Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
INSTRUCTOR CONTACT
INFORMATION & GENERAL
COURSE INFORMATION
Note: This course syllabus is a general plan; deviations/adjustments may be
made by the instructor as necessary.
Instructor:
Office Location:
Office Phone:
Office Fax:
Mobile:
Doris A. Barnes-Green, M.Ed., M.Ed.
Delco Building, Room 332
936-261-3414 – Leave a message on voicemail
936-261-3419
281-989-5484 – This number is for Emergencies & Text Messages Only!
E-mail Address:
dagreen@pvamu.edu
Email should be your primary method of communication with the instructor.
Postal Address:
Prairie View A&M University
P. O. Box 519; MS 2410
Prairie View, Texas77446
Office Hours:
Monday, Tuesday, Wednesday 1:00 – 5:00
Thursday 12:00 – 2:00 p.m.
Virtual Office Hours:
24/7 Via Email and Voice Messages to the Office Phone Number Only.
NOTE: Email and Voice Messages will be responded to within 24 to 48 hours.
CALLS AND/OR TEXT MESSAGES TO THE INSTRUCTOR’S CELL PHONE SHOULD ONLY
BE MADE MONDAY – FRIDAY 10:00 A.M. TO 6:00 P.M.
Class Meeting Days & Time:
Class Location:
Independent Study – Meetings weekly as designated by the instructor.
Delco Room 332
Course Web Support:
This course is designated as a web-assisted course. Some class meetings will take
place via web interaction, discussions, and assignments. For E-Course access log on
to www.pvamu.edu.
Course Abbrev. & Number:
SPED 3003-PO1
Course Duration:
June 3, 2013 – July 8, 2013
CATALOGUE DESCRIPTION:
SPED 3003. Introduction to Special Education. (3-0) Credit 3 semester hours. Basic
theories and concepts related to identification and classification of exceptional
children and youth. Prerequisite: Junior status.
COURSE OVERVIEW:
Introduction to Special Education (SPED 3003) supports the development of
potential general and special education teacher-candidates’ ability to understand the
characteristics, etiologies, and instructional and assessment needs of students with
disabilities. Candidates will become knowledgeable of special education law,
including the referral process, the ARD/IEP process, and transition across the lifespan.
In addition, candidates will also understand the historical and philosophical
perspectives of special education, and the importance of effective communication
with parents, staff and the community.
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
REQUIRED TEXT:
Exceptional Learners: An Introduction to Special Education, 12/E
Daniel P. Hallahan, University of Virginia
James M. Kauffman, University of Virginia
Paige C. Pullen, University of Virginia
ISBN-10: 0132995336 • ISBN-13: 9780132995337
©2012 • Pearson • Cloth Bound with Access Card, 552 pp
Published 08/01/2012 • Instock Suggested retail price: $166.07
Website www.mypearson.com
It's important you buy this book because:

There will be required reading from the book.

Homework assignments will come from the book.

Tests will be based on material from the book.
RELATED WEBSITES
1.
For Star Legacy Modules and
Case Studies:
www.iris.peabody.vanderbilt.edu This website is the source of required Case Study
and Star Legacy Modules Assignments.
2.
For SBEC Website to Access the
Special Education EC-12 Exam Test
Preparation Manuals, Test-Taking
Tips Guide, and Reducing Test
Anxiety Guide:
http://www.sbec.state.tx.us
3.
For Access to PVAMU Learning
Resources:
PVAMU Library - Phone: (936) 261-1500 https://www.tamu.edu/pvamu/library/
University Bookstore - Phone: (936) 261-1990
https://www.bkstr.com/Home/10001-10734-1?demoKey=d
OVERALL COURSE GOALS:
1.
THE GOALS OF THIS COURSE ARE . . .
To emphasize correlation of course content to NCATE Standards, INTASC Standards,
the Content Area and Pedagogy Standards for Texas Educators, the Test
Frameworks (domains and competencies) for the TExES Special Education EC-12
Exam, and the PVAMU E-FOLD-P Conceptual Framework. See Syllabus Appendix for
The PVAMU conceptual framework model – Educator as Facilitator of
Learning for Diverse Populations (E-FOLD-P) – supports the major
goals of the Teacher Education Unit. E-FOLD-P guides the design and
implementation of teacher education programs located in the College
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
of Education and constitutes a commitment by the Unit to develop
and prepare candidates as:




ACCREDITING AGENCY STANDARDS
problem solvers, critical thinkers, and decision makers;
reflective and continual learners who utilize effective teaching practices;
facilitators of student growth and development, by precept and example;
educators with understanding and appreciation of human diversity and
global awareness.
2.
To promote the professional development and competence of students preparing
for student teaching.
3.
To prepare beginning professionals as problem-solvers, critical thinkers, and
decision-makers who are able to communicate these cognitive skills to students.
4.
To prepare beginning professionals as facilitators of student growth and
development by exhibiting a positive self-esteem and concept, and by being able to
transmit these affective components to learners.
5.
To prepare beginning professionals as reflective and continual learners who initiate
and distribute knowledge and skills and who utilize effective teaching practices.
6.
To prepare beginning professionals as those who understand and appreciate human
diversity, and who demonstrate global awareness by recognizing that diverse learners
can meet all learner outcomes.
At the End of This Course, Students Will Be Able to Meet the Following NCATE
Standards:
Understand the foundations of teaching, including the concepts of effective
teaching, standards and professional development, the teacher as a reflective
decision maker, and the impact of increasing student diversity.
Be able to articulate and demonstrate the fundamentals of planning for instruction,
including approaches to planning, and planning considerations.
Understand and articulate the types of teacher planning, including course planning,
term planning, unit planning, weekly planning, and daily planning, as well as the
components of a daily lesson plan.
Be able to articulate and design differentiated instruction for diverse learners,
including understanding the sources of student diversity, how to create an inclusive,
multicultural classroom, and implementing differentiated instruction.
Understand the importance of direct instructional strategies and approaches, as well
as indirect instructional strategies and approaches, including social approaches and
independent approaches.
Understand the importance of implementing strategies that promote student
understanding, including summarizing and note taking, reinforcing effort and
providing recognition, homework practice, and setting objectives and providing
feedback.
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
Understand the importance of managing instruction in the classroom through the
management of lesson delivery, parts of the lesson, student work, and whole-group
instruction.
Understand the importance of classroom management, preparation, organization of
materials, selecting rules and procedures, and maintaining appropriate student
behavior.
Understand the importance of classroom discipline, including misbehavior,
interventions and chronic misbehaviors.
Understand the importance of assessing and reporting student performance, grading
systems, marking, and reporting, designing a grade book, reporting grades and
communicating to families, and general principles of grading and reporting.
Understand and articulate the importance of working with colleagues and families.
CORRELATION OF COURSE AND TEXT
TO THE STATE OF TEXAS SPECIAL
EDUCATION STANDARDS AND THE
TExES SPECIAL EDUCATION EC-12
EXAMINATION DOMAINS AND
COMPETENCIES.
(A complete listing of the State Special
Education Standards is included as a
handout with this syllabus)
DOMAIN I – UNDERSTANDING CHILDREN WITH DISABILITIES AND EVALUATING
THEIR NEEDS
Standards Assessed: IV and V
Competency 1: The special education teacher understands and applies knowledge of
the characteristics and needs of students with disabilities.
Competency 2: The special education teacher understands formal and informal
assessment and evaluation procedures and knows how to evaluate student
competencies to make instructional decisions.
Domain II – PROMOTING STUDENT LEARNING AND DEVELOPMENT
Standards Assessed: VI, VII, VII, IX, X
Competency 3: The special education teacher understands and applies knowledge of
procedures for planning instruction for individuals with disabilities.
Competency 4: The special education teacher understands and applies knowledge of
procedures for managing the teaching and learning environment including
procedures related to the use of assistive technology.
Competency 5: The special education teacher knows how to promote students’
educational performance in all content areas by facilitating their achievement in a
variety of settings and situations.
Competency 6: The special education teacher understands and applies knowledge of
issues and procedures for teaching appropriate student behavior and social skills.
Competency 7: The special education teacher understands and applies knowledge of
transition issues and procedures across the life span.
DOMAIN III – PROMOTING STUDENT ACHIEVEMENT IN ENGLISH LANGUAGE ARTS
AND READING AND MATHEMATICS
Standards Assessed: XI, XII
Competency 8: The special education teacher promotes performance in English
language arts and reading.
Competency 9: The special education teacher promotes student performance in
mathematics.
DOMAIN IV – FOUNDATIONS AND PROFESSIONAL ROLES AND RESPONSIBILITIES
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
