Wednesday, Jan 16 at 11:00 am

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Connection Journal 2

Due: Wednesday, Jan 30 at 11:00 am

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Connection Journal 3

Due: Wednesday, Feb 06 at 11:00 am

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Connection Journal 4

Due: Wednesday, Feb 13 at 11:00 am

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Connection Journal 5

Due: Wednesday, Feb 20 at 11:00 am

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Connection Journal 6

Due: Wednesday, Feb 27 at 11:00 am

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Connection Journal 7

Due: Wednesday, Mar 06 at 11:00 am

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Connection Journal 8

Due: Wednesday, Mar 27 at 11:00 pm

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Connection Journal 9

Due: Wednesday, Apr 03 at 11:00 am

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Connection Journal 10

Due: Wednesday, Apr 10 at 11:00 am

1/2 - 1 page single spaced reflection on each assigned reading (See example under the Content tab - assignment descriptions)

Signed Cooperating Teacher Contract 1

Due: Wednesday, Jan 16 at 11:59 pm

Get your contract signed by the teacher you will be working with for the first half of the semester. Agree upon a time that you will come in regularly to help in their classroom. Turn this assignment in in-class.

Signed Cooperating Teacher Contract 2

Due: Wednesday, Feb 20 at 11:59 pm

Get your contract signed by the teacher you will be working with for the second half of the semester. Agree upon a time that you will come in regularly to help in their classroom. Turn this assignment in in-class.

Professionalism Evaluation 1

Due: Wednesday, Feb 20 at 11:59 pm

Signed Hour Log (first half)

Due: Wednesday, Feb 20 at 12:59 am

This assignment is just being split into 2 grades (one for each site) for my own convenience.  

Signed Hour Log (second half)

Due: Wednesday, Apr 10 at 12:59 am

Professionalism Evaluation 2

Due: Wednesday, Apr 10 at 12:59 am

Practicum Reflection Log 1

Due: Wednesday, Feb 20 at 11:00 am

Practicum Reflection Log 2

Due: Wednesday, Apr 10 at 11:00 am

Disability Awareness

Due: Wednesday, Jan 23 at 11:00 am

IRIS Relatated Services Module

Due: Wednesday, Feb 06 at 11:00 am

There are two ways to access this module 

1) Here is the direct link to the Related Services Module (http://iris.peabody.vanderbilt.edu/rs/chalcycle.htm)

2) If that doesn't work...

   -Go to iris.peabody.vanderbilt.edu

   -Click on "resources"

   -On the left hand column that says topics click "related services"

   -Click "modules"

   -Click on "Related Services: Common Supports for Students with Disabilities:"

*The assignment is to do the whole module, but the only thing you are submitting are your answers to the ASSESSMENT Questions at the end of the module. Points will be given for completeness and accuracy of your answers. You may refer back to the module for help in answering the questions.

Continuum of Placements

Due: Wednesday, Feb 27 at 11:00 am

IRIS RTI Modules (Part 1 & 2)

Due: Wednesday, Mar 13 at 10:00 pm

You must complete BOTH Iris RTI Modules Part 1 and Part 2. You will submit your answers to the assessment questions in 1 document. Notice this is worth 20 points instead of 10.

website: iris.peabody.vanderbilt.edu -> click on resources -> click on RTI (under topics) -> do RTI (Part 1): An Overview: AND RTI (Part 2): Assessment:

IEP Workbook

Due: Wednesday, Mar 20 at 11:00 am

Tier 2 Intervention Plan

Due: Wednesday, Mar 20 at 12:59 am

IRIS Assessment Module

Due: Wednesday, Mar 27 at 10:00 pm

http://iris.peabody.vanderbilt.edu/gpm/chalcycle.htm

assessment questions

Oral Presentation

Due: Wednesday, Apr 10 at 12:59 am

Final Project (Part 1)

Due: Friday, Apr 19 at 11:00 am

Final Project (Part 2)

Due: Friday, Apr 19 at 11:00 am

Collaboration Section

Course Evaluation

Due: Wednesday, Apr 03 at 11:00 am

Fat City Notes

Due: Wednesday, Apr 10 at 11:59 pm

The FRAME Outline

Due: Wednesday, Apr 10 at 11:59 pm

Lauren Video - Notes

Due: Friday, Feb 01 at 11:59 pm

Class Notes - Blake Hansen & Leney Edvalson

Due: Wednesday, Feb 20 at 11:59 pm

Class Notes- Michelle Thompson

Due: Saturday, Feb 23 at 11:59 pm

COP Collaboration Notes

Due: Monday, Mar 04 at 11:59 pm

In-class participation assignment consisting of filling out a table on your continuum of placement assignment.

