EDUC 346: Introduction to Special Education
Vanguard University – Fall 2022 (3 units)
EDUC 346 Tuesday (3-6 p.m.)
Kristen Lin- Adjunct Professor
E-Mail Address:
Kristen.Lin@Vanguard.edu
Office Location:
Online or by appointment
Office Hours:
By appointment or by Skype and Video Conference
Emails on M-F will be responded within 24 hours; Sat-Sun responded within 48 hours
University Mission
The mission of Vanguard University is to pursue knowledge, cultivate character, deepen faith,
and equip each student for a Spirit-empowered life of Christ-centered leadership and service.
Department Mission
The mission of the Department of Liberal Studies is to provide undergraduate students with a
broad liberal arts education within the context of a Christian worldview in a multicultural
setting. The Liberal Studies major is designed to challenge students to integrate the different
academic disciplines and to bring about wholeness of the mind, emotions, and character.
Course Description
Prerequisite: EDUC 100. This course introduces Special Education and the inclusion setting. The
class will contain various types of interactive activities, power points, media and text
instruction to learn about special education. It will cover topics such as inclusion, strategies for
students with disabilities, diversity in today’s setting, positive classroom behavior and teaching
practicum for students with disabilities.
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Students will be able to:
Core SLOs (ILOs)
SLO 1
Integration
of Faith and
Learning
SLO 2 Cultural
Competency and
Citizenship
SLO 3
Communication
SLO 4
Critical Thinking
SLO 5
Holistic Living
SLO 6
Information
Competency
Description of SLOs
Students will develop and articulate a
Biblical worldview informed by a
Pentecostal perspective, integrating faith
with learning.
Students will understand and practice
effective local, national, and global
citizenship and demonstrate appreciation
of diverse psychological, social, historical
and artistic aspects of culture.
Students will demonstrate effective,
college-level written and oral
communication skills.
Students will develop and apply qualitative
and quantitative critical thinking skills.
Students will appreciate and demonstrate
a holistic view of health and living.
Students will demonstrate foundational
technology skills that allow one to locate
and evaluate the integrity of information,
and to understand the ethical uses of
information.
How this course fulfills SLO
Education philosophy, reading assignments
Textbook
Class discussions, essays and reading
assignments
Researched essays
Reflection papers
Canvas assignments, discussion boards,
online forum, multimedia Presentation
Liberal Studies Student Learning Outcomes
What are the student learning outcomes of the Liberal Studies major program?
What should you understand, know, and be able to do as a result of being in the Liberal
Studies program?
LS 1 Students will demonstrate an understanding of their mission as a teacher and the
significance of their Christian faith on their teaching vocation.
LS 2 Students will demonstrate an understanding of various philosophies of education and
be able to articulate their personal educational philosophy.
LS 3 Students will apply their classroom knowledge through various fieldwork components
and settings outside the regular classroom.
LS 4 Students will demonstrate their proficiency in using technology effectively to support
student learning.
LS 5 Students will gain an understanding and working knowledge of the state standards for
the teaching profession.
LS 6 Students will demonstrate a basic knowledge of the teaching profession.
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Required Textbooks / Readings
Required texts are available at the Campus Bookstore and on 2-hour course reserve at the library.
Teaching Students with Special Needs in General Education Classrooms Ninth Edition by Reba B.
Lewis, John J. Wheeler and Stacy L. Carter. Pearson
Class Requirements
•
Reading– Each student is required to read the assigned material from the textbooks as
indicated in the course schedule. To promote individual participation in class, reading
assignments are to be completed before the start of each class. Students will be expected
to complete several chapter questions following each reading assignment.
•
Reflection Journals- Students will answer questions based on the reading in 4-5
complete sentences and give appropriate examples from the text. Journals will be due on
the Friday of the week.
•
Video Reflection Assignment- Throughout the semester there are 2 video reflection
assignments that prompts reflection on videos based on the various chapters. Provide a
summary, a few statements of your personal thoughts on the content, and a few
sentences discussing what value this video clip might have for you as a teacher.
•
Projects: There will be projects that consists of the Language Arts and Math lesson plans
and creative teaching tools projects as well as in class assignments.
•
Midterm/Final Exam – Midterm and Final Exam will be assigned at the midpoint and
last week of the semester, respectively. The questions will reflect course readings,
lectures, videos, and class discussions.
•
Class Participation/Attendance – The University Catalog states that “regular and
punctual class attendance is expected and is essential to optimum academic
achievement. Students are given an ‘F’ for any course in which they have been absent
more than one-fifth of the scheduled class meetings.” The number for this course is a
maximum of 3 unexcused absences. You will lose 5% of your class participation grade for
each additional unexcused absence after reaching the 3 maximum. In the event of any
absence, the student is responsible for all material and announcements made in class.
Check with a class partner/friend. Tardies and early class departures also have an
adverse effect on a student’s grade.
E-learning/On-line Assignments –
▪
Assignments/Announcements
Assignments and course announcements will be posted on a regular basis on
the course website. Students are responsible for regularly checking Canvas.
Please note: On-line assignments require the same correct grammar and punctuation as all
other written assignments.
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Grading
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Course grades will be earned on the following point basis:
Projects
Midterm Exam
Final Exam
Video Reflection Assignment (x2)
Chapter reflections journals
Class Participation
35%
15%
15%
10%
15%
10%
Because of the value of your voice being heard and your involvement in class sessions, you may
expect an addition or reduction to your final grade (a “+” or a “-”) based on your contribution
or lack thereof. In class contributions are important to your final grade.
Grading Scale
A = 93 - 100%
A- = 90 – 92%
B+ = 87 – 89%
B = 83-86%
B- = 80- 82%
C+ = 77-79%
C = 73-76%
C- = 70-72%
D+ = 67-69%
D = 63-66%
D- = 60-62%
F = 59% and below
ATTENDANCE
VU policy for lower division courses: “Regular and punctual attendance is expected and
is essential to optimum academic achievement. Students in lower division classes are
given an ‘F’ for any course in which they have been absent more than one-fifth of the
scheduled class meetings.”
VU policy for upper division courses: “Attendance requirements in upper division
classes are established by each instructor.”
SPECIAL COVID-19 NOTICE
Each of us shares responsibility for the health and safety of all in the classroom
environment. Everyone in the Vanguard community is expected to maintain appropriate
physical distance, wear a face cover, and quarantine when ill, until further notice.
Specifically, in this classroom we will mitigate the risks of virus transfer by abiding by
the following safety directives:
· Always maintain 6 feet of physical distance in most classroom environments and when
feasible in special settings such as labs,
· When applicable please wear a face covering (disposable or cloth) for the entirety of
class and stay home when sick.
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LATE POLICY
Example: If you must negotiate more time to complete an assignment, do so before the
due date; otherwise, I won’t accept late work. Exceptions will be made only for
unforeseen circumstances beyond your control.
OFFICE HOURS
I will be available on Tuesday from (12- 3 pm) online if anyone would like to email or
speak with me.
ACADEMIC INTEGRITY
“Vanguard University is a community of Christian scholars. When students join our college
community, they are expected, as apprentice scholars, to search for truth with integrity and
accuracy. This quest requires humility about our abilities, respect for the ideas of others, and
originality in our thinking. Since Vanguard University is a Christian community, the integrity of our
scholarship is rooted in the integrity of our faith. We seek to be followers of Christ in the classroom,
in the library, and at the privacy of our computers.”
Academic dishonesty is considered a serious breach of trust within the Vanguard community, as it
both violates the regard for truth essential to genuine learning and Christian consistency and
disadvantages those students who do their work with integrity. It demonstrates a deep
disrespect for fellow students, the faculty, the University, and one’s own commitment to
the integrity that should mark the life of the practicing Christian. Academic dishonesty
may consist of plagiarism, cheating, or falsification.
CLASSROOM DIVERSITY STATEMENT
As students and faculty at Vanguard, and foremost as Christian believers, we endeavor
to communicate with honesty and confidentiality, to speak with encouraging words, and
to create a safe environment where we shelter one another with love when vulnerabilities
arise. This classroom intends to foster a Christ-centered community that promotes
appreciation and respect for individuals, enhances the potential of its members, and
values differences in gender, ethnicity, race, abilities, and generation.
The university expects its students to excel in four diversity learning outcomes:
· Knowledge: Demonstrates knowledge of multiple cultural perspectives and global
experiences by articulating the value of diversity through reports, presentations,
examinations, fieldwork, and discipline-appropriate projects.
· Self-Examination: Examines one’s own attitudes, values, and assumptions and
examines their impact. Evaluates one’s own attitudes, assumptions, and behavior
towards diversity concerns and issues by recognizing, examining, and challenging
underlying assumptions and prejudices through coursework such as self-reflective
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essays, reading responses, and journal entries, with the recognition that such work is a
life-long endeavor.
· Personal Engagement: Demonstrates humility and respect when interacting with those
of a different gender, generation, ethnicity, race, national origin, socioeconomic status,
and ability. Demonstrates understanding of equity issues (such as power dynamics and
social privilege) through field experience, research, and analytical reading and writing.
· Social Engagement: Challenge’s past, present and future discrimination and privilege
of individuals, societies, groups, and institutions. Identifies and begins to seek out
transformative and redemptive opportunities in the church, in society, and the evolving
realities of global change through academic, co-curricular, internship, and vocational
opportunities.
THE ACADEMIC RESOURCE CENTER
Smith Hall 110
The Academic Success Coaching team offers a holistic view of student success and
academic intervention. The Academic Success Coach (ASC) is a model for effective
organization, time-management, study skills, and executive functioning. ASCs are
responsible for imparting a feeling of ownership and sense of agency over one’s
academic journey, so the client is better equipped to navigate their academic journey.
With questions, please contact the Academic Success Coordinator at 714-966-5452,
tutorial@vanguard.edu or visit the Academic Resource Center located in Smith 110.
Supplemental Instruction (SI) is an academic assistance program that utilizes peerassisted study sessions. SI sessions (which are provided for select science and
mathematics courses) are regularly scheduled, informal review sessions in which
students learn how to integrate course content and study skills while working in a group.
SI sessions meet at least once a week throughout the semester and are free of charge,
voluntary, and anonymous. With questions, please contact the Coordinator of
Supplemental Instruction at 714-668-6121, supplementalinstruction@vanguard.edu or
visit the Academic Resource Center located in Smith 110.
At the Tutorial Center, students are viewed as one-of-a-kind learners with unique
learning styles and individual needs. Tutoring is provided at no cost to the student. As
our tutors are students themselves, these appointments will be scheduled on a first come,
first served basis. One-on-one tutoring can be requested by filling out a request form:
https://vanguarduniversity.wufoo.com/forms/qudu6u11ijx3bf/. With questions, please
contact the Academic Success Coordinator at 714-966-5452, tutorial@vanguard.edu or
visit the Academic Resource Center located in Smith 110.
The Vanguard Writing Center is committed to helping undergraduate and graduate
students in all disciplines. Students may bring any writing assignment to the center,
where they will receive informed, thorough, one-on-one feedback from a peer
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consultant. The Writing Center can help students at any stage of the writing process,
including organizing notes, developing outlines, revising thesis statements, improving
organization, or assisting with final editing. To book an appointment for a writing
consultation, please visit vanguard.mywconline.com. To contact the writing center,
email writingcenter@vanguard.edu or call (714) 966-6359.
The Office of Disability Services provides reasonable accommodations for students with
disabilities. If you have a temporary or permanent disability that requires classroom
accommodations (these can include, but are not limited to, attention-related, learning,
mental health, vision, hearing, physical or other health conditions), please contact: The
Office of Disability Services at 714-619-6550 or disabilityservices@vanguard.edu.
The Living Well Community Resource Center provides a full food and personal hygiene
resource center for all Vanguard community members. Follow us on Instagram
@vu_livingwell for product updates or visit our website for pantry hours, to volunteer or
donate and more for more details https://www.vanguard.edu/resources/academicresource-center/living-well-community-resource-center.
Any student who has difficulty affording groceries or accessing sufficient food to eat
every day, or who lacks a safe and stable place to live and believes this may affect their
performance in the course, is urged to contact the Associate Dean of Student Success
studentsuccess@vanguard.edu for support. Furthermore, please notify the professor if
you are comfortable in doing so. This will enable them to provide any resources that they
may possess.
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Course Topics and Assignments Calendar
The design of this course is dynamic. Topics and readings may shift on the calendar based on your needs
and our consensus decisions. Ample notice will be given for timeline revision.
Consistently refer to E-Learning for topics, announcements, and assignments.
Specific assignments are posted on-line throughout the course at appropriate times.
Course Introduction and Requirements
Ch 1: Promoting success for all students
Week 1
(8/30)
Week 2
(9/6)
Read: Chapter 1
Assignment:
• Syllabus
• Chapter 1 Reflection journal
Read: Chapter 2: Collaboration and team approaches
Assignment:
• Chapter 2 Reflection journal
Read: Ch 3: Students with disabilities and other types of
special needs
Week 3
(9/13)
Read: Chapter 3
Assignment:
• Chapter 3 Reflection journal
• Video #1 Reflection
Ch 4: Diversity in Todays classroom
Week 4
(9/20)
Read: Chapter 4
Assignment:
• Chapter 4 Reflection journal
• Language Arts lesson plan due (in class)
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*Online learning (no in class session)
Ch 5: Arranging the learning environment and modifying
instruction
Week 5
(9/27)
Read: -Assignment:
• Chapter 5 Reflection journal
Chapter 6: Encouraging positive classroom behavior
Week 6
(10/4)
Week 7
(10/11)
Week 8
(10/18)
Week 9
(10/25)
Read: Chapter 6
Assignment:
• Chapter 6 Reflection journal
• Research paper on disabilities due
Chapter 7: Promoting social acceptance
Read:
Assignment:
• Chapter 7 Reflection journal
• Review for Midterm Exam
Midterm Exam (Chapters 1-7)
Read: Chapter 8: Monitoring student performance using
response to intervention.
Chapter 9: Teaching students with learning disabilities
Formal vs. informal assessments
Read: Chapter 9
Assignment: (Due Sunday)
• Chapter 8 Reflection journal
• Chapter 9 Reflection journal
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Week 10
(11/1)
*Online learning (no in class session)
Chapter 10: Teaching students with communication
disorders
_______________________________________________________________________
Read: Chapter 10
Assignment: (Due Sunday)
• Chapter 10
Chapter 11: Teaching students with emotional and
behavioral disorders
Chapter 12: Teaching students with autism spectrum
disorder
Week 11
(11/8)
Read: Chapter 12
Assignment:
• Chapter 12 Reflection journals
• Chapter 11 Reflection journals
• Math lesson plan due (In class)
Chapter 13: Teaching students with intellectual
disabilities
Week 12
(11/15)
Week 13
(11/22)
Week 14
(11/29)
Assignment:
• Chapter 15 Reflection journal
• Video Reflection # 2
Thanksgiving Holiday Break!
Chapter 14: Teaching students with physical health
impairments including ADHD
Assignment:
• Chapter 14 Quiz
• Creative teaching tools (in class assignment)
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Week 15
(12/6)
Chapters 15: Teaching students with visual and hearing
impairments.
• Instructor course evaluations
• Course Evaluations
Assignment:
• Chapter 13 Reflection journal (Fri)
• Study for Final Exam
Week 16
(12/13)
Final Exam
Tuesday @ 3-6 p.m.
Language Arts/ Math Lesson plan
*Students outcomes for Lesson Plan Assignments are following:
1.Know and implement developmentally effective adaptations for individual children with
diverse needs to promote learning and healthy development.
2.Know and understand how to build and implement meaningful curricula for young
children addressing all domains of development and academic disciplines to promote
positive learning and development of the whole child.
3. Utilize assessment and feedback from stakeholders to evaluate and implement the most
effective curricula that will meet the needs of all children, honoring each child’s God-given
uniqueness.
Expectations for Students: Students will be able to create and add detail to a language
arts lesson plan and to include standards, instructions, materials, and goals that are
needed for successful execution.
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Lesson plan sample:
ACTIVITY PLAN
1. Opening Hook for Learning:
(How will I gain students’
attention?)
• What organizers will
be used to present
the information in an
efficient manner?
2. Direct Instruction:
(How will I present new
material and make learning
relevant?)
• Please include relevant
accommodations and
modifications for
students who have
special needs.
3. Guided and Independent
Practice:
(How will I get students to
practice what has just been
taught?)
• Provide differentiated
instruction based on
skills levels.
4. Circling around the class.
Monitor to see if students are in need of assistance.
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5. Closing:
(How can I bring closure to
summarize learning and
enhance retention of the
material?)
Additionally, how do I
differentiate for students
who are still struggling?
Creative Teaching Tools
Create two innovative and creative teaching tools. With those tools, utilize those tools and
create a presentation (Prezi, power point presentation, you tube video, or poster
presentation) on what the tools are and how those tools.
This assignment is to address following student learning outcomes:
*Understand the interacting influences on children’s development and strategically apply
research-based, biblically grounded knowledge of child development to create
environments that maximize learning, caring, and healthy development to meet the needs
of each child. assisted in students' learning on week three.
*Integrate the academic disciplines and content areas with inquiry tools and resources to
create a Christ-centered, developmentally effective, hands-on learning environment for all
young children.
Expectations for students:
•
Students will create two useful educational tools which are novice and creative to
promote interactive, engaging, and effective Language Arts, Math, or Science lessons.
•
Students may utilize following items, but not limited to:
Household items (e.g., tissue box, toilet paper roll, wooden chopsticks, milk jar, or water
bottle), stationary (construction paper clip, or sticky notes), hardware (nail, tile, or screws),
art supplies (paint brush, glue, sponge, glitters, or cotton etc.) etc.
•
After creating two educational tools you may create a Power point or poster
presentation.
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•
If using a Power point: Name and purpose of the tool, and how each tool benefits
developing students' skills, and future implementation should be included in the power
point presentation. The presentation can be between 7-8 slides.
•
Create a power point teaching student while you are utilizing the tools.
•
Presentation power point should be 5-7 minutes long and presenting your lessons by
using the tools.
If using a poster: Please follow similar instructions, however instead of the slide they
will be on the poster board.
Disabilities Research Paper
In a 3- 4 page doubled spaced essay, write about a disability or learning impairment
of your choice. Please explain in detail about:
1.) What is the disability and what are some characteristics of it?
2.) What are the current facts and statistics regarding the disability?
3.) How is it detected and what is the age range that it is typically found?
4.) What are some treatments to help the disability?
5.) What are some accommodations and modifications that can be utilized in a
school setting?
•
Please make sure that the essay is APA formatted with the correct citations and
works cited included.
Lists of potential research topics:
1.) Learning disabilities
2.) Autism
3.) Behavioral disorder
4.) Speech impediments
5.) Motor delays
6.) Hearing impairments
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Interview Assignment
In this assignments student will interview a special educator,
counsellor, speech language pathologist, or anyone else involved in
special education and give a report about the field. Please make sure
that the interview and questions are a couple pages. They can be
double spaced. Thank you.
1.
2.
3.
4.
How did you get into the profession?
What does it entail and what are your responsibilities?
What type of training do you need to get a degree?
Tell me about IEP’s.
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