ESPK 528 Fall 2016
Texas A&M University
Central Texas
ESPK528 Case Study/Special Education Law
Fall 2016
Professor: Lisa Santiso, Ph.D.
Email:
Office Hours: TBA
Phone: 972.938.6958
Texas A&M University-Central Texas Mission StatementTexas A&M University-Central Texas is an upper-level university offering junior and senior-level coursework needed to successfully complete baccalaureate degrees and all coursework leading to the completion of graduate degrees. The University is committed to high quality, rigorous, and innovative learning experiences, and prepares students for lifelong learning through excellence in teaching, service, and scholarship.
College of Education Mission Statement
The mission of the College of Education is to provide students in professional education and other human services with a quality education through academic, cultural, and leadership experiences, and to provide leadership through scholarship and service to the extended community and profession. Programs in the College of Education prepare students for challenging, gratifying, and socially significant careers in education, counseling, and psychology. In addition to its teaching function, the program has a strong service commitment to public schools and human service agencies.
CourseDescription
Studentswillgainagreaterunderstandingof bothfederalandstatespecialeducationlawsincludingSection504 of theRehabilitationActof 1973, No ChildLeftBehindAct(NCLB), IndividualswithDisabilitiesEducationImprovementAct(IDEIA2004), andtheFamily EducationalRightsandPrivacyAct(FERPA). This course addresses state and federal laws that affect the diagnosis, placements, and programs for students with disabilitiesand the diagnostician’s role and responsibilities as compliance officers. Studentswillreviewthe mostcurrentcasesandtrendsinspecialeducationlaw,analyzecases,andlearnhow toresearch bothstatutoryandcaselaw.
RequiredTextbook
Yell,M. (2012) TheLawand SpecialEducation(3rded).Boston:Pearson.
ISBN-13:978-0131376090ISBN-10:0131376098Edition:3rd
CourseObjectives
Upon successfulcompletionof thecourse,thestudentwill:
1. Understandtheroleof thefederalgovernmentandfederalcourtsinthelawandadministrationof specialeducation
2. Becomefamiliarwiththelandmarkdecisionsof theUnitedStatesSupremeCourtandthefederalappellatecourtsandtheimpactof thesedecisionson thelawandadministrationof specialeducation
3. Developanunderstandingof thejudicialandappellateprocessatthefederalandstatelevels andhow thatrelatestospecialeducationlaw
4. Developtheabilitytoreadacourtdecisionandbriefitinordertodemonstratean understandingof itsimplicationsfor specialeducation
5. Acquireanunderstandingof legalterminologyandprocedureasitrelatestospecialeducation law
6. Acquireanunderstandingof theuseof technologyasameansof compliancewiththe mandatesof the IDEAandSection504 of theRehabilitationActof 1973 inthedeliveryof educational services to students with disabilities.
Standards of Learning (alignedwithTexas Administrative Code, Title 19, Part 7, Chapter 239, Subchapter C, Rule 239.83).
StandardI.The educational diagnostician understands and applies knowledgeof thepurpose, philosophy, and legalfoundations of evaluation and special education.
(1)Thebeginningeducational diagnostician knows andunderstands:
(A) state andfederal regulations relevant to the roleof the educational diagnostician;
(B) laws and legal issues related to the assessment and evaluation of individuals with educational needs;
(C) models, theories, andphilosophies that providethe basisforspecial education evaluations;
(D) issues, assurances,and dueprocessrights related to evaluation, eligibility, and placement within a continuum of services; and
(E) rights and responsibilities ofparents/guardians, schools, students, and teachersand other professionals in relation to individual learningneeds.
(2)Thebeginningeducational diagnostician is ableto:
(A) articulate thepurposeof evaluation procedures andtheir relationship toeducational programming;and
(B)conduct evaluations and otherprofessional activities consistent with the requirements of laws, rules and regulations, and local district policies and procedures.
StandardII. The educational diagnostician understands and applies knowledgeof ethical and professional practices, roles, and responsibilities.
(1)Thebeginningeducational diagnostician knows andunderstands:
(A) ethical practices regardingprocedural safeguards (e.g., confidentialityissues, informed consent)
forindividuals with disabilities;
(B)ethical practices related to assessment and evaluation;
(C) qualifications necessaryto administer and interpret variousinstrumentsand procedures; (D) organizations and publications relevant to thefield of educational diagnosis.
