The Wichita State University
College of Counseling, Education and School Psychology
CESP 853
School Psychologist Professional Issues
Fall 2008
(Section 10954)
Department Course Number, Title, and Credit Hours:
ACES (CESP) 853: Law, Ethics, and Multicultural Issues, (3 credit hours),
Wednesday 7:05- 9:45 pm.
Semester:
Fall 2008
Room:
Hubbard Hall 327
WEATHER CANCELLATIONS:
(316) 978-6633 (select #2)
Faculty Member:
Janis Stucky, Ed.S
Office Address:
309 Hubbard Hall
Office Hours:
By appointment and 1/2 hour before and after class
Telephone:
Work- 316-973-0262 WSU- 316-978-3326
E-mail Address:
jstucky@usd.259.net or jpstucky@wichita.edu
Catalog Description: This course will cover issues of legislation, litigation, professional
and cultural diversity that impact the practice of school psychology for school
psychology students and practicing school psychologists.
Prerequisite(s):
Admission to the school psychology program or instructor's consent.
Textbook(s) and Related Material:
Jacob-Timm, S., & Hartshone, T.S. (2007). Ethics and Law for School Psychologists (5th
ed.). New York: John Wiley and Sons
National Association of School Psychologists (2002), Professional Conduct Manual.
Bethesda: Author
Supplemental Materials: Major journals in school psychology will be used as supplements
to various topics. These journals include: School Psychology School Review, Journal of
Educational and Psychological Consultation, Journal of School Psychology, Multicultural
Training in School Psychology Review, Psychology in Schools, and Journal of Special
Education.
-Some readings will be on reserve in the Ablah Library
-Other readings will be distributed by instructor either in class or on Blackboard
Tentative Course Schedule:
August 27
Introduction/review of course syllabus/requirements/review of COE
conceptual framework/School psychology guiding program document.
September 3
Topic: Overview of ethical principles and standards in the practice of school
psychology. Ethical, legal, and cultural issues in school settings.
Assignments: Read: Jacob and Hartshorne: Chapter 1- Ethics in
School Psychology. Jacob-Timm School Psychology in the New
Millennium: Legal influences and ethical issues. Psychology in the Schools,
37(1), 39-48. (2003). Attitudes of white students services practitioners
toward Asian Americans. NASPA Journal, 40(3), 30-42.
September 10
Topic: Continue with ethical principles and standards. Developing crosscultural competence.
Assignments: Read: Professional Conduct Manual. APA
Guidelines for providers of psychological services to ethnic,
linguistic, and culturally diverse populations. Jacob
Chapter 2 and Appendix D. Rogers, M.R (1992). Multicultural
training in school psychology: A national survey. School
Psychology Review, 21, 603-616. Vargas, E.M. & Veach L.J
(2002). Analysis of multicultural counseling articles published by
the American Counseling Association July 1980 to June 1996.
Liang, C.T.H. & Sedlacek, W.
Write a reaction paper to Culross article due on
Sept. 24
September 17
Topic: Regulations, Case law and Overview of the History of
Special Education Law. Developing Cross Cultural Competence.
Assignment: Jacob and Hartshone: Chapter 2 (cont.) Professional
Conduct Manual. Quinn-Adding Culture to tools of school
psychologist. Communiqué, 28, 34, 38-39.
Recshley, D.J (1998a). Recent placement
litigation Part I: Regulation education grouping and Part II:
Minority EMR overrepresentation: Comparison of Larry P (1970,
1984, 1985) and S-I (1986). School Psychology Review, 17, 22-38.
September 24
Reaction Paper Due
Topic: Privacy, Confidentiality, Informed Consent, and Record
keeping.
Assignment: Read Jacob and Hartshone: Chapter 3. Miranda A.H
(2002). Best Practices in cross cultural competence. best practices
in school psychology IV (pp. 353-362). Taylor, L (1998)
Confidentiality: Competing principles, inevitable dilemmas.
October 1
Topic: Psycho-Educational Assessment: Ethical, Cultural, and
Legal Issues.
Assignment: Read Jacob-Hartshone: Chapter 4, Reshley, D.J
(1998). Larry P! Why California sky fell on IQ testing. Journal of
School Psychology, 26, 199-205. Frisby, C.L. (1992). Issues and
culture on the psychoeducational needs of African American
children. School Psychology Review, 21, (4), 532-551.
October 8
Topic: IDEA, State and LEA eligibility. Evaluation and
placement in Kansas. Possible Guest Speaker.
Assignments: Read Jacob-Timm articles (1999) Ethically
challenging situations encountered by school psychologists,
Psychology in the Schools, 36 (3), 205-217.
