COURSE SYLLABUS

Title of Course: Individuals with Exceptionalities in Society

SPED 2630 (CRN 43113) - 3 s.h.

Prerequisites: / None/ Note: This course is an approved General Education course in the Selected Topics Interdisciplinary area.

Class meetings

/ Fall 2009; Tuesday, 5:10 -7:50 PM Beeghly College of Education, Rm 2305
Text/ Resources: / Required:
Taylor, R. L., Smiley, L. R., & Richards, S. B. (2009). Exceptional students: Preparing teachers for the 21st century. Boston: McGraw-Hill Higher Education.
Simulations Lab Packet - Revised (available at the bookstore).

MATERIALS FEE: A materials fee charged to this course is applied to the costs of materials utilized

in the Simulations Lab located in Room 2205, Beeghly College of Education.

"Beginning Spring 2007, all candidates will be required to purchase a Task Stream account

to complete the critical tasks for each course which is essential for National College Accreditation

for Teacher Education (NCATE)." For more information and/or assistance contact Eugene Soltis at

330- 941-2067 or

Instructor:
Office:
Office Hours:
Office telephone:
Email: / Sylvia J. Imler, Ph.D.,
Associate Professor
Special Education Program Area
Department of Counseling and Special Education
Beeghly College of Education
Youngstown State University
One University Plaza
Youngstown, Ohio 44555
3302, Beeghly College of Education
Posted in the Department of Counseling and Special Education and on office door.
Office telephone: (330) 941-3263
E-Mail:
Please note that email and phone messages will be addressed during office hours.

CATALOG DESCRIPTION:

Characteristics, adjustment problems and special needs of individuals with exceptionalities (disabilities and/or gifts and talents). The laws and implementations, due process and resources recommended for the accommodation of individuals with exceptionalities in a variety of settings including the workplace, medical facilities, recreation and leisure time formats, education and personal-social environments.

KNOWLEDGE-BASED RATIONALE:

The Beeghly College of Education (Special Education Program Area) designed SPED 2630 to provide non-Special Education majors with a content knowledge base relating to exceptional individuals in diverse settings. The various activities in this course (viz., field experience, clinical simulations, readings, in-class discussions) are consistent with the COE's paradigm by providing knowledge bases for developing the course goals and objectives: Specifically:

1.  Reflective practice is intuitive. Therefore, as critical thinkers, teacher candidates (a) will learn that education of individuals with disabilities and non-disabled individuals is not a we-they situation, but rather a together-we situation --a shared responsibility (Mann, Suiter, & McClurg, 1979); (b) that individuals with disabilities are people first and disabled second, more similar to their non-disabled peers than dissimilar; (c) can become productive members of society when given an appropriate opportunity (Ortiz, 1992; Swan & Sirvis, 1992) (Conceptual Framework R3).

2.  Reflective practice is dialectical as well as active. As problem-solvers, teacher candidates will learn circumstances conducive to participating fully in various social, work or educational settings (Van Acker, 1993; Mann, Suiter, & McClurg, 1992; Swan & Sirvis, 1992). (Conceptual Framework R5).

3.  Reflective practice is inferential as well as active. Therefore, as decision-makers, teacher candidates will become aware of conditions affecting participating in various social, work or educational settings (Lewis & Doorlag, 1995; Edwards, 1989; Carbo & Hodges, 1988; Butler, 1987). (Conceptual Framework R2).

4.  Reflective practice is dialectical. Thus, as discerning thinkers, teacher candidates (a) will become sensitive to the problems and needs of exceptional individuals; (b) collaborate with colleagues regarding exceptional individuals (Kemple, Hartle, Corren & Fox, 1994; Mann, Suiter, & McClurg, 1992; Swan & Sirvis, 1992). (Conceptual Framework R3, R5).

5.  As reflective practitioners, life-long learners and active professionals, teacher candidates will become aware of their roles and responsibilities regarding (a) legal rights of exceptional individuals in various settings; (b) will become knowledgeable and actively engaged in procedures designed to insure the rights of exceptional individuals (Alexander, 1992; Swan & Sirvis, 1992). (Conceptual Framework R2, R3, R6).

COURSE OBJECTIVES

*The Ohio Standards for the Teaching Profession (OSTP) are aligned to CEC, INTASC, NCATE, Praxis II & III, NBPTS, TEAC, and Value-Added.

