COURSE SYLLABUS
SPED 639-10/50
SUMMER 2015
TEACHING EXCEPTIONAL LEARNERS
IN INCLUSIVE CLASSROOMS
3 CREDIT HOURS
ONLINE
MEET THE PROFESSOR
Kelly R. Kelley, Ph.D.
Western Carolina University
School of Teaching and Learning
up.wcu.edu
CONTACT INFO:
Cell Phone: 828-550-1990
Office Phone: 828-227-2990
Study Abroad May 2014
Email: kkelley@email.wcu.edu (preferred and fastest response)
Campus Office Location: 203A Killian Building, Cullowhee, NC 28723
Office Hours: By appointment only
Class Location and Time: Online Instructional Method from June 1,
2015-August 4, 2015
* GoToMeeting sessions are encouraged for group projects and with
instructor as needed; No specific time is required for course meetings
CONSIDERATIONS FOR ENSURING
SUCCESSFUL COMMUNICATION IN
AN ONLINE COURSE
 Course Delivery Medium: 100% online; instruction occurs
through eight learning modules and GoToMeeting with
course materials and grading available on Blackboard (i.e.,
no face-to-face class meeting, communication with
instructor and fellow students occurs through internet)
 Technology Requirements: Reliable internet access; skills in
email communications, downloading and attaching
documents, saving and renaming documents, basic Word
processing, PowerPoint Presentation availability.
Additionally, students should have use of a microphone (on
computer or headset) in order to participate in class
sessions. Students will need to download a free version of
QuickTime http://www.apple.com/quicktime/download/
to view some course videos.
 Please be sure that you are able to complete all the
technological functions of the course. Practice in advance
of the module activities. IT IS NOT ADVISABLE TO WAIT
UNTIL THE LAST MOMENT TO COMPLETE A MODULE OR
TAKE A QUIZ. Technical difficulties are hard to predict and
you will want plenty of time to get to a computer lab or
another computer to complete quizzes and post your
assignments on time. Please feel free to contact the
Blackboard help line or instructor for the course.
Course
Overview
GOALS FOR COURSE
Catalog Description: Methods for
teaching exceptional learners in
general curriculum
Course Description:
This is an introductory graduate level course in
special education that provides an overview of
disabilities, research and evidence-based
professional practices, differentiation of instruction,
and allows examination of trends in research that
defines contemporary special education.
REQUIRED TEXT:
Heward, W. (2013). Exceptional children: An introduction to
special education (10th Ed.). Upper Saddle River, NJ: Pearson.
ISBN-13: 978-0-13-262616-3
SUGGESTED TEXT:
American Psychological Association. (2010). Publication
manual of the American Psychological Association (6th ed.).
Washington, DC: American Psychological Association. ISBN13:9781433805615
* Other readings to be provided via online
through Blackboard within each learning
module.
Characteristics
and needs of
exceptional
learners
Differentiated
instruction for
all learners
Analyzing rights
and perspectives
of students with
diverse
backgrounds
Using current
research to
evaluate
inclusive
practices
Course
Competencies
and Objectives
Implementing
classroom
management
strategies for
all learners
Using effective
instructional
techniques with
all learners
Developing
IEPs, 504
plans, and
RtI
*Based on Council for Exceptional Children Common Core Content
Standards for Special Education Teachers
WCU MISSION STATEMENTS
WCU Mission Statement
Western Carolina University creates learning opportunities that
incorporate teaching, research, service, and engagement through
on campus, off campus, on-line and international experiences. The
university focuses its undergraduate, master’s and three doctoral
programs, educational outreach, research, creative, and cultural
activities to sustain and improve individual lives and enhance
economic and community development in Western Carolina and
beyond.
The
mission
of
the
professional
education
programs at Western Carolina
University is to prepare highly
effective and ethical graduates
that are inspired to be lifelong
learners, engaged in the
community, and empowered
to become leaders who strive
to transform the future.
Conceptual Framework of
College of Education and
Allied Professions
UNIVERSITY RESOURCES
Accommodations for Students with Disabilities: Western Carolina University
is committed to providing equal educational opportunities for students with
documented disabilities and/or medical conditions. Students who require
reasonable accommodations must identify themselves as having a disability
and/or medical condition and provide current diagnostic documentation to
the Office of Disability Services. All information is confidential. Please
contact the Office of Disability Services at (828) 227-3886 or come by Suite
135 Killian Annex for an appointment.
SEE LINKS BELOW FOR ADDITIONAL SERVICES
Student Support Services
The Writing and Learning
Commons (WaLC)
TaskStream Support
Technology Support
Smarthinking
WCU Code of Conduct
UNIVERSITY GRADING
POLICIES
Academic Integrity Policy. Students, faculty, staff, and administrators
of Western Carolina University (WCU) strive to achieve the highest
standards of scholarship and integrity. Any violation of the Academic
Integrity Policy is a serious offense because it threatens the quality of
scholarship and undermines the integrity of the community. While
academic in scope, any violation of this policy is by nature, a violation
of the Code of Student Conduct and will follow the same conduct
process (see ArticleVII.B.1.a.). If the charge occurs close to the end of
an academic semester or term or in the event of the reasonable need
of either party for additional time to gather information timelines may
be extended at the discretion of the Department of Student
Community Ethics (DSCE).
Violations of the Academic Integrity Policy include:
 Cheating - Using or attempting to use unauthorized materials,
information, or study aids in any academic exercise.
 Fabrication – Creating and/or falsifying information or citation in
any academic exercise.
 Plagiarism - Representing the words or ideas of someone else as
one’s own in any academic exercise.
