DEPARTMENT OF SPECIAL SERVICES
AND LEADERSHIP STUDIES
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Spring 2010
The Professional Special Educator
Course Number:
Credit Hours:
Instructor:
Course Time Schedule:
Office:
Office Hours:
E-mail:
Office Phone:
SSLS 861
3
Anna Friend, Ph.D.
5:00 - 8:00 p.m., Tuesdays
KC Metro Center, Kong Room
KC Metro Center
Monday/Wednesday 10:00 - 2:00
Tuesday 1:00 – 5:00 p.m.
or by appointment
afriend@pittstate.edu
(913) 529-4487
Course Description
SSLS 861 is designed to provide an investigation of techniques and skills to facilitate the role of the
professional educator (school psychologist, school counselor, and special education personnel) in
curriculum development and collaboration as it relates to the education of exceptional students
(including those from various diverse groups). This course supports the development of: independent
thinking, effective communication, making relevant judgments, professional collaboration, effective
participation in the educational system, discrimination of values in the educational arena, and
professional ethics.
Program Objectives
This course is aligned with the following KSDE Adaptive Special Education Teaching Standards, with
primary focus on those standards listed in red type.
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KSDE SPECIAL EDUCATION STANDARDS
The teacher of students with adaptive learning needs demonstrates an understanding of
1philosophical, historical, and legal foundations of education and special education.
2 The teacher of students with adaptive learning needs demonstrates an understanding of
learners’ diversity and provides support for students’ cognitive, physical, social, emotional and
career development.
3 The teacher of students with adaptive special education needs demonstrates assessment,
diagnosis, and evaluation knowledge and skills.
4 The teacher of students with adaptive learning needs demonstrates knowledge and skill in
planning and implementing effective instruction based upon knowledge of the subject matter,
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student, community, and curriculum goals.
5 The teacher of students with adaptive learning needs promotes learning by providing planned,
orderly, supportive environments that encourage participation of individuals with adaptive learning
needs.
6 The teacher of students with adaptive learning needs demonstrates knowledge and skill in
managing behavior, facilitating problem solving, developing social skills, and promotion selfadvocacy of students with adaptive/functional learning needs.
7 The teacher of students with adaptive learning needs demonstrates effective communication
and collaboration skills and knowledge related to individuals with adaptive learning needs.
8 The teacher of students with adaptive learning needs demonstrates professionalism and ethical
knowledge and skills related to students with adaptive/functional learning needs.
Course Objectives
Upon completion of this course, the student will:
1. Plan for student success in the general education PK-12 classroom through a variety of
strategies to include: (Standard 2,3,4,7)
a. Universal design for learning
b. Differentiated instruction
c. Strategies instruction and scaffolding for student success
d. Effective, research-based instructional practices
2. Demonstrate collaborative problem-solving in a variety of settings to include: (Standards
2,5,6,7)
a. Collaboration with regular education teachers
b. Collaboration with paraprofessionals
c. Collaboration with the intervention team
d. Collaboration at an IEP meeting
e. Collaboration with families
3. Analyze the roles and responsibilities of educators in an inclusive PK-12 classroom, to include:
(Standard 2,3,7)
a. Models of inclusion
b. Access of students to general curriculum
c. Student and teacher strengths
d. Areas of concern
4. Propose a long-range strategy for improving student access to general education curriculum, to
include legal and researched rationale for proposed changes. (Standard 8)
5. Identify the legal and ethical basis for his/her decision making (Standard 1, 8)
Course Content
SSLS 849 is designed around four major components. The components include:
1. A discussion of family system and its application to the families of students with
exceptionalities. The four major perspectives of family systems theory include family
characteristics, interactions, functions, and life cycle. This includes multicultural factors.
2. Providing the learner with historical and organizational foundations related to family roles
and school reform - IDEA (Individuals with Disabilities Education Act) and NCLB (No Child
Left Behind). This can lead to opportunities to form family – professional partnerships
throughout the life cycles: from infancy through childhood and school years and into
adulthood.
3. Identifying how to implement the seven partnership principles when collaborating with
families and other professionals. Partnership principles include: communication,
professional competence, respect, commitment, equality, advocacy and the “keystone” of
partnership, trust.
4. Utilizing the seven partnership principles to enhance family – professional partnerships in
both the student evaluation and development of the IFSP and IEP, and for these
partnerships to ultimately promote student learning, and development, and to achieve
positive student and family outcomes.
This is accomplished by focusing on:
1. Understanding history of parental roles in exceptionality,
2. Examining parameters affecting life of all families, including multicultural factors,
3. Applying knowledge of family-systems approach to understanding and meeting the
challenges of exceptionality.
This is further accomplished by focusing on the following knowledge base components affecting
professional education:
4. Gaining concepts and proficiency in attaining family-professional communication skills
and strategies
5. Further refining knowledge of the dominant legal framework within which families and
professionals must work,
6. Gaining information and skill in family support strategies and relationships, especially
those issues involving multicultural perspectives.
Course Textbook and Materials
Required text:
Walther-Thomas, C.; Korinek, L.; McLaughlin, V.L.; & Williams, B.T. (2000). Collaboration for
Inclusive Education: Developing Successful Programs. Needham Heights, MA: Allyn & Bacon
Online materials:
CEC Code of Ethics and Standards for Professional Practice—(on-line at
http://www.cec.sped.org/ps/ps-ethic.html)
KSDE Special Education Process Handbook. http://www.ksde.org/Default.aspx?tabid=3152
Rose, David H. & Meyer, Anne (2002). Teaching Every Student in the digital Age- Universal Design for
Learning, ASCD. (Online at http://www.cast.org/teachingeverystudent/ideas/tes/)
On-line articles assigned throughout the semester and professional journals accessed through the
PSU Axe Library database. http://library.pittstate.edu/
Teaching Strategies
The instructional format of this course will be a combination of group sessions, guest speakers,
student presentations, handouts, on-line discussions, role-plays, and readings. A portion of the student
contact time will be online, utilizing ANGEL.
Course Requirements
A. Reading Requirements/Class Participation:
The student is to be prepared each day of class by using the assigned readings. Each student
will be required to complete individual and group assignments as outlined in the schedule of
class topics and readings. Points will be awarded for class participation based upon the reading
or participation in assigned discussion boards on ANGEL.
B. Personal Reflection
At different points in the semester, reflective questions will be posed to the student either
in class or on ANGEL.. Each student will be expected to answer thoughtfully and thoroughly.
C. Collaboration Role-play.
The students will role-play collaboration in one or more of the following settings:
Collaboration with regular education teachers
Collaboration with paraprofessionals
Collaboration with the intervention team
Collaboration at an IEP meeting
D. Strategic Plan.
Write a paper analyzing the roles and responsibilities of educators in an inclusive PK-12
classroom that you have observed, to include:
Models of inclusion
Access of students to general curriculum
Student and teacher strengths
Areas of concern
Then propose a long-range strategy for improving student access to general
education curriculum, basing your proposal on legal foundations and on research.
E. Quizzes
There will be one or two quizzes over the reading or material posted on ANGEL.
Written Communication Skills
All written assignments are to be prepared on a computer or typewriter. Typos, misspellings, and
grammar errors will result in a lower grade. APA (5th ed.) format is to be used when preparing and
citing materials. Avoid language that is sexist, culturally biased, reinforcing of stereotypes, or offensive
to persons with disabilities. Person-first language should always be used.
Course Evaluation
The final grade for this course will be based on the following criteria:
Assignment
Points
Collaboration Role Play
50 points
Strategic Plan
100 points
Personal Reflections
75 points
Quizzes
100 points (this may change)
Total
325 points
The above course evaluation will be converted into percentages based upon the following scale:
90-100% = A
80-89% = B
70-79% = C
60-69% = D
Assignments are to be submitted through ANGEL; feedback and grades are also posted using the
ANGEL system. Assignments must be received by the due date and time.
TEN PERCENT (10%) OF THE TOTAL POSSIBLE POINTS FOR EACH ASSIGNMENT WILL BE DEDUCTED
FROM THE POINTS EARNED ON AN ASSIGNMENT FOR EACH DAY, INCLUDING WEEKENDS, IF IT IS PAST
DUE. (IN SHORT…10% off for each day the assignment is late.)
If a student must be absent from class on the day that an assignment is due, it is the student’s
obligation to make certain the assignment is submitted through ANGEL on the due date. Similarly, if a
student must be absent from class on the day of an assessment, it is imperative that the student make
arrangements to take the assessment before the established date. Late assignments will be accepted
only if previous arrangements are made with the instructor via e-mail prior to the due date. The
instructor reserves discretion regarding late assignment grades.
