spe 310/340 introduction to special education semesternovember 2012) are outlined in the table...

Missouri State University

SPE 310/340 Introduction to Special Education SEMESTER: Counseling, Leadership, & Special Education/College of Education

Part 1: Course Information

Instructor Information

INSTRUCTOR: Jim Matthews

OFFICE: Park Central Office Building (PCOB) 114

OFFICE HOURS: Monday 3:30-5:30, Tuesday 10:00-1:00, and by appointment

OFFICE TELEPHONE: 417-836-5256

E-MAIL: [email protected]

Course Description

SPE 310 Introduction to Special Education

Focuses on the special education process as mandated by state and federal guidelines.

Legislation, litigation, and service options pertaining to diverse populations will be stressed

including those with disabilities, culturally diverse, and gifted. Emphasis will be placed on

current issues in the field of special education. Required first Taskstream Transition Point for

Special Education majors will occur in this course.

Prerequisite

30 credit hours and an initial Missouri State Board of Education entry examination must be

taken.

OR

SPE 340 Educational Alternative for Exceptional Students

Provides an overview of characteristics and identification criteria for individuals with disabilities

and gifted. Legislation and process pertaining to special education will be addressed along with

a focus on teaching individuals with diversity in the elementary, middle, and secondary

educational setting. Cannot be substituted for SPE 310 core requirement in the Special

Education major or minor.

Prerequisite

Admitted to Teacher Education Program.

Textbook & Course Materials

Vaughn, S., Bos, C.S., & Schumm, J.S. (2018). Teaching Students Who Are Exceptional, Diverse,

and At Risk (7th ed.). Upper Saddle River, NJ: Pearson Education, Inc.


Recommended Texts & Other Readings

Online documents posted with individual chapter course materials on Blackboard site.

Suggested Internet Resources:

The following resources may support your acquisition of course objectives. In particular, these

and other resources may support applied activities and exams. There is no need to have a hard

copy of these resources but a review of the information would benefit the student during

quizzes and the final.

Compliance Standards Manual:

Special Education Compliance and Program Eligibility Standards from Missouri Department of

Elementary and Secondary Education (DESE) can be found in this document. Students will be

required to print, or have electronic access to, this document outlining the MO Special

Education Process as well as the criteria for specific categorical disability eligibility (specifically

learning disabilities, emotional disturbance, intellectual disabilities, orthopedic impairment, &

other health impaired) on the DESE site noted:

[http://dese.mo.gov/sites/default/files/Standards%20Manual%20Combined.pdf]. Additionally,

the Procedural Safeguards document can be obtained online at: http://dese.mo.gov/special-

education/compliance/procedural-safeguards.

Vocational Rehabilitation/504 Information:

Information regarding Section 504/ADA Guidelines for Educators and Administrators (1993) can

be found at the following link: http://dese.mo.gov/sites/default/files/STUDENT_ACCESS.pdf,

Missouri Accommodations Manual

This manual provides a guide to accommodations for students with disabilities, including

accommodations for specific disabilities and concerns. It is a useful guide for applied classroom

settings. The examples may be modified and applied to any disability identified under Section

504 as deemed appropriate. See document at the following link:

http://dese.mo.gov/sites/default/files/Missouri%20Accommodations%20Manual%20%202010.p

df

Frequently Asked Questions about Section 504 and the Education of Children with Disabilities

The following website provides a comparison of Section 504, IDEA, and Americans with

Disabilities Act (ADA): http://www2.ed.gov/about/offices/list/ocr/504faq.html

Family Educational Rights and Privacy Act (FERPA)

Information specific to FERPA can be found at the following website:

http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://dese.mo.gov/sites/default/files/Standards%20Manual%20Combined.pdf

http://dese.mo.gov/sites/default/files/Standards%20Manual%20Combined.pdf

http://dese.mo.gov/special-education/compliance/procedural-safeguards



http://dese.mo.gov/sites/default/files/STUDENT_ACCESS.pdf

http://dese.mo.gov/sites/default/files/STUDENT_ACCESS.pdf

http://dese.mo.gov/sites/default/files/Missouri%20Accommodations%20Manual%20%202010.pdf



http://www2.ed.gov/about/offices/list/ocr/504faq.html

http://www2.ed.gov/about/offices/list/ocr/504faq.html

http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html


Course Requirements

Internet connection (DSL, LAN, or cable connection desirable) to access Blackboard and online materials provided via Blackboard course. Students must have and check a university email account to receive information from the instructor.

Course Structure

This course will be delivered in a blended (combination online & face-to-face modality) or an

online format through the course management system, and students will need their MSU NetID

to login to the course from the Blackboard homepage (https://blackboard.missouristate.edu/).

In Blackboard, you will access online lessons, course materials, and additional resources.

Activities may consist of readings, discussion forums, blogs, email, videos, journaling, wikis, and

other online activities.

Technical Assistance

If you need technical assistance at any time during the course or to report a problem you can:

Visit the MSU Help Desk (http://helpdesk.missouristate.edu/)

Visit the Library’s Services Site: http://libraries.missouristate.edu/Services.htm

Disability Resource Center (DRC)

To make an appointment, contact: (417) 836-4192

Or TTY: (417) 836-6792

Web site for DRC: http://www.missouristate.edu/disability/

Access Technology Center (ATC)

The ATC strives to provide equal access and opportunity to all faculty, staff, and students

throughout all the academic programs and social activities Missouri State University has to offer.

