Course Form (revised 5/1/12)
(Instructions: http://www.umt.edu/facultysenate/documents/forms/courseform_instructionsX.aspx)
I. Summary of Proposed Changes
Dept / Program
Curriculum & Instruction
Prefix and Course # EDU 346
Course Title
Exceptionalities
Please check one or more
x New course  Delete course
of the following:
Course Changes
x Course Title  Description  Learning Outcomes
 Prerequisites  Cross-listing  Other
 Credits
from _________ to________
 Number / Level from _________ to________
 Repeatability
from _________ to________
Justification / explanation (required for ALL proposals) For new courses please provide rationale for why
the course is needed, how it fits with exiting curriculum and whether there are curricular adjustments.
We have been offering EDU 345: Exceptionalities and Classroom Management; our proposal is to change
each of these critical content areas to stand alone (as separate courses), so that both get the attention they
need (both topics were condensed in the combined format). This will result in growth of key competencies in
our teacher candidates. This course will be Exceptionalities.
Has the Department gone through common course Review?
x Yes  No  In process
II. Syllabus/Assessment Information Required for new courses, learning outcome changes and
course change from U to UG.
Important: please spell out learning goals and learning outcomes clearly in the syllabus.
Learning Goals are a list of what students should know, understand, or be able to do at the end of
the course, including essential information and knowledge or skills relevant to the subject area.
Learning Outcomes are measures of performance or behavior that indicate, to the teacher and the
students, that students understand the material, and what criteria differentiates among different
levels of understanding. Attach syllabus at the end of the document.
III. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
Morgen Alwell
Phone/ email :
243-5512
Program Chair(s)/Director:
Trent Atkins
Dean(s):
Roberta Evans
Approve
 Yes  No
 Yes  No
 Yes  No
 Yes  No
All other affected programs:
 Yes  No
 Yes  No
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Signatory Comments (required for disapproval):
Please obtain signature(s) from the
Chair/Director of any such department/ program
(above) before submission
IV: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
X
course is interdisciplinary. (http://www.mus.edu/Qtools/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
Edu 346 is the common course number; this is offered at a number of campuses across the state.
If NO: Course may be unique, but is subject to common course review. The course number may be changed
at the system level.
Short Title (max. 26 characters incl. spaces) Exceptionalities
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
U 346 Exceptionalities: (EDU 346) Exceptionalities 3 cr. Autumn and Spring.
Prereq.,
admission to Teacher Education Program coreq., EDU 397W Methods: Teaching and Assessing
PK-8 Language Arts X, EDU 395 Clinical Experience L2:Crtical Thinking & Problem Solving, SCI
350, EDU 370, EDU 407.
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://www.umt.edu/facultysenate/procedures/default.aspx
Complete for Co-convened courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://www.umt.edu/facultysenate/procedures/default.aspx
New fees and changes to existing fees are only approved once each biennium by the
Board of Regents. The coordination of fee submission is administered by
Administration and Finance. Fees may be requested only for courses meeting specific
conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf .
Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
V. Change an Existing Course
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
YES
NO
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program & course
number
4. Is this a course with MUS Common Course Numbering?
http://www.mus.edu/Qtools/CCN/ccn_default.asp
If yes, please explain below whether the change will eliminate the common course status.
YES NO
5. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://www.umt.edu/facultysenate/procedures/default.aspx
6. Graduate increment if level of course is changed to UG.
Reference procedure 301.30:
Have you reviewed the graduate
increment guidelines? Please check (X)
http://www.umt.edu/facultysenate/procedures/default.aspx
space provided.
(syllabus must be attached)
7. Other programs affected by the change
8. Is there a fee associated with the course?
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Education 346
Exceptionalities
Autumn 2012
Instructor: Morgen Alwell, Ph.D.
Office: Education 306
Phone: 406-243-5512
E-mail: morgen.alwell@umontana.edu
Office Hours: T/W 1-3 and by appointment
Meeting Days: Tuesdays
Meeting Time: 4:10 – 7:00 p.m.