 Facilitation - Helping or attempting to help someone to commit a
violation of the Academic Integrity Policy in any academic exercise
(e.g. allowing another to copy information during an examination)
Policy on a Grade of Incomplete: The grade of I is assigned at the
discretion of the instructor when a student who is otherwise passing
has not, due to circumstances beyond his/her control, completed all
the work in the course.
COURSE EXPECTATIONS AND
POLICIES
Lateness Policy: Assignments are to be turned in on time. No late
assignments will be accepted! An assignment is considered late after 11:59
pm on the day the assignment is due. In order to use the one time late pass
the assignment must be turned in within 48 hours after it is due to be
graded. Students are expected to check Blackboard daily for important
announcements and turn in necessary assignments by the set calendar
deadlines for semester coursework. You will only have one chance to use
your late pass at the end of this syllabus to avoid a 0 given if the assignment
is turned in within 48 hours after the deadline in order to be graded. If you
have technical problems, you are responsible for calling IT services at 828227-7487 or contacting the instructors ahead of time.
Oops!!! Late Assignment Forgiveness Pass
I am using this one time late assignment pass as a contract with
this instructor. I realize that if I turn in my assignment within 48
hours of the due date, I will not get a 0. However, all other late
assignments will result in a 0 as stated in the syllabus.
Due Date:__________
Assignment:______________________________
Signed:
_____________________________________________________
Completed Assignment Form
Don’t give me a 0! This is my first late assignment, and it was
turned in no more than 48 hours late.
Signed:
_____________________________________________________
COURSE EXPECTATIONS AND
POLICIES
Format for Assignments: All assignments should be (a) turned in
electronically by uploading in Blackboard as an attachment (do not
copy/paste assignment into BB or email assignment to instructor); (b)
typed in APA style; (c) double spaced; (d) 12 point font; and (e) have 1”
margins. All assignments should be proofed for grammatical errors prior to
submission for a grade. For the first assignment, I will mark errors in your
work, but will not subtract points for your errors. For all additional
assignments, substantial spelling and grammatical errors will result in a loss
of 20% of the total points for the assignment.
Professional Quality: All work should be completed neatly and of
professional quality. Directions for assignments should be carefully
followed. If you do not understand the requirements of an assignment, it is
your responsibility to contact the instructor prior to the session in which the
assignment is due. Use the scoring sheets, rubrics, and project examples
provided in Blackboard to guide you with assignments.
Extra Credit: Please do not request extra credit work, as each assignment
for this course was carefully designed to stimulate specific learning
experiences among students that superfluous assignments cannot replace
nor fulfill.
Respectful Discourse: This online class will be conducted in an atmosphere
of mutual respect. Active participation in online discussions is encouraged.
Differing opinions and ideas on various topics of discussion are encouraged
and welcomed. Each of us may have opinions, which differ on various topics
of discussions. As course instructors, we will exercise responsibility to
manage discussions, so we can proceed in an orderly fashion. If your
conduct during our discussion disrupts the atmosphere of mutual respect,
you will not be permitted to participate further.
Course
Assignments
PARTICIPATION
READINGS
LEARNING MODULES (8)
CHAPTER QUIZZES
FINAL EXAM
DIFFERENTIATED INSTRUCTION PLAN
Assignment Values
Modules/Quizzes
DI Plan
Participation
Final Exam
More information about each
assignment is listed with project rubrics
and score sheets in the SPED 639
Blackboard course.
GRADING/EVALUATION
Assignment
Orientation Module
Points
20
Module 1 with Quiz
30
Module 2 with Quiz
30
Module 3 with Quiz
30
Module 4 with Quiz
30
Module 5 with Quiz
30
Module 6 with Quiz
30
Module 7 with Quiz
30
Differentiated Instruction Plan
50
Discussion Post, Timeliness,
Netiquette
20
Final Exam OR Supplemental
Project
50
TOTAL
350
Grade
Calculating Grades: To calculate the grade in the course at any time, divide the points
earned to date by the maximum possible points for assignments completed. (e.g.,
210/250=.84 or 84%)
TENTATIVE COURSE CALENDAR
SUBJECT TO CHANGE
Topic of Learning Module
Assignment
Introduction Assignment/Class Connections
Syllabus overview
Person First Language
Purpose of Special Education
Planning and Providing Special Education
Services
Orientation Module Activities
Syllabus Review/Quiz
Reading- Person First Language
Introduction activity post/reply
Complete Plagiarism Quiz and upload
certificate in assignment dropbox
Module 1 Activities and Quiz
Readings: Chapter 1, 2
Intellectual Disabilities
Physical Disabilities, Health Impairments, and
ADHD
Module 2 Activities and Quiz
Readings: Chapters 4, 11
Learning Disabilities
IRIS Center RTI Overview
Emotional or Behavioral Disorders
Module 3 Activities and Quiz
Readings: Chapters 5, 6
Deafness and Hearing Loss
Blindness and Low Vision
Differentiation of Instruction Overview
Module 4 Activities and Quiz
Readings: Chapters 9,10
Reading: Differentiation of Instruction
(online reading and PowerPoint)
Autism Spectrum Disorders
Communication Disorders
Module 5 Activities and Quiz
Readings: Chapters 7, 8
Low-Incidence Disabilities: Severe/Multiple
Disabilities, Deaf-Blindness, and Traumatic
Brain Injury
Module 6 Activities and Quiz
Readings: Chapter 12
Work on DI Plan due 7/26/15
Collaborating with Parents and Families in a
Culturally and Linguistically Diverse Society
Transitioning to Adulthood
Module 7 Activities and Quiz
Readings: Chapters 3, 15
FINAL OR SUPPLEMENTAL PROJECT
Final Exam Open and due before 8/4 at
11:59 pm