MurrayStateUniversity

COURSE SYLLABUS

Revised Fall 2009

DEPARTMENT: ACSCOURSE NUMBER: SED 605CREDIT HOURS: 3

  1. TITLE: Characteristics and Needs of Children and Youth with Mild Disabilities
  1. COURSE DESCRIPTION: This course surveys the etiologies, characteristics, and learning styles of children and youth with mild disabilities. State and federal definitions for each category of disabilities under the Learning/Behavior Disability (LBD) certification will be examined. This course should proceed SED 625.
  1. PURPOSE: The purpose of this course is to familiarize graduate students with causes and characteristics of mild disabilities. Characteristics and learning styles will be matched to instructional procedures that have been proven effective.
  1. COURSE OBJECTIVES:

Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act (KERA) guidelines. Following each objective, and enclosed in parentheses, are numbers that reference the Kentucky Teacher Standards for Preparation and Certification (KTS). Upon successful completion of this class, students will be able to:

  1. state etiologies of LBD categories (KTS #1)
  2. list common educational and social characteristics of students with mild disabilities. (KTS #1)
  3. demonstrate the principal model of service delivery applied to students qualifying in the EBD category including the behavioral model, the psychodynamic model, the biophysical model, the ecological model, etc.(KTS #1)
  4. discuss effective instructional methods used with students with mild disabilities. (KTS #2, 3, 7)
  5. state and federal definitions of LBD categories (KTS #1)
  6. report the differences and commonalties found in the mild disability categories. (KTS #1,10)

The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on student differences.

The EPSB Themesof Assessment and Closing the Achievement Gap are explored in this class. Students will demonstrate knowledge of the different characteristics of people with mild disabilities. They will learn what is involved in assessing these disabilities and what must be done to help these students achieve.

Note: LBD refers to students with mild disabilities that qualify for special education services under the categories of Emotional-Behavioral Disorders (EBD), Specific Learning Disabilities (SLD), Mild Mental Disabilities (MMD), and Other Health Impaired (OHI).

  1. CONTENT OUTLINE:
  1. State and Federal Definitions of LD, EBD, MMD & OHI categories
  2. Prevalence of LD, EBD, MMD & OHI categories
  3. Characteristics LD, EBD, MMD & OHI categories
  4. Characteristics for teaching students with mild disabilities
  5. Adapting instruction
  6. Instructional models for students with mild disabilities
  1. INSTRUCTIONAL ACTIVITIES ;

Reading and videos. Library work.

Portfolio: A portfolio entry is not required but would be appropriate

  1. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES:

None

  1. RESOURCES:

Internet and Library

  1. GRADING PROCEDURES:
  1. Course Requirements

Probes10 each50 pts

Comparison Paper200 pts

Reflections25 each50 pts

Portfolio Organization50 pts

Article Reviews25 each100 pts

Case Study150 pts

Final100 pts.

B. Grading Scale

A = 90-100%

B = 80-89%

C = 70-79%

D = 60-69%

E = 0-59%

  1. ATTENDANCE POLICY:

This course adheres to the attendance policy stated in the current MSU Graduate Bulletin.

  1. ACADEMIC HONESTY POLICY:

This course adheres to the academic honesty policy stated in the current MSU Graduate Bulletin.

  1. TEXT AND REFERENCES:

Raymond, E. B. (2008). Learners with mild disabilities: A characteristics approach. 3rd ed.

Boston, MA: Allyn & Bacon.

Kentucky Administrative Regulation

Students must have internet access for research.

  1. PREREQUISITES: This course should preceed SED 625.
  1. NON-DISCRIMINATION POLICY STATEMENT:

MurrayStateUniversity endorses the intent of all federal and state laws created to prohibit discrimination. MurrayStateUniversity does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions,or other provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD).

Assignment Descriptions

All Assignments are to be typed in 12 point font and placed in the Assignment Function of Blackboard. Do not forward to instructor email.

1.Article Reviews

Part of being a professional educator involves continuing to stay knowledge of current developments. Students are to select four (4) articles to review. The topic of the selected article must be a description of a teaching or assessment procedure that is appropriate for students with mild disabilities and are dated no earlier than 2003. For this assignment, the student will write a review of the article to delineate what skill(s) was/were being taught. To whom, by whom, why how, where, and when. Also, if available in the article, you should report on how the skill was measured and if the instruction was successful, (the results of the study). A detailed reflection of how you might use this procedure in the classroom, including how the procedure might be adjusted should be included. A copy of the article should be attached to your review. Please consult the guidelines and grading rubric located on Blackboard. 25 points each - Due September 21

2.Reflections

Students will complete two (2) reflective writings related to assigned readings, notes, or videos.

Reflections should be no more than 3 double-spaced pages in length. Please consult the grading rubrics on Blackboard. 25 points each – As scheduled.

3.Comparison Paper 200 pts.

Write a 6-8 page paper, double spaced, describing both common and different characteristics of students with mild mental retardation, learning disabilities, and behavior disorders. Be sure to include the typical needs and services usually provided for these students. Use at least five sources other than your text.Paper should conform to the APA manual (5th Ed.) Please consult the grading rubrics for the assignment found on Blackboard. 100 points – Due November 9

4.Probes

A total of 5 probes will be administered. Probes will be based on class readings, lecture notes and will consist of multiple-choice, true-false, and short essay questions. No make-ups will be allowed. 10 points each – as scheduled.

5.Portfolio Organization 50 pts.

Begin the organization of your portfolio. Prepare your philosophy, resume, and title page for each section. The title page must have each applicable standard written out. Due October 12

6. Case study of student

Select a student in your class or school with an IEP that you would like to know more about. Make sure you use an assumed name when reporting about this student. Write a clear unbiased description of the student. Observe this student in both academic and social situations. Review the students IEP and other data in the student’s folder. Interview your principal and two teachers about their perception of this child. Be discrete and remind all of confidentiality issues. Identify personal characteristics of this student that do and do not match typical characteristics of their disability. Prepare a summary of strategies and accommodations to assist the student in the classroom. Document will identify the student’s strengths and weakness and will determine appropriate goals to target. Format will be provided by the instructor on Blackboard along with a grading rubric. (100 points)Due November 30

7.Final Exam

The final exam will consist of multiple choices, true-false and short essay questions requiring application and synthesis of the class readings. This will be a timed test so you already need to be familiar with the material.

100 points – As scheduled.

Chapter Assignments and Due Dates

Subject to Instructor Changes

8/24 Familiarize yourself with the website and text

Put the email you want used in the BB website

9/8Perspectives on Disability

Special Ed Regs Reflection Due

9/14Historical Perspectives and Contents

Probe 1 Due

9/21Issues in Assessment and Identification

Portfolio Organization Due

9/28Issues in Curriculum and Instruction

FAT City Reflection Due

10/5Issues in Placement

Probe 2 Due

10/12Learners with Mental Retardation

Portfolio Set up Due

10/19Learners with Learning Disabilities

Probe 3 Due

10/26Learners with Emotional Behavioral Disorders

11/2Learners with other Disorders and Conditions

Probe 4 Due

11/9Cognitive and Perceptual Characteristics

Comparison Paper Due

11/16Language Characteristics

Probe 5 Due

11/23 Academic Learning Characteristics

11/30Social Emotional Characteristics

Case Study Due

12/7Final Due

All work is due at 10:00 pm on the assigned day.