“Try with all your might and work very, very hard tomake the world a better place. But if all your efforts are to no avail – nohard feelings.”

-The Dalai Lama

University of Utah

Syllabus

Department of Special Education

Special Education 3010 & 5010-001

Human ExceptionalitywithCommunity-Engaged Learning

Fall 2017

Contact:

Instructor: Ryan Walker, M.Ed.

Canvas: PleaseuseCanvas Conversations message system (menu on theleftmost side)

Email:

Phone:801-587-9075

Office hours by appointment: In-person: SAEC #2290; or virtual live internet video: Canvas Conferences tool

Required Text:

Hardman, M. L., Drew, C. J., & Egan, M. W. (2017). Human Exceptionality: School,Community, and Family (12thed.) Belmont, CA: Wadsworth.

ISBN-10:1305500970 |ISBN-13:978-1305500976

Course Overview:

The purpose of this course is to introduce and familiarize students with individuals who have learning, behavioral, sensory, and physical differences. Learning and social characteristics of individuals with exceptionalities will be examined. Issues specific to the families of these individuals will also be explored. There will be an examination of the policies and services that have been framed to support individuals with disabilities. There will be an emphasis on the perceptions and perspectives of people working in different fields in exceptionalities versus people with limited exposure to people with exceptionalities in the mainstream population.

This foundational knowledge in the field of exceptionality learned in the virtual classroom and monthly class sessions will be combine with student participation in community engagement in ways that encourage civic responsibilityand critical reflection, foster community-based scholarship, emphasize civic engagement, and promotecollaboration with community partners on projects thatmeet this course’s academic goals and advance the community partner’s mission.

Course Objectives:

Upon completion of this course the student will be able to demonstrate knowledge in the following areas:

  1. Philosophical and historical perspectives that have formed the basis for public policy regarding exceptionality, and the legislation that currently drives services for and influences the lives of individuals with disabilities.
  2. Variations in beliefs, traditions, and values across cultures and their implications for individuals with disabilities, their families, and the provision of services.
  3. Similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and without exceptional learning needs.
  4. Issues and challenges faced by families of individuals with disabilities.
  5. Effects of the cultural and environmental experiences of the child and the family including cultural and linguistic diversity, socio-economic level, abuse/neglect, and substance abuse.
  6. Issues in definition and identification procedures for individuals with exceptional learning needs including individuals from culturally and/or linguistically diverse backgrounds.
  7. Differential characteristics of individuals with exceptionalities and adaptive strategies used by and with individuals to meet diverse needs.
  8. Rights and responsibilities of parents, students, teachers, and other professionals and schools as they relate to individual learning needs.
  9. Educational implications of characteristics of various exceptionalities.
  10. Experiential, community-engaged learning component “in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of [community-engaged]learning."

Course Structure:

This course will be a combination of online discussion board activities, individual assignments, weekly chapter quizzes,a final exam, in-class group projects and discussions, and community-engaged learning (CEL) hours with journaling and reflection.

Course Format:

Deadlines: All assignments are due on Wednesdays and/or Fridays.The course materials and activities will be available in module scheduling so you will have access to activities and assignments to work on as your weekly schedule allows. You have the option toget ahead on individual writing assignments, quizzes, and group projects as they'll be available in sequence as you complete each one. The exception to this will be the discussion assignments and points earned in in-person class meetings.

Course Requirements:

  1. It is required that you know how to use the Canvas environment as well as all related computer software such as MS Word, Internet Explorer, etc. if you are taking this course. You must be capable of submitting all assignments in MS Word format. If you do not use MS Word you must save your file in Rich Text “.rtf” format before you submit the assignment.Word Perfect cannot be used, as our college computer system no longer supports this program.
  1. Reading & Media Assignments:It is necessary to read the text, other assigned readings, and watch all online media required for each module and its activities. You are responsible for completing all assigned readings and media prior to posting assignments and discussions in each module.
  1. Class participation:Participation is defined as relevant and consistent contribution. Within this online web course, participation is determined as active sharing in the Online Discussion Board forums, two times for each of the activities.
  1. Completion of Class Assignments:In order to receive full credit for all assignments, postings are due on the assigned dates (see course calendar for dates). For discussion assignments, there is a window of twodays after you submit your first posting in which to respond to a peer’s discussion post.
  1. Community-EngagedLearning:Students will be required to complete a minimum of20CEL hours interacting with people with exceptionalities. Students will spend a minimum of two-four hours per week in the CEL site and reflect on their experiences through classroom discussion and personal reflection journals. The university supervisor may complete on-site observation.
  2. Students will:
  3. Select a community-engaged learning (CEL) site. Designate a person as project supervisor and provide the instructor with their name and contact numbers where they can be reached to verify service hours.
  4. Complete hours at that site at least one time each week and spend a minimum of 20 hours over the semester at the community-engaged learning site.
  5. Reflect and record in a journal your observations, perceptions and discoveries of similarities between the individuals you work with and yourself, his or her unique qualities, strengths, weaknesses, and needs. You should also be aware of how other people treat the person you are working with. You should use a complete reflective process to record your reflections in an attempt to link community-engaged learning experiences to class discussions and readings as appropriate. It is preferable, but not required, that you keep this journal in a Word file so that you keep a copy for yourself and have one for the instructor.
  6. Develop and complete a “transition plan” to disengage CEL contacts. Ideally, students will continue beyond the classroom requirements to work at their chosen CEL placement or another partner in to the future.