Through training and assessment of individual needs, conversion of textbooks and academic

materials into accessible formats, and providing specialized equipment and software; ATC is able

to contribute to the mission of universal design.

Contact ATC: 417-836-4275

Or TTY: 417-836-6792

Web site for ATC: http://www.missouristate.edu/atc/

https://blackboard.missouristate.edu/

http://helpdesk.missouristate.edu/

http://libraries.missouristate.edu/Services.htm

http://www.missouristate.edu/disability/

http://www.missouristate.edu/disability/

http://www.missouristate.edu/atc/


Part 2: Philosophical Basis of Program & Course Objectives

Philosophy of the Education Professional Preparation Unit:

Education Professional Preparation Unit (EPPU) Guiding Principles

The Missouri State professional education community believes that effective professional

education programs are based on shared beliefs and values about schools, learning, and

education that guide program development and instruction in knowledge, skills, and

professionalism. The various content and specialty areas interpret and apply these guiding

principles in accordance with their unique, specialized professional knowledge bases and

standards. These guiding principles include foundations, content expertise, pedagogy, holism,

experience, assessment/reflection, dispositions, research/inquiry, and collaboration/leadership

that are common to all professional education programs. The underlying assumption of these

guiding principles is that all members of the professional education community incorporate and

demonstrate the principles of diversity and social justice throughout their programs.

KNOWLEDGE (Guiding Principle 1)

1a. Foundations: knowledge of the historical, cultural, political, technological and community

contexts of education and the development of the professional and foundational issues and

arguments underlying its practices, as well as an understanding of the importance of integrated

learning across disciplines. (Diversity Proficiency 1)

1b Content Expertise: strong knowledge of subject matter discipline content and understanding

the important ideas in the subject area domain and the influences that knowledge has on

pedagogical orientations, teaching decisions, and teaching acts. (Diversity Proficiency 3)

1c. Pedagogy: knowledge of human development, motivation, and the theories of learning and

assessment, as well as the understanding of the skills, techniques, and strategies that enhance

learning for all students including those from diverse cultural, racial, and economic backgrounds,

varying abilities, and historically underrepresented groups. (Diversity Proficiency 1‐6)

SKILLS (Guiding Principle 2)

2a. Holism: affirm diversity and understanding of the “whole child” within the classroom, school,

educational system, family, community and cultural context; awareness of challenges and

requirements of a democratic society; and knowledge and sensitivity to issues such as equity

and human diversity. (Diversity Proficiency 1‐6)

2b. Experience: apply theory to practice, understand how pedagogical theories impact teaching

practices that serve as a foundation for the development and expansion of existing and

emerging theories, and continually renew skills and knowledge within one’s discipline. (Diversity

Proficiency 3)


2c. Assessment/Reflection: conduct valid and reliable assessment to improve student learning,

engage in self‐appraisal, and use feedback from students, supervisors, mentors, and peers to

improve practice and employ skills crucial to reflective decision‐making and systematic inquiry.

(Diversity Proficiency 5‐6)

PROFESSIONALISM (Guiding Principle 3)

3a. Dispositions: awareness of self as a professional educator passionate about teaching,

intellectually curious, and demonstrating intellectual, social, and ethical attributes that

contribute to the learning and development of all learners in all professional settings. (Diversity

Proficiency 1‐6)

3b. Research/Inquiry: use of current research, systematic inquiry approaches, and technology in

pursuit of best educative practices, lifelong learning, and professional development in order to

help all learners succeed. (Diversity Proficiency 3, 5)

3c. Collaboration/Leadership: the ability and skills to initiate and maintain empowering

relationships with colleagues, school personnel, parents, family members, and the community

and are prepared to assume leadership roles. (Diversity Proficiency 2)

Purpose of the Course:

This course is designed to provide a comprehensive overview of content and instructional

methods to support students with disabilities and other diverse learning needs including gifted,

culturally, ethnically, and linguistically diverse and at-risk. Course content will include

information specific to learning strategies, classroom organization and management, as well as

alternative assessment validated to support diverse learners. Information specific to legal

mandates and the implication of legislation and litigation supporting disabilities and diversity

will also be provided. Across all content, ethical considerations in regard to persons with

disabilities will be addressed. In addition, course content will include an overview of categorical

disabilities under the Individuals with Disability Education Act (IDEA). Consistent in-class

attendance or weekly online participation is expected to promote successful outcomes.

Students enrolled in this class may, in part, be expected to work in collaborative groups during

class as a means of developing skills for later use in school settings. The overall goal of such

exercises is to assist each student in becoming a skilled collaborator with the knowledge to

ensure positive educational outcomes for learners with diverse needs.

The primary learning objectives for this course are:

SPE 310/340 Course Objectives, Assessment Methods, MOSPE, Education Preparation Provider

Guiding Principles (2016), & Council for Exceptional Children (CEC) Standards (Updated, Effective

November 2012) are outlined in the table below. The beginning (pre-service) special education

teacher, elementary education teacher, early childhood educator, and middle school/secondary

teacher will demonstrate knowledge of and/or competency in the following Common Core and

Cross-Categorical Education areas of study:


Table 1: Course Objectives, Assessment Methods, MOSPE Standards, Guiding

Principles, and CEC Standards

Objectives Assessment

Methods

Missouri

Teaching

Standards

Guiding

Principles

CEC Standards

Demonstrates an

ability to articulate

the historical,

philosophical, legal,

and empirical basis

for the provision of

special services for

students with

disabilities and

diverse learning

needs.

