State University of New York
School of Education
SPRING 2012
Introduction to Special Education
SPED 501-01
Instructor:
Office:
Phone:
E-Mail:
Suzanne M. Lachman
AB 232
(607) 642-8745 (W); (607) 642-8744 (H)
(607) 777-2727 (leave message)
slachman@binghamton.edu
Class Times:
Tues. 4:25-7:00 PM
Meeting Place: FA-249
Office Hours:
Tues. 7:00-8:30 PM
(Appointment please; other days/times
available by prior arrangement)
Course Perspective:
Introduction to Special Education (SPED 501) will focus primarily on the foundations of special
education. The course will provide course participants with core understandings related to the following
issues: the historical background of the field of special education including major legislation and
litigation, the nature and characteristics of various disabilities, services and programs to help meet the
educational, social/emotional, and/or transition goals for students with disabilities, the role efficacy
plays in the education of students with disabilities, the components necessary for effective collaboration
and consultation with parents, school personnel and other professionals, and multicultural/diversity
issues and perspectives.
Required Texts:
1) (Required) Hardman, M., Drew, C., & Egan, M. (2010). Human exceptionality: School, community,
and Family (10th ed.). Belmont, MA: Wadsworth, Centage Learning.
2) (Required) The NY State Education Department (2010, February). Individualized education
programs: Developing high quality plans for students in New York State. Albany, NY: New York
State Education Department. (Booklet at FedEx/Kinko’s, Vestal Parkway, just west of campus)
3) (Recommended) American Psychological Association. (2009). Publication manual of the American
Psychological Association. Washington, DC: Author.
4) Additional readings will be available on Blackboard (Bb).
Course Objectives:
Upon successful completion of this course, students will be able to:
 understand the historical trends in special education, as well as related litigation and NYS and
federal legislation;
 review current terminology and issues in the field of special education, including inclusionary
practices as well as diversity and multicultural issues;
 examine the evaluation, identification and characteristics of various disabilities;
 be familiar with service delivery options for students with disabilities and families;
 explore the components of effective collaboration and consultative practices with all parties,
including school personnel and parents;
 analyze the role that efficacy and self-determination have on student achievement;
 discuss general methods and strategies for meeting the social, emotional and educational needs
of students with various disabilities.
Suggested Websites:
http://idea.ed.gov/
http://ies.ed.gov/ncee/wwc/
http://www.p12.nysed.gov/specialed/
http://www.pbis.org/
http://wrightslaw.com/
http://www.Idonline.org/index.php
http://interventioncentral.com
http://owl.english.purdue.edu/owl/section/2/10
Fieldwork: There is no fieldwork requirement for this course.
ASSIGNMENTS
I)
Book Review (BR):
Select and read one book from child, teen, or adult literature (a list of examples is available on Bb).
Drawing on class information and discussion, write a brief (4-5 page, double-spaced; follow APA
format) paper in which you a) summarize the book, b) describe the character(s) and his/her disability, c)
use three current scholarly sources to elaborate on one special education concept relevant to the
character, d) describe how this book could be used to teach others (please specify an audience, that is,
students, parents, educators, etc.) about the special education concept you identified. Be prepared to
share highlights of your paper with the class on 2/28/12. Refer to page 8 for the specific components
and scoring rubric. The BR is due on 2/28/12 and is worth 30 points.
OR
Disabilities in Popular Media (DIM):
Investigate the portrayal of people with disabilities in popular media. Focusing on one disability and/or
disability-related topic, include at least three specific examples from movies, television, news stories,
and/or magazines of media portrayal of that disability or topic. In a short (4-5 page, double-spaced;
follow APA format) paper, critically analyze the media’s portrayal of individuals with disabilities using
at least three current scholarly sources as support. Also, reflect on your new insight. On 2/28/12
students will engage in discussions, with relevant examples, of media’s portrayal of students with
disabilities. See page 9 for the scoring rubric. The DIM is due on 2/28/12 and is worth 30 points.
2
II)
Annotated Bibliography:
Choose a current issue in special education and conduct a thorough review of current research literature
(2000-present) related to that topic. Select 10 sources on the special education topic you have identified