A.  KNOWLEDGE/SKILLS:

The teacher candidates will:

1. / display knowledge of how students learn and of the developmental characteristics of age groups. (OSTP 1.1, CEC 2, 3, NCATE 1c 1d, R4B)
2. / understand what students know and are able to do and use this knowledge to meet the needs of all students. (OSTP 1.2, CEC 3, NCATE 1c, 1d, 3C, R4A, R5A)
3. / recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction, and intervention. (OSTP 1.5, CEC 3, 4, 6, 7, 8; NCATE 1c, 1d, 3c, 4a, 4d; R3C, R5A, R2B)
4. / know the basic provisions of Individuals with Disabilities Education, Sec. 504 of the Rehabilitation Act, and American with Disabilities Act; and be acquainted with the state mandates. (OSTP 6.4; CEC 1, 5, 10, R3D)

B.  SKILLS:

The teacher candidates will:

1. / model respect for students' diverse cultures, language skills and experiences. (OSTP 1.4, CEC 3, 6, NCATE 1c, 1g, 4a, 4d; R 3B)
2. / use information about students' learning and performance to plan and deliver instruction that will close the achievement gap. (OSTP 4.2, CEC 4, 5, 7, 8, NCATE 1b, 1c, 1d; R5A, R4A)
3. / apply knowledge of how students think and learn to instructional design and delivery. (OSTP 4.4, CEC 3, 4, 6,7; NCATE 1d; R1A
4. / use resources effectively, including technology, to enhance student learning. (OSTP 4.7, CEC 1, 6, 7, NCATE 1b, R7A)
5. / communicate clearly and effectively. (OSTP 6.1, CEC 6, 9, 10; NCATE 1a, 1b, 1d, 4a, 4d; R3A)
6. / describe the implications of 504 for
a. individuals with health impairments, not under an IEP
b rights of persons with physical disabilities to entrances and services
of businesses
c. differences required, by law, for accommodating individuals with
disabilities between corporate and small business owners.
(OSTP 1.5, CEC 3, 4, 6-8, R3C, R5A, R2A, R2B)
7. / interview an individual with a disability or individuals with responsibility for an individual with a disability, specified by the teacher candidate regarding:
a. history, i.e., school experience, community experience, and
employment experiences.
b. impact of changes in the law.
c. frustrations still encountered
(OSTP 1.5, CEC 3, 4, 6-8, R3C, R5A, R2A, R2B)
8. / participate in simulations which focus on communications, social and mobility issues surrounding specified disability areas. (OSTP 1.5, CEC 3, 4, 6-8, R3C, R5A, R2A, R2B)
9. / interview professional in the field of disabilities around a topic regarding
a. educational implication
b. rehabilitation
c. supported employment and/or job training
d. social security disability eligibility and implications.
(OSTP 1.5, CEC 3, 4, 6-8, R3C, R5A, R2A, R2B)

C.  DISPOSITIONS:

The teacher candidate will:

1. / expect that all students will achieve to their full potential. (OSTP 1.3, CEC 2, 3, 9; NCATE 1g, 4a, R4A, R5A)
2. / become sensitized to problems and frustrations experienced by individuals with various exceptionalities (disabilities, at-risk, gifted) through a variety of simulation experiences; and visiting/observing in settings which include such individuals. (OSTP 1.5, CEC 3, 4, 6-8, R3C, R5A, R2A, R2B)
3. / be aware of and will reflect upon the difficulties that providers face when accommodating the needs of exceptional individuals as they are integrated into regular settings. (OSTP 1.2, OSTP 1.5, CEC 3, 4, 6-8, R3C, R4A, R5A, R2A, R2B)
4. / be sensitive to the social and personal needs of exceptional individuals, especially in relation to recurrent patterns of failure and to inappropriate attempts to cope. (OSTP 1.5, CEC 3, 4, 6-8, R3C, R5A, R2A, R2B)
5. / will demonstrate an appreciation for the teacher candidates/clients individual ethnic and cultural backgrounds. (OSTP 1.4, CEC 3, 6, R3B)

COURSE TOPICS/REQUIREMENTS

CLASSROOM ACTIVITIES

These will include lectures, discussions, simulations, question and answer sessions, audio-visual presentations, group activities, and exams. At times, these activities will be designed to clarify and/or reinforce material from the textbook and readings; at other times, these activities will move well beyond the text and reading materials. Classroom activities are designed to assist you to better understand the subject matter. They are not meant to be a substitute for your own diligent reading and processing of text and class materials. Participation: Students can earn points per class session for in-class participation. Partial or no points may be earned if the teacher candidate’s behavior in class indicates that he or she is not listening to the speaker (professor and/or other class members) or participating appropriately in discussions and class activities.