Class or Blackboard discussion

Chapter Quiz

Final Exam

Content

knowledge

Knowledge:

1a Foundations

Learner

Development and

Individual

Learning

Differences

Curricular Content

Knowledge

Assessment

Instructional

Planning and

Strategies

Professional

Learning and

Ethical Practice

Demonstrates

knowledge of

special education

process including

screening through

ethical application

of placement

procedures for

children and youth

and the general

educator's role in

this process.


Chapter Quiz

Final Exam

Development and

learning

Meeting diverse

learning needs

Knowledge:

1a Foundations

Learner

Development and

Individual

Learning

Differences

Learning

Environments

Instructional

Planning and

Strategies

Demonstrates

knowledge of the

characteristics of

students with

different disabilities

covered under IDEA

(i.e., MR, ED, LD,

POHI, TBI, autism,


Chapter Quiz

Development and

learning

Meeting diverse

learning needs

Knowledge:

1a Foundations

1b Content

Expertise

Learner

Development and

Individual

Learning

Differences

Learning

Environments



Methods

Missouri

Teaching

Standards

Guiding

Principles

CEC Standards

language disorders,

hearing

impairments, and

visual impairments)

and of students

who have specific

conditions (e.g.,

ADHD) that may or

may not qualify for

services under

IDEA.

Final Exam Instructional

Planning and

Strategies

Demonstrates

knowledge of the

range of

educational service

delivery options

that may serve

students with

disabilities and

students identified

as gifted.


Chapter Quiz

Final Exam

Content knowledge

Knowledge:

1a Foundations

1b Content

Expertise

Learner

Development and

Individual

Learning

Differences

Curricular Content

Knowledge

Assessment

Instructional

Planning and

Strategies

Demonstrates the

ability to identify

and describe ethical

application of

instructional

modifications and

adaptations for

students with

disabilities and

others with diverse

learning needs

(e.g., gifted

students; students

with cultural,


Chapter Quiz

Final Exam

Accommodations

Project

Curriculum planning

Skills: 2 Professionalism: 3a. Dispositions

Learner

Development and

Individual

Learning

Differences

Assessment

Instructional

Planning and

Strategies



Methods

Missouri

Teaching

Standards

Guiding

Principles

CEC Standards

ethnic, & linguistic

diversity; students

with ADHD & at-risk

students).

Demonstrates the

ability to identify

appropriate &

ethical application

of instructional

strategies, designed

to promote

academic and social

skills, for use with

students with

disabilities and

others with diverse

learning needs

(e.g., gifted

students, culturally

and ethnically

diverse students) in

school and

community

settings.


Chapter Quiz

Final Exam

Motivation and

management

Skills

Professionalism

Learning

Environments

Instructional

Planning and

Strategies

Demonstrates an

understanding of

the impact of

various uses of

instructional and

adaptive

technology on the

learning and

independent

functioning of

children and youth

with disabilities.


Accommodations

Grid

Chapter Quiz

Final Exam

Development and

learning

Meeting diverse

learning needs

Skills Learner

Development and

Individual

Learning

Differences

Learning

Environments

Instructional

Planning and

Strategies

Preservice teachers

will demonstrate

Class or Blackboard

Instruction for

critical thinking,

Skills Instructional

Planning and



Methods

Missouri

Teaching

Standards

Guiding

Principles

CEC Standards

knowledge of

specific strategies

for accommodating

students with

diverse learning

needs within their

respective teaching

profession and/or

content area

disciplines.

discussion

Chapter Quiz

Final Exam

Accommodations

Grid

problem solving,

performance

Professionalism Strategies

Demonstrate the

ability to develop

lesson plans

appropriate for use

with student

groups that include

children and youth

with disabilities and

others with diverse

learning needs

(e.g., gifted

students, culturally

and ethnically

diverse students).


Chapter Quiz

Final Exam

Motivation and

management

Skills

Professionalism

Learning

Environments

Instructional

Planning and

Strategies

Identify and discuss

various strategies

to develop

collaborative

relationships with

families,

educational

professionals and

students with

diverse learning

needs.


Chapter Quiz

Final Exam

Motivation and

management

Professionalism Learner

Development and

Individual

Learning

Differences

Instructional

Planning and

Strategies

Demonstrates

knowledge of

classroom

organization and


Effective

communication

Skills Learning

Environments

Instructional

Planning and



Methods

Missouri

Teaching

Standards

Guiding

Principles

CEC Standards

management

procedures

appropriate for use

with student

groups that include

students with

disabilities and

others with diverse

learning needs.

Chapter Quiz

Final Exam

Professionalism Strategies

Demonstrates

knowledge of the

role of transition

services as part of

special education

services and the

importance of such

services on the

career/vocational

and post-secondary

educational

outcomes for

students with

disabilities and

diverse learning

needs.


Chapter Quiz

Final Exam

Effective

communication

Knowledge Instructional

Planning and

Strategies

Collaboration

Demonstrates an

awareness of

multicultural issues

which impact the

education of

children and youth

with disabilities and

other diverse

teaming needs.


Chapter Quiz

Final Exam

Instruction for

critical thinking,

problem solving,

performance

Knowledge

Professionalism

Instructional

Strategies

Instructional

Planning

Demonstrate

knowledge of the

use of technology

to support children

and youth with


Chapter Quiz

Instruction for

critical thinking,

problem solving,

performance

Knowledge

Professionalism

Instructional

Planning and

Strategies



Methods

Missouri

Teaching

Standards

Guiding

Principles

CEC Standards

disabilities and

diverse teaming

needs.

