Syllabus

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COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
FALL SEMESTER 1998
SPEC3040
LEGAL AND ETHICAL ISSUES FOR SPECIAL EDUCATORS
2 SEMESTER HOURS CREDIT

REQUIRED TEXT

There is no required text for this course. Students will be provided with readings, internet addresses, and journal citations for use in the course. In lieu of a text, all students must join the Council for Exceptional Children. Application forms for membership will be available during the first week of classes.

COURSE DESCRIPTION

Prerequisite: Admission to Teacher Education.

A study of the legal and ethical aspects of special education and services for individuals with disabilities. Topics will include an overview of the U.S. legal system; discrimination, constitutional, statutory , regulatory issues; and case law related to special education, IDEA.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

The following College of Education Conceptual Framework Principles will be addressed in this course:

Principle 1.The teacher understands the central concepts, tools of inquiry,

and structures of the discipline(s) he or she teaches and can create

learning experiences that make these aspects of subject matter meaningful

for students.

EDUCATIONAL OUTCOMES

1. An understanding of central concepts, tools of inquire, and structures of the fields of special education and the ability to implement intervention strategies that make these aspects meaningful for consumers

COURSE OBJECTIVES

Upon successful completion of this course the student will:

1. Demonstrate an understanding of the process of the creation of legislation based on issues that have been stimulated by judiciary positions. (Principle 1, Outcome 1)

2. List and describe significant legal and legislative events in the history of special education. (Principle 1, Outcome 1)

3. Identify the components of the Code of Ethics and Standards of Practice of the Council for Exceptional Children and provide examples of violations of the major tenet of that Code. (Principle 1, Outcome 1)

4. Demonstrate a knowledge of the governing body for monitoring and enforcing a violation of teacher ethics in the State of Georgia. (Principle 1, Outcome 1)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. Students will read text material, case law, issues papers and listen to lectures on topics from the course outline. (Objective 1-4)

2. Students will work in cooperative learning groups to prepare and present arguments pro and con regarding current issues in law and legislation. (Objective 1,3)

3. Students will submit FIVE 5 X 8 cards of reviews of articles (articles to be identified and selected by each student) related to IDEA, assessment, placement, instruction and advocacy. The focus of the articles must relate to ethical and/or legal issues surrounding these topics. (Objective 1-4)

4. Class discussion will center on issues of ethics and standards of practice conflicts. Students will write short reaction papers in class following discussions. (Objective 3,4)

5. Each student will construct a personal philosophy of special education statement. (Objective 3)

6. Each student will complete two quizzes and a comprehensive final examination. (Objective 1-4)

EVALUATION

Item Weight Total Possible

Quizzes 50 points each 100 points

Final Activity 100 points 100 points

Cards (Readings) 10 points each 50 points

Cooperative Group project 30 points 30 points

Reaction Papers 5 points each 30 points

Personal Philosophy statement 30 points 30 points

Total 390 points

Grading:

A = 351-390 points

B = 312-350 points

C = 273-311 points

D = 234-272 points

F = 0 - 233 points

ATTENDANCE POLICY

Each student is expected to be actively involved in all class sessions and independently pursue professional resources to enhance course readings, discussions and other activities. Professional behavior is expected as you prepare to enter teaching including following the university policy on class attendance. (Undergraduate Bulletin) This class is a key element in that preparation.

INSTRUCTOR

Julie M. Lee, Ph.D. Office: 75 Education Center

Professor of Special Education Telephone: 333-5932

Office Hours: Posted

SPECIAL NEEDS STATEMENT(ADA ADDRESSED)

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 1115. 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 for plagiarism in undergraduate course work is 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 referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Homepage.

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 (4th ed.). Washington, DC: Author.

PROFESSIONALISM

You are preparing to enter the teaching profession. Therefore, professional behavior is expected. All work submitted MUST be appropriately written. Each error of written expression on work submitted (both in and out of class assignments) will result in a lowered grade (-5 points). Additionally, late work will not be accepted. Assignments are due at the beginning of each class session.

Tentative Course Outline

SPEC 3040

Week of	Topic	Readings Discussed	Assignment Due
8/24	Intro. To the course, Special Education as a profession
8/31	CEC Code of Ethics and Standards for Professional Practice	CEC Code of Ethics and Standards for Professional Practice
9/7	Continue from above, State Program Review	GA Proposed Regulations and Procedures (internet)
9/14	Continued from above
9/21	Quiz One (9/22) U.S. Legal System How bills become law	Handout - "How Bills Become Law"
9/28	Continue from above
10/5	IDEA	IDEA text (PL 105-17) (internet)	Notecard Due 10/6
10/12	IDEA
10/19	Quiz Two (10/20) Issues in Assessment and Evaluation		Notecard Due 10/20
10/26	Continue from above
11/2	Issues in Placement and Instruction		Notecard Due 11/3
11/9	Continue from above
11/16	Quiz Three (11/17) Issues in advocacy		Notecard Due 11/17
11/23	Holiday
11/30	Issues in advocacy Oral Discussions		Notecard Due 12/1
12/7	Continue from above		Philosophy Statement Due

Submitted by:	Chief Compiler:	Date:
Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102	Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167	February 1, 1999

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