SPECIAL EDUCATION 320

EDUCATIONAL SERVICES FOR INDIVIDUALS WITH EXCEPTIONALITIES

Summer 2006

12:00-2:00 pm – MTWR

Lommen Hall 208

3 semester credits

Instructor: Kevin Anderson, MS

Office: Lommen 214V

Phone: 477-2007

E-mail:

COURSE DESCRIPTION

This course is an introduction to the recognition, incidence and educational needs of individuals with exceptionalities. A wide range of educational services is studied with emphasis on the shared responsibility of all professionals in education and related services.

TEXT

Bauer, A. & Kroeger, S. (2004). Inclusive Classroom. Columbus, OH: Pearson Prentice Hall.

Turnbull, A., Turnbull, R., Shank, M., Leal, D. (2002). Exceptional Lives

(3rd Edition). Columbus, OH: Merrill.

OVERALL COURSE OBJECTIVE

Upon completion of this course, a student will have knowledge of a wide variety of disabilities and their educational implications, program delivery systems, including all levels of service, and institutional and administrative factors which facilitate or impede delivery of services. A student will understand factors influencing development, including physiological, social, physical environment, and psychological factors.

COURSE OBJECTIVES

I.  Knowledge - Apply liberal studies/content knowledge

  1. Be able to explain how past and current educational trends have affected the development of programs for learners with exceptionalities.

b. Compare and contrast the educational needs of learners who have exceptionalities with those of typical learners throughout the human development life span.

c. Develop knowledge of conditions that cause exceptionalities and their educational implications.

II.  Humanism - Demonstrate multicultural, gender-fair, and disability sensitive values.

  1. Understand the needs of children who are developmentally diverse and recognize conditions requiring assistance from other professionals. Recognize availability of resources.
  2. Describe educational modifications that may be necessary to meet the special needs of learners with exceptionalities.
  3. Become aware of the variety of settings for diverse learners and evaluate these within the range of services from segregated to inclusive environments.

III.  Reflection - Engage in life-long learning, reflective practice, and professionalism.

  1. Observe a variety of school/community programs for persons with disabilities.
  2. Become aware of program delivery systems for persons with exceptionalities within schools, communities, state and national programs.

IV.  Professionalism - Demonstrate collaboration, ethical behavior, and leadership.

  1. Describe the shared responsibilities, roles and function of various members of the educational team, including parents of children with exceptionalities in determining and meeting special needs.
  2. Understand how child abuse/neglect impacts children and families.
  3. Understand the vulnerability of individuals who have disabilities. Be aware of the responsibility of educators and other service providers in reporting suspected cases of abuse/neglect.
  4. Understand the team planning process including pre-referral interventions and collaboration.

V. Creativity – Use original and innovative ideas when completing required assignments and participating in group activities and discussions.

COURSE OUTLINE READINGS

UNIT 1 – Students with Exceptionalities

I.  Introduction to course

II.  Special education perspectives Turnbull, et. al. – Ch. 1

III.  Schools as social and educational systems

IV.  Delivery systems – Inclusion Turnbull, et. al. – Ch. 2

V.  Implementing IDEA

VI.  Multicultural issues Turnbull, et. al. - Ch. 3

VII.  Collaboration, families and disabilities

UNIT 2 – High Incidence Disabilities

I.  Learning disabilities Turnbull, et. al. - Chapter 4

II.  Inclusion Discussion #1 Bauer & Krauger – Chapter 1 & 2

III.  Emotional/behavioral disorders Turnbull, et. al. - Chapter 5

IV.  Attention deficit disorder/with or without hyperactivity Turnbull, et. al. - Chapter 6

V.  Inclusion Discussion #2 Bauer & Krauger – Chapter 3 & 4

UNIT 3 – Gifted/Talented Students and Low Incidence Disabilities

I.  Gifted Turnbull, et. al. - Chapter 7

II.  Autism Turnbull, et. al. - Chapter 10

III.  Physical disabilities Turnbull, et. al. - Chapter 12

IV.  Health impairments Turnbull, et. al. - Chapter 11

UNIT 4 – Related Disabilities

I.  Severe/multiple disabilities Turnbull, et. al. - Chapter 9

II.  Cognitive disabilities Turnbull, et. al. - Chapter 8

III.  Traumatic brain injury Turnbull, et. al. - Chapter 13

IV.  Communication impairments Turnbull, et. al. - Chapter 14

V.  Sensory impairments

VI.  Adapting Lessons

VII.  Inclusion of low incidence students - Discussion #3 Bauer & Krauger – Cases. 1 & 2

UNIT 5 – Related Issues

I.  Hearing loss Turnbull, et. al. - Chapters 15

II.  Vision Impairments Turnbull, et. al. - Chapters 16

III.  Abuse/neglect and homeless/at risk issues Handouts

IV.  Social and educational implications of disability Handouts

V.  Inclusion of students with related issues - discussion #4 Bauer & Krauger – Cases. 3 & 4

VI.  Early childhood special education Handouts

VII.  Transition Handouts

VIII.  Electronic portfolio Handouts

EVALUATION

Grading:

Traditional 90-100=A, 80-89=B, 70-79=C, 60-69=D, <59=F

Assignments/Examinations: Total points:

Five examinations (30 points each) 150

Paper - reaction/interview 20

Class participation

• Attend class and participate in groups 20

Group project – adapted lesson/activity 30

Field observations – 1 site visit 30

Total points possible: 250

Explanation of assignments:

I.  Knowledge – Examinations

  1. Five examinations will be given.
  2. Each examination contains true/false, multiple choice, definition of terms, and short answer questions.

II.  Humanism - Choice of reaction paper or interview paper.

a.  Grade is based on content, appropriate writing, and reflection.

  1. Simulation paper: requires that the student simulate a disability for a 24-hour period. Each student spends 24 hours as a person with a disability, e.g., using earplugs, blindfold or reduced vision, wheelchair, crutches, etc. Students keep a log of activities and experiences and submit a word-processed 2-3-page paper.

- or -

  1. Interview paper: Students may choose one of the following:
  2. Interview an individual who has a disability.
  3. Interview a parent(s) of a child with a disability.
  4. Interview an employer who currently or previously has hired a person with a disability.
  5. Participate as a companion to an individual who has a disability in a community activity.

III.  Reflection - Class participation

  1. Students are expected to attend class and participate in small and large group discussions.
  2. Students will complete online self-examinations for each chapter (16 chapters)

IV.  Professionalism - Field trips

  1. One field trip will be completed by each student in order to observe (and participate with) persons with disabilities. This may be a location of your choosing or one provided by instructor. One class day will be made available for visit to Riding of Angel’s Wings – A Therapeutic Horseback Riding program in Felton, MN

V.  Creativity - Collaboration/inclusion group project

  1. A lesson/activity from a regular education classroom will be described in detail, including adaptations and/or modifications for several students with diverse needs.
  2. Groups will be provided with scenarios of typical lesson plans for elementary and secondary classrooms and descriptions of students with disabilities.
  3. The group will discuss and write up modifications/adaptations that would be needed if the students described were to be included in these activities.
  4. Groups will share projects in class.

ACCOMMODATIONS

Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-5859 V/TTY, CMU 222 as soon as possible to ensure that accommodations are implemented in a timely fashion.

TENTATIVE SCHEDULE

Week / Date / Topic / Readings / Assignment / Due Date / Examination
Week 1 / 7-10-06 / Unit 1 – I, II / Turnbull 1 / 7-11-06
7-11-06 / Unit 1 – III, IV / Turnbull 2 / 7-12-06
7-12-06 / Unit 1 – V, VI / Turnbull 3 / 7-13-06
7-13-06 / Unit 1 – VII / Exam 1 – 7-13-06
Week 2 / 7-17-06 / Unit 2 – I, II / Turnbull 4; B&K 1, 2 / 7-18-06
7-18-06 / Unit 2 – III / Turnbull 5 / 7-19-06
7-19-06 / Unit 2 – IV / Turnbull 6 / React./Inter. paper / 7-20-06
7-20-06 / Unit 2 - V / B&K 3, 4 / 7-24-06 / Exam 2 – 7-20-06
Week 3 / 7-24-06 / Field Trip
7-25-06 / Unit 3 – I, II / Turnbull 7, 10 / 7-26-06
7-26-06 / Unit 3 – III, IV / Turnbull 12, 11 / 7-27-06
7-27-06 / Exam 3 – 7-27-06
Week 4 / 7-31-06 / Unit 4 – I, II / Turnbull 9, 8 / 8-1-06
8-1-06 / Unit 4 – III, IV / Turnbull 13, 14 / 8-2-06
8-2-06 / Unit 4 – V, VI / B&K Cases 1, 2 / 8-3-06
8-3-06 / Unit 4 – VII / 8-7-06 / Exam 4 – 8-3-06
Week 5 / 8-7-06 / Unit 5 – I, II / Turnbull 15, 16 / 8-8-06
8-8-06 / Unit 5 – III, IV, V / B&K Cases 3, 4 / 8-9-06
8-9-06 / Unit 5 – VI, VII, VIII / Group projects
8-10-06 / Exam 5 – 8-10-06