(see below for ideas). Students must use peer-reviewed, academic research-based articles, chapters,
conference proceedings, or theses/dissertations. The BU library has a cadre of resources on accessing
and evaluating sources.
An annotated bibliography is a list of citations that includes both description and evaluation. The
purpose of the annotation is to provide the audience with a summary of the source and commentary on
the source’s relevance, accuracy, and quality. Each citation (ten, for this assignment) should be no more
than 250-300 words. Citations must be written in your own words and follow APA format. The
annotated bibliography should be single spaced, with one additional line/space between the citation
reference and the citation description and evaluation. (See Bb for a sample annotated bibliography and
tips on writing your annotated bibliography.)
Possible topics that directly relate to students with disabilities include (but are not limited to): Response
to Intervention, Positive Behavioral Interventions and Supports, Effective Discipline Methods,
Overrepresentation of Minority Students, Highly Qualified Teachers in Special Education, Effective
Literacy Instruction, Instructional Strategies and Universal Design for Learning. These are BROAD
topics—you will likely need to narrow them to your specific interest. Refer to page 10 for the specific
components and scoring rubric. The Annotated Bibliography is due on 4/10/12 and is worth 30
points.
III)
Reading Guides:
Reading guides are due most weeks. These organizers are meant to scaffold your
reading/understanding, helping you to focus on “big ideas.” Answer all reading guide questions
thoroughly and concisely. Write in complete sentences. Answers do not necessarily need to be typed
but must be clearly legible and grouped by chapter and labeled accordingly. Reading guides are due at
the beginning of class on the day associated readings are due. Reading guides will be collected
randomly throughout the semester and graded. Late reading guides will not be accepted nor may they be
redone for extra points. Thus, it will be essential to attend class and to read the assigned chapters and
related materials! See Bb for this semester’s reading guide format to use and grading scale. Reading
guides will be graded on accuracy and completeness. Refer to page 15 and 16 for the reading guide
format and grading rubric. Each graded Reading Guide is worth 10 points.
IV)
First-Year Teacher’s Quick Reference:
Create and submit one cumulative Quick Reference that you would find informative, practical, and userfriendly as a first-year Special Education teacher. This is not simply a collection of notes, handouts,
articles, or other gathered materials. In fact, you should not include any prefabricated materials in this
reference guide. This assignment requires you to analyze, synthesize, and prioritize “big ideas” that you
learned throughout the semester. In particular, you should select 20 significant concepts from this
course that you will define and/or describe. Connect each concept to theory, research, and/or law.
Explain each concept’s relevance to your future practice as a Special Education teacher. For each
concept, include a hint (e.g., a picture or phrase) to remember the meaning and/or application of the
concept. Refer to page 11 of this syllabus for the specific components and scoring rubric. The FirstYear Teacher’s Quick Reference is due on 5/1/12 and is worth 50 points. Since this is a final
product, re-dos will not be accepted as they may otherwise be afforded for other assignments throughout
the semester.
3
V)
Disability Awareness Project (DAP):
Students will work in groups of three or four to gather information on a specific disability area, present
the information to the class, and submit a visual display of the information. Students must obtain the
instructor’s approval by submitting the project outline (see page 14) on 3/13/12. The DAP consists of
Parts A and B, which are briefly discussed below:
Part A: Oral Presentation of DAP:
Students (in groups of 3 or 4) will present to the class on the topic area chosen for the DAP. Each
presentation should be 20 minutes in length, and should summarize major findings in each of the
components covered in the DAP. Refer to page 12 for the presentation components and scoring rubric.
The oral presentation must include a handout for the audience. Presentations will be held on 5/8/12
and are worth 20 points.
Part B: Visual Display of DAP:
Visual displays must consist of at least one medium (e.g., informational brochure, power point
presentation, poster/tri-fold display board, or video). See page 13 for the visual display components and
scoring rubric. Visual displays are due with presentations and are worth 30 points.
Grading Scale:
Book Review or Disabilities in Media
30 points
Annotated Bibliography