Final Exam

Develop an

understanding of

primary factors that

may be associated

with problem

behaviors and

demonstrate

knowledge of

strategies,

management

systems and

positive supports

that may reduce or

eliminate problem

behaviors.


Chapter Quiz

Final Exam

Curriculum

planning

Knowledge

Professionalism

Learner

Development and

Individual

Learning

Differences

Assessment

Instructional

Planning and

Strategies

Diversity Objectives:

Candidates in the BSED: SPE K-12 Program and all students in the Educator Preparation Program

should demonstrate diversity proficiency in the following areas:

Respect: demonstrates acceptance and appreciation of diverse learners of varied backgrounds,

ideas, and perspectives for an inclusive environment

Communication: demonstrates verbal and nonverbal techniques useful for interacting with

diverse learners, school personnel, families, and community members

Curriculum and Instruction: demonstrates development and use of unbiased learning outcomes

and instructional strategies designed to facilitate student growth for all diverse learners

including differentiated instruction

Resources: demonstrates identification and utilization of professional, school, and community

resources and information to enhance the learning process for all diverse learners as well as

meet the needs of their families


Social Justice: demonstrates the ability to recognize and address in self and others issues of

equality, human rights, socio-economic status; including bias, discrimination, and aggression to

prevent and reduce oppression, including aggression, bullying, harassment, and intimidation

Awareness: demonstrates understanding of neutral language, activities, and gestures sensitive

to diverse learners, based on historical perspectives and contemporary knowledge

TABLE 2. Diversity Content, Proficiencies, and Experiences for this course.

Course name and

number

Diversity related

content

Diversity

Proficiencies

Experiences

Addressing Diversity

SPE 310

Introduction to

Special Education

and

SPE 340 Educational

Alternative for

Exceptional

Students

Accommodations,

Instructional

Strategies, and

Assistive Technology

Project:

Students complete a

review of 5 examples

of accommodations, 5

instructional

strategies, and 5

assistive technology

devices appropriate

for likely use within

their future

classrooms.

DP 1 Awareness

DP 3 Curriculum

and Instruction

DP 4 Resources

DP 5 Respect

Students research

three areas of

differentiated

instructional

practices for use in

their classroom:

1- Appropriate

accommodations for

students with

disabilities;

2-Research-based

instructional

strategies

appropriate for

students with

disabilities; and

3- Assistive

Technology devices

for use by students

with disabilities.

Part 3. Course Requirements Students will demonstrate the objectives listed above through a combination of the following

activities in this course:

Requirement 1:

a) Discussion & Applied Activities (Seated Class Only) – (60 points Maximum)


A number of in-class activities (10-12) will be assigned over the course of the semester. These

activities are designed to be completed during class – individually, in pairs, or in small groups. If

missed or not completed during the week assigned, these activities cannot be “made up”. Credit

will not be awarded for in-class participation/assignments if the student is not in attendance

during the session. At times, in-class activities will be completed as a group. All students in

each group will be responsible for signing the group activity sheet if they participated in the in-

class activity.

OR

b) Discussion Board (5-10 points each) – Online and Blended – (60 points)

There are several topics for discussion found in the units on Blackboard of your class. Discussion

Board is a good way to get to know your classmates and express your thoughts concerning

certain subjects. If you need assistance with Discussion Board on Blackboard or how to work

with Blackboard, please contact the HELP DESK through the Computer Services information

site: http://helpdesk.missouristate.edu/.

Requirement 2: 160 points – Chapter Quizzes (On Line or In Class)

Each student is expected to complete a quiz covering the reading assignments, typically utilizing

multiple choice, matching, true and false, or short answer formats. The quiz will be due as

indicated in the calendar or schedule for the course. There will be 16 ten-point quizzes, one for

each chapter. At the end of the semester, all acquired quiz points will be counted toward your

grade with the maximum points possible equaling 160.

Requirement 3: 75 points - Accommodations Project – Summary Grid (ALL students)

Completion of an accommodations project is a requirement. The project is worth 75 points.

Completed Accommodations, Instructional Strategies, and Assistive Technology for Students

with Disabilities Summary Grid.

Each student will be required to complete and submit a typed/computer processed grid with a

description of the following: 5 appropriate accommodations, 5 instructional strategies, and 5

assistive technology devices that would be useful for students with different educational

disabilities. Each student will INDEPENDENTLY complete the grid based on information obtained

from at least 3 research-based sources (minimum total for the project). The text is considered 1

resource available for use in completing the Summary Grid. Examples of appropriate grid entries

are found on Black Board.

Each of the examples MUST be written using complete sentences and contain:

a) a clear information describing what the accommodation, instructional technology, or

assistive technology device

b) a description of its purpose




c) the specific population of students with educational disabilities for whom the

accommodation, instructional strategy, or assistive technology device would be MOST

appropriate.

Note: Each typed/word processed paper will be assessed as either meeting criteria and worth

75 points:

15 different boxes are completed with different examples of accommodations,

instructional strategies, and assistive technology devices and written using all required

elements (a, b, & c above), plus

adequate detail as shown in the examples

OR

Projects determined to not meet mandatory criteria (in that 5 different accommodations, 5

instructional strategies, and 5 assistive technology devices are NOT written and/or are NOT

written using all required elements and/or adequate detail). [0 points]

Formatting and Writing Criteria:

Handwritten grids will not be accepted.