Policy on Late Work

* ALL WORK must be submitted via Canvas submission option on the assignment page by due dates assigned in the course syllabus, or appropriately placed into discussion boards as stipulated for grading and feedback. If a student is aware of a calendar conflict, he or she must make PRIOR arrangements with the instructor. Late submissions without prior arrangements with the instructor will result in a 10% drop in points PER CALENDAR DAY.

Student Evaluation/Grading Criteria:

1.Participation (Online discussions) 1 x 10 pts & 5 x 20 pts 110 points

2.Individual Writing Assignments 4 x 20 pts 80 points

3.Weekly Quizzes 14 x 25 pts 350 points

4.Group Projects (in-class) 2 x 50 pts 100 points

5.Attendance & Participation (in-class) 4 x 5 pts 20 points

5.Comprehensive Final Exam 100 points

6.CEL Assignments (Reflections and Journal) 200 points Total 960 points

Total points possible = 960

*5010 - Additional Research Paper in APA format required (+100 points=1060 points possible)

* See detailed list of assignments and due dates below.

Grading System:

Grades will be assigned based on the percentage of points earned by the student based on the following distribution:

Grading System:

94-100% A 74-77% C

90-93% A- 70-73% C-

88-89% B+ 67-69% D+

84-87% B 64-66% D

80-83% B- 60-63% D-

78-79% C+ Under 59% E

Activity Writing Guidelines

After reading the assigned material you will follow the instructions for the discussion assignment or individual writing assignment, referring to the following writing guidelines:

  1. Discussion of each point should be addressed in a separate paragraph.
  2. Your major points should be well presented, clear, and correct. Solid synthesis and understanding of the material should be evident.
  3. I am most interested in what you are learning, the connections you are making, the insights you are discovering. Facts are to be used as supporting evidence, not as the main focus.
  4. Your opinions should be embedded in your response, supported by the evidence found in the readings and other sources.
  5. “Person-first” Language: Students are expected to use appropriate language in online discussions and other written work. People with disabilities are just that: people who happen to have physical, sensory, behavioral, or intellectual disabilities. Please avoid phrases like “the handicapped,” “ED kids,” “severely retarded,” “autistic student” or other statements that highlight the disability rather than the individual. Instead, speak and write in a way that puts “people first,” for example, “the student with a severe disability,” “students with behavior disorders.” This small change emphasizes the humanity and individuality of the person and clarifies that disability is only one of many characteristics (and not necessarily the most important!) that people possess.
  6. Information from sources should be cited according to the following modified APA guidelines:
  7. For readings assigned in this course use the authors’ last names, then page number. There are two ways of doing this:
  8. Parenthetical citation example:The Americans with Disabilities Act (ADA) mandates that people with disabilities are protected in all public services, public and private-sector employment, and public accommodations, transportation, and telecommunications (Hardman, Egan, & Drew, p. 14).
  9. Citation in text example:According to Hardman, Egan, & Drew (p. 14), The Americans with Disabilities Act (ADA) mandates that people with disabilities are protected in all public services, public and private-sector employment, and public accommodations, transportation, and telecommunications.
  10. Sources not included in course materials will be cited in this way:
  11. Parenthetical citation example:Educational scholars and researchers understand that globalization is also about demographic and cultural transformations (Suarez-Orozco, 2005).
  12. Citation in text example:According to Suarez-Orozco (2005), educational scholars and researchers understand that globalization is also about demographic and cultural transformations.
GRADING RUBRIC FOR WRITING

As mentioned above, there are two postings required per discussion activity; one posting expressing your reflections on the question or topic and one responding to a peer’s posting(Note: You are only graded on your best peer response. It is better to do one excellent response post than 3 or 4 poor response postings.). Each post is worth 10 points and is graded by content and mechanics; 10x2=20 points per activity. For individual writing assignments the same standards will apply with 20 possible points for the entire assignment.

