1 of 16
Instructor: Jeong-il Cho, Ph.D.
Office: Department of Professional Studies, Neff Hall 250K
Office Hours: Mondays, 2:00-4:00pm/ Tuesdays. 2:00-4:00pm or by appointment
Phone number: 260-481-6454
Fax: 260-241-5408
Email: choj@ipfw.edu
Class Location: Neff Hall 149
Class Schedule: Wednesday 4:30- 7:15 pm
Course Description: EDUC K525
Survey of historical development and current status of definitions, classifications, assessment, and treatment procedures for learning disabled students.
Textbook:
Learner, J. (2009). Learning Disabilities & Related Disorders: Characteristics & Teaching Strategies
(11th ed.). Boston, MA: Houghton Mifflin.
Additional readings may be assigned and provided either in class or on elearning (blackboard) at http://elearning.ipfw.edu/
An outline of class notes (guided notes) will also be available on elearning (blackboard) each week.
Course Objectives cross-indexed with appropriate standards
Upon completion of K525, course students will:
1. Demonstrate an understanding of the historical development of mild disabilities
OELD 1; Conceptual Framework: Habits of Mind, Knowledge; NCATE/CEC 1
2. Demonstrate knowledge of the basic definitions, characteristics, degrees of mild disabilities and its
impact on learning.
OELD 1; Conceptual Framework: Pedagogy, Knowledge; NCATE/CEC 1
3. Identify and discuss the biological and psychosocial causes of mild disabilities.
OELD 1, 2; Conceptual Framework: Knowledge; NCATE/CEC 1, 2
4. Demonstrate an awareness of the various theories of intelligence and measurement techniques.
OELD 1, 2, 4; Conceptual Framework: Habits of Mind, Pedagogy, Knowledge;
NCATE/CEC 1, 2, 4
5. Develop an understanding of the application of "adaptive behavior" to the concept of mild
disabilities.
OELD 2; Conceptual Framework: Habits of Mind, Pedagogy, Knowledge, Experience;

2 of 16
NCATE/CEC 2, 3
6. Demonstrate an understanding of and developing an Individualized Education Plan for
individuals with mild disabilities.
OELD 2, 5, 7, 10; Conceptual Framework: Democracy & Community, Habits of Mind, Pedagogy,
Knowledge, Experience; NCATE/CEC 4, 6, 7, 10
7. Demonstrate knowledge of various legislative mandates affecting people with mild disabilities.
OELD 1, 10; Conceptual Framework: Democracy & Community, Habits of Mind,
Pedagogy, Knowledge, Experience, Leadership; NCATE/CEC 1,9
8. Demonstrate an understanding of the impact an individual with mild disabilities has on the family
system.
OELD 9, 10; Conceptual Framework: Democracy & Community, Habits of Mind,
Pedagogy, Knowledge, Experience; NCATE/CEC 2,3,9,10
9. Demonstrate an understanding of research-based response to intervention process as it relates to
mild disabilities.
OELD 1; Conceptual Framework: Pedagogy, Knowledge; NCATE/CEC 3, 8, 10
10. Demonstrate basic knowledge of Assistive Technology (AT) services and devices. Understand
AT including legal requirements, its purpose and functional application for the student's
educational program.

Demonstrate awareness of a variety of assistive technology devices and services.

Demonstrate the ability to use appropriate AT

Demonstrate the recognition of the need for ongoing individual professional development and maintaining knowledge of emerging technologies.
OELD: 5, 6, 8, 9, 10; Conceptual Framework: Habits of Mind, Knowledge, Pedagogy,
Leadership; CEC 4, 5, 7,
Cross-indexing Course Objectives
As the State of Indiana and the IPFW SOE have altered its certification/licensing requirements to more adequately reflect national standards, course objectives and activities are expected to reflect these changes. The Office of Educator Licensing & Development (OELD), School of Education (SOE)
Conceptual Framework, and Council for Exceptional Children (CEC) organizations are represented by the appropriate notation with each objective.
Office of Educator Licensing & Development (OELD),
1.
Is well-versed in the history, philosophy, and foundations of special education as well as in current laws and contemporary issues in the field and uses this knowledge to enhance educational opportunities for all students.
2.
Is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning opportunities.
3.
Is competent in selecting, administering, and interpreting a variety of formal and informal assessment strategies and utilizes this information to design, implement and evaluate instruction and to guide students in self-assessment.
4.
Recognizes that optimal learning relates new information to the students’ prior experiences and knowledge.

