SPED 489-01
Survey of Exceptional Children
Fall 2011
Christopher D. Jones,
Phone: 395-2375 (O)
Office: Hull Room 258
Office Hours: Daily by Appt.
Email: jonescd@longwood.edu Class Friday 8:30-11:00
Web Page: http://blackboard.longwood.edu
Skype: chris.jones75
Hull Room 245
AIM: chrisjoneslu
Course Description
An introduction to all disabilities in special education. Characteristics and needs of students with disabilities, legislation, litigation, inclusion, and the role of the classroom teacher as a member of the IEP team. (3 credits)
Textbooks
Lewis, R.R., & Doorlag, D.H. (2011). Teaching special students in general education classrooms (8 th
ed.). Englewood Cliffs, NJ: Merrill/Prentice Hall.
Dave Pelzer A Child Called It
Course Objectives
Through this course, reflective teacher leaders will begin to develop the following knowledge, skills, and dispositions:
Knowledge
1.
Recognize the educational, psychological, medical, and social characteristics of persons with exceptionalities, including those from diverse cultural and ethnic backgrounds (TRL #4).
2.
Describe educational services and classroom practices appropriate for children and youth with disabilities (TRL #1).
3.
Discuss contemporary issues in special education including definition and inclusion of children with disabilities (TRL #4).
4.
Discuss the effects of legislation and litigation on the education of individuals with disabilities
(TRL #4).
5.
Discuss the teacher's role in the special education referral and IEP process as well as in collaborative teaching arrangements (TRL #7).
Skills
6.
Provide accommodations and modifications for children in special education programs consistent with provisions of the IEP (TRL #2).
Dispositions
7.
Demonstrate sensitivity toward the impact a disability has on the exceptional individual and those around him/her (TRL #7).

Date Topic __________Assignments
8/26 Orientation/Introductions, Definitions & Vocabulary
“Waiting for Superman”
9/2 Success for all students in General Ed.
What can an exceptional learner contribute to the General Ed classroom?

IEP instruction

9/9 Collaboration and the Team Approach
* IEP project
Chapter 1
Web Quiz 1
Chapter 2
Web Quiz 2
9/16 What are the needs of the exceptional child?
9/23 How can I adapt instruction, I have so many
Chapter 3
Web Quiz 3 students already!
9/30 Teaching Students with behavioral disorders:
10/7 Test One
Chapter 5
Web Quiz 4
Chapter 6
Web Quiz 5
(Chapters 1, 2, 3, 5, 6)
Chapter 12
Web Quiz 6
10/14 Teaching Students with behavioral disorders:
A Child Called It discussion
10/21 Teaching Students with learning disabilities: Chapter 10
Web Quiz 7
IEP Evaluation Due
10/28 Teaching Students with Intellectual Disabilities
11/4 Teaching Students with Communication Disorders
Teaching Students with Autism Spectrum Disorder
11/11 Test Two
11/18 Promoting Social Acceptance
Teaching English Learners
11/25 Coordinating the Classroom Learning Environment
Chapter 11
Christmas in Purgatory
Web Quiz 8
Chapter 13
Chapter 14
Web Quiz 9
(Chapters 12, 10, 11, 13, 14)
Chapter 7
Chapter 18
Chapter 8
Web Quiz 10
Web Quiz 11

12/2 Exam A Child Called it
paper due
Course Requirements
1.
Complete all reading assignments by the date due and complete one test and one exam covering the material from the reading assignments as well as the class notes and activities.
2.
Web Quizzes : Students are expected to read the assigned chapters and take the web quiz before each Friday class session. The web quizzes are designed to coincide with the readings.
Each quiz will aid the student in chapter comprehension and facilitate class discussion.
3.
A Child Called It Reflection paper
A rubric will be handed out for the specifics for this reflection paper
4.
Two Tests and One Exam
5.
IEP evaluation:
* Each student will conduct a mock IEP meeting
Grading Summary (10 point scale: 90-100 = A, etc.)
Web Quizzes Various 15
Test 1 10/7 15
Test 2
Paper (Reflection)
11/11 15
11/19 15
IEP Evaluation 10/21 10
Exam 12/2 10
Attendance 10
Participation 10
100 Total Points
Attendance
Students are expected to attend all class sessions. You must notify the instructor in advance if you must miss a class for illness, participation in a University-sponsored activity, or for a recognizable emergency. Your absence from class must be excused if make-up privileges are to be granted.
Late work will not be accepted without prior approval from the instructor and reasonable justification for lateness. If you miss over 10% of the class sessions for unexcused absences, your grade may be lowered by one letter. A grade of F may be assigned if you miss 25% of the class sessions for any combination of excused or unexcused absences. For each absence, 10 Points may be deducted from the Attendance AND Participation grade.
Honor Code
Students are expected to abide by the Longwood University Honor Policy. All tests and assignments are to be pledged.
Disability Policy
Students requiring modifications may submit a plan from the Longwood University Learning
Center. The instructor will provide necessary accommodations to assist students with disabilities.

Suggested Readings
Highly Recommended
Englemann, Siegried (1992). War Against the Schools Academic Child Abuse. Portland Oregon:
Halcyon House.
Other Recommendations
Friend, M., & Bursuck, W.D. (2001). Including students with special needs: A practical guide for classroom teachers (3 rd
ed.). Boston, MA: Allyn and Bacon.
Mastropieri, M.A., & Scruggs, T.E. (2000). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Merrill/Prentice Hall.
Meese, R.L. (2001). Teaching learners with mild disabilities: Integrating research & practice
(2 nd
ed.). Pacific Grove, CA: Wadsworth/Thomson.
Mercer, C.D., & Mercer A.R. (2001). Teaching students with learning problems (6 th
ed.).
Upper Saddle River, NJ: Merrill/Prentice Hall.
Polloway, E.A., & Patton, J.R., & Serna, L. (2001) Strategies for teaching learners with special needs (7 th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Turnbull, A., Turnbull, R., Shank, M., & Leal, D. (1999). Exceptional lives: Special education in today's schools (2 nd
ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Vaughn, S., Bos, C.S., & Schumm, J.S. (2000). Teaching mainstreamed, diverse, and at-risk students in the general education classroom (2 nd
ed.). Boston, MA: Allyn and Bacon.