30 points
Reading Guides
40 points
First Year Teacher’s Quick Reference
50 points
Disability Awareness Project (Group)
50 points
200 points total
The following scores are based on the scale (200 pts):
A
=
93% to 100% (186 pts or >)
A=
90% to 92% (180-185 pts)
B+
=
88% - 89% (176-179 pts)
B
=
83% - 87% (166-175 pts)
B=
80% - 82% (160-165 pts)
C+
C
CF
=
=
=
=
78% - 79% (156-159 pts)
73% - 77% (146-155 pts)
70% - 72% (140-145 pts)
0% - 69% (139 pts or <)
* Note: Grades are based on performance, as well as effort. While it is recognized that everyone puts forth a
great deal of effort during class experiences, those who do not put forth effort typically do not manage to
complete the course requirements. Despite the efforts put forth by all, not all performances are equal. Some
students are exceptional in their performance while others are satisfactory. Your grade will be based on your
performance that demonstrates your overall understanding and application of the course’s big ideas, i.e., your
performance in the classroom, your performance on written assignments, and your ability to display appropriate
professional attributes.
Additionally, the instructor reserves the right to adjust final grades on the basis of your overall performance
including attendance and participation in class.
4
Additional Requirements:
1. Successful performance in this course will be dependent on regular class attendance and keeping up with
all related reading assignments. Participation in class is essential as the course involves group activities,
lectures, video and/or guest lecture presentations, and case studies.
2. Unexcused absence on assessment date(s) will result in a failing grade (F) for that assessment.
3. Assignments must be handed in on due dates (i.e., assignments will not be accepted after due dates unless
prior arrangements have been made with the instructor).
Student Writing: An expectation of this course is that students will express themselves in writing using clear
and error-free English. Students who are unfamiliar with technical writing at the graduate level will want to
utilize the Writing Center (Bartle Library) as a resource.
STUDENTS WITH DISABILITIES
Students who have a documented disability and wish to discuss academic accommodations should
contact the instructor as soon as possible to explore alternative arrangements in completing assignments
or taking exams for this class. Additional assistance also is available through the Office of Services for
Students with Disabilities (SSD) at 777-2686. Their office is at UU-119. The SSD office makes formal
recommendations regarding necessary and appropriate accommodations based on your specific
diagnosed disability. Information about your disability will be treated in a confidential manner.
ACADEMIC HONESTY
It is the expectation that all students assume the responsibility to maintain and foster a condition and an
atmosphere of academic integrity for the academic work they submit. This requires that all classroom,
laboratory, and written work for which a person claims credit are in fact that person’s own work. Please
refer to the annual University Student Handbook publication that includes detailed information on
academic integrity.
Students assume responsibility for the content and integrity of the academic work they submit. Students
are in violation of academic honesty if they incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material from the work of another (plagiarism); or if
they use, request, or give unauthorized assistance in any academic work (cheating). (SOE Academic
Honesty Policies)
Plagiarism and cheating will not be tolerated in this class. Incidents of either will result in a failing
grade for the assignment in question. If you have any questions about what constitutes plagiarism or
cheating, please be sure to ask the instructor.
http://sehd.binghamton.edu/students/currentstudents/academichonesty.htm
CLASSROOM ENVIRONMENT
The faculty and staff in the School of Education are committed to serving all enrolled students. The
intention is to create an intellectually stimulating, safe, respectful and enjoyable class atmosphere. In
return, it is the expectation that each of you will honor and respect the opinions and feelings of your
fellow students.
5
Blackboard (Bb):
Course handouts will be posted on Blackboard (Bb). You can e-mail classmates and discuss course readings and
class topics there. (You need a BU ID to access Bb & online library journals. You may print 100 pgs/wk free on
any campus computer pod).
Course Schedule
Note: This is a proposed schedule that is subject to change as some lectures/activities may require more or
less class time. Additional course readings may be provided in class or on Bb. Unless otherwise noted, please
print, read and bring to class copies of Bb postings.
Date
Class #1
1/31/12
Class #2
2/7/12