Standards Assessed: I, II, III
Competency 10: The special education teacher understands the philosophical,
historical and legal foundations of special education.
Competency 11: The special education teacher applies knowledge of professional
roles and responsibilities and adheres to legal and ethical requirements of the
profession.
SPECIFIC COURSE GOALS AND
OBJECTIVES
At the end of this course, candidates will be able to demonstrate comprehension
and analysis of the following concepts:
1.
Exceptionality and Special Education, including the educational definition and
prevalence of exceptional learners, definition of special education, history and
origins of Special Education, and the progress of Special Education.
2.
Integration, Inclusion, and Support of Positive Outcomes, including evaluation
and identification of exceptional learners, the intent of Special Education Law
(individualized education for students with disabilities), providing Special
Education (placement issues for exceptional learners), teachers’ roles in
providing Special Education, and Special Education in the context of standards
based reform.
3.
Multicultural and Bilingual Aspects of Special Education, including America
and multiculturalism, education and cultural diversity, multicultural and
bilingual Special Education, identification and classification of disabilities,
assessment issues in multicultural and Bilingual Education, and instruction in
multicultural and Bilingual Special Education.
4.
Parents and Families, including professionals’ changing views of parents and
families, the effects of a child with a disability on the family, family
involvement in treatment and education.
5.
Definitions, Prevalence, Origins, Variations, and Considerations for Learners
with Intellectual and Developmental Disabilities, including mental
retardation, learners with learning disabilities learners, attention deficit
hyperactivity disorder, emotional or behavioral disorders, autism spectrum
disorders, communication disorders, learners who are deaf or hard of hearing,
learners with blindness or low vision, learners with low-incidence, multiple,
and severe disabilities, learners with physical disabilities and other health
impairment, and learners with special gifts and talents.
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
COURSE EVALUATION METHODS
This course will utilize the following instruments to determine student grades:
 Exams – written tests designed to measure knowledge of presented course
material.
 Projects (group, individual) – assignments designed to measure ability to apply
presented course material.
 Case Studies – from designated Iris Center downloads
 Homework & In-class Exercises – written assignments designed to supplement
and reinforce course material.
 Class Participation – daily attendance and participation in class discussions.
Instrument
Percentages
Total Points
Chapter Tests
Individual Projects /
Assign.
Group Projects /Assign.
In-class Participation &
Homework Assignments
Mid-Term & Final Exam
Total:
20%
20%
200
200
20%
20%
200
200
20%
200
1000
GRADING DETERMINATION (per University policy):
A = 900 – 1000 pts. or 90 – 100
B = 800 – 899 pts. or 80 – 89
C = 700 – 799 pts. or 70 – 79
D = 600 – 699 pts. or 60 – 69
F = 0 – 599 pts. or 0 – 50
GRADING RUBRICS
COURSE PROCEDURES
1.
2.
3.
4.
RUBRICS WILL BE USED TO GRADE ALL MAJOR ASSIGNMENTS.
SEE THE SYLLABUS APPENDIX FOR COPIES OF ALL RUBRICS.
THE CORRESPONDING RUBRIC SHOULD BE TURNED IN WITH EACH MAJOR
ASSIGNMENT.
EACH STUDENT IS EXPECTED TO:
1. Attend ALL class meetings.
2. Remain in class for the entire class period, and when presentations are in
progress.
3. Purchase required textbooks.
4. Bring your text book to class each day.
5. Complete all required document downloads.
6. Read and be thoroughly familiar with the course syllabus; follow directions
for completing assignments!
7. Read all supplementary handouts.
8. Utilize all supplementary websites and web sources.
9. Read and respond to all assigned case studies.
10. Read the assigned text chapters prior to each class meeting.
11. Be prepared to discuss and answer questions from the chapters.
12. Be prepared to make meaningful contributions to class discussions.
13. Complete and document the required 15 hours of DOCUMENTED classroom
observations, in your content area, in a public school setting, or in an
approved private school facility with children from diverse populations.
14. Follow the instructions/requirements/guidelines and/or format provided by
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
ASSIGNMENT TIPS
FORMATTING DOCUMENTS
the instructor for completing all assignments, including group projects,
classroom observations, case study assignments, individual projects,
homework assignments, and in-class assignments.
Utilize the required title page format for ALL submitted assignments.
Type all assignments that are to be turned in to the instructor.
Turn in all assignments (major and minor) on the assigned date. (LATE
ASSIGNMENTS WILL BE PENALIZED---NO EXCEPTIONS.)
Take notes on class lectures and classroom discussions.
Bring a Scantron® and a #2 pencil to take your tests and exams. Do Not leave
class to buy or borrow these items!
Take all chapter tests, mid-semester, and final examinations for evaluative
purposes. KEEP A COPY OF ALL ASSIGNMENTS SUBMITTED TO THE
