SPED 270 Teaching the Exceptional Learner Spring 2016
Course Section:
Meeting Time and Place:
Course Credit Hours:
SPED 270A0
Thurs. 5:00p.m. – 6:45 p.m. BE 210
2 credit hours
1. Faculty Contact Information:
2. Faculty: Lindsey Collingsworth
Hours: Before and after class or by appointment.
Office Telephone Number: 423-869-6330
E-Mail Address: lindsey.collingswort@lmunet.edu
3.
I.
Course Description:
This course is designed to prepare candidates to develop individualized plans for students with
learning exceptionalities. Candidates will learn to adjust goals and teaching strategies to help
students with exceptionalities succeed in the regular classroom. Clinical field experience in an
exceptional needs setting. Fall, Spring 2 cr. hrs.
II.
Course Objectives:
The candidate will:
 demonstrate an understanding of how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and design and implement
developmentally appropriate and challenging learning experiences (INTASC 1.P a-c;
EPP B 3,4,5
 utilize understanding of individual differences and diverse cultures and communities to
ensure an inclusive learning environment that enables each leaner to meet high standards
(INTASC 2.P a-f); EPP A,2 B 1,3
 work with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning,
and self-motivation (INTASC 3. P a, d, e, f); EPP A 2,4, B 1,2, C 3
 demonstrate an understanding of how learners differ in their approaches to learning and
create instructional opportunities that are adapted to diverse learners EPP A 2,4
 utilize an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction and active engagement
in learning and self-motivation EPP A 2,4 B 1,3
 utilize knowledge of effective verbal, nonverbal and media communication techniques to
foster active inquiry, collaboration and supportive interaction in the classroom EPP B6
 plan instruction based upon knowledge of subject matter, students, the community, and
curriculum goals EPP A, 4,5 B 2,5 C, 3
 use technology and technology based resources to facilitate developmentally appropriate
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




III.
student learning EPP B, 6
demonstrate a knowledge of and utilize research-based teaching practices that enable all
students to become proficient and motivated readers, writers, speakers and listeners EPP
A,2,3 B, 2,5 C, 1,3
recognize that some students require an expanded curriculum with learning goals beyond
the general curriculum to meet independent and functional living goals. EPP A,2,4, B, 1,3
have knowledge of the characteristics of a wide array of disabilities and the ways that
students' abilities and disabilities impact learning and development; hold realistically
high expectations for students and create challenging and supportive learning
opportunities. EPP A, 2,4 B 1,3
understand that families, communities, and cultures may perceive disabilities differently
depending upon differing values and belief systems, use these insights when working
with students and their families; use culturally accepted ways of seeking information
about the student’s background.EPP A 5, C, 3
foster environments in which diversity is valued and individuals are taught to live
harmoniously and productively in a culturally diverse world. EPP A,1,3 C, 1,2,3
Texts/Materials for the Course:
Required:
Friend, Marilyn. (2011) Special Education Contemporary Perspectives for School Professionals 3rd
Edition. Prentice Hall PTR:Pearson
Supplementary Materials (Selected readings/handouts from sources provided by instructor)
IV.
Course Requirements, Assessment (Learning Outcomes) and Evaluation Methods:
The candidate will:
o design a mock classroom scenario to utilize in lesson planning and other
applications of strategies and concepts throughout the course; guidelines will be
provided;; ( INTASC/ 3.P. a, d, e, f) (CMAS Assessment)
o write an IEP for one student identified in the mock classroom population;
(INTASC/ 2.P.a–f);
o critique an article related to an exceptionality represented in the demographics of
the mock classroom INTASC 9; 9f; 10;10t
o critique an article related to diversity in special education
o submit a reflection from required twenty hours of classroom observation
(guidelines to be provided); (INTASC/ 3.P.a,d,e,f
o create a lesson plan based on the demographics of the mock classroom which
conforms to the LMU Lesson Plan Format and appropriately addresses identified
exceptionalities and community characteristics inherent in the population of the
mock classroom; (INTASC/ 2.P.a-f); (Proficiency #15); (INTASC/
1.P.a,b,c); (CMAS Assessment)
o take a mid-term and a final exam.
