(EDS 652) Foundations of Special Education
Syllabus of Record
Course Description: Study of the historical, social, and legal underpinnings of the
field of special education. Foundational principles such as the individualized
education plan, least restrictive environment, and a continuum of services will be
emphasized. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of
their students while working to establish policies and practices that promote the
principles of democratic education. The College articulates this mission as Teaching,
Leading, and Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the
growth of individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and
practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to
guide our commitment to democratic education. We value these ideals in our
preparation of candidates, our development of faculty, and our relationships with the
larger community we serve.
Unit and Program Standards:
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Initial Programs Preparing Teachers: Interstate New Teacher
Assessment and Support Consortium (INTASC); Council for the Social Foundations of
Education (CSFE)
Course Standards and Assessments:
SPECIFIC PRINCIPLE BEING ASSESSED DURING THIS COURSE:
INTASC #3:
KNOWLEDGE:
INTASC #3.K.1
INTASC #3.K.2
The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to
diverse learners. Knowledge (K), Disposition (D), and Performance
(P).
The teacher understands and can identify differences in approaches
to learning and performance, including different learning styles,
multiple intelligences, and performance modes, and can design
instruction that helps use students' strengths as the basis for
growth.
The teacher knows about areas of exceptionality in learningincluding learning disabilities, visual and perceptual difficulties, and
special physical or mental challenges.
PERFORMANCES:
INTASC #3.P.1 The teacher identifies and designs instruction appropriate to
students' stages of development, learning styles, strengths, and
needs.
INTASC #3.P.3
The teacher makes appropriate provisions (in terms of time and
circumstances for work, tasks assigned, communication and
response modes) for individual students who have particular
learning differences or needs.
INTASC #3.P.4
The teacher can identify when and how to access appropriate
services or resources to meet exceptional learning needs.
INTASC #3.P.7
The teacher creates a learning community in which individual
differences are respected.
NCATE
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Standard 4: Diversity
CEC
• Standard 1: Foundations
• Standard 9: Professional and Ethical Practice
Common Assessment: Case Study
Course Objectives
•
•
•
Students will understand the historical and social background of special
education including the people, politics, and events that have shaped the
field.
Students will understand foundational laws, past and present, that have
influenced and continue to influence special education.
Students will have knowledge of the wide array of exceptionalities and the
lifespan approach used for providing services to enhance the quality of life
for individuals with exceptional learning needs.
•
•
Students will have knowledge of the various service delivery models used in
providing education to students with exceptional learning needs, available
research regarding each model, and the roles and responsibilities of
various educators within these models.
Students will have skill in developing individualized education plans and
individualized transition plans, and participating on a team that supports
individuals with exceptional learning needs.
Course Topics
Topic
HISTORICAL AND SOCIAL BACKGROUND OF SPECIAL EDUCATION
•
Compensatory Education
•
Advocacy Groups
•
Parents and Families
•
Disability Etiquette
LEGAL
•
•
•
•
ISSUES
Education for all Handicapped Children
Individuals with Disabilities Education Act
Assessment & Identification
Americans with Disabilities Act
Class Time
(Hours)
6
9
EXCEPTIONALITIES
•
Low Incidence Disabilities
•
High Incidence Disabilities
9
SERVICE DELIVERY MODELS
•
Self-Contained Classrooms
•
Resource Room
•
Co-Teaching and Collaboration
•
Specialized Facilities
9
TEACHER PARTICIPATION
•
Individualized Education/Transition Planning
•
Self-Advocacy
•
Provision of Accommodations and Modifications
•
Universal Design
12
Course Textbooks
Turnbull, A. P., Turnbull, R., Shank, M., & Smith, S. J. (2003). Exceptional Lives:
Special Education in Today’s Schools. Fourth Edition. Prentice Hall: Columbus, Ohio.
Additional pertinent readings from journals will be assigned.
Course Requirements
Quizzes (15 points each / 60 points total) – Every three weeks a quiz on course
content will be administered. These quizzes will assess students’ knowledge of
content taught in the course and students’ application of the content taught.
Final Exam (50 points total) – The final exam will cover content from the entire
course. The test will have two parts. Part one will assess students’ knowledge of
content taught in the course. Part two will assess students’ application of content
taught in the course.
IEP/ITP (45 points total) – A case study report will be provided to small groups.
Based on the case study, each group will develop an IEP/ITP.
Unit of Instruction (70 points total) – Each student will adapt a unit of instruction in
order to meet the needs of specific individuals with exceptional learning needs.
Course Grading Scale
Grade
A
AB+
B
B-
Total
Points
225-216
215-207
206-198
197-189
188-180
Percentage
Grade
96%
92%
88%
84%
80%
C+
C
CF
Total
Points
179-171
170-162
161-153
152 - 0
Percentage
76%
72%
68%