Topic
Introduction & Course Overview
Historical & Legal Perspectives, Part I
The Vital Role Efficacy Plays
To Complete (Before Arriving at Class)
 Read Course Syllabus




Historical & Legal Perspectives, Part II
Review of Historical & Current Data
IDEA, FAPE & Person First Language
Sign up for DAP groups and topics


Meeting the Unique Needs of SWDs, Part 
I: LRE, UDL, Special Ed. Delivery
System & Continuum of Services,

Inclusion
The Educator’s Mindset (Brooks)
Class #3
2/14/12


Class #4
2/21/12
Class #5
2/28/12
Class #6
3/6/12








Meeting the Unique Needs of SWDs, Part 
II: Differentiation, Accommodations &
Modifications
Review APA Style
BR or DIM Due/Group Discussion
Cultural and Linguistic Diversity,
Multicultural Education
Overrepresentation

Multidisciplinary Collaboration
Assessment
Identification of Disabilities & IEP
Development, Part I

6


Read chps. 1 & 2 in text & complete
reading guide
Postings on Bb: 1) Categories of Disability
Under IDEA 2) Pillow Angel Ethics 3)
Describing People with Disabilities
Read chp. 3 in text & complete reading
guide
Postings on Bb: 1) The Educator’s
Mindset 2) Discussion questions for
Brooks article 3) Universal Design for
Learning 4) Portrayal of Disabilities in
Caldecott Books
Postings on Bb: 1)The Goals of
Differentiation 2) APA Style Workshop
Read chp. 5 in text & complete reading
guide
Posting on Bb: The Challenges of
Diversity and Systemic Reform
Read in text: pp.169-171 (chp.7); pp.206211 (chp.8); pp.228-232 (chp.9); pp.58-62
(chp.3);
Read Individualized Educational
Programs: Developing High Quality…
Class #7
3/13/12
Class #8
3/20/12


DAP Outline Due
Identification of Disabilities & IEP
Development, Part II


Review chp. 3 in text
Review Individualized Educational
Programs: Developing High Quality…


Emotional & Behavioral Disorders
Behavior and Discipline: FBA, BIP &
PBIS

Read chp. 8 in text & complete reading
guide
Postings on Bb: 1) BIPs & FBAs; 2)
Brooks’ article “You Get What Your
Expect”


Learning Disabilities & ADHD
F.A.T. City video

Read chps. 7 & 9 in text and complete
reading guide
Read chps. 10 & 13 in text & complete
reading guide
Bring to class 2+ questions for guest
speaker (written on index card with your
name)

Class #9
3/27/12
4/03/12
Class #10
4/10/12
Class #11
4/17/12
Class #12
4/24/12
Class #13
5/1/12
NO CLASS




Annotated Bibliography Due
Communication Disorders
Sensory Impairments
Guest speaker – TBD



Transitions, Part I: Early
Childhood/Elementary Years: IFSP &
IEP
Guest Speaker – TBD



Review chp. 3 in text
Postings on Bb: 1)IFSP
Bring to class 2+ questions for guest
speaker (written on index card with your
name)


Autism, Severe & Multiple Disabilities
Course Evaluation

Read chps. 11-12 in text & complete
reading guide
Posting on Bb: 10 Things Every Child With
Autism Wishes You Knew

First Year Teacher’s Quick Reference
Due
Transitions, Part II: High School & Postsecondary
Transition Planning on IEP
Self-Determination




Class #14
5/8/12



DAP Due (Visual & Oral
Presentations)
Course Wrap-up
7



Read chp. 4 in text & complete reading
guide
Postings on Bb: 1) Transition Planning; 2)
Self-Determination: Supporting Successful
Transition
Review Individualized Educational
Programs: Developing High Quality…
Book Review (BR) Rubric
30 points
Be sure to attach a copy of this rubric to your completed Book Review.
Due ________
Name: ______________________________________________________
Name of Book: ________________________________________________________
Description
Comments
Score
Summary


Summarizes the book overall
Provides detailed description of the
character(s) with disabilities
___ /5 pts
Elaboration


Identifies a special education concept to
which the book relates
Uses 3 (or more) current scholarly
sources to elaborate on one special
education concept relevant to the
character(s)
___ /10 pts
Application



Clearly describes how the book could
be used to teach others about the special
education concept identified
Uses examples from (directly refers to)
the book and scholarly sources to
illustrate application
Specifies an audience to which the
concept could be taught
___ /10 pts
Format






