KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Course Name: EXC 7705 Special Education Law & Procedures
Department Special Education
Degree Title (if applicable) Endorsement in Special Education Administration
Proposed Effective Date Summer 2006
Check one or more of the following and complete the appropriate sections:
New Course Proposal
X Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
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
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
114
Course Prefix and Number EXC 7705
Course Title Special Education Procedures
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _______________
Course Title Special Education Law and Proceudres
Credit Hours 3 credit hours
Prerequisites N/A
Description (or Proposed Degree Requirements)
Course Description: : This course focuses on understanding national and state
laws, policies and procedures in special education programs. Emphasis is placed
on tracing the way students with disabilities are served from pre-referral through
post-secondary and community-based options including screening, transition and
record maintenance. Clinical issues and professional ethics are addressed.
III.
IV.
Justification: In 2001, No Child Left Behind (NCLB) was enacted and indicated
that all students with disabilities were to be included in the accountability system
and that ninety-nine percent of them were to learn the state-approved curriculum
and be assessed in the state-wide assessment. NCLB set the tone of high
expectations for all, meaning that schools are now accountable for closing the
achievement gap between the subgroup of students with disabilities and those of
the general population. Thus, NCLB has challenged the knowledge-base and skill
sets of educators, and particularly school leaders, who are responsible for
assuring that all students meet the standards. This course will provide school
leaders, aspiring principals and directors of special education, with the knowledge
of special education law necessary to create learning opportunities for all
students, including those with disabilities. Specifically, candidates will learn how
PL 94-142 has evolved over time to result in the newly reauthorized Individuals
with Disabilities Education Act (IDEA) and how those changes have impacted
services. Candidates will also learn the special education law interfaces with
general education law, particularly NCLB.
Additional Information (for New Courses only)
Instructional Method
Method of Evaluation
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0 – Existing Faculty
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth 0
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
Education / Special Education
COURSE NUMBER
EXC 7705
COURSE TITLE FOR LABEL
Special Education Law (Note: Limit 16
spaces)
CLASS-LAB-CREDIT HOURS
3 Credit Hours
Approval, Effective Term
Summer 2006
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas? NA
Learning Support Programs courses which are required as prerequisites NA
APPROVED:
_________________________________________
______
Vice President for Academic Affairs or Designee
Attached syllabi.
KENNESAW STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
EXC 7705 Special Education Law & Procedures
SUMMER, 2002
I.
COURSE NUMBER/SECTION
COURSE TITLE
II.
INSTRUCTOR:
III. CLASS MEETING:
EXC 7705 (3 semester hours)
Special Education Law Procedures
Name: Deborah S. Wallace, Ph.D.
Office: Kennesaw Hall 2333
Office Phone: 770-499-3297
Office Hours: By appointment.
Email: dwallace@kennesaw.edu
Fax: 770-423-6263
TBA
IV. TEXT: Huefner,D.S. (2001) Getting Comfortable with Special Education Law.
Norwood,Massachusetts: Christopher-Gordon Publishers, Inc.
V.
CATELOGUE DESCRIPTION: This course focuses on understanding national
and state laws, policies and procedures in special education programs. Emphasis is placed
on tracing the way students with disabilities are served from pre-referral through postsecondary and community-based options including screening, transition and record
maintenance. Clinical issues and professional ethics are addressed.
VI. PURPOSE AND RATIONALE: In 2001, No Child Left Behind (NCLB) was
enacted and indicated that all students with disabilities were to be included in the
accountability system and that ninety-nine percent of them were to learn the stateapproved curriculum and be assessed in the state-wide assessment. NCLB set the tone of
high expectations for all, meaning that schools are now accountable for closing the
achievement gap between the subgroup of students with disabilities and those of the
general population. Thus, NCLB has challenged the knowledge-base and skill sets of
educators, and particularly school leaders, who are responsible for assuring that all
students meet the standards. This course will provide school leaders, aspiring principals
and directors of special education, with the knowledge of special education law necessary
to create learning opportunities for all students, including those with disabilities.
Specifically, candidates will learn how PL 94-142 has evolved over time to result in the
newly reauthorized Individuals with Disabilities Education Act (IDEA) and how those
changes have impacted services. Candidates will also learn the special education law
interfaces with general education law, particularly NCLB.
CONCEPTUAL FRAMEWORK:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND
LEARNING
The Professional Teacher Education Unit (PETU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices
can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values, and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, public and private schools, parents and
other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
USE OF TECHNOLOGY:
Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated
throughout the administrative preparation program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards for
Educators.