October 15
Midterm Exam
October 22
Topic: KSDE regulations and guidelines. Special education flow
chart. Due process guidelines, Mediation, Multicultural issues in
school psychology (cont.). Possible Guest Speaker.
Assignment: Read: Kansas Special Education Process Handbook.
Harmon D. (2001). They won't teach me: The voices of gifted
African American inner city students. Roeper Review, 24(2), 6875. Delgado-Romero, E.A. (2001). Counseling a Hispanic/Latina
client- Mr. X. Journal of Mental Health Counseling 23 (3), 207221. Hartman, J.S (1989). Asian-American students: Are they
really a "model minority?" The school Counselor, 37, 109-12.
Write a reaction paper to Hartman (1989) due on Nov. 5
October 29
Topic: Bilingual assessment and the practicing school
psychologist in the state of Kansas: Ethical and legal implications.
Guest Speaker.
Assignment: Munoz, M.A. (2002). Assessing yearly progress of
language minority students using standardized testing.
Washington, DC: National Association of School Psychologists.
Read: Caterino, L.C (1990). Step by step procedure for assessment
of language minority children.
November 5
Reaction Paper to Hartman (1989) due.
Topic: Section 504 and Americans with Disabilities Act
Assignments: Read: Jacob and Hartshone: Chapter 6. GopaulMcNicol, S.A (1997). A theoretical frame work for training
monolingual school psychologists to work with multilingual
children: An exploration of the major competencies. Psychology
in the Schools, 34, 17-29. Kim, B.S.K. & Lyons, H.Z. (2003).
Experiential activities and multicultural counseling competence
training. Journal of Counseling& Development, 81, 400-408.
November 12
Topic: Legal Issues in Consultation and Direct Service Delivery
Assignments: Read Jacob and Hartshone: Chapters 7, 8, 10. Davis,
J.L. (1994). School Counselors: Are you aware of the ethical and
legal aspects of counseling? School Counselor, 42 (1), 5-13.
Zirkel, P.A. (2002). Decisions that have shaped U.S education.
Educational Leadership, 59, (4), 6-12.
Write a reaction paper to Zirkel (2002) due on Dec. 3
November 19
Cultural Experience Paper Due
Topic: The Social Context of School Psychological Practice:
Assessment in a Multicultural Context.
Assignment:Onwuegbuzie, A.J. & Daley, C.E (2001). Racial
Difference in IQ Revisited. Sullivan, K., Lantz, P., &Zirkel, P
(2000). Leveling the playing field or leveling the players. The
Journal of Special Education, 33, 258-267.
November 26
Thanksgiving Recess
December 3
Reaction Paper to Zirkel (2002)Due
Topic: Legal Issues: State and Federal Laws; Judicial Decisions
Assignment: Read Jacob-Hartshone: Chapter 9, 11. Margolis H.
(1998). Avoiding special education due process hearings: Lessons
from the field. Journal of Educational and Psychological
Consultation, 9, 233-260. Miller, K.J & Connolly, M.J. (2003).
Educators of the deaf and hard-of-hearing involved in due process
hearings. Communication Disorders Quarterly, 24(4), 205-210.
Brown, F., (2003). Due process and special education: How to stay
out of court. School Business Affairs, 18-21.
December 10
Presentations/Research Papers
December 17
Final Exam
Major Topics:
1. Ethics, Professional Standards and School Psychology
2. Law, Legislation Impacting Current School Psychology
3. Confidentiality, Privacy, and Informed Consent
4. Legal Issues and Historical Perspectives of Educational Assessment
5. IDEA and Identification of Children With Disabilities Act
6. Section 504 and American With Disabilities Act
7. Ethical and Legal Issues in Counseling and Consultation
8. Research in the Schools- Ethical and Legal Issues
9. APA and NASP Organizational Structures
10. Special Education Law-State and Local Guidelines
Program Goals Addressed:
At the end of their training students will :
- Be familiar with the roles and functions of school psychologists
- Understand and apply legal and ethical concepts related to professional conduct
- Be responsive to human diversity and multicultural issues
1
2
3
4
5
6
7
8
9
10
X
X
Collaboration (C)
Content Knowledge,
Pedagogical Content
Knowledge, and Alignment
with Standards (CKS)
Technology (T)
Connection of Teaching
Experiences and Assessment
(CTA)
Human Development and
Diversity (HDD)
Major Topics
Professionalism and
Reflection (PR)
Guiding Principles from the Unit Conceptual
Framework*
X
X
X
X
X
X
X
X
X
X
X
X
Learner Outcomes (assessments, guiding principles and KSDE standards)
Course
Outcomes
The student will:
Demonstrate
knowledge of cultural
issues that impact
home-school
collaboration
Demonstrate
knowledge of ethical,
professional, and legal
standards
Demonstrate
knowledge of public
policy application to
services of infants.
