SPED 689
Seminar Of Current Issues in Special Education
Fall 2011
Chris Jones
Phone: 395-2375 (O)
Office Hours: Daily By Appointment
Office:
Hull 258
Skype: chris.jones75
AIM chrisjoneslu
Class:
Hull 248
Course Description
A discussion of current selected issues in special education such as litigation, legislation,
personnel preparation, and research; includes a proposal for the master’s thesis,
collaborative professor/student research, or a research paper in preparation for the
comprehensive exam. The professor/student research option is limited to the number of
current research initiatives available.
Textbooks
Hattie, J (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to
Achievement. Routledge
Lemov, D (2010). Teach Like a Champion: 49 Techniques That Put Students on the
Path to College. Jossey-Bass
Course Objectives
In a field as vital and changing as that of special education, the special education teachers
who are leaders in the classroom must constantly seek to update their knowledge
regarding effective research and practice. Therefore, this course is designed to encourage
continuing curiosity and study of the many issues surrounding the field of special
education, as well as to prepare leaders in the areas of evaluation and assessment,
professional responsibilities, and communication skills. The major emphasis of the
course will be on current federal and state legislation, innovations, and research in special
education. Course objectives will be met through class discussions, assigned readings,
presentations, and a research paper or proposal in preparation for the comprehensive
exam, master’s thesis, or continuing professor/graduate student research.
Conceptual Framework Codes
Code Meaning
V1 = Educators as Reflective Citizen Leaders
TC 1 = Planning
TC 2 = Implementation and Management of Instruction
TC 3 = Evaluation and Assessment
TC 4 = Knowledge of Subject
TC 5 = Classroom Behavior Management
TC 6 = Communication Skills
TC 7 = Professional Responsibilities
TC 8 = Technology
TC 9 = Diversity
(V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7, TC 8, TC 9)
Knowledge
1. To highlight the major legislative issues concerning HR 1350 and the
Reauthorization of IDEA (TC 4, TC 7)
2. To understand the behavioral supports questions caused by HR 1350 and the
Reauthorization of IDEA (TC 4, TC 5, TC 7)
3. Correctly identify the components of full inclusion, partial inclusion and
mainstreaming and how recent trends in special education have influenced each
model (TC 4, TC 7)
4. Correctly identify the procedural safeguards afforded students via their due
process rights and how the proposed changes in IDEA could adversely affect
those rights (TC 4, TC 7)
5. Identify the provisions of “No Child Left Behind” and The Reading First initiative
(TC 4, TC 7)
6. Correctly identify the components of a Functional Behavior Assessments and it’s
uses. (TC 4, TC 5, TC 7)
7. Identify the elements found in valid empirical research (TC 4, TC 7)
8. Reflect on current trends in special education legislation and identity one’s role as
a educator citizen leader (V1, TC 4, TC 7)
Skills
1. Be able to distinguish good solid empirical research from poorly constructed
studies (TC 4, TC 7)
2. Work collaboratively with peers in developing focused workshops on current
issues (TC 4, TC 7)
3. Be able to construct a through provoking literature review on a current issue (TC
4, TC 6, TC 7)
4. Be able to disseminate research findings to peers (TC 6, TC 7)
5. Students will be expected to teach and demonstrate proficiency with the 49
techniques that put students on the path to college. (TC2, TC4)
Dispositions
1. To be a proactive reflective Citizen Leader (V1)
2. Demonstrate a working knowledge surrounding current sped issues (TC 4, TC 7)
3. Demonstrate an ability to reflect on current issues and assimilate new information.
(V1, TC 4, TC 7)
4. Demonstrate leadership abilities by embracing the scientific methodology of
problem solving (TC 4, TC 7)
5. Demonstrate competencies when writing literature reviews (TC 6)
General objectives for this course include:
1. Discuss and debate major issues in the field of special education.
2. Examine a selected issue in depth either by preparing a proposal for the master’s
thesis, preparing a review of an ongoing professor/graduate student research
project, or a research paper in preparation for the comprehensive exam.
3. Develop leadership skills by disseminating information in the form of a topic
discussion.
* Please see the specific assignment descriptions for the project correlation’s with
Longwood Colleges Conceptual Framework for Teacher Education Goals
Course Requirements and Grading is based on a SIX point scale:
95 - 100 = A; 89 - 94 = B; 83 – 88 = C; 77 – 82 = D; 76 and lower = F
Class Schedule
8-24
Introduction to Course and Current Topics
Thesis and Comprehensive Exam Expectations
Discussion Topic: What is a Literature Investigative Report?
What is a position paper?