Location: Education, Room 314
Credits: 3.0
Prerequisite: Edu 202 and admission to the Teacher Education Program
COURSE DESCRIPTION
Welcome to Education 346: Exceptionalities! This is a required course for all elementary and secondary pre-service teachers. As
described in the University of Montana course catalog, this course will focus on characteristics and strategies for optimizing
learning for children with disabilities in the regular education classroom.
We will utilize a variety of instructional strategies, including but not limited to: large and small group discussions, instructor and
student led presentations, and individual and group learning activities. All course activities have been designed to facilitate
student learning and thus the acquisition of the course objectives.
TEXTS
Required:
Turnbull, Turnbull, and Wehmeyer (2009). Exceptional lives: Special education in today’s schools (6th ed.). Upper Saddle River,
NJ: Pearson.
Recommended:
Janney, R., & Snell, M. (2008). Teachers guides to inclusive practices: Modifying schoolwork (2nd ed.). Baltimore, MD: Paul
Brookes.
Additional readings will be assigned and provided by the instructor on the course Moodle site.
LEARNING GOALS
After successful completion of this course, students will be able to:
1.
Recognize many of the societal barriers that prevent people with disabilities from participating fully in society.
2.
Describe characteristics and potential learning issues associated with the children who have identified disabilities that
make them eligible to receive special education supports and services under the Individuals with Disabilities Education
Improvement Act of 2004 (IDEIA).
3.
Describe instructional methods and an array of curricular accommodations and adaptations and that can be used to
meet the needs of diverse learners.
4.
Identify and utilize resources to design effective lessons that meet the needs of all learners, such as www.cast.org:
(universal design for learning [UDL]).
5.
Apply techniques of universal design for learning (UDL) and differentiated instruction in lesson planning to meet the
instructional needs of a variety of students, with and without disabilities.
6.
Understand the key provisions of Part C and Part B of IDEA including but not limited to: the role parents play in special
education; the concept and implications of “natural environments” or “least restrictive environments” (LRE); the importance and
function of multi-disciplinary teams; and, the purpose and function of the Individual Family Service Plan (IFSP) and the
Individualized Education Plan (IEP).
7.
Articulate the roles and responsibilities of various team members in teaching/supporting students’ with disabilities:
general education teachers, special education teachers, school psychologists, school counselors, parents, students,
administrators, and related service providers: speech/language therapists, occupational therapists, physical therapists, and other
specialists.
8.
Identify several different social supports to facilitate class, school, and community membership for students with and
without disabilities.
9.
Identify resources and strategies to support your own and colleagues’ skills for teaching students with disabilities.
COURSE GUIDELINES
Class Attendance & Participation:
In general, students are expected to attend each class session. Students should have completed assignments prior to the class
session (including all assigned reading).
Because both your careful preparation for class, and your active participation in class is critical for your learning and for the
learning of others, unexcused absences will result in the lowering of your grade. Twenty (20) points will be deducted from your
final grade for each unexcused absence. Four unexcused absences will result in automatic failure of the course. You are required
to notify the instructor if you must miss a class. Whether or not your absence is considered “excused” is up to the discretion of the
instructor. You may miss one class without penalty- with the exception of finals week. You are still responsible for course content
during your absence.
A note on participation: please turn off your cell phones/Blackberries during class (if you must make or receive a call please
leave class). Also refrain from reading any other materials during class—your active attention during presentations and
participation in small and large group discussions and activities is both expected and greatly appreciated! Also, you may bring a
drink or snack to consume during class time, but do be sensitive to those around you and be responsible for keeping the
classroom clean and free of trash.
Accommodations:
If you have a documented disability and would benefit from accommodations in this class to facilitate your participation and
learning, I am more than happy to work both with you and staff at Disability Services for Students (DSS) to make these
accommodations. Please contact me ASAP-during the first week of class -to make a plan for these accommodations. Every effort
will be made to keep student information confidential.
Person-first language:
When referring to persons with disabilities, it is most respectful to use “person-first language”. That means that we emphasize the
person before the disability. For example, we would say, “a child with autism” not “an autistic child”, or she “uses a wheelchair”,
not she is “wheelchair-bound”. If you have questions or need to review the criteria for using respectful, person-first language, see
Child Care plus+ The Language of Inclusion; Vol. 13 No. 2 http://www.ccplus.org/newsletters/13.2.pdf .
