KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EXC 7735 TESOL
Department Special Education
Degree Title (if applicable) MAT in Inclusive Education/TESOL
Proposed Effective Date June 2006
Check one or more of the following and complete the appropriate sections:
New Course Proposal
X Course Title Change
X Course Number Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
Course Credit Change
Course Prerequisite Change
X Course Description Change
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
_____
Date
Not Approved Approved
Approved Not Approved
Department Curriculum Committee
Department Chair
Date
Date
Not Approved Approved
Approved
Approved
Not Approved
Not Approved
School Curriculum Committee
School Dean
GPCC Chair
Date
Date
Date
Approved
Approved
Approved
Not Approved
Not Approved
Not Approved
Dean, Graduate Studies Date
Vice President for Academic Affairs Date
President Date

KENNESAW STATE UNIVERSITY
GRADUATE COURSE / CONCENTRATION/PROGRAM CHANGE
I.
II.
III.
IV.
Current Information (Fill in for changes)
Page Number in Current Catalog 115
Course Prefix and Number EXC 7735
Course Title Legal Trends and Issues
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
This course focuses on current legal and research issues affecting special education programs.
The emphasis is on preparing teachers to participate in development and implementation of reform efforts in special education. Analysis of research data and litigative foundations are included.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _ EDUC 7735____________________
Course Title ___ The Law and It’s Impact on Programs for Diverse Learners
Credit Hours
Prerequisites
Description (or Proposed Degree Requirements)
This course focuses on the laws protecting the students with disabilities and English language learners as well as their families. Particular emphasis will be placed upon how the law translates to daily practices for teachers and school leaders. As part of the study, candidates will analysis of research data, federal and state law, rules of the Georgia State School Board, summaries of legal decisions, etc.
Justification
As of today, the federal government is in the process of re-authorizing IDEA, the special education law that drives all programs for students with disabilities in the United States. According to most authors, the new
IDEA is closely aligned with the mandate of No Child Left Behind (NCLB) and will increase the accountability of state and local schools to increase the outcomes of students with disabilities on stateapproved assessments. While the Office of Civil Rights is not revising the laws that govern ESOL, NCLB has clearly changed the way that educators address the education of English language learners. Therefore, in order to be effective teachers and school leaders, candidates must be facile with this information and understand clearly how it translates to daily practices at the classroom and building levels. The interdependence of litigation and legislation in professional policy and practice makes knowledge of the current legal issues pertinent in today’s schools.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
-
Instructional Method
-

Method of Evaluation
-
V. Resources and Funding Required (New Courses only)
Amount Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Special Education/TESOL
EDUC 7735
Law and Impact
3
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
June, 2006
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __

VII Attach Syllabus
I.
II.
II.
III.
V.
IV.
SUMMER SEMESTER 2007
COURSE NUMBER & TITLE:

EDUC 7735
 The Law and It’s Impact on Programs for Diverse Learners
INSTRUCTORS:

Telephone

Fax: 770

Office

E-mail:

Office hours:
CLASS MEETING:

Day

Time

Place
TEXT:
Ysseldyke, J. E., Algozzine, B., Thurlow, M.L. (2000). Critical issues in special education, 3 rd edition.
Boston: Houghton Mifflin Company.
Asant, M.F. and Gudykunst, W. B. (Eds.) (1998) Handbook of International Communication.
Newbury Park, CA: Sage.
CATALOG DESCRIPTION:
This course focuses on the laws protecting the students with disabilities and English language learners as well as their families. Particular emphasis will be placed upon how the law translates to daily practices for teachers and school leaders. As part of the study, candidates will analysis of research data, federal and state law, rules of the Georgia State School Board, summaries of legal decisions, etc.
PURPOSE/RATIONALE:
As of today, the federal government is in the process of re-authorizing IDEA, the special education law that drives all programs for students with disabilities in the United States. According to most authors, the new IDEA is closely aligned with the mandate of No Child Left Behind (NCLB) and will

increase the accountability of state and local schools to increase the outcomes of students with disabilities on state-approved assessments. While the Office of Civil Rights is not revising the laws that govern ESOL, NCLB has clearly changed the way that educators address the education of English language learners. Therefore, in order to be effective teachers and school leaders, candidates must be facile with this information and understand clearly how it translates to daily practices at the classroom and building levels. The interdependence of litigation and legislation in professional policy and practice makes knowledge of the current legal issues pertinent in today’s schools.
VII.
CONCEPTUAL FRAMEWORK SUMMARY & RELATED STANDARDS &
REQUIREMENTS
Collaborative Development of Expertise in Teaching and Learning.
The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning.
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
Knowledge Base. Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
The knowledge base for methods of teaching students who are English language learners continues to develop rapidly. Current directions include SIOP, differentiated instruction, and content-area learning strategy instruction.
The field draws on research literature from foreign language, cultural responsiveness, psychology and ESOL. The emphasis in this class will be on developing skills in application of research-based best practices, documenting impact on student learning, and reflective practice.
Technology Standards
Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio.
Candidates in this course will be expected to apply the use of educational technology in classrooms for students in their classrooms. Specifically, candidates will use spreadsheet software to develop graphs, charts, and tables, word processing to write papers, and e-mail to communicate with the instructors and their peers. Recommended websites are:

www.cec.sped.org
www.nichcy.org
www.doe.k12.ga.us
www.biausa.org
www.jdfcure.org
www.efa.org
www.nagc.org
Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context .
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above.
Professional Portfolio Requirements
As you know…”..a required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which includes descriptive, analytic and reflective writing in which you reflect on each of the proficiencies and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices .
Extensions.
Candidates should keep ongoing documentation of ways in which they extended their learning and skills from this and other courses. For this course, this could include identifying students who gain access to more inclusive educational environments, actual changes implemented in the school as a result of the Building Plan, changes in student behavior or learning that results from co-teaching, interactions with parents, committees formed or served on related to inclusive education, peer mediated strategies implemented in your class or other classrooms, workshops on co-teaching conducted at the school, the establishment of additional co-teaching teams at your school and etc.
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
VIII. GOALS AND OBJECTIVES FOR EXC 7735

The Professional Teacher Education Unit prepares learning facilitators who understand their disciplines and principles of pedagogy, who reflect on practice, and who apply these understandings to making instructional decisions that foster the success of all learners. For the purposes of this syllabus, course goals and objectives are first delineated according to development of candidate knowledge, skills & dispositions and then cross-referenced to the national professional standards of the Council for Exceptional Children and Teachers of Speakers of Other Languages. As a result of the satisfactory fulfillment of the requirements of this course, the candidate will demonstrate a broad base of Exposure, Knowledge, Skills and
Understanding through performance.
Exposure- Candidates will:

Serve as good language model for ESOL students;
TESOL 5.c.4

Provide rich exposure to English
TESOL 5.a.1
Knowledge - Candidates will be able to:

Articulate the legal, legislative, and political foundations
TESOL 1.b.8;

Articulate the effects of historical legislation and litigation on issues of students' rights, equal educational opportunities, and parents' rights
TESOL 2.a.3
TESOL 2.b.4
TESOL 2.b.5

Articulate the underlying principles and values of right-to-education law and methods for implementation and protection of due process
TESOL 2.b.3.

Articulate current issues and trends in the field
TESOL 5.a.2
Skill - Candidates will be able to:

Research using the internet and electronic databases
TESOL 5.c.1

Develop position papers and/or presentations related to current trends and legal issues
TESOL 5.a.2
Understanding through Performance – Candidates will be able to:

Serve as an advocate to promote the highest educational quality of life
TESOL 5.a.1
TESOL 5.b.1

Participate in continued professional development through consumer (particularly parent) and professional organizations, workshops, and professional literature
TESOL 2.a.3.
TESOL 5.c.2
COURSE REQUIREMENTS/ASSIGNMENTS:

Position paper
Issue research and presentation (e.g., debate or BOE presentation)
Class facilitation (assigned by instructors)
Listserve summary
Class participation, cooperation, & attendance
100 points
100 points
50 points
50 points
50 points
EVALUATION AND GRADING
A = 90% or better
B = 80-89%
C = 70-79%
D = 60-69%
F = 59% or below
Description of requirements
POSITION PAPER: Candidates will write a position paper, using APA format, on a current issue, trend, or area of special interest. The paper should include a brief discussion of information from professional literature and/or a discussion of relevant case law and federal and state legislation, particularly as it related to the education of students who are culturally and linguistically diverse. Integrated into the paper should be the personal experiences and opinions of the Candidates. The paper will be 3 - 5 typed written pages, double-spaced, 12 font and will include a minimum of 5 references.
DUE DATE: July 27, 2000.
ISSUE RESEARCH AND CLASS PRESENTATION: Candidates will be assigned to groups based on topical interests and will be expected to participate in a professional and equitable manner. Each group will develop a presentation based on a current trend or issue in the education of students who are culturally and linguistically diverse. The presentation will be designed as either a debate allowing all sides of an issue to be examined or as a formal Board of Education presentation in which the group is attempting to gain support and/or funding for an issue related to current practice in the education of students with disability. Groups will need to develop an outline stipulating the agenda and each group member’s responsibilities (to be approved by the instructors), a power point presentation to be used to facilitate the presentation, a list of references (e.g., case law, legislation, and/or professional literature), and handouts for other class members and the instructors. DUE DATE: TBA
CLASS FACILITATION: Each class member will be expected to facilitate a portion of a class session. Dyads will be assigned by the instructors to complete this assignment. Candidates will be expected to integrate assigned readings, personal perspectives and experiences and are strongly encouraged to supplement the discussion and activities with additional readings from the professional literature and/or case law. Dyads may also arrange for guest speakers to be in attendance with the approval of the instructors.
DUE DATE: TBA
LISTSERVE SUMMARY: Candidatess are required to subscribe to a listserve related to the education of students who are culturally and linguistically diverse. Candidates will periodically be required to provide the class with an oral summary of discussions from the listserve. This assignment begins the week of June 26, 2000 and will continue through the end of the course (July 27, 2000). Candidates will also submit a written summation of the discussions from the listserve to include a brief discussion of their own perspective or position concerning issues discussed on the listserve.
DUE DATE:
CLASS PARTICIPATION: Cooperative learning group activities in class will enable Candidatess to apply new skills and knowledge. This requirement emphasizes the importance of class attendance and supports the belief from the conceptual framework that learning is an interactive endeavor requiring the presence and participation of all class members in order to facilitate growth and learning. Each candidate has something unique to contribute to the class experience that will facilitate the learning of other class members.

CANDIDATES EXPECTATIONS FOR ATTENDANCE AND PARTICIPATION:
 Candidates, like the instructor, are expected to come to class meetings thoroughly prepared. “Thoroughly prepared” is defined as having read the readings well enough to verbally and in writing state the definitions of terms from the readings; discuss ideas, notions, concepts, issues, and procedures in relation to previous information presented in class or in previous readings; and apply the information from the readings to problems. It also implies the
Candidates has reviewed information from the previous class meetings. When information from the readings is unclear, the Candidates should prepare questions to discuss in class.

Regular attendance is required for all scheduled classes in that the Candidates is responsible for obtaining all materials, instruction, etc. presented during class. Attendance at all class meetings is stressed because of the interactive nature of the class. Not all material covered will be found in the required readings. You are required to inform the instructor in advance of your absence. Failure to do so will result in your not being allowed to make-up any missed class work (i.e., class activities). Attendance will be monitored and reflected in the class participation/attendance points (see page 49 in the 1999-2000 KSU Graduate Catalog).

All assignments must be turned in at or before the class meeting on the assigned due date. Failure to turn in assignments when due will result in an automatic 10 percent penalty from the points you earn on any given assignment.

All grading will be done as objectively as possible. In case of qualitative assessment, evaluation will be based on instructor judgment. Points will be summed for each candidate and final course grades will be based on the percent of total points earned (i.e., A = 100 - 90%, B = 89 - 80%, etc.)
 The assignment of incomplete (“I”) grades is discouraged and will be assigned only in cases of extreme emergencies and in cases where a passing grade may be earned. It is the candidate’s responsibility to notify the instructor when such circumstances exist. Upon notification, a contract between the student and instructor for completion of the course will be developed before the last week of the semester.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Graduate Catalog (pp. 134-135). Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes with an "informal resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension requirement.
DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior that disrupts the learning environment. Consistent with the belief that your behavior can interrupt the learning of others, behavior that fits the
University's definition of disruptive behavior will not be tolerated. Candidates should refer to the 2004-2005 catalog
(p.311) to review this policy.
HUMAN RELATIONS:
The University has formulated a policy on human relations that is intended to provide a learning environment that recognizes individual worth. That policy is found on page 320 of the 2004-2005 catalog. It is expected, in this class, that no Professional should need reminding but the policy is there for your consideration. The activities of this class will be conducted in both the spirit and the letter of that policy.
COURSE OUTLINE

CLASS DATE FOCUS OF CLASS ACTIVITIES READINGS
Course overview; The social construction of disability and ESOL: definitional debate and placement controversy; Issues discussion
Issues of identity and labeling
Facilitators:
Chapters 4 & 5
Class assignments; School reform; new state regulations for special education and
ESOL; HB 1187
Chapter 10
Chapters 2-3
Chapter 6 Listserve discussion; Assessment
Facilitators:
Listserve discussion; Instructional issues; Early intervention; and the conundrum of the at-risk population
Facilitators:
Listserve discussion; Transition and quality of life issues
Facilitators:
Chapters 7 & 8
Chapter 9
Listserve discussion; Discipline: manifestation determination and zero reject
Facilitators:
Listserve discussion; Home-School-Community-Agency Partnerships; Family issues; Shared decision-making
Facilitators:
Listserve discussion; Adult/life span issues
Facilitators:
Chapter 12
Chapter 11
TBA: Canadian
Woman Studies: pp.
14-15, 34-37, 56-
58; Fine & Asch:
Ch.6; Stainback &
Stainback: Chs. 21-
24
Chapter 13 Listserve discussion; Economic and policy issues
Facilitators:
Listserve discussion; Issues of educational outcomes; Summary due
Facilitators:
Chapter 14
Listserve discussion; Future directions and continuing challenges; Round table discussion; Paper due
Facilitators:
Chapter 15
The syllabus provides a general plan for the course; deviations may be necessary.
Readings are in the required text unless otherwise specified.
References
Archwaamety, T. & Katsiyannis, A. (2000). Academic remediation, parole violations, and recidivism rates among delinquent youths. Remedial and Special Education, 21(3), 161-170.

Bateman, B.D. (1996). Better IEPs: How to develop legally correct and educationally useful programs, 2 nd edition. Longmont, CO: Sopris West.
Brozovic, S.A., Taber, T.A., Alberto, P.A., Hughes, M.A. (1999). A guide to the instruction of students with disabilities in the least restrictive environment: Questions and answers. Georgia Systems Change Project:
Georgia State University.
Bruer, J.T. (1999). The myth of the first three years: A new understanding of early brain development and lifelong learning. New York: THE FREE PRESS.
Canadian Woman Studies (Summer 1993; 3:4). York University Publishers.
Donegan, M.M., Ostrosky, M.M., Fowler, S.A. (2000). Peer coaching: Teachers supporting teachers.
Young Exceptional Children, 3 (3), 9-17.
Fine, M. & Asch, A. (1988). Women with disabilities: Essays in psychology, culture, and politics.
Philadelphia: Temple University Press.
Forness, S. R., Ramey, S.L, Ramey, C. T., Hsu, C., Brezausek, C. M, MacMillan, D.L. (1998) Head Start children finishing first grade: Preliminary data on school identification of children at risk for special education.
Behavioral Disorders, 23, 111-24.
Friend, M. (2000). Perspective: Myths and misunderstandings about professional collaboration. Remedial and Special Education, 21(3), 130-132, 160.
Gilligan, C. (1993). In a different voice. Cambridge, MA: Harvard University Press.
Hertzog, N.B. (1998). The changing role of the gifted education specialist
Teaching Exceptional Children, 30 39-43.
Kavale, K. & Forness, S. (2000). What definitions of learning disability say and don’t say: A critical analysis. Journal of Learning Disabilities, 33 (3), 239-256.
Klingner, J.K., Vaughn, S., Schumm, J.S., Cohen, P. & Forgan, J.W. (1998). Inclusion or pull-out: Which do students prefer? Journal of Learning Disabilities, 31, 148-58.
Lamort, M. W. (1996). School law: Cases and concepts, 5 th edition. Boston: Allyn & Bacon.
Lanford, A.D. & Lynn, G. C. (2000). Graduation requirements for students with disabilities: Legal and practice considerations. Remedial and Special Education, 21(3), 152-160.

Lange, C.M.,& Lehr, C.A. (2000). Charter schools and students with disabilities: Parent perceptions of reasons for transfer and satisfaction with services. Remedial and Special Education, 21(3), 141-151.
Lloyd, J.W., Kameenui, E.J., & Chard, D. (1997). Issues in educating students with disabilities. Mahwah,
NJ: Lawrence Erlbaum Associates, Publishers.
Mastropieri, M.A., & Scruggs, T. E. (2000). The Inclusive Classroom: Strategies for Effective Instruction.
Upper Saddle River, NJ: Prentice-Hall.
Osborne, A. G. (1996). Legal issues in special education. Boston: Allyn & Bacon.
Peltier, G. L. (1997). The effect of inclusion on non-disabled children: A review of the research
Contemporary Education, 68, 234 -38.
Rothstein, L..F. (1995). Special Education Law, 2 nd edition. New York: Longman Publishers.
Stainback, W. & Stainback, S. (1996). Controversial issues confronting special education: Divergent perspectives, 2 nd edition. Boston: Allyn & Bacon.
Carta, J. (2000). Early childhood special education in a new century: Voices from the past, visions for our future. Topics in Early Childhood Education: Special Issue, 20 (1), 3-61.
Turnbull, H.R. & Turnbull, A. (2000). Free appropriate public education, 6 th edition. Denver: Love
Publishing.
Vaughn, V. L. (1997). A K-12 model for talent identification and development program: Gifted education for the Twenty First Century. Gifted Education International, 12, 106-10.
Waldron, N. L., & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395-405.
Weigle, K.L. (1997). Positive behavior support as a model for promoting educational inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 36-48.
Vallance, D.D., Cummings, R.L., & Humphries, T. (1998). Mediators of the risk for problem behavior in children with language learning disabilities. Journal of Learning Disabilities, 31, 160-71.