Mini reading
Assignments:
In class
http://www.youtube.com/watch?v=hdqxTo4C6o8
Lloyd Article
Carnine Article
Homework:
Visible Learning: Chapters 1- 3
TLAC Chapter Pages 1 – 56
8-31
Visible Learning: Chapters 1-3
TLAC - Intro and Chapter 1
Homework:
Visible: Chapter 4
TLAC : Chapter 2
Due: Position Paper #1
Blog Post for Chapter 4
http://visiblelearning.greenwoodlibrary.org/
9-7
Round Table Discussion
Topic: Writing an Investigative Report The Code: How to write this paper
Visible Chapter 4 Leader ___________________
Best Practice Techniques: Chapter 2
Homework:
Visible: Chapter 5
TLAC : Chapter 3
Due: Position Paper #2
Blog Post for Chapter 5
http://visiblelearning.greenwoodlibrary.org/
9-14
Round Table Discussion
Visible Chapter 5 Leader ___________________
What is Race to the Top
TLAC Techniques: Chapter 3
Position Paper #2 due
Homework:
Visible: Chapter 6
TLAC : Chapter 4
Due: Position Paper #3
Blog Post for Chapter 6
http://visiblelearning.greenwoodlibrary.org/
9-21
Round Table Discussion
Visible Chapter 6 Leader ___________________
TLAC Techniques: Chapter 4
Position Paper #3 due
Blog Post for Chapter 6 due
Homework:
Visible: Chapter 7
TLAC : Chapter 5
Due: Position Paper #4
Blog Post for Chapter 6
http://visiblelearning.greenwoodlibrary.org/
9-28
Round Table Discussion
Visible Chapter 7 Leader ___________________
TLAC Techniques: Chapter 5
Position Paper #4 due
Blog Post for Chapter 7 due
Homework:
Visible: Chapter 8
TLAC : Chapter 6
Due: Position Paper #5
Blog Post for Chapter 8
http://visiblelearning.greenwoodlibrary.org/
10-5 Writing Break
10-12 Round Table Discussion
Visible Chapter 8 Leader ___________________
TLAC Techniques: Chapter 6
Position Paper #5 due
Blog Post for Chapter 8 due
Homework:
Visible: Chapter 9
TLAC : Chapter 7
Due: Position Paper #6
Blog Post for Chapter 9
http://visiblelearning.greenwoodlibrary.org/
10-19 Round Table Discussion
Visible Chapter 9 Leader ___________________
TLAC Techniques: Chapter 7
Position Paper #6 due
Blog Post for Chapter 9 due
Homework:
Visible: Chapter 10
TLAC : Chapter 8
Due: Position Paper #7
Blog Post for Chapter 10
http://visiblelearning.greenwoodlibrary.org/
10-26 Round Table Discussion
Visible Chapter 10 Leader ___________________
TLAC Techniques: Chapter 8
Position Paper #7 due
Blog Post for Chapter 10 due
Homework:
Visible: Chapter 11
TLAC : Chapter 9
Due: Position Paper #8
Blog Post for Chapter 11
http://visiblelearning.greenwoodlibrary.org/
11-2 Round Table Discussion
Visible Chapter 11 Leader ___________________
TLAC Techniques: Chapter 9
Position Paper #8 due
Blog Post for Chapter 11 due
Homework:
TLAC : Chapter 10
IR papers Rough Draft 1 due
11-9 Round Table Discussion
TLAC Chapter 10
IR Rough Draft #1 Due
Special Topic
Homework
TLAC: Chapter 11
IR Papers Rough Draft 2
11- 16 Round Table Discussion
TLAC : Chapter 11
TLAC: Chapter 12
IR papers Rough Draft 2 due
Homework
IR final draft
11-30 Final
This class schedule is subject to revision depending upon the number of graduate
students in the class and the topics chosen for presentation. Students are required
to read ALL of the assigned readings for the issues covered in the class.
Course Assignments
1. Position Papers: You are expected to write 6 position papers. The papers should
be in APA 6th ed format.
a. From the readings for that week select a topic that you want to form a
position on e.g. why schools reject school-wide behavior management
plans.
b. Identify the problem: Teachers do not want to coordinate their efforts
with behavior in the same manner as they do with academic curriculum
c. Identify sources in the readings (you may use outside sources) to justify
your position
d. Formulate a hypothesis e.g. schools with well developed school wide
discipline plan increase the amount of engaged learning time
e. Highlight the research that validates your point.
f. Don’t stress we will work on this in class …. Your first attempt at this will
probably be pretty awful ;)
These papers need to be between 3 and 5 typed pages (double spaced)
The position papers are worth 20% of your final grade.
2. Investigative Report: a primary objective of this course is an in-depth
consideration of current issues affecting special education. Students will be
required to complete a 12-15-page paper containing a thorough Investigation of
the literature regarding a selected critical issue in the field of special education.
The Investigative Report is worth 20% of your final grade
3. Technique Demonstrations: Students will be expected to teach and
demonstrate proficiency with the 49 techniques that put students on the path to
college. Technique Demonstrations are worth 10% of your final grade
4. Students are expected to attend all class sessions and must be prepared to
participate fully in each debate/presentation by reading all of the assigned
materials in advance. Class attendance, preparation and participation are
worth 5% of your final grade.
5. Students are expected to participate in the round table discussions. Students
are expected to read, reflect, and actively discuss issues surrounding the assigned
readings. Students who participate in the roundtable discussion who have not
read the material will be asked to leave. The participation needs to indicate that
you have a fundamental understanding of the content and most importantly that
you have reflected on the classroom implications. Students should actively
reflect on the content provided in the articles, and the possible implications for the
classroom teacher and students. Students should also hypothesize any potential
problems, and propose research-validated solutions. In short, your opinion is
important, but not sufficient. Systematic reflection regarding the appropriateness
of the content and logistics for implementation are critical skills that you must
develop as a professional. It is important to remember that during the discussion
you must a) remain open-minded, b) consider alternatives c) evaluate choices d)
consider the consequences of your proposed actions and decisions and e) develop
self-determination skills with regards to your education and profession. The
roundtable discussions are a tool for you to use to develop these skills in order to
become a professional teacher. The round table discussions are worth 15% of
your final grade.
6.
Student Lead Round Table discussion. Individual or groups of students will
lead the discussion involving their assigned chapter from the Visible Learning
Text. The students must have a clear understanding of the material but they are
not expected to engage in a powerpoint type lecture. Rather the students will lead
the group through the complex conclusions presented in the text. Additional
readings are encouraged but must be presented to the class 1 day prior to the
discussion. The student Lead round table discussion is worth 20% of your
final grade.
7. Blog Post. Students are expected to post to the Visible Learning Blog post for
each chapter. http://visiblelearning.greenwoodlibrary.org/ The Blog posts are
worth 10% of your grade.