Disability Awareness in-class

Due: Wednesday, Mar 06 at 11:59 pm

Question Parent Panel

Due: Wednesday, Mar 27 at 11:59 pm

Point Breakdown

Assignments

Percent of Grade

Connection Journal

11.9%

Connection Journal 1

1.19%

Connection Journal 2

1.19%

Connection Journal 3

1.19%

Connection Journal 4

1.19%

Connection Journal 5

1.19%

Connection Journal 6

1.19%

Connection Journal 7

1.19%

Connection Journal 8

1.19%

Connection Journal 9

1.19%

Connection Journal 10

1.19%

Field Experience Assignments

23.81%

Signed Cooperating Teacher Contract 1

2.38%

Signed Cooperating Teacher Contract 2

2.38%

Professionalism Evaluation 1

1.19%

Signed Hour Log (first half)

1.19%

Signed Hour Log (second half)

1.19%

Professionalism Evaluation 2

1.19%

Practicum Reflection Log 1

7.14%

Practicum Reflection Log 2

7.14%

Course Assignments

34.52%

Disability Awareness

2.38%

IRIS Relatated Services Module

2.38%

Continuum of Placements

9.52%

IRIS RTI Modules (Part 1 & 2)

4.76%

IEP Workbook

10.71%

Tier 2 Intervention Plan

2.38%

IRIS Assessment Module

2.38%

Final Project

23.81%

Oral Presentation

2.38%

Final Project (Part 1)

17.86%

Final Project (Part 2)

3.57%

Course Evaluation

1.19%

Course Evaluation

1.19%

Participation

4.76%

Fat City Notes

0.48%

The FRAME Outline

0.48%

Lauren Video - Notes

0.48%

Class Notes - Blake Hansen & Leney Edvalson

0.71%

Class Notes- Michelle Thompson

0.48%

COP Collaboration Notes

0.48%

Disability Awareness in-class

1.19%

Question Parent Panel

0.48%

Schedule

Date

Focus

Readings

Connection Journal

Course and Field Assignment(s)

W - Jan 09

Introduction and Syllabus

Disability Awareness

Course Schedule

W - Jan 16

Overview of Special Ed Law Placements, 504 and IDEA Pre-Referral

Learner Characteristics

Heward Ch. 1 and Ch. 2 (9th edition p.49-58) (10th edition p.42-56)

WETSKA Part 1

1

1st Cooperating Teacher Contract

Guest: Barbara Hong

W - Jan 23

Learner Characteristics

High Incidence Disabilities: Learning Disabilities

Heward Ch. 5

Disability Awareness Assignment

W - Jan 30

Communication Disorders

Low Incidence Disabilities: Visual and Hearing Impairments

Deaf Ed

Heward Ch. 9 & 10

Heward Ch. 8

2

Guest: Trish Hill

MEET IN 160 MCKB

F - Feb 01

Lauren Video - Notes

W - Feb 06

Orthopedic Impairments and Other Health Impairments

Emotional Disturbance

Heward Ch. 6

Heward Ch. 11

3

IRIS Module: Related Services (common supports for students with disabilities)

Guest: Terri Davis

W - Feb 13

Low Incidence Disabilities: Severe and Multiple Disabilities and Traumatic Brain Injury

Intellectual Disabilities

Heward Ch. 12

Heward Ch. 4

4

Guest: Blake Hansen

T - Feb 19

Monday Instruction

W - Feb 20

Autism

Class Notes - Blake Hansen & Leney Edvalson

Heward Ch. 7

5

-2nd Cooperating Teacher Contract

-1st CT Professionalism Evaluation

-1st Practicum Reflection Journal

-1st Signed Hour Log

Guest: Michele Thompson

Sa - Feb 23

Class Notes- Michelle Thompson

W - Feb 27

Gifted and Talented

Multicultural Issues, Poverty

Early Intervention

Heward Ch. 13

Ch. 14

6

Continuum of Placements

Guest Speaker: Pam Turley

MEET IN 160 MCKB

M - Mar 04

COP Collaboration Notes

In-class participation assignment consisting of filling out a table on your continuum of placement assignment.

W - Mar 06

IEP Process and the IEP Team

Overview of Referral Process

Disability Awareness in-class

Heward Ch. 2 9th edition (p.59-87) 10th edition (p.59-81)

7

MEET IN 160 MCKB

W - Mar 13

RTI & PBS

NO CLASS

IRIS RTI Modules Part 1&2

Iris Module: Response to Intervention (Part 1 & 2) *2 seperate modules

W - Mar 20

Writing IEPs, PLAAFPS, and goals

Gibb & Dyches Text

IEP Workbook due

Guest Speaker: Gordon Gibb :)

W - Mar 27

Reporting Student Progress

Assessment Accommodations for IEP's

Question Parent Panel

WETSKA Part III

IRIS Module

8

-WETSKA Part III

-IRIS Module:Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom

Question for Parent Panel

W - Apr 03

Planning IEP Meetings

Classroom Accommodations: Academic and Social/Behavioral

Parent Panel: Q&A

WETSKA Part IV

9

W - Apr 10

Final Project Presentations

The FRAME Outline

Fat City Notes

Heward Ch. 3

10

-2nd CT Professionalism Evaluation

-Hourly Log of Practicum Attendance Form

-Practicum Reflection Log 2

W - Apr 17

Th - Apr 18

F - Apr 19

Final Exam:

160 MCKB

11:00am - 2:00pm

University Policies

Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24-hours).

Student Disability

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.