Please spell and grammar check your paper prior to submission.

Complete sentences must be used in completing all boxes of the grid.

Projects will not be considered meeting criteria with typos, spelling errors, or

grammatical errors.

All students must turn in a completed paper to be graded to receive a final grade in the

class.

Students who have questions about this INDEPENDENT assignment should seek clarification

from the INSTRUCTOR (as opposed to seeking clarification from a peer).

Total points for correctly completed grid: 75 points will be awarded for a grid that is completed

thoroughly with all requirements elements and detail and submitted on the due date/time. Zero

points will be awarded for a grid that is: a) incomplete, b) completed using less detail than

shown in the grid examples provided by the instructor, and/or c) if the student does not use

educational terms to indicate the specific disability that the accommodation would be

suggested.

Requirement 4: 100 points – 2 Activities (CHOOSE 2 worth 50-points each)

Students should submit a 2-3 page paper (minimum) for each selected activity. This will

document your discussions or work for that activity.

Option 1. Interview a regular education teacher who has students with disabilities in his/her

classroom. Ask this teacher what strategies and key practices he/she implements that help


these students progress academically. What do they wish they knew more about and what

resources have helped them along the way? Summarize your interview as directed in

Requirement 4 Overview and Rubric.

Option 2. Interview a special education teacher to find out how they prepare for an IEP

meeting with the family and other professionals. Ask them what kind of strategies they use to

include the family in the decision-making as far as goals, accommodations, services needed, and

minutes. Summarize your interview as directed in Requirement 4 Overview and Rubric.

Option 3. Interview the family of a student with a disability. In this conversation, see how the

family has been involved (or not) in their child’s IEP meetings, evaluations, and transition

activities for the student. What do they wish every teacher knew before sitting down to develop

the IEP and how would they like to be more involved? Summarize the family responses, then

reflect on the information gained and describe your plans for encouraging family involvement.

Summarize your interview as directed in Requirement 4 Overview and Rubric.

Option 4. Visit with a Principal or Assistant Principal about the intervention process in their

building. Find out what they do to assist students who are not mastering the concepts taught in

the classroom. Do they have tiers of intervention in place, and if not, what types of support do

they utilize? Whose responsibility is it if the student is not progressing academically as they

should be? What do they want all teachers to know and understand about special education

before they begin teaching? Summarize your interview as directed in Requirement 4 Overview

and Rubric.

Option 5. Classroom design activity (Chapter 5) 1) Review the information from the IRIS Effective Classroom Arrangement Star Sheets.

[http://iris.peabody.vanderbilt.edu/wp-

content/uploads/pdf_case_studies/ics_effrmarr.pdf]

2) Practice effective room arrangement by completing Level C – Case 1 of IRIS Effective

Classroom Arrangement.

3) Then experiment with the physical environment of your dream classroom. Use the

information provided in the IRIS document, identify the type of classroom & grade

level(s) you envision as your “dream classroom”, and design an effective classroom

based on the principles provided by the IRIS documents.

4) Additional resource -- On pp. 122 of your text you will find Tips for Teachers 5.1 that

discusses the physical environment for a well-organized structured environment.

Directions:

1. Complete Level C – Case 1 of IRIS Effective Classroom Arrangement (p. 9-10 of IRIS

Effective Classroom Arrangement)

2. Your Classroom:

Identify Type of Classroom & Grade Level of Students

Identify academic and social goals of your classroom (what is most important to you)

http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_effrmarr.pdf




Using materials from the IRIS document, create your dream classroom. Include all

the items that are needed for a classroom including trash cans, pencil sharpeners,

windows, etc. and label each item.

After you have completed your classroom, write a brief rationale for selection of

each of the items that you chose & the rationale for placing the item where you did

in your drawing.

Provide an overall rationale for the classroom design, aligned with the 4 strategies

for effective classroom arrangement.

Requirement 5: Final Exam: (120 points).

The final exam will consist of 120 items with questions developed from assigned readings and

projects or activities. Students are expected to take the exams during the scheduled times. The

final exam is not timed and is open book; however, a limited window of open exam time will be

established. Typically a 1-week time limit will be established. Please schedule your exam

preparation time accordingly.

NOTE: NONE of the quiz questions from the unit quizzes are included in the final exam.

Requirement 6: Professional Comportment

Teaching is a demanding profession that will require maturity and dedication from all educators.

A teacher’s personal attributes are important and should be demonstrated during all pre-

professional preparation for contributing to a respectful workplace. Preservice teachers are

expected to demonstrate respect for colleagues, professors, educators, families, and future

students. In this course, professional comportment entails the following:

Taking responsibility for one’s behavior, being thoroughly familiar with the course

syllabus and required activities;

Submitting assignments/documents on the due date;

Being punctual and scheduling personal obligations around class times. Students should

model the work skills future employers will expect. Preservice teachers should exhibit

those skills in your pre-professional behaviors by arranging class schedules, vacations,

work hours, and family responsibilities so that they will not interfere with class

obligations;

Returning borrowed materials immediately after use;

Responding to emails, or participating in scheduled phone or on-site conferences in a

timely and professional manner;

Interacting with classmates in a respectful manner by responding to peer comments

thoughtfully and respectfully, especially when disagreeing;

and

Communicating with the instructor in a timely, respectful manner, consistent with

behavior expected in the workplace.

