COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
DEPARTMENT OF SPECIAL EDUCATION
The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research,
and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education.
Competence in these ideals will provide candidates in educator preparation programs with skills,
knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information
on the Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.htm
1.
Course Prefix and Number: EEX 4742
2.
Course Title:
3.
Regular Instructor(s):
4.
Course Prerequisites (if any):
Narrative Perspectives on Exceptionality: Cultural and Ethical Issues
Dr. Jim Paul
Dr. Ann Cranston-Gingras
Dr. Daphne Thomas
Dr. Phyllis Jones
Ms. Julia White
None
5.
Course Description:
This course is designed to offer students a meaningful way to interpret exceptionalities through the
personal perspectives of individuals with disabilities, their families, and those who play an
educational role in their lives. These perspectives, which also embrace cultural and ethnic
diversity, are then used as the basis from which to examine the role of ethics and values in
decisions made pertaining to individuals with exceptionalities. As services for students with
exceptionalities shift more and more toward inclusive and collaborative models, teachers majoring
in this field need to reflect on these changes from multiple perspectives and be prepared for the
new ethical dilemmas that they will encounter.
6.
Course Goals and Objectives:
1.0
Critically evaluate and compare the literary portrayal of persons who are exceptional in
two or more cultures. AP 4, 5
2.0
Reflect on the personal challenges facing individuals with disabilities in our society and
identify means by which these are impacted by societal views and values. CEC CC1K2,
CC2K4, CC2K5; AP 4, 5; ESOL 3
3.0
Analyze the origin and effects of bias and prejudice towards persons with disabilities.
CEC CC8K1; AP 4, 5; ESOL 3
4.0
Analyze the impact of stereotypical views of disability on key litigation, advocacy, and
1
January 15, 2005
Revised December 15, 2005
legislation that have influenced the history of special education and the inclusion
movement. CEC GC1K3; AP 4; ESOL 3
5.0
Analyze and discuss national and state prevalence data to determine the ethical
implications of ethnic participation rate in special education programs. AP 5, 6; ESOL 2
6.0
Examine the interconnection among culture, limited English proficiency, socio-economic
status, family systems, and the school experience. CEC CC1K2, CC2K5, GC1K2; AP 5;
ESOL 2, 3
7.0
Examine the process by which students are identified as having exceptionalities and
placed in specific school settings using multiple perspectives that include the parent,
student, and special education teacher highlighting potential ethical dilemmas and
implications for professional practice. CEC CC1K6; AP 6
8.0
Trace the impact of competing philosophical paradigms in research and practice impacting
the field of special education. CEC GC1K5; AP 4
9.0
Use analytical, conceptual, and creative thinking skills to respond to ethical dilemmas
facing individuals with disabilities, their teachers, and families within a range of inclusive
settings. AP 4, 6
10.0
Develop a written analysis of one of the principles of the CEC Code of Ethics from the
perspective of a professional special educator working with an inclusive setting. CEC
CC7K5; AP 6
11.0
Write persuasively in ways that promote both the dignity and rights of individuals with
disabilities within a variety of settings and situations. CEC CC8S5; AP 4
12.0
Develop self-evaluative skills and personal reflection skills to evaluate one's own class
products. AP 4, 6.
13 .0
Identify and examine the impact of culture and cultural stereotypes relating to LEP
and non-LEP students. ESOL 2, 3; AP 5
7.
Content Outline:
I.
The Changing paradigm of Disability and Society
II.
Foundational Perspectives
A. Personal
B. Societal
C. Cultural
D. Political
E. Ethical
F. Blended Perspectives
2
January 15, 2005
Revised December 15, 2005
IV.
Disability representations in Literature
A. Physical Impairments
B. Cognitive Impairments
C. Psychiatric Impairments
D. Sensory Impairments
8.
Evaluation of Student Outcomes:
Weighting of assignments will be determined by instructor





9.
Exams / quizzes
Active participation in classroom discussions and the writing of reaction journals.
Disability Representation Paper: 8-10 page, typed, double-spaced and properly notated paper
examining the depiction of individuals with exceptionalities in literature, film, journalism/media,
painting or photography. Paper should be an in-depth examination of how the various perspectives
(i.e., personal, societal, cultural, political, ethical) relate to your topic).