Final grades will be calculated as follows:
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Assignment
Class Participation/Attendance
Quizzes
Midterm exam
Mock Classroom
IEP
Article critique #1
Article critique #2
Classroom Observations Reflection
Lesson Plan
Value
100
100
200
100
200
100
100
100
200
Final log of observation hours submitted on
time/correctly formatted
Final exam
Total Points
100
200
1,500
Grades are awarded based on the following scale:
A = 95-100 B = 83-86 C = 73-76 D = 63-66 A- = 90-94
B- = 80-82
C- = 70-72 D- = 60-62 B+ = 87-89 C+ = 77-79 D+ = 67-69 F = Below 60
Education majors must score no lower than a C- in their major coursework or repeat the course. ATTENDANCE:
An attendance and participation grade will be given for the class; points value is listed on the
assignment chart above. Attendance points given only when candidate is in class for the duration of the
session. Candidates must be present for at least 75% of all scheduled class meetings in order to
earn credit for the class. Unexcused absence from more than 3 class sessions will require repeating the
course.
*Students excused for school activities will make up class work before the next class session;
*Assignment Completion: All assignments are to be completed on time and submitted in class by the syllabus
schedule unless otherwise directed by the instructor. If an assignment is not turned in, 10 points will be
deducted for each day work is not turned in.
V.
Methods of Instruction: Written projects, activities, performance tasks, lectures.
VI.
Clinical Experiences: The process must be documented by an Activity/Time Log
initialed by the classroom teacher at each visit. Clinical Experience in this Course: 15 hours
Prior to observations, candidates must 1.) Purchase educator’s liability insurance
2.) Provide verification of a criminal background check to ITLU Program Office (Sue
England).
VII.
Information Literacy/Technological Resources: Blackboard, LiveText
IIX.
University Policies:
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Students With Disabilities Policy: As a rule, all students must read and comply
with standards of the LMU Student Handbook and LMU catalogue. Any student seeking
assistance in accordance with the Americans Disabilities Act (1990 as amended) should
contact the ADA Coordinator, Dan Graves, with regard to required documentation and in
order to make appropriate arrangements. Contact information: dan.graves@lmunet.edu
and/or 423.869.6267 (800-325-0900 ext. 6267).
Counseling: LMU counselors are available to help current students with
personal, career and academic concerns that affect academic success and quality of life.
The Director of Counseling, Jason Kishpaugh, can be contacted at
jason.kishpaugh@lmunet.edu and/or 423.869.6401 (800-325-0900 ext. 6401).
Discrimination, Scholastic Dishonesty, Cheating, and Plagiarism Policies can
be found in the student handbook:
LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml.
Course Evaluations: In addition to meeting degree requirements specified in the
graduate and undergraduate catalogs, all students are required to complete Universityadministered course evaluations.
Outcomes Assessment Testing: Degree requirements include participating in all
outcomes assessment testing (e.g., general education assessment, major field tests, etc.)
and activities when requested. Students may be required to complete one or more
questionnaires and to take one or more standardized tests to determine general
educational achievement as a prerequisite to graduation (see appropriate catalog for
additional information).
LMU’s Inclement Weather Policy can be found at the following link to LMU’s
website: http://www.lmunet.edu/curstudents/weather.shtml.
PROFESSIONAL CERTIFICATION AND LICENSURE DISCLAIMER –
Authorization for the University to provide a program for the preparation of teachers,
counselors, or administrators, does not guarantee eligibility for certification, licensure, or
benefits. It is the sole responsibility of the candidate to be knowledgeable about specific
state certification/licensure/benefits requirements, qualify for certification, licensure, or
benefits and apply for the same.
UNIT COMMITMENT TO DIVERSITY – The School of Education
recognizes differences among groups of people and individuals based on ethnicity, race,
socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and
geographical area. The unit designs, implements, and evaluates curriculum and provides
experiences for candidates to acquire and demonstrate the knowledge, skills, and
professional dispositions necessary to help all students learn. Assessments indicate that
candidates can demonstrate and apply proficiencies related to diversity. Experiences
provided for candidates include working with diverse populations, including higher
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education and K-12 school faculty, candidates, and students in K-12 schools.