3 of 16
5.
Is cognizant of the importance of an active learning environment and designs a setting which fosters and enriching, nurturing and safe climate where diversity and risk-taking are valued.
6.
Understands the developmental nature of learning and uses multiple approaches and strategies to provide a variety of activities and opportunities to facilitate student success.
7.
Understands the importance of teaching appropriate social skills and effectively applies and models these strategies in interactions with students, families, and colleagues.
8.
Understands reflective practices and the importance of ongoing professional development and applies the knowledge gained to promote both student growth and professional outreach.
9.
Is aware of the need to collaborate with families, school colleagues, and the larger community to support students’ learning and well being and actively cultivates these partnerships.
10.
Demonstrates an awareness of a wide array of community resources and accesses these services to support students’ needs.
SOE Conceptual Framework (Adopted 2/9/00):
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our programs:
1. Democracy & Community
Effective educators (1), such as teachers, counselors, and administrators need to be a part of a dynamic educational community as a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the SOE should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2. Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the teaching/learning process.
3. Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their students bring to the educational setting. Consequently, the SOE needs to prepare educators to understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding, and meaningful growth.
4. Knowledge
Effective educators need to be well grounded in the content, which they expect to teach. Educators need to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how disciplines can be integrated and most effectively communicated to their students. Educators also need understanding of themselves, of communities in which they intend to teach, and of students. Consequently, the SOE should immerse educators in nurturing learning communities that deepen knowledge, and encourage ongoing intellectual, emotional, and personal growth.
5. Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site campus activities and field-based experiences students will observe and emulate exemplary teaching and learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, he SOE must integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum, and help educators to assess and reflect on those experiences.
6. Leadership

4 of 16
Effective educators are leaders. They have developed educational and social visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory, and practice as they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE must provide opportunities for educators to develop as leaders in their profession and in their communities.
Council for Exceptional Children (CEC) Standards
Standard #1: Foundations
Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.
Standard #2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs. Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individuals with exceptional learning needs. Special educators understand how the experiences of individuals with exceptional learning needs can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community.
Standard #3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options.
The understanding of these learning differences and their possible interactions provides the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with exceptional learning needs.
Standard #4: Instructional Strategies
Special educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with exceptional learning needs. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula and to

5 of 16 appropriately modify learning environments for individuals with exceptional learning needs. They enhance the learning of critical thinking, problem-solving, and performance skills of individuals with exceptional learning needs, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan.
Standard #5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with exceptional learning needs that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with exceptional learning needs. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with exceptional learning needs. Special educators help their general education colleagues integrate individuals with exceptional learning needs in general education environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with exceptional learning needs to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with exceptional learning needs in crisis. Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors.
Standard #6: Language
Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Special educators provide effective language models and they use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptional learning needs whose primary language is not English.
Standard #7: Instructional Planning
Individualized decision making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individual’s learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction.

6 of 16
Standard #8: Assessment
Assessment is integral to the decision making and teaching of special educators, and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.
Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure nonbiased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with exceptional learning needs. Special educators use assessment information to identify supports and adaptations required for individuals with exceptional learning needs to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with exceptional learning needs in general and special curricula. Special educators use appropriate technologies to support their assessments.
Standard #9: Professional and Ethical Practice
Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges.
Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with exceptional learning needs, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others’ attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with exceptional learning needs and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them.
Standard #10: Collaboration
Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with exceptional learning needs are addressed throughout schooling.
Moreover, special educators embrace their special role as advocate for individuals with exceptional learning needs. Special educators promote and advocate the learning and well-being of individuals with exceptional learning needs across a wide range of settings and a range of different learning experiences.
Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with exceptional learning needs. Special educators are a resource to their colleagues in understanding the laws and policies relevant to individuals with exceptional learning needs. Special educators use collaboration to facilitate the successful transitions of individuals with exceptional learning needs across settings and services.

7 of 16
Course Policies:
1. Attendance is expected at each class. This is a very interactive course and much of what you learn will be from in-class activities.
If a student is unable to attend class for health or emergency reasons, it is expected that the instructor will be notified of the absence prior to the evening of the class meeting. You are responsible for the course content presented during the time that was missed. Two or more absences from class will result in an automatic lowering of your final grade by one level. If a student misses half of two classes, that will be counted as one total class period missed. Your final grade will, in part, reflect your participation in class activities. Attendance will be taken at each session.
2. All assignments are due at the BEGINNING of the class (20% of the points will be
deducted for each day or partial day the assignment is late).
3. Be respectful of your classmates and the instructor by following these expectations.
1) Do not converse with others during lecture time or while others are
speaking.
2) Turn off all cell phones and PDAs. Do not text message during class.
3) Take care of personal business before class starts, do not leave the room and return during class time.
4) If you must arrive after class has begun or leave once class has stated, please do so quietly.
5) Each person in this course has unique prior experiences and a unique viewpoint to share. This offers a great opportunity for us to learn from each other. Though disagreement and even conflict may occur, I expect your cooperation in maintaining an atmosphere of mutual respect. When participating in discussions, it is perfectly acceptable to have strong opinions – in fact, I encourage you to do so. I also encourage you to discuss your own personal experience and relate it to that of others.
In the process, however, I expect you to respect the basic intelligence and humanity of each participant in the discussion. Conflict is not necessarily a bad thing, as long as there is a commitment to mutual respect. Hateful and demeaning speech will not be tolerated.
4. The instructor adheres to all university standards including attendance, testing, cheating/ plagiarism, withdrawals, incompletes, and other published university practices. Students are expected to be familiar with these standards of practice.
5. The instructor reserves the right to change the contents of the course syllabus and activities, as needed, to enhance student learning.
6. If you have a disability and need assistance, special arrangements can be made to accommodate most needs. Contact the Director of Services for Students with Disabilities (Walb
Union, Room 113, telephone number 481-6658) as soon as possible to work out the details. Once the Director has provided you with a letter attesting to your needs for modification, bring the

8 of 16 letter to me. For more information, please visit the web site for SSD at http://www.ipfw.edu/ssd/ .
8. All written papers are expected to be written using professional terminology, using the 3 rd
. person writing style and the APA format. If you are not familiar with the writing style or format, please ask for help through The Writing Center in Kettler Hall G 21.
Points will be subtracted from the total scores for assignments if the written style of the paper and format are not followed.
IPFW Plagiarism Information (see Walter E. Helmke Library website):
“Plagiarism in any form always has a negative impact on the educational process. Not only does it affect the person who commits the act, but it also affects the one who discovers it.”
Definitions of plagiarism
The Random House Dictionary of the English Language, 2nd ed., s.v. "Plagiarism." "The unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work."
IPFW Student Handbook Planner, (2010-2011), s.v. "Plagiarism.”
"The adoption or reproduction of ideas or statements of another person as one's own without acknowledgment."
9. You are responsible for information covered in assigned readings, class lectures, handouts, out-of-class assignments, and in-class discussions and activities. If you are absent from class, it is your responsibility to get the material missed. Find a "buddy" who can pick up handouts, copy notes for you if you are not there.
10. All guided notes (powerpoint slides), assignment guidelines, and supplemental materials will be posted in the course blackboard. You will be able to check/or download the syllabus, lecture notes, supplemental materials, and /or announcement from the site.
Assignment Descriptions:
Exam 1, 2, & 3 (15 points each)
Each student will be held responsible for all of the information in the textbook and readings assigned for the course. The student should read assigned material appropriate to the topic to be discussed prior to class meetings. Exams will be a combination of questions in a True/False,
Multiple Choice, Short Answer Essay or take-home synthesis format. To miss a class risks missing content that will be examined on the exam . Exams are cumulative.
Exam 1: Chapters 1-4 (IN-CLASS)
Exam 2: Chapters 1-9 (IN-CLASS)
Exam 3: Chapters 1-14 (TAKE HOME)

9 of 16
LD (Mild Disabilities) Observation/Reaction Paper and Reflection Paper using SOE
Conceptual Framework (10 points)
1. LD Observation /Reaction Paper (5 points):
Description : An integral part of this course is an observation of students in an educational environment designed for the education of students with mild impairments. You may make your own arrangements for this experience, with or without the assistance of the instructor. Please be sure to make arrangements in advance with a person in charge of the facility. Following the observation , have the primary teacher or agency director sign their name, address, and phone number verifying that you have observed at that classroom/facility on a specific date.
The report should be typed and at least 5 pages long. For this project, students will write a summary report of the observation of a student(s) with a mild disability. The setting may be an inclusive classroom setting, a self-contained special education classroom setting, or a center setting. An inclusive education setting is most desirable. The observation form/template will be handed out in class and also posted in the course blackboard.
The observation summary report should include:
1.
Describe behaviors observed. In what ways are these individuals similar to normal persons? In what ways are they different? What specific problems does the exceptionality present? What are apt to be the first impressions of people who come in contact with these individuals? Were there special techniques used to manage student behavior? If so describe. How do they differ from one another?
2.
Describe AT devices observed. What kinds of assistive technology devices (e.g., software, hardware, and other adapted assistive technology devices) were available in the classroom and used by students with mild disabilities? Were the AT devices appropriate?
Have you used those AT devices before? How comfortable are you in utilizing such devices in your current or future classroom?
3.
Relate what you have seen in this facility to what you learned in class. Cite references from the text, class lectures, or research references.
4.
Describe your feelings. Would you enjoy working in this setting? Would you feel comfortable using a variety of AT devices in your own teaching? How do you think you would feel if you were the parent of one of these children? Have your impressions changed across the time of the observation?
2. Reflection of the Observation/Reaction Paper using SOE Conceptual Framework (5 points):
After you have written the paper, then reflect on the process using the SOE Conceptual
Framework. The format will be provided in class.

10 of 16
Issues/Research Paper and Reflection using CEC Standard # 2 (25 points)
1. Issues/Research Paper (Draft-5 points and final paper-15 points): Students will prepare a paper on a current issue in the field of mild disabilities. Possible topics include: o No Child Left Behind & Mild Disabilities o Individuals with Disabilities Education Act (IDEA) and Mild Disabilities o Diversity and Mild Disabilities o Assistive Technology and Mild Disabilities o Legal Issues and Mild Disabilities o Emotional/Behavioral Disorders o Mild Mental Retardation o Attention Deficit Hyperactivity Disorders o Fetal Alcohol Syndrome o Learning Disabilities o Classroom/Behavior Management o Individual Education Program (IEP) o Response to Intervention (RTI) o Functional Behavior Assessment (FBA)
The paper should be 6-8 pages long (excluding references). Students should use at least seven (7) scholarly references. Use professional textbooks (other than those used in class) and professional, scholarly, peer reviewed journals such as: Journal of Special Education, Teaching
Exceptional Children, Exceptional Children, Mental Retardation, Learning Disability Quarterly,
Behavioral Disorders, Journal of Learning Disabilities, Education and Treatment of Children,
Journal of Abnormal Psychology, or other scholarly library references. Using sources such as
“Wikipedia” are not acceptable for use in this paper. The information presented in the paper needs to be based upon research that is current (within the past 10 years).
Writing Style & Format: Use the ‘third person’ writing style for the paper. The APA format should be utilized for the paper. (The bookstore has manuals for writing in the APA format.) The library also has books that contain the APA format to use. The body and reference sections of the paper should use have lines that are double spaced. The first lines of all paragraphs are indented within the body of the paper. In the reference section, the first line of each new reference is typed flush to the left margin. The second line of the reference (and any other lines following that pertain to that specific reference) is indented 5 spaces (typically a “one” tap).
The paper should include the following sections: (1) Title Page, (2) Overview of research paper
(1-2 pages), (3) Body of the paper (4-6 pages), (4) Conclusions & Recommendations (1-2 pages), (5) References. (More information will be given in class.) You will present your findings to your classmates. Prepare a presentation with visual representations (e.g., powerpoint presentation) and handouts (use the “Overview of research paper”).
2. Reflection of the Issues/Research Paper using CEC standard #2 (5 points): Write a reflection paper on the Topical Research paper assignment. Use the CEC Standard # 2 as a guide your reflection. The format will be provided.