Some of the types of offensive and disruptive behaviors that must be avoided include:

Intimidation, threats, bullying, harassing or displaying open hostility towards others


Sarcasm, gossiping, spreading rumors

Excessive criticism, complaining, nitpicking and negativity

Sabotaging other students’ grades (e.g., not participating in group work)

Faultfinding and blaming behaviors

Frequent use of obscenities, cursing and swearing

Language, behaviors or humor which demeans individuals or groups

Discrimination, including sexual harassment

(Adapted from New Media Learning, http://www.newmedialearning.com)

Failure to conduct oneself in a professional manner will result in referral to his or her advisor to

determine an appropriate course of action which may include failure in the course, jeopardizing

completion of the program.

Part 4: Course Outline/Schedule Important Note: Refer to the course calendar for specific meeting dates and times. Activity and

assignment details will be explained in detail within each week's corresponding learning module.

If you have any questions, please contact your instructor.

The table below describes the weekly activities including week, topic, readings, activities, and

due date. The first column describes the week. The second column describes the topic. The third

column describes the readings. The fourth column describes the activities. The fifth column

describes the due date.

Week Date Topic Readings Activities Due Date

Week 1 8/20-8/26 Introduction to

Special Education

Chapter 1 Readings,

Discussion

Board, Quiz

Quiz Due 8/26 at

11:30 PM

Week 2 8/27-9/2 Response to

Intervention

(Multi-Tiered

Systems of Support )

Chapter 2 Readings,

Discussion

Board, Quiz

Quiz Due 9/2 at

11:30 PM

Week 3 9/3-9 Cultural & Linguistic

Diversity

Chapter 4 Readings,

Discussion

Board, Quiz

Quiz Due 9/9 at

11:30 PM

Week 4 9/10-16 Promoting Social

Acceptance &

Positive Behavior

Chapter 5 Readings,

Discussion

Board, Quiz

Quiz Due 9/16 at

11:30 PM

Week 5 9/17-23 Teaching Students

with Learning

Disabilities & ADHD

Chapter 6 Readings,

Discussion

Board, Quiz

Quiz Due 9/23 at

11:30 PM

Requirement 4-1


Week Date Topic Readings Activities Due Date

Week 6 9/24-30 Communication

Disorders

Chapter 7 Readings,

Discussion

Board, Quiz

Quiz Due 9/30 at

11:30 PM

Week 7 10/1-7 Emotional &

Behavioral Disorders

Chapter 8 Readings,

Discussion

Board, Quiz

Quiz Due 10/7 at

11:30 PM

Week 8 10/8-14 Autism & Pervasive

Developmental

Disabilities

Chapter 9 Readings,

Discussion

Board, Quiz

Quiz Due 10/14 at

11:30 PM

Requirement 4-2

Week 9 10/15-21 Intellectual &

Developmental

Disabilities

Chapter 10 Readings,

Discussion

Board, Quiz

Quiz Due 10/21 at

11:30 PM

Week 10 10/22-28 Lower Incidence

Disabilities


Discussion

Board, Quiz

Quiz Due 10/28 at

11:30 PM

Week 11 10/29-11/4 Differentiating

Instruction


Discussion

Board, Quiz

Quiz Due 11/4 at

11:30 PM

Week 12 11/5-11 Promoting

Excellence &

Universal Design


Discussion

Board, Quiz

Quiz Due 11/11 at 11:30 PM

Week 13 11/12-18 Facilitating Reading Chapter 14 Readings,

Discussion

Board, Quiz

Quiz Due 11/18 at

11:30 PM

Accommodations Grid - Due by 11:00 PM

Week 14 11/19-25 Facilitating Writing Chapter 15 Readings,

Discussion

Board, Quiz

Quiz Due 11/25 at 11:30 PM

Week 15 11/26-12/2 Helping Students

Succeed with

Mathematics


Discussion

Board, Quiz

Quiz Due 12/2 at

11:30 PM

Week 16 12/3-9 Collaborating and

Communicating with

Others

Chapter 3 Readings,

Discussion

Board, Quiz

Quiz Due 12/9 at

11:30 PM

FINALS

WEEK

12/10-12 FINAL EXAM Chapters

1-16

FINAL EXAM EXAM DUE: 12/12

at 11:30 PM


Part 5: Grading Policy Graded Course Activities The table below describes the graded course activities including points and activity description.

The first column includes the points possible, and the second column includes a description for

each activity.

Table 3. Points for Assignments & Description of Assignment

Late Work Policy

Assignments are to be submitted electronically through Blackboard unless otherwise instructed.

Assignments must be submitted by the date and time posted in the online Blackboard system

OR by beginning of class time on the due date for seated courses. Any work submitted after the

due date and time will be subject to a reduction one letter grade per every day late. Extensions

will not be given beyond the next assignment due date except under extreme circumstances.

All discussion assignments must be completed by the assignment due date and time. Late or

missing discussion assignments will affect the student’s grade..

Online weekly quizzes must be completed by the due date and time as noted in the syllabus. The

quiz will not be accessible after that due date and time, so will be unavailable for students who

miss the deadline.

Viewing Grades

Assignments are to be submitted via Blackboard upload system. Grades will be posted in

Blackboard and available for review by the student.

Points Description of Assignment

60

Discussion Boards or Blogs (7 at 5-10 points each – Online Only)

Or

Weekly Activities (10-12 for total of 60 points possible – Seated Class Only)

160 Chapter Quizzes

75 Accommodations Papers

100 2 Applied Activities (50 points each)

120 Final Exam

515 Total Points Possible


Grading Scale

Table 3. Letter Grade, Percentage, Points Earned

Grading Issues & Policies

A “C” grade or higher is required to apply this course to state teacher certification requirements.

[NOTE: Elementary Education majors are required to earn a B or higher for program

requirements.]

An outline of unit requirements is posted on Blackboard. All assignments, quizzes, and the final

must be completed within the semester to receive a final grade. The instructor will monitor

student work as the semester progresses. If you have completed the class early be sure to

continue to monitor your e-mails so that you will not miss any important announcements.

An Incomplete for the course will only be allowed due to extenuating circumstances such as a

documented accident, serious illness, etc. and when approved by the instructor.

Written Assignment Policies:

Questions regarding assignments are welcomed. However, it is the student's

responsibility to contact the instructor at the earliest date possible to ask

question/discuss assignments. Students who have questions about course assignments

or grading should contact the instructor directly (i.e., ask the course instructor to review

assignment drafts or confirm deadlines).

Writing for exams and assignments should always be professional. Written assignments

must use “person first language,” when to referring to persons with special needs (i.e.,

“student with a learning disability” instead of “learning disabled student”). A handout

of “person first language” is found in the syllabus section of the course. All professional

written assignments should be written in the past tense and in the third person.

Demonstrate strong oral and written communication skills by analyzing written

questions for the specific content requested (that is, answer the question), use correct

spelling and grammar, and construct complete, succinct responses

Letter Grade Percentage

A 90 to 100%

B 80 to 89%

C 70 to 79%

D 60 to 69%

F 0 to 59%


Students are encouraged to seek assistance with written assignments at the Writing

Center (Bear Claw in Meyer Library) – help is available to Online students as well as On-

Campus students! Students should maintain an extra hard copy of any written

assignments completed outside of class. Do not submit any assignment without making

a photocopy or maintaining an electronic copy of the document. Do not destroy

submitted assignments until grades are posted. Students are encouraged to keep a

copy of all responses to weekly quizzes and the final in case there is some reason

Blackboard does not document completion of the work.

Written assignments turned in late will be subject to a reduction of one letter grade per

each consecutive day past the due date as specified on the syllabus.

No opportunity for resubmission will be given after the assignment has been submitted

for a grade. Students are encouraged to submit any written assignment to the

professor so that the assignment can be REVIEWED before it is officially submitted for

credit. Any questions should be directed to the instructor directly.

Part 6: Course Policies

Commit to Integrity: Academic Honesty Missouri State University is a community of scholars committed to developing educated persons who accept the responsibility to practice personal and academic integrity. Students are responsible for knowing and following the University's Student Academic Integrity Policies and Procedures, available at http://www.missouristate.edu/academicintegrity/policies.htm, or the complete document is available at the Reserves Desk in Meyer Library. Any student participating in any form of academic dishonesty will be subject to sanctions as described in this policy. (See also the Academic Integrity Policy Summary )

(http://www.missouristate.edu/policy/Op3_02_AcademicIntegritySummary.htm))

Limits to Confidentiality

Essays, journals, and other materials submitted for this class are generally considered

confidential pursuant to the University's student record policies. However, students should be

aware that University employees, including instructors, may not be able to maintain

confidentiality when it conflicts with their responsibility to report certain issues to protect the

health and safety of MSU community members and others. As the instructor, I must report the

following information to other University offices (including the Department of Police and Public

Safety) if you share it with me:

Suspected child abuse/neglect, even if this maltreatment happened when you were

a child,

Allegations of sexual assault or sexual harassment when they involve MSU students,

faculty, or staff, and

Credible threats of harm to oneself or to others.

http://bearclaw.missouristate.edu/

http://www.missouristate.edu/academicintegrity/policies.htm


These reports may trigger contact from a campus official who will want to talk with you about

the incident that you have shared. In almost all cases, it will be your decision whether you wish

to speak with that individual. If you would like to talk about these events in a more confidential

setting you are encouraged to make an appointment with the MSU Counseling Center.

Inform Your Instructor of Any Accommodations Needed

If you are a student with a disability and anticipate barriers related to this course, it is

important to request accommodations and establish an accommodation plan with the

University. Please contact the Disability Resource Center (DRC)

(https://www.missouristate.edu/disability/), Meyer Library, Suite 111, 417-836-4192, to

initiate the process to establish your accommodation plan. The DRC will work with you

to establish your accommodation plan, or it may refer you to other appropriate

resources based on the nature of your disability. In order to prepare an accommodation

plan, the University usually requires that students provide documentation relating to

their disability. Please be prepared to provide such documentation if requested. Once a

University accommodation plan is established, you may notify the class instructor of

approved accommodations. If you wish to utilize your accommodation plan, it is

suggested that you do so in a timely manner, preferably within the first two weeks of

class. Early notification to the instructor allows for full benefit of the accommodations

identified in the plan. Instructors will not receive the accommodation plan until you

provide that plan, and are not required to apply accommodations retroactively.

Understand When You May Drop This Course

Drops and Adds

It is the student’s responsibility to understand the University’s procedure for dropping a class. If

you stop attending this class but do not follow proper procedure for dropping the class, you will

receive a failing grade and will also be financially obligated to pay for the class. For information

about dropping a class or withdrawing from the university, contact the Office of the Registrar at

836-5520. See the Schedule Change (Drop/Add) policies at the URL that follows:

http://www.missouristate.edu/registrar/catalog/chnsched.html.