Assignments:
All written assignments are due at the start of class on the assigned day. If you are unable to meet this deadline, you should
make an alternate arrangement with the instructor-- prior to the actual due date. Plan ahead and pace yourself! All written work
must be: typed (unless completed in the context of a class session or otherwise specified), double-spaced, be clearly and
concisely written, and incorporate person-first language, APA style guidelines (6th ed.), and full references.
Conduct Code:
Students are expected to know, understand and comply with the academic honesty policies as described in the University of
Montana Student Conduct Code. An unabridged copy of this code is available at:
http:///www.umt.edu/studentaffairs/policy/code.htm. You must do your own work on quizzes, and all written work submitted for a
grade must be original or properly cited. You must be especially careful with any information copied or remembered from another
source (e.g., the Internet); even when you are paraphrasing ideas the source must be cited. If you have any questions, please
consult with Dr. Alwell prior to turning in your work.
SUMMARY OF POINT VALUE:
Description
Points Possible
Class Attendance & Quality of Participation
(15 class sessions x 20 points/session)
300
Semester-long “expert” project
Definition
Websites
25
25
Media/ literature critique
UDL lesson plan 50
Family perspective
Creative product 50
Summary/Handout
Quizzes
25
50
25
Overview of terms/ special education procedures
High Incidence Disabilities 25
Low Incidence disabilities 25
Final presentation 25
TOTAL POINTS POSSIBLE
650
25
Grading Scale*:
A
AB+
=
=
=
94 - 100 B
90 - 93 B87 - 89 C+
=
=
=
83 – 86 C
80 – 82 C77 -79 D+
=
=
=
73 - 76 D
70 - 72 D67 - 69 F
=
=
=
63 - 66
60.0 – 62
0 – 59.9
*Percentage will be determined by dividing total points earned by total possible and multiplying by 100; grades round from the
tenth position using standard practices of 0 – 4 rounds down and 5 – 9 rounds up with the exception of “F”.
DESCRIPTION OF ASSIGNMENTS/ LEARNING OUTCOMES
Assignments will first be due when stated below and as noted on the course schedule. Students will receive feedback and a
grade on this first turn-in. Students may turn in a revised assignment one week after they receive their graded work back (where
noted). The revision will be re-graded. (If turning in a revision, the student must also turn in their first submission.). The grade on
the revision will never be lower then the original grade, and if higher, will replace the original grade. In order to receive credit for
each assignment, it must be turned in on the first due date.
Semester-long “Expert” Project
The purpose of this set of assignments is two-fold. First, the experience is designed to give students more information about a
topic of interest to them. This depth will balance the survey nature of the majority of the course content. Second, the assignment
is meant to mirror many of the activities a teacher would engage in if they were going to have a student in their class with a
disability with which they were unfamiliar. The student is to choose a specific disability and focus on that disability for all of the
following assignments.
Note: All assignments are to be completed individually, unless otherwise noted.
1.
Definition (25 points). You may select one disability area for in depth study from the list at the end of this paragraph.
After you have selected a disability, in no more than a page, you will define the disability. Depending on the disability, a medical
or psychological definition may be most appropriate. Included in this definition should be a statement about incidence rates of the
disability, characteristics associated with the disability, and whether there are any other interesting facts about the disability, such
as it impacting one gender more than another. Finally, any information about the cause (etiology) of the disability should be
reported.
Choose One*: Learning disabilities (LD); Attention-Deficit Hyperactive Disorder (ADHD); Communication Disorders (CD);
Emotional/Behavioral Disorders (E/BD); Intellectual Disabilities (ID/MR); Autism Spectrum Disorders; Vision (either low vision or
blindness or both); Hearing (Hard of Hearing/ Deaf); Deaf-Blindness; Multiple Disabilities; Physical Disabilities; Traumatic Brain
Injury (TBI).
*You may also pick a subcategory of one of these areas, such as Down syndrome or cerebral palsy (CP).
Initial turn in: 9/29
2.
Websites (25 points). More and more families are turning first and frequently to the World Wide Web to gather
information about their child’s disability, treatments and educational programs for their child and for support from other parents.
