SYLLABUS FOR Educating Exceptional Children

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Term: Spring 2004 (January 13, 2004 - April 20, 2004)

Course Number: EDU 430

Instructor: Lola D. Taylor

Office:

Office Phone: 886-6572 or 73

E-mail: lolataylor01@AOL.com

Home Phone: 219-938-9044

Office Hours:

Instructor Background: Principal, Lincoln Adolescent Day Treatment Program

Course Time: 4:00-7:00

Course Description: The purpose of this introductory course is to provide a foundation of legal, social, educational, medical and psychological concepts that focus on an understanding of who exceptional children are. The Individual with Disabilities Education Act and corresponding state regulations provide the basis for understanding the definitions of thirteen areas of exceptionality and their means of identification. The definitions are developed with knowledge of the social, cultural, and family context, in which exceptional children live and learn. General characteristics of each area of disability and of giftedness are related to typical developmental and educational expectations. The frame work for understanding intervention strategies from birth to adulthood includes procedural requirements as well as discussions of different etiological perspectives: medical, cultural, behavioral, and cognitive processing. Also provided are overviews of various educational approaches to instructional intervention for students with exceptionalities.

Prerequisites: ED200(Intro to Teaching), ED210(Professional Laboratory Experiences), ED 300 (Educational Psychology), ED311 (Foundations of Education), ED342 (Curriculum Development), and ED 370(Measurement and Evalution).

Learning Outcomes/ Competencies:

Students in this course will:

· Focus on current issues and pedagogy in the area of Special Education

· Explore various educational settings in the school community.

· Observe instructional practices

· Will document and reflect on classroom observation.

· Will complete an individual education plan (IEP)/using a mock case conference committee

· Discuss inclusion practices in the public school setting.

Textbooks: Kirk, Gallagher, Anastasiow: Educating Exceptional Children Tenth Edition

Learning Strategies: Group Discussion, Observations, and

Assessment:

Exams (Midterm, Final, Quizzes) ______% of grade

Class participation/collaboration/attendance/assignments _50__% of grade

Class presentation and assessment instruments _50____% of grade

Class Policy for Assignments:

Grading Scale:

Grade	Points
A	100-92
A-	91-90
B+	89-88
B	87-82
B-	81-80
C+	79-78
C	77-72
C-	71-70
D+	69-68
D	67-62
D-	61-60
F	59 and below

Class Policy on Attendance:

Class Policy on Electronic Devices: (optional)(Cell phones, Beeper, Pagers¼etc.)

Course Outline:

Class Dates:	Topics/Assignments:
January 13, 2004	Intro/Overview of Exceptionalities Text: Chapter 5&7: Review of Article 7/Discussion of IDEA.
January 20, 2004	Special Education and Related Services: Identification of Student GEI (General Education Intervention) IDEA Text: Chapter 2&3
January 27, 2004	Special Education/Related Services Least Restrictive Environment Resource Rm Model/Inclusion Model
February 3, 2004	View Video: Building a Quality School: A Matter of Responsibility, William Glasser,M.D. Open Discussion
February 10, 2004	Special Education/Related Services Behavioral Assessment Behavioral Intervention Plan
February 17 & 24 , 2004	Title XX Expulsion/Exclusion for Special Needs Student 504 Plan (Students who don’t qualify for Special Education Services in the School
March 2, 2004	Blackboard Discussion
March 9, 2004	Crisis Intervention of the Seriously Emotionally Handicapped Speaker: Program Supervisor for the E.H. Program GCSC.
March 16, 2004	Residential Placement and Day Treatment Programs for Special Education students. Discussion
March 23, 2004	Oral Discussions of Observations/Spec Ed
March 30, 2004	Oral Discussions of Observations/Spec Ed
April 6, 2004	Review of IEP’s (Individual Education Plan)
April 13, 2004	Review of Behavioral Intervention Plan/ Behavioral Assessment
April 20, 2004	Wrap-Around Services; Community Plans, All Assignments Submitted. Discussion of Concerns/Issues in the area of Special Education.

Class Participation: Discussion is an intricate part of this class and it is important that all students participate for a fuller understanding of subject matter.

Center for Academic Excellence:

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

Statement of Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.

Please note: Calumet College of St. Joseph subscribes to Turnitin.com and all papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/Databases.

Citation Guidelines:

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

Withdrawal from Classes Policy:

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. The Registrar must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed.

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).