Commercialized Lecture Notes

Commercialization of lecture notes and university-provided course materials is NOT PERMITTED

in this course.

Disruptive Behavior

The course instructor has original jurisdiction over his/her class and may deny a student who is

unduly disruptive the right to attend the class. The student is expected to comply with all

reasonable directives of the course instructor. Online students will participate in discussion

activities in a collegial manner, as outlined in the course assignment section on Blackboard. The

http://www.missouristate.edu/registrar/catalog/chnsched.html

http://www.missouristate.edu/registrar/catalog/chnsched.html


course instructor may have a student administratively withdrawn from a course upon showing

of good cause and with the concurrence of the department head. The appeals process in case of

such administrative withdrawal shall be as stated in the Grade Appeals and Academic

Grievances policy.

Attendance

As noted in the grading section, students are expected to participate weekly and meet deadlines

as posted. Students who fail to attend seated sessions OR fail to respond to weekly online

activities during the first two weeks of the semester may be dropped from the course.

Participation

Students are expected to participate in all online activities as listed on the course calendar and

meet the deadlines listed weekly. Regular participation requires weekly responses to discussion

boards, completion of weekly quizzes, and submission of projects within timelines posted.

Students in the seated course sections must attend class weekly and participate in the in-class

activities during the class session. In-class activities may not be made up outside class time.

Anyone who must miss for a university-sanctioned activity should provide notice to the faculty

member prior to that class time. In the case of emergencies, illnesses, or serious circumstances,

students should notify the faculty member as soon as possible, and the faculty member may

request documentation to support the reasonableness of the absence.

Build a sense of Community

If you find that you have any trouble keeping up with assignments or other aspects of the

course, make sure you let your instructor know as early as possible. As you will find, building

rapport and effective relationships are key to becoming an effective professional. Make sure

that you are proactive in informing your instructor when difficulties arise during the semester so

that we can help you find a solution.

Emergency response statement [Seated Class Only]

At the first class meeting, students should become familiar with a basic emergency response

plan through a dialogue with the instructor that includes a review and awareness of exits

specific to the classroom and the location of evacuation centers for the building. All instructors

are provided this information specific to their classroom and/or lab assignments in an e-mail

prior to the beginning of the fall semester from the Office of the Provost and Safety and

Transportation. Students with disabilities impacting mobility should discuss the approved

accommodations for emergency situations and additional options when applicable with the

instructor. For more information go to http://www.missouristate.edu/safetran/51597.htm and

http://www.missouristate.edu/safetran/erp.htm.

Nondiscrimination Policy

Missouri State University is an equal opportunity/affirmative action institution, and maintains a

grievance procedure available to any person who believes he or she has been discriminated

http://www.missouristate.edu/registrar/catalog/graderev.html

http://www.missouristate.edu/registrar/catalog/graderev.html

http://www.missouristate.edu/safetran/51597.htm

http://www.missouristate.edu/safetran/51597.htm

http://www.missouristate.edu/safetran/erp.htm


against. At all times, it is your right to address inquiries or concerns about possible

discrimination to the Office for Institutional Equity and Compliance, Park Central Office Building,

117 Park Central Square, Suite 111, 417-836-4252. Other types of concerns (i.e., concerns of an

academic nature) should be discussed directly with your instructor and can also be brought to

the attention of your instructor’s Department Head. Please visit the OED website for specific

information regarding this policy.

Religious accommodation

The University may provide a reasonable accommodation based on a person’s sincerely held

religious belief. In making this determination, the University reviews a variety of factors,

including whether the accommodation would create an undue hardship. The accommodation

request imposes responsibilities and obligations on both the individual requesting the

accommodation and the University. Students who expect to miss classes, examinations, or other

assignments as a consequence of their sincerely held religious belief shall be provided with a

reasonable alternative opportunity to complete such academic responsibilities. It is the

obligation of students to provide faculty with reasonable notice of the dates of religious

observances on which they will be absent by submitting a Request for Religious

Accommodation Form to the instructor by the end of the third week of a full semester course or

the end of the second week of a half semester course.

Cell phone policy: [Seated Classes Only]

As a member of the learning community, each student has a responsibility to other students

who are members of the community. When cell phones or pagers ring and students respond in

class or leave class to respond, it disrupts the class. Therefore, the Office of the Provost

prohibits the use by students of cell phones, pagers, PDAs, or similar communication devices

during scheduled classes. All such devices must be turned off or put in a silent (vibrate) mode

and ordinarily should not be taken out during class. Given the fact that these same

communication devices are an integral part of the University’s emergency notification system,

an exception to this policy would occur when numerous devices activate simultaneously. When

this occurs, students may consult their devices to determine if a university emergency exists. If

that is not the case, the devices should be immediately returned to silent mode and put away.

Other exceptions to this policy may be granted at the discretion of the instructor.

http://www.missouristate.edu/equity/

http://www.missouristate.edu/policy/Op1_02_1_ReligiousAccommodation.htm

http://www.missouristate.edu/assets/equity/Student_religious_accommodation_request_form-1.doc

http://www.missouristate.edu/assets/equity/Student_religious_accommodation_request_form-1.doc

spe 310/340 introduction to special education semesternovember 2012) are outlined in the table...

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