Incompletes are discouraged. Students who do request an Incomplete cannot be eligible
for an A as a final grade. Taking an Incomplete will also require the student to submit a plan of
completion.
Attendance
Eighty percent of success is showing up.
-- Woody Allen
Professional reliability is one of the outcomes of the teacher education program. This course is a
combination of on-line and on-site class sessions. When class meetings are on-site, attendance is
mandatory, however, if you miss more than 10% of class meetings your grade will be reduced based
upon the percentage of classes missed. An absence occurs when one does not attend class due to the
following: work related activities, illness, coaching, vacation, family matters or any other reason. You
will be expected to make arrangements to complete assignments for missed classes.
Candidate Intervention Plan policy
A Candidate Intervention Plan (CIP) is a process to work with candidates that are enrolled who lack
the background, motivation, or professionalism required of a special educator. At the faculty member’s
or advisor’s discretion a written plan (CIP) will be developed that outlines the steps that must be taken.
If the plan is not followed or if compliance is inadequate, the candidate may be asked to leave the
special education program.
Americans with Disabilities Act Policy
It is the policy of Pittsburg State University to make reasonable accommodations for qualified
students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with
disabilities needs accommodations, the student must notify the instructor. All information will be kept
confidential.
Electronic Devices and Other Distractions
All students, guest speakers, and the instructor have the right to receive or present instruction
without distraction. Cell phones must be turned off or set on vibrate and should not be visible.
Courtesy is to be exercised when material (whether by instructor, student, guest, or video) is being
presented.
Inclement Weather
On rare occasions due to inclement weather, class may be cancelled. The KC Metro Center (913529-4487) will make every effort to contact you to let you know that your class has been canceled. You
should also check Gus Mail and the announcement section on the Angel site for the course.
Respect for the Academic Process – Academic Dishonesty
The rights and responsibilities that accompany academic freedom are at the heart of the intellectual
purposes of the university. Our conduct as community members should protect and promote the
university’s pursuit of its academic mission. We are all, therefore, expected to conduct ourselves with
integrity in our learning, teaching and research, and in ways in which we support those endeavors.
Please refer to the catalog for the university policy on academic dishonesty. You are expected to do and
submit your work and not that of others.
Students are expected to demonstrate academic integrity at all times. Violations will be handled as
indicated in the written policy. Academic dishonesty by a student is defined as unethical activity
associated with course work or grades. It includes, but not limited to:
(a) Giving or receiving unauthorized aid on examinations,
(b) Giving or receiving unauthorized aid in the preparation of notebooks, themes, reports,
paper or any other assignments,
(c) Submitting the same work for more than once course without the instructor’s
permission, and,
(d) Plagiarism. Plagiarism is defined as using ideas or writings of another and claiming them
as one’s own. Copying any material directly (be it the work of other students, professors, or
colleagues) or copying information from print or electronic sources (including the internet)
without explicitly acknowledging the true source of the material is plagiarism, students should
follow the citation directions provided by the instructor and/or department in which the class is
offered.
Unless otherwise stated by the instructor, exams, quizzes, and out-of-class assignments are meant
to be individual, rather than group, work. Hence, copying from other students’ quizzes or exams, as well
as presenting as one’s own work an assignment prepared wholly or in part by another is in violation of
academic honesty.
The above guidelines do not preclude group study for exams, sharing of sources for research
projects, or students discussing their ideas with other members of the class unless explicitly prohibited
by the instructor.
Since the violation of academic honesty strikes at the heart of the educational process, it is subject
to the severest sanctions, up to and including receiving an “F” or “XF” (an “XF” indicates the “F” was the
result of academic dishonesty) for the entire class and dismissal from the university.
When an instructor has a reasonable good faith belief that a student(s) has committed academic
misconduct, that instructor has the sole discretion to give the student as F on the assignment/test to
which the student committed academic misconduct or an F for the entire course. If such an F negatively
affects the student’s final grade in the course, that student(s) may appeal the final grade pursuant to the
current Pittsburg State University Catalog’s Grade Appeal process.
When the instructor wishes to impose an “XF”, and/or more severe sanctions, he or she must first
notify their department chair, dean, and University’s Academic Honesty Committee Chairperson in
writing. In addition, the same procedure applies if similar sanctions seem warranted for a student(s) or
former student(s) who have assisted in a serious act of academic dishonesty.