Experiential Assignment Paper (volunteer or minority experience)
Additional project chosen by the student. Possibilities include: Autoethnography, Program Visit,
Survey, Analysis of Data, Additional Literature, Film Discussion, Short Story, Experiential paper,
Family Narrative, Personal photography/art series, Music Series
Grading Criteria:
Grading Scale:
90 - 100% = A
80 - 89% = B
70 - 79% = C
60 – 69% = D
Below 60% = F
*Assignment of “+” and “-“ grades may be implemented as per university guidelines.
10.
Textbook(s) and Readings:
Recommended Readings:
Thomson, Rosemarie G. (1997). Extraordinary Bodies: Figuring Physical Disability in
American Culture and Literature. New York: Columbia University Press.
Sacks, Oliver. (1995). An Anthropologist on Mars. New York: Vintage Books.
Additional texts may be utilized.
Course packet
11(a)
ADA Statement:
3
January 15, 2005
Revised December 15, 2005
Students with disabilities are responsible for registering with the Office of Student Disabilities
Services in order to receive special accommodations and services. Please notify the instructor
during the first week of classes if a reasonable accommodation for a disability is needed for this
course. A letter from the USF Disability Services Office must accompany this request.
11 (b) USF Policy on Religious Observances:
Students who anticipate the necessity of being absent from class due to the observation of a major
religious observance must provide notice of the date(s) to the instructor, in writing, by the second
class meeting.
4
January 15, 2005
Revised December 15, 2005
ATTACHMENT I
Please respond to each of the following questions and complete the attached Matrix:
1.
No field experiences required.
2.
Briefly describe any experiences that include instruction, observation, practice, and/or
competency demonstration in any of the following:
A) Instructional strategies that address various learning styles, exceptionalities, achievement
levels, and other specialized circumstances:
In order to explore the ways in which persons with exceptionalities have been portrayed in fiction,
a variety of short stories, book excerpts, and films will be analyzed throughout the course.
Students will read several selections of literature that also address a non-Western view of
disabilities. Each reading will be followed by a written reflection log entry and discussion in class
facilitated by the instructor. Students will be encouraged to examine common practices in special
education using both an ethical/moral perspective and embracing the dimensions of family,
community, and culture often overlooked in professional training.
B) Assessment of student (PK-12) learning
Not applicable.
C) Use of technology in instruction and record-keeping.
PowerPoint lectures are given to model use of instructional technology. The MyUSF platform is
utilized for posting classroom notes and assignments.
3.
Are there any components of the course designed to prepare teacher candidates to help K-12
students achieve the Sunshine State Standards? Is so, please identify.
Not applicable.
4.
Identify any guidelines or competencies assessed from the relevant national guidelines (specialty
professional associations or learned societies) and the manner in which they are assessed:
National Guidelines -- Council of Exceptional
Children (CEC)
Assessment Strategies or Techniques
CC1K2; CC1K3; GC1K2; GC1K5
Reflection journals
Class Discussions
Disability/Representation Paper
CC2K4; CC2K5; CC8K1; CC8S5; GC1K3;
GC1S2
Experience Paper
Disability/Representation Paper
5
January 15, 2005
Revised December 15, 2005
Class Discussions
Reflection journals
5. Identify any guidelines or competencies assessed from the Florida Subject Matter Content Standards
(or Florida Adopted Subject Area Competencies if Content Standards are not yet developed) and the
manner in which they are assessed:
Florida Content Standards
Assessment Strategy or Technique
N/A
5. Identify any Accomplished Practices assessed and the manner in which they are assessed:
Florida Educator Accomplished Practices
Assessment Strategy or Technique
4; 5; 6
Experience Paper
Disability/Representation Paper
Class Discussions
Reflection journals
6. Identify any performance standards assessed from the Florida ESOL standards and the manner in
which they are assessed:
Florida ESOL Performance Standards
Assessment Strategy or Technique
#2: Recognize the major differences and
similarities between the different cultural groups
in the United States
Reaction journals
Disability representation paper
#3: Identify, expose, and re-examine cultural
stereotypes relating to LEP and non-LEP students
Reaction journals
Classroom Discussions
Experience paper
6
January 15, 2005
Revised December 15, 2005