children, and families
Be able to use
information resources
and technology to
acquire information,
conduct research and
continuing professional
development. Ex. CD
ROM, internet, e-mail,
ITV, blackboard
Related
Assessment
Guiding Principles
from the Unit
Conceptual
Framework (PR,
HDD, CTA, T, CKS,
C)
Cultural Experience
Paper
Guiding
Principles from
Guiding
Program
Document (if
any)
4,5
School
Psychology 8.3
NASP 2.8
6
School
Psychology 10.3
NASP 2.10
6
School
Psychology 10.2
NASP 2.10
HDD
Exams, research
paper
PR
Exam, research
paper
Professional
Standards
(KSDE,
NASP)
PR. CKS
Research paper
School
Psychology 11.1
NASP 2.11
T
7
Course Assignments:
Readings:
Weekly readings are assigned by the instructor throughout the semester. These readings will form
the basis of class discussions, weekly reaction papers, writing assignments, learning activities, and
exams. It is expected that assigned readings for each week will be completed prior to class when
possible.
Research Paper:
Each student will prepare a research paper focusing on a relevant topic (5-7 pages excluding cover
page), written according to APA manuscript format, typed and double spaced. The paper will
identify the issue, present a discussion of the issue and its legal, ethical, and multicultural
implications, and provide suggestions for the practice of school psychology. It is expected that
students will base a large portion of the paper on outside research and the core legal, ethical, and
multicultural concepts presented in class. Each student is to submit one copy to the instructor
and a one page summary to each student in the class during presentation. The research paper
with presentation is worth 25% of the class grade. The research paper is due 12-10-2008.
Reaction Papers:
Students are required to write a brief paper (minimum of two pages typed, double-spaced)
summarizing their reaction to the assigned article. Papers should be a concise summarizing of the
main points including students' reaction to the material. Reaction papers are worth 10% of overall
grade and may serve as the basis for class discussion. Reaction papers are due as indicated in
the class schedule.
Cultural Experience Activities:
Students will be required to participate in one experience involving a cultural/ethnic group other
than their own. Suggested activities can include but are not limited to, festivals, concerts,
conferences, organizational meetings, and so on. Following the cultural experience, students are
expected to write a brief paper identifying and describing the cultural experience with a
summarization of the event, and the exploration of the students' impression. The cultural
experience will be worth 10% of the grade. The cultural experience paper is due 11-19-2008.
Quizzes:
There will be several quizzes on assigned readings. These will be open book and open note. The
quizzes will be worth 15% of the grade.
Participation :
Class attendance and participation are expected. If you are unable to attend class, please contact the
instructor or leave a message with the CESP office at 316-978-3326.
Technology Expectations: Students are expected to become familiar with the use of
Blackboard and with the use of electronic reserve located in the main library for research
and information purposes. If needed time will be scheduled for technical training on
Blackboard during a class session.
Grading:
Course grades will be determined by scores on the research paper, presentation, cultural
experience, activities, quizzes, mid-term, and final exam. Papers will be graded on four
criteria: a) appropriate use of professional literature, b) writing style and organization, c)
conceptual integration of topical issues, and d) the effectiveness of presentation. Grade
criteria for overall grading :
Research Paper/Presentation
Reaction Paper
Quizzes
Cultural Experience
Midterm
Final
25%
10%
15%
10%
20%
20%
Licensure Assessments:
Both the state of Kansas and national accreditation requires that university programs for
the preparation of teachers and other school personnel be performance-based. In
particular, this requires that students not only pass required courses/attain certain GPAs,
but also receive satisfactory ratings on certain required assessments, many of those
assessments are embedded within program’s coursework.
One or more of those required assessments occur in this course.
Students failing to attain a satisfactory rating on a required assessment may be provided
special assistance. The university is not able, however, to recommend individuals for
licensure who fail to attain a satisfactory rating on required assessments, even though
they may receive an acceptable course grade or exceed minimum GPAs.
Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning
environment. Students abridging a standard of honesty must accept the consequences; penalties are
assessed by appropriate classroom instructors or other designated people. Serious cases may result
in discipline at the college or University level and may result in suspension or dismissal. Dismissal
from a college for academic dishonesty, constitutes dismissal from the University.(WSU Student
Code of Conduct)
Special Needs: ADA: If you have a physical, perceptual, psychiatric/emotional, medical, or
learning disability that may impact your ability to carry out assigned course work, contact the
Office of Disability Services (DS), Grace Wilkie Annex, room 173. (Voice/TDD 978-3309). ODS
will review your concerns, confirm your disability, and determine, with you, what accommodations
are necessary. All information and documentation of your disability is confidential and will not be
released by DS without your written permission.