Beginning
Postings (7 points) / Developing
Postings (8 points) / Accomplished
Postings (9 points) / Exemplary
Postings (10 points)
CONTENT
Information is cursory or incorrect. Little understanding of content is evident. Little connection to the text or on-line information. Opinions are presented, but not supported by the readings. / CONTENT
Some solid information presented; however, some information is incorrect or cursory. Opinions are presented, but not supported by the readings. / CONTENT
Information is clear and correct. Response is based on the information provided in the text and/or online information. Opinions are embedded within the context of the text or online information. Opinions have supporting evidence using reference citations in modified APA as described in the writing guidelines, however, APA formatting is incorrect. / CONTENT
Information is well presented, clear, and correct throughout. Response is based on the information provided in the text and/or online information. Opinions are embedded within the context of the text or online information (e.g., opinions are supported by evidence). Work is clearly cited using modified APA. Solid integration and understanding of the material.
MECHANICS
Text contains many spelling/grammatical errors. Lack of logical structure or flow to sentences. Sentences seem disconnected, and there is carelessness throughout. / MECHANICS
Text contains some spelling/grammatical errors. Little logical structure or flow to sentences. Evidence of carelessness in writing. / MECHANICS
Grammar and spelling are nearly flawless. Logical sequence apparent. Some wording is careless. Some inconsistency in style. / MECHANICS
Grammar and spelling are flawless and the flow provides a logical pathway of ideas. Consistent and engaging style throughout.

COURSE POLICIES

  1. You must log on and participate in Online Discussion Board at least two times for each activity, one time is for your own response and the second is for your response to another student’s answer.If you have any questions on how to use the Canvas system please seek an answer through the Canvas Student Orientation hub here:

Or contact the Help Desk at 801.581.6112, and as a last resort contact the instructor.

  1. Plagiarism or any other form of cheating cannot be tolerated. Any student participating in such activities will be referred to University of Utah administration for additional actions.
  1. Assignments submitted to fulfill requirements in another class may not be submitted to fulfill the requirements of this class.
  1. Writing errors, such as spelling and punctuation, grammatical errors, etc., will be taken into consideration and may lower the points awarded assignments. All assignments should be professional in appearance, like something you would submit to an employer.Students should keep an extra electronic copy of all work that is submitted to the instructor of this course.
  1. Assignments must be submitted according to due dates listed on the syllabus in order to receive full credit.ONLINE DISCUSSION BOARD postings will not receive credit if they are not logged within the dates for the specific module assigned.

University of Utah Mission Statement

The mission of The University of Utah is to serve the people of Utah and the world through the discovery, creation and application of knowledge; through the dissemination of knowledge by teaching, publication, artistic presentation and technology transfer; and through community engagement. As a preeminent research and teaching university with national and global reach, the University cultivates an academic environment in which the highest standards of intellectual integrity and scholarship are practiced. Students at the University learn from and collaborate with faculty who are at the forefront of their disciplines. The University faculty and staff are committed to helping students excel. We zealously preserve academic freedom, promote diversity and equal opportunity, and respect individual beliefs. We advance rigorous interdisciplinary inquiry, international involvement, and social responsibility.

College of Education Mission Statement

The mission of the College of Education is to create a learning environment that fosters discovery and dissemination of knowledge to promote learning, equitable access, and enhanced outcomes for all students. Through the integration of outstanding teaching, research, and community outreach, the College of Education investigates significant issues impacting education policy and practice, while preparing its students for leadership and excellence within a diverse and changing educational community.

College of Special Education Mission Statement

The mission of the department of special education is to improve the quality of life of people with disabilities and their families by developing and disseminating essential skills, knowledge and values through research, teaching and service.

University of Utah Policies

The Department of Special Education is committed to the policies of equal opportunity and affirmative action and prohibits discrimination on the basis of race, color, national origin, religion, gender, sexual orientation, age, status as Vietnam veteran, or person with a disability. The Department seeks to provide equal access to all programs, services and activities for people with disabilities. Reasonable prior notice is needed for any accommodations. Please notify the instructor during the first class session if you require any adaptations or accommodations in the presentation of course information or in the course assignments or activities. Evidence of practice not consistent with these policies should be reported to the Office of Equal Opportunity and Affirmative Action 581-8365.

It is expected that students will maintain a respectful and civil atmosphere during class online discussion. Thus, expectations are that students:

  • Prevent course issues by refraining from using inappropriate language.
  • Adhere to the University of Utah code for student conduct.

In order to maintain a positive, civil environment for learning I expect that all students will strive to meet the goals described in the University of Utah’s Student Code, which states“the mission of the University of Utah is to educate the individual and to discover, refine and disseminate knowledge. The University supports the intellectual, personal, social and ethical development of members of the University community. These goals can best be achieved in an open and supportive environment that encourages reasoned discourse, honesty, and respect for the rights of all individuals. Students at the University of Utah are encouraged to exercise personal responsibility and self-discipline and engage in the rigors of discovery and scholarship.”

Following the Student Code, I adopt a zero-tolerance policy for academic misconduct in this course. “Academic misconduct,” according to the University of Utah Student Code,“includes, but is not limited to, cheating, misrepresenting one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of information…It also includes facilitating academic misconduct by intentionally helping or attempting to help another to commit an act of academic misconduct.”Again, utilizing the ideas, expressions, or words of others without citing the source constitutes plagiarism. Therefore, you must cite sources in ALL your work. Please also note that you may not submit an assignment for this class that has been previously submitted for another course. You will be held accountable to high standards for academic integrity and should read and understand the policy on academic integrity as printed in the University of Utah’s Student Handbook. Please read the Student Code of Academic Conduct available at: