SPED 515
Survey of Exceptional Students
Fall 2009
Dr. Rachel Mathews
Phone: 395 2532 (O)
Office hours by Appointment
Office: 236 Hull
Class: online
e-mail:mathewsr@longwood.edu
This is an online course. However, if you wish to meet with me to clarify any doubts you may have
regarding the course you may do so as a class. I am prepared to conduct a class for that purpose on
Thursday Sept.2, from 5:30 pm – 6:45 Pm. Please inform me of your desire to come for this meeting by
sending me an email before 7 am Sept 2, 2009. Please bear in mind that unless you send me such an email
there is no guarantee that I will be there. I will inform you of the decision to have that class based on the
number of people interested in attending that class.
I am in my office often during the week. It is always a good idea to contact me
(email/phone) to let me know if you need to come and meet with me in person. This will
allow me to prepare and meet your needs more efficiently.
I will return calls and/or replies to e mail messages within 48 hours ( M- F) .
However, I do not think I will be at the email to do any instant messaging. I will not be
available during the Fall break or Thanksgiving break . Because of e-mail viruses,
the instructor does not accept e-mails from unknown sources. Therefore, you must use
the subject SPED 515 and have your full name typed in the message. Otherwise the email may be ignored.
It’s impossible for the Instructor to be familiar with every e-mail software
application on the market, so please don’t ask the instructor for technical assistance.
**( Please contact Longwood helpdesk (434) 395 4357 for e-mail account and other
Blackboard issues)**
All official announcements will be made by e-mail (using your Longwood e-mail
account) , and/or on the course Web site at http://blackboard.longwood.edu under the
‘Announcement heading’
Log on to the course at least two times a week or more for any announcements .
Course Description. An introduction to all exceptionalities included in special
education, psychology of exceptional learners, implications of mainstreaming, and
legislation pertaining to the education of individuals with disabilities.
Required Text Book
Heward, W. L. Exceptional Children: An Introduction to Special Education
(9th Edn.), Ohio: Merrill Prentice Hall.
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In addition to the texts for the course, the main resources for this course are these:
chapter notes, web-sites suggested by the instructor, and other resources suggested by the
instructor. Additional resources are available, if needed, in the college library and at the
suggestion of the instructor.
Each student must have access to the Internet and have a Longwood email
account in order to use materials posted on the Blackboard.
Required Resources
Minimum Computer and Software Requirements for Longwood Online courses can be
found at www.longwood.edu/online . Please be sure that your computer meets these
requirements. Access Blackboard with Internet Explorer
Microsoft Office documents are the only acceptable formats for submission of
assignments.
Accessing the course through a high-speed Internet connection (DSL or cable) is
advised. If you don’t have high-speed access from your home computer, you may want to
view the PowerPoint presentations from your work location or another location with
high-speed access, as some of the presentations contain video clips. It is also advisable to
take all quizzes via high-speed connection. Be sure to access using Internet Explorer.
Following these guidelines will minimize the possibility of technical problems.
Online Course Policies: Longwood online policies can be found at
http://www.longwood.edu/online On the left hand side of that screen are links to “Student
Responsibilities” and “Student Support”. Be sure to review ALL the student
responsibilities before beginning this course. The Technical Support link
(http://www.longwood.edu/online/Tech_support.htm) will provide you information about
how to resolve technical issues if they should arise.
Students must maintain current system software and virus definition updates. The
Help Desk can assist in this matter. Their toll free # is 877-267-7883. Free anti-virus
software is available for downloading. If your anti-virus software is not up-to-date,
YOU MUST download the free anti-virus software!
Purpose
The purpose of this course is to introduce the students to the field of Special education.
Historical concepts and current issues will be addressed. Various categories of
exceptionalities will be covered with major emphasis on the educational, psychological,
medical, and sociological aspects of disabilities.
Professional Teacher Outcomes of the Longwood Conceptual Framework for Teacher
Education are:
TC1
TC2
TC3
Planning
Implementation and Management of Instruction
Evaluation and Assessment
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TC4
TC5
TC6
TC7
TC8
TC9
Knowledge of Subject
Classroom Management
Communications Skills
Professional Responsibilities
Technology
Diversity
Objectives
To ensure that the students are prepared as teacher leaders, the objectives of the course
are to develop knowledge, skills, and dispositions.
I. Knowledge
Thus at the end of the course at the end of this course each student will be able to:
1. Trace the historical development of services for exceptional children and youths
(TC 4)
2. Understand medical, psychological, and sociological causes of various disabilities
(TC 4)
3. Recognize the educational, psychological, medical, and sociological characteristics of
persons with disabilities, including those from different cultural and ethnic
backgrounds (TC 4, TC9, ).
II.Skills
1. Describe educational services and classroom practices appropriate for children and
youths with disabilities ( TC4, TC 2, TC 6, TC 7).
2. Discuss contemporary issues in special education such as definitions, prevalence,
normalization and mainstreaming, attitudes, and services across the life span (TC 4).
111. Dispositions
1. Meet the individual needs of children and youths with various strengths and
weaknesses (TC 4, TC 6).
2. Develop sensitivity to the needs of the families with exceptional individuals (TC 4, TC
6).
3. Discuss the teachers' role in the special education referral and IEP processes and
collaboration among regular and special educators ( TC 4, TC 6, TC 7).
4. Be familiar with the professional organizations, its functions and its role (TC 7)
Blackboard Interaction Issues.
Please review all announcements when you log onto. I will keep you informed
of any changes or other activities through the announcement board.
Discussion Board. Discussion board will be used for all interactions between/among
teams. You are required to visit the Discussion Board on a regular basis.
Assignments. All assignments must be deposited using the assignment feature on the
Blackboard. Additionally, the title of the assignment should be written and it should be
same as the way it is listed in the course syllabus on the assignment. Always remember to
include your full name. Please do not e-mail me any of your assignments.
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Course Requirements
This syllabus is considered to be a contract between you and the professor. It
includes the "rules" for taking the course, including the professor's expectations of your
performance and behavior during the entire time. In return, the professor will honor the
specifications of the course as outlined in this syllabus. Every effort will be made to
adhere to the syllabus. However, in order to accommodate any unexpected events, the
instructor has the right to make changes to the syllabus. What ever changes made will
be posted on the announcement board. Students are responsible to check the
announcement board on a regular basis to be able to comply with changes to the
syllabus that may have been made.
It is the students' responsibility to read carefully and understand the course
syllabus well. If there is anything they do not understand they may seek clarification (by
meeting with the instructor or through emails).
Your assignments and all other related materials will be posted on the
Blackboard.
Note : You will not have access to any assignments past the original due date.
In order to earn the highest possible grade in this course students must
complete the following in a satisfactory and timely manner. Late work will be penalized
by one point per day. Furthermore, any work submitted THREE days past the due date
will not be accepted or graded.
Course Expectations
1. Active participation. Active participation in discussion is essential for an effective and
productive experience. You are expected to participate in class discussions and to
formulate your ideas on the basis of assigned readings, Outside readings- Journal articles,
classroom discussions and your own work experience (if applicable). At times, you will
participate in small groups rather than whole group discussions. Specific assignments will
require input from individuals for the generation of a group product.
2. Timely submission of all assignments and taking all tests/exams.
Assignments
1. Introduce yourselves
2. Field Trip
3. Professional Organization
4. Forum - Team Discussion
5. Chapter exercise
6. Case study (Application)
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Note: Pse. see Specific details of each of these assignments toward the end of this syllabus
7. Attendance, participation, & attitude
Students must respond to each assignment at the appropriate time in order to be
counted as fully ‘present’ and showing your positive approach to the class. Your Group
(Team) discussion will be counted as your class participation.
Grading Summary
Interview/Class visit
P. organization paper
Case study
Forum
Chapter exercises
Attitude and Participation
10 %
5%
20%
15%
35%
15%
Total
100%
Grading Scale
95-100A,
89-94 B,
83 - 88 C,
82 and below F
Honor Code
Students are expected to abide by the Longwood College Honor policy ( See university
catalog for more explanation). All tests and assignments are to be pledged.
REMINDER
1. All assignments should be typed, double spaced, and submitted on the due dates
given.
Class Schedule
Note: This is a tentative schedule and may change based on unexpected events; however
changes will be notified through announcements
All times given are U.S. Eastern time
Week /Date
1 Aug.24-28
Topic
Introduce Yourselves
Reading/Chapter
1
Special education - Purpose & Promise
History
Labeling?
Litigations and Legislations
2 Aug 31-Sept.4
Planning and providing special
education
Evaluation and eligibility
2
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IEP, LRE, Inclusive education
Due date: Complete ‘Introduce yourself
assignment’- Before Wed. Sept.2, 7 pm ,
2009.
Submit chapter 1 test before 7am
Thursday Sept.3, 2009
3 Sept.7-11
Collaboration with parents
Culturally and linguistically
diverse society(CLDS)
Effective communication,
Understanding CLDS, Parent
involvement.
3
Submit chapter 2 test before 7am,
Sept .10, 2009
Forum1- Team Discussion Due
date:
Before 7am Sept.11, 2009
4 Sept.14-18
Intellectual disabilities
4
Definitions and classification
Characteristics, Educational
approaches, Placement alternatives
Submit chapter 3 test before 7am, Sept.
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Due date: Professional organization
paper Before 7 am Sept.18 , 2009
Complete all class member Forum
reactions before 6pm Sept.18,2009
5 Sept.21-25
Learning disabilities
Definitions,
Characteristics,Causes,
Identification and assessment,
Educational approaches
5
Submit chapter 4 test before 7 am, Sept.
24
6Sept.28-Oct.4
Emotional /Behavioral disorders
6
7
Definitions
Characteristics, prevalence,
Educational approaches
Forum 2 (Chapter 3), by the Team
due date: Before 7 pm Oct. 1, 2009
Submit chapter 5 test before 7 am, Oct.1
7 Oct.5 - 9
Autism Spectrum disorders
Definition, types, characteristics,
Intervention
7
Submit chapter 6 test before 7am, Oct.8
Field Trip paper due: Before 7 am
Friday Oct. 9, 2009
8Oct.12-16
Fall Break 12&13
Communication disorders
Language, speech, causes,
educational approaches
8
Submit chapter 7 test before 7am, Oct.15
Complete class Forum reaction before
6pm , Oct. 16, 2009
9Oct.19-23
Deafness and hearing loss, types
and causes, educational
approaches
9
Forum 3 ( Chapter 4) by the Team due
date Before 7pm, Oct 22.,2009
Submit chapter 8 test before 12am,
Oct.23
10 Oct.26- 30
Blindness and low vision,
Characteristics, types and causes,
Intervention
10
Submit chapter 9 test before 12am,
Oct.30
11 Nov.2-6
Physical disabilities, health
impairments, ADD.ADHD
Submit chapter 10 test before 7am, Nov.5
Complete Forum class reaction before
6pm , Nov.6, 2009
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8
12 Nov.9- 13
Traumatic brain injury
Definition, types, causes,
characteristics, educational
approaches
12
**Complete and post all case study
assignments **
13 Nov. 16-20
Giftedness and talent
Characteristics
Identification,Placement and
approaches
13
Submit chapter 11 test before 7am,
Nov.19
14 Nov.23-27
Transition, adulthood
Service models
Thanksgiving Break 25-27
15
Submit chapter 12 test before 7am,
Nov.26
Week 15 Nov 30-Dec.4
**Complete all case study discussion
before 6pm Dec.4,09**
Submit chapter 13 test before 7am,
Dec.3,09
Week 16 Dec.7-Dec.11 Final exam
Supplemental Readings
Adams, G.B. (2004). Identifying, assessing, and treating obsessive-compulsive Disorder
in school-aged children: The role of school personnel. Teaching Exceptional children,
37(2), 46 – 53.
Abernathy, T. V. , & Cheney, C.O. ( 2005), TREK to student independence. Teaching
Exceptional Children, 37(3), 52 – 57.
Adler, N. (2001). Teaching diverse students: Multicultural Perspective, 2(2), 28 –
31.
Argan, M. & Wehmeyer, M. L. (1999). Teaching problem solving to students
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with mental retardation. Washington, DC: American Association on Mental
Retardation.
Brice, A., & Roseberry-McKibbin, C. (2000). Choice of language in instruction.
Teaching Exceptional Children, 33(4), 10 – 17.
Cartledge, G., et. al., (2008). Practical behavior management techniques to close the
accessibility gap for students who are culturally and linguistically diverse. Preventing
School Failure, 52, 29-38.
Clark, S. G. (2000). The IEP process as a tool for collaboration. Teaching Exceptional
Children, 33(2), 56-66.
Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with
visual impairments. Teaching Exceptional Children, 33 (6), 68 – 71.
Crozier, S., & Sileo, N. (2005). Encouraging positive behavior with social stories: An
interview for children with autism spectrum disorders, Teaching Exceptional
Children, 37(6), 26 – 31.
Delaney, E.M. & Kaise, A. P. (2001). The effects of teaching parents blended
communication and behavior support strategies. Behavior Disorders, 26, 93-116.
Fiedler, C. R., et. al. (2008). Culturally responsive practices in schools. Teaching
Exceptional Children, 40 (5), 52- 59.
Lecavalier, L. (2006). Behavioral and Emotional Problems in Young People with
Pervasive Developmental Disorders: Relative Prevalence, Effects of Subject
Characteristics, and Empirical Classification. Journal of Autism and Developmental
Disorders v. 36, 1101-14.
Lane, K. L., et. al. (2006). Academic, social, and behavioral characteristics of high
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school students with emotional disturbances or learning disabilities. Journal of
Emotional and Behavioral Disorders,14,108-17
Montague, M. (2008). Self-regulation strategies to improve mathematical problem
solving for students with learning disabilities. Learning Disability Quarterly , 31,
37-44.
Smith, S.L., Scott, K.A., Roberts, J., Locke, J.L. (2008). Disabled readers' performance
on tasks of phonological processing, rapid naming, and letter knowledge before
and after Kindergarten. Learning Disabilities Research & Practice, 23, 113124.
Wood, J. W. (2002). Adapting Instruction to Accommodate Students in Inclusive
Settings (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Zentall, S. S., Moon, S. M. , Hall. A. A., & Grskovic, J. A. (2001). Learning and
motivational characteristics of boys with AD/HD and/or giftedness. Exceptional
Children 67 (4), 499-520.
Suggested Journals
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Behavioral Disorders
Division on Physically Handicapped Journal
Education and training of the Mentally Retarded
Exceptional Children
Exceptional Parent
Focus on Exceptional Children
Gifted Child Quarterly
Intervention in the Home and Clinic
Journal of Autism
Language, Speech, and Hearing Services in Schools
Learning Disability Quarterly
Learning Disability Focus
Helpful Websites
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http://www.fetal-surgery.com
http://www.aamr.org
http://www.dyslexia.com
http://www.fetal-surgery.com
http://www.aamr.org
http://www.dyslexia.com
www.cec.sped.org
www.dssc.org.frc
www.specialednews.com
www.wrightslaw.com
www.doe.k12.ga.us/curriculum/exceptional /iep.asp
www.ceism.gatech.edu/BusyT
www.edchange.org/multicultural/sites/essays.html
www.teacherdivision.com/lesson-plans/lesson-6049.html
www.bestbuddies.org
www. teachingld.org
www.ldonline.org
www.cldinternational.org
www.ccbd.net
www.ppmd.org/publications/suspension_and_expulsion.html
http://www. asatonline.org
www.autism-society.org
www.aspergers.com
www.asha.org
www.kidsource.com/NICHY/speech.html
www. deafchildren.org/home/home.html
www.nad.org
www.agbell.org
www.ngb.org
www.nyise.org/blind.htm
www.chadd.org
www.kidshealth.org/parent/emotions/behavior/adhd.html
www.addinschool.com/
www.gifted.uconn.edu
www.nagc.org
www.disrights.org
www.oradvocacy.org/transerv.htm
Details of All Assignments
interpreted to
mean that you do not intend to complete the course. Although this
assignment does not carry any scores, you must complete this
assignment on time in order to receive your final grade (This is the
instructor’s decision which cannot be overruled by anyone else).
1. Introduction Assignment. Failure to complete this assignment on time will be
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2. Field trip
Visit a special education classroom for students with mild disabilities and write a
4-5 page paper (double spaced and typed with subheadings). If you are currently
teaching students with disabilities in a school /or have had teaching experience, you
should visit other programs such as sheltered workshop, or group homes)
Make your own arrangements for the field trip
Field Trip Information
Visits to educational programs for exceptional individuals can be among the most
valuable experiences in conjunction with an introductory special education course. You
are encouraged to arrange independent field trips to facilities for the exceptional
individual at your convenience.
There are a number of public schools and specialized programs for exceptional
children and adults in and around this area. All school districts now have a special
education program of some kind. People whose schedules do not permit field trips during
the usual school day will find that many residential institutions welcome visitors during
evenings, weekends, or vacation periods.
Field trips should be:
a. To educational or treatment programs (e.g. schools, hospitals, sheltered
workshops, group homes) specifically designed to serve individuals who
have disabilities or who are gifted and/or talented.
b. Made during the semester-- no "retroactive" reports on visits you may
have made previously, even if you have an excellent memory ( A class
time is given for this – see class schedule).
c. To programs in which you do not work, or with which members of
your immediate family are associated.
These guidelines are suggested for planning and carrying out a productive and enjoyable
visit:
1. Always request permission well in advance of your visit, by letter or
phone. Explain who you are, your purpose in visiting, and what sorts of
activities or children you are particularly interested in seeing. Visits are
generally arranged through the principal or program director, not by
contacting teachers directly. Plan to visit at a time that is convenient for
the teacher(s) involved-- you may have to be flexible.
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2. In general, it is best to plan to visit individually or in small groups
(probably no larger than five persons at a time). Some programs-especially the larger schools or institutions-- may be able to accommodate
larger groups. It is your responsibility to specify the number of persons
who plan to visit, to be there at the designated time, and, of course, to
notify the program director if your visit must be canceled or delayed.
3. Don't be a "hit-and-run" visitor; plan to stay awhile. It is probably wise
to plan at least two or three hours, since it is difficult to "get the feeling"
of the program in less time. Many places have a wide variety of things
happening under the same roof, in different rooms, or at different times.
4. Always report to the main office upon arriving and leaving. Do not go
directly to a classroom, even if you know the teacher and location. The
principal or other representative of the program may wish to speak to you
at the beginning and/or end of your visit.
5. Do not interrupt lessons or activities. If you have questions, save them
for after the children leave. Avoid discussing the children's
exceptionalities in their presence. Do not ask teachers for confidential
information about children. Some teachers will encourage you to
participate in activities with the children, but you should do so only if
invited.
6. A "thank you" note to the school and/or class you visited is a
thoughtful and appreciated gesture.
7. Remember-- you are a representative of Longwood University!!
Field Trip Report Format
The field trip report should be typewritten on separate paper following this outline –
MAKE SURE TO USE THESE OUTLINES AS YOUR SUBHEADINGS. – i.e. Use
keywords from the topics listed as your sub headings. Respond to all of the following
questions. If an item does not apply, briefly explain why not. Suggested length of
report: 4-5 pages- double spaced in APA style ..
Use Level 2 and Level 3 ( See APA 5th edn P.113- If you are not familiar)
headings
Heading
Name of School of Agency
Location (City, State)
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Date of Visit:
From __________to ________________
(time of visit)
Teacher/Supervisor of the Classroom/facility _______________________________
Use Key words from the following as your subheadings
A. Describe the kind of program you observed. What was its purpose?
B. Who was the program for? Specify age range and criteria for admission.
C. Describe the educational or therapeutic activities you observed. Were students
working individually, in groups, etc.?
D. Briefly describe the environment of the programs. Was there anything noteworthy
about the physical setting?
E. What materials and/or special equipment were the individuals using? How?
F. What kinds of communicative interactions were in evidence? Note communication
between teachers and children, and among children. Did you feel that communication
was being encouraged?
G. What sorts of educational, intervention, or treatment approaches were used by the
staff? RELATE TO INFORMATION FROM CLASS OR TEXT.
H. BASED UPON WHAT YOU HAVE LEARNED IN CLASS, WERE INDIVIDUALS
APPROPRIATELY PLACED IN THIS PROGRAM?
If so, why? If not, how might they be better served?
I. Summarize your reactions to the observation. Did you feel it was an effective program?
Did you observe activities you regarded as especially appropriate, exciting, innovative,
dull, disorganized, unethical, etc.?
J. Would you like to work in a program similar to this one? What or why not?
K. Include any pertinent observations or information not covered in the outline.
3. Professional Organizations. Write a paper on three different organizations (e.g.
CEC, Learning Disabilities Association, and American Association on Mental
retardation) in Special education. Each summary should be 1 to 1 1/2 pages long. It
should address the following (but not limited to):Purpose(s) of the organization
Membership requirements and type of members
Services offered
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Advantages of taking membership
Types of articles and overall reaction
Note: Although you are allowed to gather information using the Internet, you are
not allowed to cut and paste from the sites. All work should be written in your own
words.
See LU ‘ Honor’ code
4. Team discussion – The questions for team discussion are taken from the chapters you
studied. As you can see, these questions are more of practical/application type questions.
Prepare answers to the questions by discussing with your assigned team member
first. Use the ’Group Discussion Board’ for your discussion at this phase. Once both team
members are satisfied with each other’s answer, submit your final answer (One answer
with both team members’ names) under ‘Communication’. I’ll open a forum for each
team to submit. Each team should submit the answer as an attachment. Make sure to
include some outside reading ( journal article) in your discussion.
There are a total of four teams. Once the answer is posted by a team, other class
members should add a thread to the other team’s answer within five days of postings by
these members.. This thread can be a comment, a query, or a constructive criticism. You
should find at least one journal article related to this topic and include that in your
discussion while reacting. The team which posted the original answer should react to the
other members’ response. Due dates for posting your reactions are given in the class
schedule.
Team
Team Members and Discussion Topics Based on Chapters
Topic
FORUM 1
James Davis &
Stacy Eubanks
The IDEA mandates that children with disabilities be educated with children
without disabilities to the maximum extent appropriate. Why do you think this
mandate is necessary? – Chapter 1
Complete your Team discussion and post on the general communication board
for the Whole class : Before 6 pm Sept.10, 2009
FORUM 2
Julie Jackson &Connie
Lathrop
Why is a chapter on working with parents and families and cultural and
linguistic diversity an important element in an introductory text about
exceptional children? Why is multicultural education becoming a required
component in many teacher education programs? Chapter 3- Complete your
discussion and post on the general communication board for the Whole class:
Before 6 pm Oct.1, 2009,
FORUM 3,
Brandi Maitland &
Cynthia Valente
How might a child appear mentally retarded in school but not in the
community? How might a child appear mentally retarded outside his/her social
group? Chapter 4, Complete your discussion and post on the general
communication board for the Whole class: Before 6pm Oct 22.,2009
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5. Chapter Tests
Submit Chapter exercise ( in the form of tests - these tests are publisher
developed tests) posted under ‘assignment’ folder and submit on the due dates given.
You can use your book to complete these tests. However, you are not allowed to
discuss answers of these tests with anyone else. Regard these tests as a’ learning tool’.
Students earning at least 85% on each of the chapter test will be exempted from
any other Mid term or Final examinations.
I wil post the answer key to the test after the due date of each test (upon receiving
everyones’ completed test). Using the answer key, you are required to score your own
test and submit your score to the instructor via email within two days of the posting of the
answer key).
6. Case study
The purpose of the case studies is to give the students experience in thinking
about issues in each case.
Details to perform your discussion
The class is divided into 3 groups ( two people in each group)
 All students will read all case studies from the reading packet.
 Each student will then respond to discussion questions provided for the assigned
case study by discussing with the member/s of her/his own small group, using a
threaded communication on the communication board (use the Group discussion
board).
 Students will revisit their reflections after small group discussion, revise the
answers by mutual agreement.
 Prepare a power point presentation of the final answers and post it under the
General communication board for all class members to read and react.
( See BELOW the Case studies and the Group members)