Assignments& Duedates
Belowisthesummaryof assignmentsandpoints
No. / Assignment(s) / DueDates / Score1 / AttendanceandParticipationinClassandOnline / 10
2 / Paper / TBA / 30
3. / Chapter Presentation / TBA / 20
4. / Quizzes(5) 8 ptseach / TBA / 40
100
GradingSystem
Gradeswillbeassignedon thefollowingbasis:
100 - 90 / A / 89 – 80 / B / 70-79 / CClassAttendanceand Participation.
Demonstrate professionalism 100 Total Points
Students show professionalism when they: (a) attend all classes and observations on time and remain in class/observation for the duration, (b) are prepared for class discussions; (c) attend to class discussion (online and in class) and timelines for assignments, (d) are flexible to schedule changes; (e) respect the opinion and rights of others; (f) work collaboratively with colleagues, (g) and uphold the Code of Ethics for Educational Diagnosticians and abide by local, state, federal rules, regulations and policies.
Quizzes
Short objective measures with multiple choice questions will constitute the quizzes.
Chapter Presentations
Students will present and lead the discussion on two chapters in the textbook. A PowerPoint presentation and activities should be included. Each chapter presentation should be between one hour and one hourand 30 minutes long.
Paper
This is a major project encompassing a specific construct from the field of Special Education Law. In this project, you will demonstrate your knowledge and skills in order to facilitate and deepen your understanding of the law. Your grade will be based on the guidelines outlined on the Project Rubric. Both a literature review (15 page minimum plus references) and a presentation are required. APA style is required.
TECHNOLOGY REQUIREMENTS AND SUPPORT.
Technology Requirements.
This course will use the TAMUCT Blackboard Learn learning management system.
Logon to to access the course.
Username: Your MyCT username
(xx123 or everything before the "@" in your MyCT e-mail address)
Initial password: Your MyCT password
Check browser and computer compatibility by using the “Test Your Browser” button, found in the “Check Your Browser” module on your Blackboard dashboard, once you have logged in.
Technology Support. For technology issues, students should contact Help Desk Central.
24 hours a day, 7 days a week:
Email:
Phone: (254) 519-5466
Web Chat:
When calling for support please let your support technician know you are a TAMUCT student.
For issues related to course content and requirements, contact your instructor.
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
Drop Policy. If you discover that you need to drop this class, you must go to the Registrar’s Office and complete a Drop Request Form. Professors cannot drop students; this is always the responsibility of the student. The Registrar’s Office will provide a deadline on the University Calendar for which the form must be returned, completed and signed. Once you return the signed form to the Registrar’s Office and wait 24 hours, you must go into Warrior Web and confirm that you are no longer enrolled. If you still show as enrolled, FOLLOW-UP with the Registrar’s Office immediately. You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive an F in the course, which may affect your financial aid.
Academic Integrity. Texas A&M University -Central Texas values the integrity of the academic enterprise and strives for the highest standards of academic conduct. A&M-Central Texas expects its students, faculty, and staff to support the adherence to high standards of personal and scholarly conduct to preserve the honor and integrity of the creative community. Academic integrity is defined as a commitment to honesty, trust, fairness, respect, and responsibility. Any deviation by students from this expectation may result in a failing grade for the assignment and potentially a failing grade for the course. Academic misconduct is any act that improperly affects a true and honest evaluation of a student’s academic performance and includes, but is not limited to, cheating on an examination or other academic work, plagiarism and improper citation of sources, using another student’s work, collusion, and the abuse of resource materials. All academic misconduct concerns will be reported to the university’s Office of Student Conduct. Ignorance of the university’s standards and expectations is never an excuse to act with a lack of integrity. When in doubt on collaboration, citation, or any issue, please contact your instructor before taking a course of action.
Access & Inclusion. At Texas A&M University – Central Texas, we value an inclusive learning environment where every student has an equal chance to succeed and has the right to an education that is barrier-free. The Office of Access & Inclusion is responsible for ensuring that students with a disability enjoy equal access to the University's programs, services and activities. Some aspects of this course or the way the course is taught may present barriers to learning due to a disability. If you feel this is the case, please contact Access & Inclusion at (254) 501-5831 in Warrior Hall, Ste. 212. For more information, please visit their website at
Any information you provide is private and confidential and will be treated as such.
Tutoring. Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include Accounting, Finance, Statistics, Mathematics, and Study Skills. Tutors are available at the Tutoring Center in Warrior Hall, Suite 111.
If you have a question regarding tutor schedules, contact information, need to schedule a tutoring session, are interested in becoming a tutor, or any other question, contact Academic Support Programs at 254-519-5796, or by emailing Kim Wood at
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online tutoring platform that enables TAMUCT students to log-in and receive FREE online tutoring and writing support. This tool provides tutoring in Mathematics, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, click on
University Writing Center. Located in 416 Warrior Hall, the University Writing Center (UWC) at Texas A&M University-Central Texas is a free workspace open to all TAMUCT students from 11am-6pm Monday-Thursday. Students may arrange a one-on-one session with a trained and experienced writing tutor by visiting the UWC during normal operating hours (both half-hour and hour sessions are available). Tutors are prepared to help writers of all levels and abilities at any stage of the writing process.
While tutors will not write, edit, or grade papers, they will assist students in developing more effective composing practices. By providing a practice audience for students’ ideas and writing, our tutors highlight the ways in which they read and interpret students’ texts, offering guidance and support throughout the various stages of the writing process. In addition, students may work independently in the UWC by checking out a laptop that runs the Microsoft Office suite and connects to WIFI, or by consulting our resources on writing, including all of the relevant style guides. Whether you need help brainstorming ideas, organizing an essay, proofreading, understanding proper citation practices, or just want a quiet place to work, the University Writing Center is here to help!
If you have any questions about the University Writing Center, please do not hesitate to contact Dr. Bruce Bowles Jr. at .
University Library. The University Library provides many services in support of research across campus and at a distance. We offer over 200 electronic databases containing approximately 250,000 eBooks and 82,000 journals, in addition to the 72,000 items in our print collection, which can be mailed to students who live more than 50 miles from campus. Research guides for each subject taught at TAMUCT are available through our website to help students navigate these resources. On-campus, the library offers technology including cameras, laptops, microphones, webcams, and digital sound recorders.
Research assistance from a librarian is also available twenty-four hours a day through our online chat service, and at the reference desk when the library is open. Research sessions can be scheduled for more comprehensive assistance, and may take place on Skype or in-person at the library. Assistance may cover many topics, including how to find articles in peer-reviewed journals, how to cite resources, and how to piece together research for written assignments. Our 27,000-square-foot facility on the TAMUCT main campus includes student lounges, private study rooms, group work spaces, computer labs, family areas suitable for all ages, and many other features. Services such as interlibrary loan, TexShare, binding, and laminating are available. The library frequently offers workshops, tours, readings, and other events. For more information, please visit our homepage:
Week / Topic / Assignment1 / 8/22/2016: Introduction
Syllabus
Chapter 1 and 2 / Assign Chapter for presentations
Assign topics for Paper
2 / Chapter3
TheHistoryof LawandChildrenwith
Disabilities / Lecture
Group Work
3 / Chapter 4
Quiz#1 (Chapters1 &2)
Chapter4
TheIndividualswithDisabilitiesEducationAct
4 / Chapter 5
Section 504 of the Rehabilitation Act of 1973
Activity:
a. Procedural Safeguard List
5 / Class:
IFSP Workshop / Quiz Review
Procedural Safeguards
Discussion: Workshop
6 / Quiz #2 (Chapters 4 & 5)
Readings: Chapter 6
The Americans with Disabilities Act
Chapter 7
The Elementary and Secondary Education Act
Activity:
Court Case Summaries
7 / Class:
Eligibility Workshop
IEP Workshop / Quiz Review
Court Case Summaries
Discussion: IEP
8 / Quiz #3 (Chapters 6 & 7)
Readings: Chapter 8
Free Appropriate Public Education
Chapter 9
Related Services
Activity:
Law Comparison
9 / Class:
ITP Workshop / Quiz Review
Law Comparison Charts
Discussion: ITP
10 / Quiz #4 (Chapters 8 & 9)
Readings: Chapter 10
Identification, Assessment, and Evaluation
Chapter 11
The Individualized Education Program
Activity:
Liability in Schools
11 / Class:
Behavior Management Workshop
Manifest Determination Workshop / Quiz Review
Liability in Schools Discussion: Behavior and Manifest Determination
12 / Quiz #5 (Chapters 10 & 11) Readings:
Chapter 12
Least Restrictive Environment
13 / Chapter 13
Procedural Safeguards
Activity
Activity: LRE Safeguards / Quiz Review
LRE Safeguards
Discussion: Websites
Group Presentation
14 / Class:
ISP Workshop
15 / Quiz Review
Discussion: Confidentiality
Laws
16 / Quiz #6 (Chapters 12 & 13)
Readings: Chapter 14
Disciplining Students with Disabilities / Quiz
17 / Chapter 15
Additional Issues
Activity: Presentations / Class:
Other Issues
Confidentiality Laws – Case Studies
Paper Due
1
.
1