INSTRUCTOR, INCLUDING RETURNED ASSIGNMENTS AND TESTS, AS WELL AS
ANY OTHER COURSE RELATED DOCUMENTS!
Read and become familiar with our “Class Ground Rules” for behavior found in
the Appendix of this syllabus. These rules include, but are not limited to the
following:
Listen while others are talking; refrain from “side conversations”.
Turn OFF all electronic devices – use only before or after class!
Abide by the university policy on bringing visitors and children to class with
you – NONE are allowed!
Conference with the instructor, as needed, throughout the semester.
MAINTAIN A PROFESSIONAL ATTITUTE AND PROFESSIONAL APPEARANCE AT
ALL TIMES!
When Developing Your Projects & Assignments………
 Be creative!
 Follow course lecture guidelines, as well as current research and
 best practices for development of all of the above.
 Keep in mind the age and academic level of your students.
 Provide a handout sample for each class member when required.
 Be prepared to present your assignment to the class.
 Plan to complete your presentation in the designated amount of time.
 Have ALL assignments stapled, or bound in a presentation folder.
 Loose papers will not be accepted!!!
 Do not use over-sized notebooks for small projects.
 Do not use plastic sheet protectors or sleeves on individual pages.
Microsoft Word is the standard word processing tool used at PVAMU.
 If you are using other word processors, be sure to use the “save as” tool and
save the document in either the Microsoft Word, Rich-Text, or plain text
format.
 Utilize the services of the Writing Center prior to submitting a major paper or
project.
 Follow the American Psychological Association (APA) writing guidelines for
submitting all essays and/or papers. See the Purdue APA Formatting Style and
Guide at the following website:
http://owl.english.purdue.edu/owl/resource/560/01/. Also see this Syllabus
Appendix for a sample APA document.
 When using Power Point for presentations, be sure to choose appropriate
backgrounds, fonts, font sizes, graphics, and use hyperlinks as needed, and/or
as required by the instructor.
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
 Use Power Point 2003 so that your presentation can be shown on PVAMU
computer projection equipment.
 To print out handouts from PPT for class distribution, always choose to print as
a black and white handout, with two to four slides per page.
MPROPER ACADEMIC CONDUCT,
PLAGIARISM, AND ACADEMIC
DISHONESTY
Plagiarism is the theft of words, thoughts, and ideas. Consult the PVAMU
Undergraduate Catalog for guideline and procedures related to plagiarism. Also see
the web link listed below on Plagiarism - Frequently Asked Questions compiled by
the Coleman Library staff.
http://www.pvamu.edu/PDFFiles/Library/Ref/Plagiarism_FAQ.pdf
Academic Dishonesty for this class includes:
1. Copying from another student’s test or exam, taking an exam for another
student, or collaborating with another student(s) during an exam.
2. Signing the roll for another student, or related misrepresentation.
3. Using materials during a test that have not been authorized by the instructor
giving the exam.
4. Failing to credit sources used in a work or product in an attempt to pass off the
work as one’s own (Plagiarism is the theft of words, thoughts, and ideas.)
5. Attempting to receive credit for work performed by another, including papers
obtained in whole or in part from individuals or other sources.
6. Attempting to receive credit in one or more classes for the same paper or
project without written approval of instructors involved.
7. Failure to creditably document 15 hours of actual classroom observations,
during the current semester, on the provided Observation Log Form for each
course that requires observations. This will result in a grade of “0” for the
required observations assignment.
EXAM POLICY
Exams must be taken as scheduled by the instructor. Makeup examinations will NOT
be allowed except under documented, extreme emergencies (See Student
Handbook).
UNIVERSITY RULES AND PROCEDURES
See attached document in Syllabus Appendix titled: UNIVERSITY RULES AND
PROCEDURES.
Topics Addressed:
 Disability Statement
 Academic Misconduct (Also see Student Handbook)
 Forms of Academic Dishonesty
 Nonacademic Misconduct (Also see Student Handbook)
 Sexual Misconduct (Also see Student Handbook)
 Attendance Policy (Also discussed below)
 Student Academic Appeals Process.
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
ATTENDANCE POLICY
PLEASE READ AND BECOME FAMILIAR with the UNIVERSITY ATTENDANCE POLICY,
INCLUDING THE FOLLOWING:
EXCUSED ABSENCES – Absences due to illness, attendance at university approved
activities, and family or other emergencies constitute EXCUSED ABSENCES and must
be supported by documentation presented to the instructor prior to or immediately
up the student’s return to class. Students are responsible for all oral and written
examinations as well as all assignments (projects, papers, reports) whether absence
is Excused or Unexcused.
UNEXCUSED ABSENCES – accumulation of 2 unexcused absences (for the number of
clock hours equivalent to the credit for the course) constitutes excessive
absenteeism. The instructor is not required to accept assignments as part of the
course requirement when the student’s absence is UNEXCUSED.
SPECIFIC ATTENDANCE POLICIES FOR THIS COURSE INCLUDE THE
FOLLOWING:

STUDENTS ARE REQUIRED TO ATTEND ALL CLASS MEETINGS.

YOU MUST EMAIL THE REASON FOR YOUR ABSENCE TO THE INSTRUCTOR
IMMEDIATELY BEFORE, OR IMMEDIATELY AFTER, AN ABSENCE.

IN ORDER FOR AN ABSENCE TO BE TAKEN INTO CONSIDERATION FOR
EXCUSING, APPROPRIATE DOCUMENTATION MUST BE BROUGHT TO CLASS
WHEN YOU RETURN FROM AN ABSENCE.
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
ADDITIONAL COURSE REQUIREMENTS
Iris Center Assignments
Complete the following Star Legacy Modules:
 What Do You See? Perceptions of Disability
 The Pre-Referral Process: Procedures for Supporting Students with Behavioral
Concerns
 Accommodations to the Physical Environment: Setting Up a Class for Students
with Visual Disabilities
 Serving Students with Visual Impairments: The Importance of Collaboration
Download the following Information Briefs
 A Teacher’s Guide to Cystic Fibrosis
 A Teacher’s Guide to Neuromuscular Disease
 Asperger’s Syndrome
 Asthma and Children Fact Sheet
 Autism Spectrum Disorders
 Basic Disability Etiquette Tips Cerebral Palsy
 Depression: Helping Students in the Classroom
TExES® Exam Procedures, Requirements, and Responsibilities
for Teacher Candidates
CERTIFY TEACHER REQUIREMENTS FOR THIS COURSE:
All Teacher Candidates are required to submit a weekly Certify Teacher Report
showing hours spent in
 Study Mode
 Flashcards
 Exam Mode (Random)
REPRESENTATIVE EXAM REQUIREMENTS FOR THIS COURSE:
Teacher Candidates must attend at least two (2) Representative Exam
Administrations during this semester.
 Teacher Candidates must take the Special Education Representative Exam.
 Teacher Candidates must submit a copy of the completed and signed Score
Analysis Form for the exam taken. It must be signed by the TExES Coordinator.
REMEMBER………Participation Counts!
In order to gain an understanding of instructional design, implementation, and
assessment, and in order to be adequately prepared for the TExES exams, your
attendance and participation are crucial to this course. Participation counts
towards your overall grade! Therefore, you are expected to attend class, to actively
participate in discussions, to actively participate in individual and group in-class
activities, to complete homework assignments, to actively participate in
presentations, and to complete all required observations for this course. If a
situation arises causing you to be unable to attend, please contact me as soon as
possible via phone or email. . LEAVING OUT OF CLASS DURING
PRESENTATIONS/CLASS LECTURES/ DISCUSSIONS, ETC. WILL RESULT IN A
REDUCTION IN YOUR PARTICIPATION GRADE! ATTEND TO ALL PERSONAL NEEDS
PRIOR TO THE START OF CLASS!
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
WEEKLY COURSE AGENDA
& CONTENT FOCUS
Week 1 –
Introduction to the Course
Course Pre-Test, Read Chapters 1 & 2
Topics:


Exceptionality and Special Education
Current Practices for Meeting the
Needs of Exceptional Learners
Week 2 –
Read Chapters 3, 4, and 5
Topics:



Take Course Pre-Test
Assignment - Begin to gather information about a child that you know, or are
acquainted, with who has some type of disability. Use this information to develop
your Case Study.
June 11 – Case Study of a Child With a Disability Due
Multicultural and Bilingual Aspects of
Special Education
Parents and Families
Learners with Intellectual and
Developmental Disabilities
Week 3 –
Read Chapters 6, 7, and 8
Topics:



Learners with Disabilities
Learners with Attention Deficit
Hyperactivity Disorder
Learners with Emotional and
Behavioral Disorders
June 18 – Flowchart of the Special Education Process Due
Week 4 –
Read Chapters 9, 10, 11 and 12





Topics:
Learners with Autism Spectrum
Disorders
Learners with Communication
Disorders
Learners Who are Deaf or Hard of
Hearing
Learners with Blindness or Low Vision
Week 5 –
Finalize Research Paper
June 24 – Submit draft of research paper.
July 2 – Final Exam: Research Paper on IDEA Disability Areas Due
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
NOTES:
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
Syllabus Appendix








Quality Without Compromise: The Six Question Model at PVAMU
Correlation of Course Text to TExES PPR Domains and Competencies
University Rules and Procedures
Course Ground Rules
Required Title Page Format
Group Members Contribution Log for Unit Planning (2 pgs)
Group Meeting Log for Unit Planning (2 pages)
Grading Rubrics
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
University Rules and Procedures
NOTICE OF EQUAL OPPORTUNITY (See Student Handbook)
Prairie View A&M University does not discriminate on the basis of race, color, national origin, sex, disability, or age in
its programs and activities. The following person(s) has been designated to handle inquiries regarding the nondiscrimination policies:
Name:
Renee R. Williams
Title:
Equal Opportunity Compliance Officer/Title IX Coordinator
Institution:
Prairie View A&M University
Office of Student Affairs & Institutional Relations
Address:
P.O. Box 519: MS 1107
A.I. Thomas Building, St 013
Prairie View, Texas 77446
Telephone:
Fax:
Email:
936-261-2123
936-261-2138
rrwilliams@pvamu.edu
Individuals requesting a disability accommodation should contact:
Name:
Title:
Institution:
Email:
Dr. Kay Norman
Administrator for Diagnostic Testing and Disability Services
Prairie View A&M University
kfnorman@pvamu.edu
ACADEMIC MISCONDUCT (See Student Handbook):
You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you
are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in
academic misconduct are subject to university disciplinary procedures.
Forms of academic dishonesty:
1. Cheating: deception in which a student misrepresents that he/she has mastered information on an
academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on
assignments or examinations.
2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a
scheduled test.
3. Fabrication: use of invented information or falsified research.
4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as one’s
own in work submitted for credit. Failure to identify information or essays from the Internet and submitting
them as one’s own work also constitutes plagiarism.
Nonacademic misconduct (See Student Handbook)
The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires
campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s
ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus
behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior
may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic
procedures.
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
Sexual misconduct (See Student Handbook):
Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be
tolerated. Any member of the university community violating this policy will be subject to disciplinary action.
Attendance Policy:
Prairie View A&M University requires regular class attendance. Excessive absences will result in lowered grades.
Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in
assignment of a grade of “F”. Absences are accumulated beginning with the first day of class.
Student Academic Appeals Process
Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances where
students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the instructor's
assessment of their academic performance, the student has a right to appeal by the procedure listed in the
Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other problematic
academic event that prompted the complaint.
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
CLASSROOM BEHAVIORAL
REXPECTATIONS
 Maintain a professional attitude, professional speech, and
professional appearance.
 Be recognized before speaking.
(Choir groups sing together, we talk individually!)
 Keep extraneous talk to a minimum.
 Practice active listening.
 Drinks are permissible, but you must “bus” your own area.
 Take care of “personal needs” prior to coming to class.
 Keep cell phones and other electronic devices in the OFF position
during class time.
 During instruction and presentations: be courteous, participate, and
respect the opinions of others.
 Once a presentation and/or instruction has begun, remain seated!
 Utilize laptops during class for note-taking/text book purposes only with the instructor’s approval.
 Adhere to the university’s policy on visitors and children in the
classroom.
 Follow all university rules.
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
REQUIRED TITLE PAGE FORMAT
[Complete Title of the Assignment]
Presented to
Doris A. Barnes-Green, Instructor
In Partial Fulfillment of the Requirements for
SPED 3003-P01
Prairie View A&M University
College of Education
Department of Curriculum and Instruction
Spring Semester 2013
By
[Your Name in Large Print]
[Last 4 Digits of Your Student ID Number]
Date Due:
Date Submitted:
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
GROUP MEMBERS CONTRIBUTION LOG FOR THE THEMATIC UNIT PROJECT
ATTENTION: This Form Must Be Turned With the Hard Copy of Your Group’s Presentation.
Presentation Date __________ Presentation Title: ____________________________________________
Text Chapter Correlation ______ Chapter Title _______________________________________
Group Member ____________________________________________ Last 3 Digits of SID #_________
Role ________________________________________________________________________________
Responsibilities (describe in detail)________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___Completed Responsibilities
___Did Not Complete Responsibilities
Group Member ____________________________________________ Last 3 Digits of SID #_________
Role ________________________________________________________________________________
Responsibilities (describe in detail)________________________________________________________
________________________________________________________________________________________________
__________________________________________________________________________
___Completed Responsibilities
___Did Not Complete Responsibilities
Group Member ____________________________________________ Last 3 Digits of SID #_________
Role ________________________________________________________________________________
Responsibilities (describe in detail)________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
_______________________________________________________________
___Completed Responsibilities
___Did Not Complete Responsibilities
Group Member ____________________________________________ Last 3 Digits of SID #_________
Role ________________________________________________________________________________
Responsibilities (describe in detail)_________________________________________________________
_____________________________________________________________________________________________
___Completed Responsibilities
___Did Not Complete Responsibilities
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
GROUP PLANNING LOG FOR THEMATIC UNIT PROJECT
NOTE: This form must be turned in with the Thematic Unit Presentation
Presentation Date __________ Project Title ______________________________________
GROUP MEMBERS
______________________________________
_________________________________________________
______________________________________
_________________________________________________
______________________________________
_________________________________________________
______________________________________
_________________________________________________
Date Met_____________________ Method(s): ___phone ___e-mail ___in person ___other_______
Topics Discussed_________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Outcomes_______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Date Met_____________________ Method(s): ___phone ___e-mail ___in person ___other_______
Topics Discussed_________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Outcomes_______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Date Met_____________________ Method(s): ___phone ___e-mail ___in person ___other_______
Topics Discussed_______________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Outcomes_______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
Syllabus Contract
My signature below indicates that I have read, understand and agree to the conditions set forth in the Syllabus for SPED 3003—
Introduction to Special Education.
I understand that:

The instructor will follow all policies listed in this Syllabus exactly as printed, including how my grade will be calculated.

End-of-course grade reports are final; however, it is my responsibility to inform the instructor via documentation of any
errors in grade calculations prior to the final class meeting.

The instructor reserves the right to make changes to the syllabus at any time during the semester, and that I will be
notified promptly via my PVAMU University email of any significant changes.

Extra credit will not be given to improve my grade.

I am responsible for keeping track of my grades and asking the instructor, via email, if I am unsure of my current grade
standing.

I am responsible for all course work, even if I do not attend class.

In accordance with the Syllabus, late assignments are not accepted.

It is my responsibility to request an appointment with the instructor after consulting with my class Support Team if I am
having difficulty with this course.

I will listen to my peer’s opinions and respect them, even if they differ from my own.

Time spent in class is valuable. Therefore, if the instructor thinks that I am disruptive in class, or that I have come to class
unprepared, as directed by the instructor, I may be asked to leave and will comply.

I understand Prairie View A&M University’s Academic Integrity Policy, and I will be in compliance to the rules and
procedures therein.

I am responsible for my own academic integrity and the integrity of my work.

If I have any questions about academic integrity, including proper crediting of sources or working cooperatively on an
assignment, it is my responsibility to first check with my Support Team, then, if necessary, inform the instructor in an
appropriate amount of time if my questions are not answered. Furthermore, if I do not, I am fully responsible for my
actions and any consequences.

I understand that a consequence for non-compliance to class policies and procedures may result in a reduction of, or a
failing grade for this course.
___________________________________________________________
______________________
Printed Name of Teacher Candidate
Last 4 digits of SID
PVAMU E-mail Address: _________________________________________________________________________________
Personal Email Address: _________________________________________________________________________________
Phone: (Best contact number): _______________________________ 2nd Contact # _______________________________
____________________________________________________________
Signature of Teacher Candidate
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___________________________
Date
Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
GRADING RUBRICS
(to be attached)
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
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Prairie View A&M University
Whitlowe R. Green College of Education – Department of Curriculum & Instruction
COURSE SYLLABUS FOR SPED 3003-PO1
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