TM
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COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
FALL SEMESTER 1998
SPEC 4020
NATURE AND CHARACTERISTICS OF CHILDREN AND YOUTH WITH MILD DISABILITIES
2 SEMESTER HOURS CREDIT
REQUIRED TEXT
Henley, M. Ramsey, R.S. & Algozzine, R. F. (1996). Teaching Students with Mild Disabilities (2nd ed.). Boston, Allyn & Bacon.
COURSE DESCRIPTION
Prerequisite: SPEC 3010 and satisfactory completion of the Junior Core.
A study of the historical and legal treatment, identification, classification and unique characteristics of individuals who require intermittent and limited supports throughout the life cycle.
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.
Principle 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
Principle 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle 9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Developing Professionals for Service
EDUCATIONAL OUTCOMES
1. An understanding of the 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.
COURSE OBJECTIVES
Upon successful completion of this course the student will:
1. Identify the landmark legislative and judicial decisions that have advanced the rights of individuals with disabilities. (Principles 1,9; Outcome 1)
2. List and explain the required components in an Individual Educational Program and available service delivery models in the state of Georgia for students with mild disabilities. (Principle 1, 2, 10; Outcome 1)
3. Discuss how cultural diversity influences educational policy that effects students with mild disabilities. (Principle 3, Outcomes 2, 3)
4. Describe the cognitive, academic and social-emotional characteristics of students with mild learning disabilities, mental retardation and behavior disorders and how language development impacts those characteristics . (Principles 2, 3; Outcomes 2, 3)
5. Differentiate students with mild disabilities from their low-achieving peers. (Principles 2, 3; Outcomes 1, 2, 3)
6. Discuss the identification/eligibility components for educational services in the state of Georgia for students with mild disabilities.(Principles 1, 9, 10; Outcome 1)
7. Compare the advantages and disadvantages of categorical labeling of students with mild disabilities. (Principle 9; Outcomes 1, 2, 3)
COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS
1. Students will complete assigned readings from text, journals and handouts following the course topics schedule. (Objectives 1, 2, 3, 4, 5, 6, 7)
2. Through cooperative learning group activities the students will analyze case studies, observe video tapes of target students, and develop three written summary products one component of each will be a proposed Individual Educational Program for three different target students. (Objectives 2, 4, 5, 6,)
3. Complete three issues focused ( assigned ) position papers not to exceed five pages and engage in a panel debate activity on one of those issues.(Objectives 1, 3, 4, 5, 6, 7)
4. Complete three quizzes, one midterm exam and a comprehensive final activity.(Objectives 1, 2, 3, 4, 5, 6, 7)
EVALUATION
Appropriately professional performance in written and oral expression will be expected in all activities. Errors in that performance will be penalized and result in lowered earned grades.
Components of the final grade:
1. Quizzes - These will be a combination of objective, short answer and essay format and a mean quiz score for the three quizzes will constitute 25% of the final grade.
2. Midterm - The midterm score will constitute 10% of the final grade.
3. The Comprehensive Final Activity score will constitute 15% of the final grade.
4. A grade will be assigned to the group for each of the three case summaries and IEPs. Each student in that group will earn the same grade and it will constitute 10% of the final grade.
5. A cooperative group grade will be assigned by the group to each individual and will constitute 5% of the final grade.
6. Each of the issues papers will be evaluated and assigned a percentage grade which will constitute a total of 30% of the final grade
7. Panel debate performance will be evaluated by the entire class and the grade will constitute 5% of the final grade.
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
Richard F. Uhlir, Ed.D. Office: 176 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 Home Page.
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.
Tentative Class Schedule
Date |
Topic |
Reading |
| Aug. 19 | Introduction | |
| Aug. 26 | Foundations of Sp. Ed. | Chapter 1 |
| Sept. 2 | Continue with Foundations | |
| Sept. 9 | Students with Mild Mental Retardation | Chapter 2 |
| Sept. 16 | Students with Behavior Disorders | Chapter 3 |
| Sept. 23 | Continue with BD | |
| Sept. 30 | 1ST EXAM (CH. 1,2,3) | |
| Oct. 7 | Students with Learning Disabilities | Chapter 4 |
| Oct. 14 | Continue with LD | |
| Oct. 21 | CASE STUDY REPORTS DUE AND PRESENTED | |
| Oct. 28 | Overview of Students with Mild Disabilities | Chapter 5 |
| Nov. 4 | Overview continued | |
| Nov. 11 | 2ND EXAM (CH. 6,7,8,9) | |
| Nov. 18 | Mainstreaming/Inclusion ISSUE PAPERS DUE | Chapter 6 |
| Dec. 2 | Continue with Mainstreaming/Inclusion | |
| Dec. 9 | FINAL EXAM | 5:00 - 7:00 |
| 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 |
Section I Checklist | Form A: Faculty | Section II Checklist | Section III Checklist
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Handbook | Guidelines for Mentors
Program/Advising Forms | Undergraduate
Catalog | Graduate Catalog | Student
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