DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS

SPEC 3010

SERVING STUDENTS WITH DIVERSE NEEDS

3 CREDIT HOURS

REQUIRED TEXTBOOK

Turnbull, A. P., Turnbull, H. R., Shank, M., & Leal, D. (1999). Exceptional lives: Special education in today’s schools (2^nd ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

COURSE DESCRIPTION

Prerequisite: Admission to Teacher Education.

Introduction to major issues in the field of special education. Emphasis is placed on understanding the characteristics and etiologies of individuals with diverse needs and on identifying the qualities of home, school and community environments that support these individuals in achieving their potential. Public school observation/participation in programs for students with disabilities is required. This course serves as a prerequisite to all other special education courses.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

EDUCATIONAL OUTCOMES

1. An understanding of central concepts, tools of inquiry, and structures of the fields of special education and the ability to implement intervention strategies that make these aspects meaningful for consumers.
2. An understanding of how persons learn and develop and the ability to provide learning opportunities that support their intellectual, communication, academic, social, motor, vocational, and/or adaptive development.

3. An understanding of how persons differ in their approaches to learning and how to create intervention opportunities that are adapted to diverse consumers.

4. Knowledge and use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction within their professional activities

COURSE OBJECTIVES

1. become familiar with issues in definition and identification procedures of students with exceptional learning needs including individuals from culturally and/or linguistically diverse backgrounds, including identification criteria, labeling issues, current incidence and prevalence figures (Principle 1; Outcome 1)

2. discuss variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child, family, and schooling including an historical perspective (Principle 1; Outcome 1)

3. identify similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and without exceptional learning needs (Principles 2, 3; Outcomes 2, 3)
4. discuss differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities (Principle 3; Outcome 3)

5. explore the characteristics of normal, delayed, and disordered communication patterns of individuals with exceptional learning needs (Principle 3; Outcome 3)

6. discuss the effects exceptional condition(s) may have on an individual’s life and the educational implications of characteristics of various exceptionalities (Principles 4, 5; Outcomes 2, 3)

7. discuss the characteristics and effects of the cultural and environmental milieu of the child and the family including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse (Principles 4, 5; Outcomes 2, 3)

8. identify legal provisions, regulations, and guidelines regarding assessment of individuals and typical procedures used for screening, pre-referral, referral, and classification (Principles 1, 10; Outcome 1)

9. discuss instructional and remedial methods, techniques, curriculum materials, and curricula for the development of functional skills for individuals with exceptional learning needs (Principles 3, 4, 5, 6; Outcomes 2, 3, 4)

10. identify techniques for modifying instructional methods and materials(Principles 3, 4, 6, 9; Outcomes 2, 3, 4)

11. discuss the creation of a safe, positive, and supportive learning environment in which diversities are valued (Principle 5; Outcome 3)

12. discuss applicable laws, rules and regulations, and procedural safeguards regarding the planning and implementation of management of behaviors of individuals with exceptional learning needs (Principle 5; Outcome 1)

13. discuss teacher attitudes and behaviors that positively or negatively influence behavior of individuals with exceptional learning needs (Principle 5; Outcome 3)

14. discuss factors that promote effective communication and collaboration with individuals, parents, and school and community personnel in a culturally responsive program (Principle 10; Outcome 3)

15. discuss the development of individual student programs working in collaboration with team members and the roles of individuals with exceptionalities, parents, teachers, and other school and community personnel in planning an individualized program(Principles 1, 2, 3, 4, 5, 6, 9, 10; Outcomes 1, 2, 3, 4)

16. identify ethical practices for confidential communication to others about individuals with exceptional learning needs (Principle 10; Outcome 1)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

This course is offered as an in-class course or as a web-based course. Students who opt to take the web-based course will meet four times with the instructor and complete the rest of the course through internet interaction including e-mail.

1. Actively participate in class discussions and activities. (Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16)

2. Complete assigned readings. (Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16)

3. Complete four (4) exams and the final exam. It is the policy of the department that a comprehensive final activity be included for each course. (Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16)

4. Complete a written report regarding a game that has adaptations planned for individuals with exceptionalities. The report must include a description of the game in detail and a list of needed materials. (Students taking the in-class course will show and describe their game to the class.) (Objectives: 3, 5, 6, 7, 9, 10, 11, 13)

5. Complete a project from the project list and include a 3-4 page written report of the project with references cited. (Students taking the in-class course will present the completed project orally in class in 10 minutes or less.) (Objectives: 1, 3, 6, 9, 10, 11, 13)

6. Field Experience Placement: Complete at least 20 clock hours of observation and participation in a special education setting or with exceptional children or adults, with prior approval of the instructor. This is a strictly enforced requirement of this course. Each student is to maintain a time sheet (to be signed by the cooperating teacher or supervisor and submitted before the 20 hours will be credited) and a log of the experience. Those failing to meet this requirement will receive no credit for these activities. No partial credit will be given for this field experience unit of activities. Credit will be based on the 20 hours and the completeness and quality of the written work. (Objectives: 1, 3, 5, 6, 7, 9, 10, 11, 13, 16)

1. You are to keep a written log of your field experiences. Do it immediately after completing each experience. Don’t put it off until later. Incorporate the listed course objectives as part of your log, but label the objective/activity clearly in a way you understand who, what, where and when you observed the activity. Your written log is due with your field experience evaluation sheet. Please keep log comments to one page per observation day.
2. For those who make arrangements to do their field experience somewhere other than Valdosta City Schools, you must provide a signed statement from the field placement teacher or supervisor of their willingness to allow you to be engaged in the activities required, and to attest to the hours. Please provide the name, mailing address and phone number as well as facility of the supervisor. This is due by the third class meeting.
3. This field experience project should be turned in using a pocket folder in the following manner: (1) Name and student number on the outside in the right hand corner; (2) Inside left-hand pocket, the signed hour sheet and evaluation by the teacher or supervisor. If you are not completing your Field Experience in the Valdosta City School System, this information should be in a sealed envelope; and (3) Your log.

COURSE EVALUATION

Evaluation instruments will include teacher made exams and teacher evaluation of written products.

Midterm Exam will be held (include date here)

Final Exam will be held (include date and time here)

Grades will be assigned on the following scale:

Exams (4 @ 15%) 60%

Final Exam 15%

Game 5%

Project 10%

Field experience 10%

ATTENDANCE POLICY

The university 20% absence policy regarding attendance will be strictly adhered to during the course.

INSTRUCTOR

Office Number

Office Hours

Telephone Number

E-mail Address

Web Page

SPECIAL NEEDS STATEMENT

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 226-A. The phone number is 245-2498.

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty of plagiarism in undergraduate course work ins a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving administrative structure will occur for the second offense.

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication manual of the American Psychological Association (4^th ed.). Washington, DC: Author.