ATTENDANCE, PERFORMANCE & PROFESSIONALISM/DISPOSITIONS

Regular and prompt attendance to class is required. You are expected and required to attend class and are responsible for knowing what took place in class, including new content and any announced schedule changes. Much of the class activities will expand the topic areas central to the course and therefore your understanding will be greatly enhanced by attending and participating actively in the class discussions and activities. Attendance and active participation earns points toward your final grade. Since class participation is central to this course, each two (2) unexcused absences will automatically result in a drop of one letter grade. Documentation of reasons for absences or tardiness will be required and reviewed by the professor. At the sole discretion of the professor and with a reason acceptable to the professor, the cost response system may or may not be invoked (relative to letter grade dropping. However, you must be in attendance to participate to earn points). Therefore,

1.  The professor is the judge of excused absences and evidence of valid documentation for absences is required. (Show original/submit copy from physician, receipt of tow truck, etc.)

2.  This documentation must be presented to the professor on the day of return or it will be unexcused.

3.  It is your responsibility to contact the professor prior to missing a class.

4.  In the event, however, that you should not be in attendance, it will be your responsibility to obtain the information discussed in class including all schedule changes from one of your classmates. Do not contact or expect the professor to review the material you missed. Once you have obtained notes/information from a peer and you are in need of clarification then you can request further clarity from the professor. Therefore, it is highly advisable that you make arrangements at the onset of the semester with one of your classmates for the purpose of exchanging class information.

5.  Excessive tardiness interferes with learning. Chronic tardiness (beyond 10 minutes) will affect attendance points.

RESPONSIBILITY FOR MAINTAINING CONFIDENTIALITY

1.  All written assignments that give reference to students and school staff in written reports and discussions in class should keep the names of public schools, students and school staff confidential. In the teacher interview, you should make certain that the teacher is aware that you will use his/her name for verification of the interview.

2.  Prior to submitting all assignments, remove the actual names of students and replace with a pseudonym.

3.  It is your responsibility as the teacher candidate to clearly state in the introduction section of the written report that actual names of students have been changed. An example would be: “The names of students and school staff involved in this project have been changed to pseudonyms to protect each one’s rights to privacy.”

COURSE ASSIGNMENTS & POLICY ON DEADLINES

All assignments must be word-processed. A rubric will be used to assess all assignments. The criteria will include the following: Follows specified directives (to be given in class); utilizes written language effectively (spelling, grammar, syntax); demonstrates knowledge of standard formats (APA format); word-processed, double-spaced, clear 12-point font (Times New Roman, Tahoma, Arial or comparable fonts). Additional and specific criteria for the following are: Observation: Demonstrates non-subjective observation skills; adhere to directives (given in class). Interview: Includes demographic information about the interviewee; develops 10-open-ended questions; includes information regarding ADA mandate; adheres to directives (given in class). It is imperative that you follow the specific guidelines and requirements of each assignment. Any modifications that you make without prior approval from the professor will result in zero points. To receive credit and a grade for the class, all assignments must be completed and submitted on time. “On time” is defined as at the beginning of the class session during which the assignment is due.

Late assignments: There will be a 10% reduction in points for every calendar day late (beginning after assignments are collected). In the event that you are absent and your assignment is late, assignments must be hand-delivered to the professor during office hours or turned in to the office secretary in the Department of Counseling and Special Education (BCOE 3305) where you will request the secretary/administrative assistant to initial, date and record the time submitted for documentation. Assignments e-mailed, faxed or placed in my mailbox will not be accepted.

EVALUATION CRITERIA

Evaluation is determined from in-class participation, course assignments, professionalism and dispositions. Your grade will be determined by the number of points you accumulate (see the point table). There will be no rewrites on any assignments.

DEADLINES & LATE ASSIGNMENTS

All assignments should be submitted by due dates during the scheduled class time according to the course calendar. There will be a 10% reduction in points from the points possible for that assignment for every calendar day late (beginning after assignments are collected at the beginning of the class in which it is due). Teacher candidates must maintain their personal copies of materials that are submitted to the professor for grading. Teacher candidates may review graded materials, however the submitted materials will not be permanently returned to teacher candidates.

In the event that you are absent and your assignment is late, assignments must be hand-delivered to the professor during office hours or turned in to the office secretary in the Department of Counseling and Special Education where you will request that the secretary initial, date and record the time submitted for the professor’s documentation. Assignments e-mailed, faxed or placed in my mailbox will not be accepted. NOTE: To receive credit and a grade for the class, all assignments must be completed.