11 of 16
Assistive Technology Resource Portfolio (15 points)
Description : For this project, students will prepare an Assistive Technology (AT) Resource
Portfolio that is a collection of assistive technology devices explored over the course of the semester. At least three (3) different applications or pieces of hardware should be identified for different conditions (Spoken Language Difficulties, Reading Difficulties, Written Language, and
Mathematic difficulties). For this assignment, you need to choose from the AT devices in a given list which include AT devices reported to be beneficial for students with disabilities. You will choose at least one device for three (3) of the four conditions. If you want to explore a device not listed in the given AT list, you need to contact the instructor to receive permission. You need to contact the instructor to check out AT software, hardware, or other adaptive AT devices. In some cases, you can download a free software demonstration from company websites for review purposes. Use the provided grading rubric to learn how your portfolio will be evaluated.
The review for each AT device should include:
1.
representative characteristics of three learning conditions (Spoken Language
Difficulties, Reading Difficulties, Written Language, or Mathematic Difficulties)
2.
comprehensive descriptions of usages, and features of the selected software applications, hardware, and adapted computer access tools
3.
visual images (e.g., pictures) of the selected AT device if available and applicable
4.
information about obtaining the selected AT device, a price, and availability of a free software demo
5.
descriptions of strengths and weaknesses of the selected AT device
6.
recommended uses of the selected AT device
7.
a training log (date, start/end time, and how long it takes for you to become familiar with the device)
8.
a summary/critique of at least one journal article related to the selected AT device.
Recommended References
Journal of Special Education Technology
Journal of Learning Disabilities
Exceptional Children
Teaching Exceptional Children
***Important Guideline for Students Regarding AT portfolio***
This class will provide time for hands-on activities. However, you are expected to spend additional time practicing skills needed for software, hardware, and adapted devices at home (for software) and in Neff Hall (for hardware and adaptive tools) in

12 of 16 order to complete your assignments and meet the course objectives. For a 3 credit hour course, the university expects students to spend an average of 9 hours each week outside of class for class related activities.
All AT devices are loaned from the lending library at the PATINS Project, which is an Indiana Department of Education/Division of Student Learning/Office of
Differentiated Learners assistive technology systems change initiative. The lending library requested these devices to be used under the instructor’s close supervision in order to prevent any loss or damage. Some devices cost several thousand dollars and the instructor is responsible for loss or damage of any devices. Dr. Jeong-il Cho, instructor for this course, pledged herself to use/let students use loaned devices only in Neff Hall.
PATINS project on-line workshop/training participation and 2-page summary (5 points)
“The P romoting A chievement through T echnology and IN struction for all students
(PATINS) Project is a state-wide technical assistance network for the provision of assistive/accessible technology for assisting local educational agencies in the utilization and creation of accessible learning environments and instructional materials. As a sole source provider for the Indiana Department of Administration and the Indiana Department of
Education, the PATINS Project provides a complete state NIMAS delivery process designed to support the Indiana Department of Education and local educational agencies in addressing the statutory and final regulatory requirements of the Individuals with Disabilities Education
Act of 2004. Various workshops are available upon request by Special Education
Cooperatives or local educational agencies. Contact Daniel McNulty to schedule on-site trainings, online trainings or to suggest possible workshops at the NE PATINS Site. Other possible trainings include SMART-Board, Second Life, Read:OutLoud, Boardmaker,
Inspiration, Intellitools, adapted toys and various computer access, Universal Design for
Learning, AT & AAC Overview, Video Self Modeling, Self-Operated Prompting, format conversion, podcasting and more! (PATINS Project, 2010; http://www.patinsporject.com)”
For this assignment, you are required to participate in one of the on-line trainings (through
Second Life -Virtual reality website available to public) offered by the Northeast PATINS Project regional office (Columbia City, Indiana, 1-800-669-4565; Daniel McNulty, NE site coordinator).
All Trainings are at NO COST to attendants. After attending the training, you need to provide a
2-page written summary (date/time, length of the training, utilized options, what you learned, and what you think about getting a training through Second Life ) of your learning experience.

Grading Scales:
Requirements
Exam 1
Exam 2
Due Dates
09/22
11/10
15
Points
15
Exam 3
Grading:
A+ 97-100
A 93-96
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
12/15
LD Observation/Reaction Paper &
Reflection Paper
LD Issues Research Paper &
Reflection Paper
09/15
10/27
11/03
Participation of one PATINS project on-line activity and a 2 page summary
Assistive Technology Resource
Portfolio
Total
Anytime before 11/24
12/01
5
(Observation Paper)
5
(Reflection Paper)
5
(Draft)
15
(Research Paper)
5
(Reflection Paper)
5
15
100 points
C
C-
15
73-76
70-72
D+ 67-69
D 63-66
D- 60-62
F

59
13 of 16
My Points

14 of 16
Tentative Schedule: K525/K370
The instructor reserves the right to change the contents of the course syllabus and activities, as needed, to enhance student learning.
Date Readings/Assignments
1.
08/25
2.
09/01
3.
09/08
Topic

Introduction

Discussion of Observations and
Assignments

AT Survey

Representative Characteristics of LD and Related Mild Disabilities


Chapters 1
Due: LD (mild disabilities) Observation
Site Information and Schedule

Chapters 2 and 3
4.
09/15
5.
09/22
6.
09/29

Assessment and the IEP Process

Clinical Teaching

Responsibilities of school professionals for inclusion

Educational Settings and the Roles of the Family

Review for Exam 1

Presentation (LD Observation paper)

Theories of Learning: Implications for LD

Exam #1

Social, Emotional, and Behavioral
Challenge




Chapter 4
Due: LD Observation/Reaction Paper and
Reflection Paper Due/Presentation
Chapter 5
Exam 1 (Chapters 1-4)
7.
10/06

(
Assistive Technology Guest Speaking
Daniel McNulty, PATINS Project,
Northeast Site Coordinator )
 Documentary: “
Including Samuel
”-
58 min.

Chapter 6

Social Skill Training Script (Blackboard)
10/13
8.
10/20
Midwestern Educational Research Association (MWERA) Annual Conference:
Columbus, OH
NO CLASS
DUE : Title of your research paper AND Overview of the topic you want to explore for your research paper (Submit by 4:30pm in the course blackboard)

Attention Deficit Disorder &Related
Disorders

Library Workshop, EITC 440A,

Chapter 7

Social Skill Training Script (Blackboard)
Helmke Library ( Tiff Adkins, IPFW

15 of 16
11/24
13.
12/01
14.
12/08
15.
12/15
9.
10/27
10.
11/03
11.
11/10
12.
11/17
Librarian Specialist in Education )

Young Children with Disabilities

Adolescents & Adults with Learning
Disabilities
 Peer Review for “Issues/Research
Paper”

Review for Exam 2

Presentations (Issues/Research Paper)


Exam #2
Medical Aspects

Chapters 8 and 9

Due : Draft of Issues/Research Paper for peer review

Social Skill Training Script (Blackboard)

Due: Issues/Research Paper and
Reflection Paper and Presentation

Exam 2 (Chapters 1-9)

Chapter 10

Spoken Language Difficulties:
Listening & Speaking

Reading Difficulties

Written Language: Written
Expression, Spelling, & Handwriting

Mathematics Difficulties


Chapters 11, 12, 13, and 14
Due: Participation of PATINS Project on-line activities

Presentation
Thanksgiving Break:
NO CLASS

Due : Assistive Technology Resource
Portfolio

Presentation

Big review (put it all together!!!)
Exam #3 (Take Home Test Due) by
4:30pm
Exam #3 (Take Home Essay): Chapters
1-14

16 of 16
Classroom Research Participation
To Students in EDUC K370 (Introduction to Learning Disabilities) and K525 (Survey of Mild
Handicaps):
I (Jeong-il Cho) am working on a research project (Title: Investigation of the Impact of the New Assistive Technology Course Contents on Student Learning) that seeks to investigate the impact of the new Assistive Technology course contents on your learning of basic knowledge and understanding of Assistive Technology devices and related services. I plan to use this research to help me better teach the use of Assistive Technology devices and local Assistive
Technology services/resources to undergraduate and graduate students and to enhance the ways future students majoring in Special Education obtain basic knowledge of Assistive Technology.
Your participation is voluntary and encouraged to promote the use of appropriate
Assistive Technology devices in P-12 classrooms for students with mild disabilities.
In this class (EDUC K370 and K525), you will complete two Assistive Technology related assignments (A. Descriptions of Assistive Technology Devices in P-12 Classrooms and
B. Assistive Technology Portfolio) to help you gain basic knowledge of Assistive Technology.
You will also complete two Assistive Technology surveys (at the beginning and the end of the semester) to measure the impact of the new Assistive Technology course content on your learning. It should be noted that these are course assignments and surveys that I would normally require, regardless of my research. I plan to analyze your work in these assignments and surveys for my research project.
In any presentation of the results, I will not include your name or any identifying details.
If I plan to quote extensively (i.e., more than one sentence or an image of your work), I will follow up with an email to request your permission.
Please inform me if you are under the age of 18 or you choose not to participate in this research project so I can disregard your work from the analysis. However, you will still be expected to complete the same work as the rest of the class.
Participation or non-participation will not affect your grades.
Please contact me if you have any questions or concerns about this research.
Jeong-il Cho, Ph.D.
Assistant Professor, Special Education
250K Neff Hall
Indiana University - Purdue University Fort Wayne
Fort Wayne, IN 46805
Phone: (260) 481-6454
Fax: (260) 481-5408
Email: choj@ipfw.edu