Typed, double-spaced, 12-pt font
3-5 pages
No spelling, typographical, or
grammatical errors
Is clear and organized
Includes a cover page & reference list
Follows APA format (for citations and
the reference list)
___ /5 pts
Total Grade =
8
______ /30 points
Disabilities in the Media (DIM) Rubric
30 points
Be sure to attach a copy of this rubric to your completed DIM Project.
Due: __________
Name: ______________________________
Description
Comments
Score
Background



Identifies and explains one disability or
disability-related topic
Provides at least three specific examples
from media sources
Describes the examples with enough
detail for reader to understand the
general idea of the portrayal
___ /10 pts
Critical Analysis of Media Portrayal


Critiques the use of terminology,
descriptions, and general tone of the
media examples
Includes at least 3 scholarly sources to
support critique
___ /10 pts
Reflection



Compares/contrasts media’s portrayal
with own educational experiences
Compares/contrasts media’s portrayal
with own preconceived notions
Reflects on how new insight will affect
future teaching practice
___ /5 pts
Format






Typed, double-spaced, 12-pt font
3-5 pages
No spelling, typographical, or
grammatical errors
Is clear and organized
Includes a cover page & reference list
Follows APA format (for citations and
the reference list)
___ /5 pts
Total Grade = _____ /30 points
9
Annotated Bibliography Rubric
Due: _________
30 points
Be sure to attach a copy of this rubric to your completed Annotated Bibliography.
Name: _________________________________________________
Description
Comments
General Content
 Includes 10 sources
 Uses multiple types (i.e., chapters,
articles, etc.) of peer reviewed sources
 Identifies a single, coherent special
education topic (to which all sources
pertain) on the cover/title page
Score
___ /5 pts
Description
 Summarizes main points of each source
 Identifies type of research (e.g.,
qualitative or quantitative), findings,
conclusions, limitations, & implications
___ /10 pts
Evaluation
 Evaluates authority/background of author
 Comments on the intended audience
 Compares or contrasts sources
 Explains how sources illuminate the
chosen special education topic
 Mentions important visual aids in source
 Comments on any bias or point of view
shown in the work
 Evaluates overall quality and usefulness
of source
___ /10 pts
Format
 Uses APA format throughout
 Is typed (12-pt font), single-spaced, with
one extra space between each of the 10
entries
 Writes annotations 200-300 words long
 Is free from spelling, typographical, or
grammatical errors
 Is organized and written clearly
 Is written in own words
 Avoids the following: direct quotations;
first person (e.g., “I”); adjectives such as
“excellent” and “good”; generalizations
(e.g., “This book is good…,” “Smith is an
interesting writer…,” etc.)
___ /5 pts
Total Grade = _____ /30 points
10
First-Year Teacher’s Quick Reference Rubric
50 points
Due: __________
Be sure to attach a copy of this rubric to your completed Quick Reference.
Name: _______________________________________________
Description
Comments
General Content
 Includes 20 concepts from SPED 501
 Concepts are pulled from assigned readings,
lectures, handouts, and/or presentations
___/5 pts
Definition/Description
 Each concept is defined/described accurately
 Each concept is defined/described completely
 Each concept is paraphrased, that is,
defined/described in the student’s own words
 Each concept is free from direct quotations
___/15 pts
Connection to Theory, Research and/or Law
 Each concept is connected to at least one of the
following: theory, research, or law
 Each connection is explicitly and clearly described
___/10 pts
Relevance to Practice as a Special Education Teacher
 Each concept is made explicitly relevant to future
teaching practice (this might include discussion of
who, what, when, where, why, and/or how; pros
and cons; potential obstacles and ways to avoid
those obstacles; etc.)
Hint

Score
___/10 pts
A visual or verbal cue is used for each concept to
remind the student of the concept’s meaning or
application
___/5 pts
Format
 Typed, 12 pt. font, single-spaced
 Logically organized, that is, user-friendly (e.g.,
thematically, alphabetically, etc.)
 Includes Cover Page & Table of Contents
 Free from grammar and spelling errors
 Follows APA format (e.g., includes appropriate
citations and a reference list)
 Constructed in a 4-column table (one column each
for definition, connection, relevance, & hint)
___/5 pts
Total Grade = _____/50 points
11
Part A of the DAP: Oral Presentation
Due _________
20 points
Student Group: ____________________ ___________________
___________________ ___________________
Disability Topic: _____________________
Description
Part A: Organization and Content:


Comments
Score
Presents advance organizer
Covers all major sections of the DAP
succinctly and clearly which include:
a) Category and Definition of
Exceptionality under Federal Guidelines;
Federal Regulations related to the
exceptionality
b) Medical and/or Historical Perspective
c) Important Characteristics
d) Educational Considerations, including
accommodations, modifications, and
assistive technology
e) Resources including Local Resources,
Key References, and Web Sites Related
to the Exceptionality/ Disability Area
___ /5 pts
Part B: Audience Involvement:

___ /5 pts
Involves audience through activities that
encourage participation, spark interest, and
model effective teaching practices
Part C: Handout:
 Includes relevant information for educators
 List of key references, web sites related to
the exceptionality
 Local resources
___ /5 pts
Part C: Presentation Style:




___ /5 pts
Speaks clearly
Projects voice
Makes eye contact with audience
Fluid presentation/no hesitations
Total Grade =
12
______ /20 points
Part B of the DAP: Visual Display Rubric
30 points
Be sure to attach a copy of this rubric to your completed Visual Display.
Due: __________
Student Group: ___________________ ______________________ ___________________ _________________
Disability Topic: ________________________________________
Description
Part A:
Category and Definition of
Exceptionality under Federal Guidelines;
Federal Regulations Related to the
Exceptionality/Disability Area
Comments
Score
___ /5 pts
State Laws/Policies Relevant to
Disability Area
Part B:
Medical and/or Historical Perspective of
the Exceptionality/Disability Area
___ /5 pts
Part C:
Important Characteristics of the
Exceptionality/Disability Area
___ /5 pts
Part D:
Educational Considerations, including
accommodations, modifications, and
assistive technology
____/5 pts
Part E:
Resources including Local Resources,
Key References, and Web Sites Related
to the Exceptionality/Disability Area
___ /5 pts
Format/Presentation:
 Uses APA formatting
 Appropriate Font Size
 Organized in Headings and
Subheadings
 No Spelling, Typographical, or
Grammatical Errors
 Clarity
 Colorful Display
___ /5 pts
Total Grade =
13
______ /30 points
DAP Outline
Due___________
Student Group: ___________________
____________________
____________________ _________________
Disability Category: _________________________________
Description
I)
Medical and/or Historical Perspective
II)
Important Characteristics
Comments
III) Educational Considerations based on empirical research (teaching
strategies, tools, techniques, accommodations, modifications,
assistive technology)
IV) Federal Regulations Related to the Exceptionality
V) List of Local Resources, Key References, Web Sites
VI) Type(s) of Visuals/Handouts
VII)
List whom will be responsible for each component
VIII)
How will the presenters involve the audience? (i.e., use effective
strategies discussed/modeled in class or observed/experienced in
other classes, to encourage participation)
14
Human Exceptionality Text - Reading Guide
Chapter: _______
Name: _______________________________________________
1. Concept Reflection
A. What did I know about this chapter’s Focus Preview items before reading it?
B. How did reading this chapter enhance or change what I already knew? (Relate this to A
above.)
C. What new information did I learn? (This may or may not be associated with your
responses in A or B.)
2. List and define/describe any 6 key terms, vocabulary words and/or concepts presented in this
chapter.
3. So What? (So what’s most important to understand about this chapter?)
15
Human Exceptionality Text - Reading Guide Rubric
Chapter: _______
10 points
Name: _______________________________________________
Be sure to attach a copy of this rubric to your completed Reading Guide.
Description
Comments
Concept Reflection
 Links previous knowledge to new
knowledge
 Clearly states new learning or
information
Score
___/3 pts
Definitions/Descriptions of Key Terms
(Choose any 6 terms)
 Each concept is defined/described
accurately
 Each concept is defined/described
completely
 Each concept is paraphrased, that is,
defined/described in the student’s own
words
___/3 pts
The ‘So What’ Statement
 Accurately summarizes the most
important concept(s)/big idea(s) to
understand about the chapter
___/4 pts
Total Grade = ____/10 points
16