While the web can be a great source of information, there are typically no evaluation criteria for the information posted on a web
site, or safeguards for the accuracy of the information. Using the information for evaluating websites found at
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html select two (2) web sites that you would recommend to
parents of a child with the disability you are studying. Explain why you would recommend these web sites. Be as specific as
possible. Next, describe one (1) web site you would not recommend. Explain why you would not recommend the web site. Be
as specific as possible. Make sure to include the websites’ addresses (URLs) in your report. This entire assignment should take
no more than two pages. [may work with a partner with same focus area]
Initial turn in: 10/6
3.
Critique of media/ literature portrayal (25 points). In our society, many people have seen movies and television shows
about people with disabilities or read accounts in news magazines or other media outlets (such as children’s literature). In many
cases, people’s views of disability are formed only by these media accounts, not by direct experience or reading of more expert
literature. For this assignment you are to view or read something that was produced by the media for the lay person. In no more
than two (2) pages you are to describe how the portrayal of the person with the disability either supported or contradicted the
other information you have already learned about the disability. Include what advice would you have for the writer, director, etc. if
s/he were going to make a remake/rewrite—or if you have selected a book written for children to promote awareness of the
disability, critique the book and develop a lesson plan of how you would use the book with children.
Initial turn in: 10/20
4.
UDL Lesson Plan (50 points)(Information will be posted on Moodle and discussed in class) [may work with a partner]
Initial turn in: 10/27
5.
Family Perspective (50 points). The field of special education would not exist if it were not for the extensive advocacy
work done by parents of children with special needs. Parents are vital team members and must, by law, be included in the
planning for their child’s educational program. Thus, the perspective that family members bring to special education and the
disabilities studies fields is invaluable. For this assignment, you are to read a book written by a family member (usually by a
parent) of a child that has the disability on which you are focusing (you may also read a book written by a self-advocate). After
you have read the book, you will write a summary and reflection of the book. The summary should be no more than one (1) page
and include an overview of the book. The reflection should be no more than three (3) pages and should include you reactions to
the content of the book. Make sure to include what you found most interesting about the book, what was most challenging about
the content of the book, how the information either supported or contradicted the other information you have already learned
about the disability, and what information the book contained that would be important for teachers to know. Make sure to include
the full reference for the book with your report.
Alternative: If you have access to a family with a child with a disability, you may arrange to interview the parent(s) and/or other
family members. Please see Dr. Alwell individually if you are thinking about this alternative.
Initial turn in: 11/10
6.
Creative Product (50 points). When you attend a professional conference, there are usually poster sessions where
projects display the results of conference participants’ work. You will make a poster (or another product, such as a brochure,
plans for a faculty workshop, or a video) that communicates to the other students in the class the key information you learned
about the disability you studied. It is up to you to include what you want, but the goal is to educate your classmates about the
disability beyond what they have been exposed to in the text book and class. Remember your audience—these are future
teachers—give them information that will be interesting and important to them. You will present your product to the class during
our last session (on 12/15). You may be as creative as you like; you will be graded on the clarity of your presentation, and the
quality and relevance of information presented. [may work with a partner with same focus area]
ONLY TURN IN: 12/8
7.
Summary/Handout (25 points). Summarize key information about the disability you have focused on throughout the
semester. Include information that will be most useful to new/practicing teachers, and also point teachers to selected resources .
[May work with a partner with same focus area]
8.
Final presentation (25 points). You will share your semester long expert project during our final exam time slot, with
special emphasis on learning characteristics of a child with a disability in your future classroom, with examples of evidence-based
instructional strategies appropriate for his or her unique learning needs.
Date/time during finals week.
QUIZZES
There will be three (3) quizzes worth 25 points each. All quizzes will have the same format: a terms and concepts definition
section and an application section. Dates are posted on the Course Schedule.
EXTRA CREDIT
1.
There are often on-campus lectures (through a variety of departments) that relate to the course material. You may
attend one of these lectures or events and write a one page summary of the lecture or event. The final paragraph of the summary
should make explicit how the content in the lecture or event relates to the course content. Twenty (20) points possible.
2.
Interview a special education professional (teacher or related service provider). Twenty (20) points possible- see Dr.
Alwell for clearance and interview protocol.