IX.
mission statements:
Lincoln Memorial University Mission Statement can be found at the following link to
LMU’s website: http://www.lmunet.edu/about/mission.shtml.
Carter & Moyers School of Education Mission Statement:
http://www.lmunet.edu/education/about/Unit%20Conceptual%20Framework%202011.pd
f (page 6)
Undergraduate Education Mission Statement:
http://www.lmunet.edu/education/academics/ITLU/Handbooks/20132014%20Initial%20Teacher%20Licensure%20Undergraduate%20Handbook%20(2).pdf
(page 5)
X.
Course Outline/Assignment/units of Instruction or Clinic Schedule:
Date
Jan. 14
Jan. 21
Jan. 28
Feb. 4
Feb. 11
Feb. 18
Feb. 25
March 3
March 10
March 17
March 31
April 7
April 14
April 21
April 28
May 5
Assignment
Introduction to course; discussion of syllabus; review of requirements/rubrics Discuss
Chapter 1 Understanding Special Education
Chapter 2 The Personnel and Procedures of Special Education
Chapter 3 Multicultural and Bilingual Perspectives Article critique #1 due
Chapter 4 Collaboration in Special Education
Chapter 5 Students with Learning Disabilities; Mock Classroom due
Chapter 6 Students with Attention Deficit-Hyperactivity Disorder
Chapter 7 Students with Emotional and Behavior Disorders
Midterm Exam; Classroom Observation log due (7 hrs minimum)
Discuss Chapter 8 Students with Intellectual and Developmental Disabilities Article
critique #2 due
Chapter 9 Students with Speech and Language Disorders
Chapter 10 Students with Autism Spectrum Disorders IEP Activity Due
Chapter 11 Students with Deafness and Hearing Loss
Chapter 12 Students with Visual Impairments
Chapters 13 and 14 Students with Physical and Health Disabilities; Students with Severe
and Multiple Disabilities Lesson Plan Due
Chapter 15 Students Who Are Gifted and Talented
Review for Final Exam; Final Classroom Observation log due; Classroom reflection
due
Final Exam
* Subject to change at instructor’s discretion
XI.
PlAGIARISM
Plagiarism is the presentation of someone else’s words or ideas as one’s own (See APA
Publication Manual, 6th ed., pp.15-16). One of the most common forms of plagiarism is the
paraphrasing of several phrases, sentences of ideas in a paragraph with only one citation at the
end of the paragraph, resulting in confusion between the cited content and the researcher’s own
words or ideas. Another common form is the practice of substituting words or phrases while
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retaining the original author’s for and structure.
Plagiarism in any form is one of the most egregious violations of professional ethics an author
can commit. Submission of plagiarized material, even by accident or ignorance, is a severe
infraction of the professional ethical code and can result in expulsion from the program. To
avoid plagiarism:

Cite sources within the text for all phrases or ideas that are quoted or paraphrased.

Cite sources within the text in the format delineated in the APA Manual, pp. 174179.
Certification of Authorship. I certify that I am the author of this paper titled
________________ and that any assistance I received in its preparation is fully acknowledged
and disclosed in the paper. I have also cited any sources from which I used data, ideas, or words,
either quoted directly or paraphrased. I also certify that this paper was prepared by me
specifically for this course. I understand that falsification of information will affect my status as
a student.
Student’s
Signature________________
Date
______________
(This statement
assignments.)
must
be
included
with
all
written
XII.
Student Community Engagement: A cornerstone of the University’s mission is service to
humanity. As part of the University’s Student Service Initiative, students receiving any
form of institutional aid participate in at least 10 hours of service learning per semester.
Students are encouraged to network with one another in classroom settings and with
instructors and advisors for searching out and creating appropriate service learning
projects related to their field of study. For more information visit:
http://www.lmunet.edu/campuslife/initiative/index.shtml or contact Larry Thacker,
Associate Dean of Students.
XIII.
THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR
AMEND THIS SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED
IN WRITING AND/OR BY EMAIL OF ANY SUCH REVISIONS,
ALTERATIONS AND/OR AMENDMENTS.
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