Candidates in the Inclusive School Leadership program will utilize technology to
advance 21st century literacy skills such as digital age literacy, inventive thinking,
effective communication, and high productivity. Candidates will be provided with
opportunities to explore and use presentation technologies, technologies to enhance
learning, individualize instruction, and promote critical thinking for 21st century students.
Candidates in this course will be expected to apply best practices related to using
technology for learning and creating curriculum materials using principles of universal
design for learning. Recommended websites are:
www.cec.sped.org
www.nichcy.org
www.chadd.org
www,ldanatl.org
www.autism-society.org
www.thearc.org
www.doe.k12.ga.us
www.biausa.org
www.jdfcure.org
www.efa.org
www.nagc.org
www. aamr.org
DIVERSITY:
One of the most critical issues in special education / TESOL today is the effect of personal
culture on the efficacy of instruction, pre-referral procedures, assessment, placement for students
with disabilities and those who are culturally and linguistically diverse, and parenting and
communication styles. Candidates will be provided with opportunities through direct instruction
and class discussion to gain knowledge, skills, and understanding to provide effective instruction
in culturally diverse classrooms. A variety of materials and instructional strategies will also be
used to meet the needs of the diverse learning styles of members of this class.
Kennesaw State University provides program accessibility and reasonable
accommodations for persons defined as disabled under Section 504 of the Rehabilitation
Act of 1973 and/or the Americans with Disabilities Act of 1990. A number of services
are available to help disabled candidates with their academic work. In order to make
arrangements for special services, candidates must visit the Office of disAbled Student
Services (770/423-6443) and arrange an individual assistance plan. In some cases,
certification of disability is required.
VI.
COURSE GOALS & OBJECTIVES: The Professional Teacher Education Unit
prepares school leaders who understand their disciplines and principles of pedagogy, who
reflect on practice, and who apply these understandings to making decisions that foster
the success of all learners. As a result of the satisfactory fulfillment of the requirements
of this course, the student will demonstrate a broad base of Knowledge, Skills and
Dispositions through performance.
In the area of Knowledge, the candidate will be able to:
1.
Identify the historical legal foundations of special education, with an emphasis on
the sociological and political forces that are the basis for current practice
2.
3.
4.
5.
6.
7.
Identify the major judicial cases and legislation that guide special education practice
from prereferral to transition out of special education programs.
Identify the key principles guiding special education practice and related or support
services (transportation, specialized health care, occupational therapy, etc) and the
judicial and legislative origins of each
Identify the major judicial and legislative protections for student and parent rights
with particular attention to students from diverse cultural, racial and socioeconomic
backgrounds.
Articulate sources for advocacy and support within the community, state and
internet.
Articulate the interface between NCLB and the recent reauthorization of IDEA.
Articulate the current issues impacting special education practices
In the area of Skills, the candidate will be able to:
8.
Trace and articulate the implementation of due process procedures guiding prereferral (Georgia Student Support Team), assessment, eligibility determination,
development of an Individualized Education Plan (Individual Family Service, Plan,
Individual Transition Plan and/or Behavior Intervention Plan) and placement in the
least restrictive environment.
9.
Identify resources for implementing due process which meet federal and state
guidelines, with special emphasis on documentation procedures and meeting the
needs of students with specialized health care needs, transitioning from private
schools or treatment programs, and other unique circumstances.
Dispositions, the candidate will be able to:
10.
Collaborate with teachers, colleagues, parents and community to ensure an
appropriate education for all students
11.
Follow the Council for Exceptional Children ethical standards in all interactions.
VIII. COURSE REQUIREMENTS/ASSIGNMENTS:
Assignments
Proficiency Exam
1-8
Course Exams
1-8
Focused Research
1-10
Professional Discussion and Participation
1-10
EVALUATION AND GRADING
Proficiency Test
Two Exams (see schedule) @ 100
Focused Research
Professional Development Activities (four @ 25)
Professional Discussions
A = 90% or more, 400-450
C = 70-79%, 299-348
F = 59% or below 240
Course Objectives
Pass/Fail competency
200 points
100 points
100
50
450
B = 80-89%, 349-399
D = 60-69%, 240-298
DESCRIPTION OF REQUIREMENTS:
Proficiency Exams: The knowledge and understanding of public laws focusing on the
provision of special education services is an important component of this course. You will
be asked, as a special education teacher, to collaborate with other service providers to
provide education opportunities for all students, including those with disabilities. State and
federal laws which you, as a Professional Learning Facilitator, must understand stringently
regulate the provision of those services.
This exercise requires a minimum score of 80% correct responses for an EDUC 7950 course
grade to be recorded with the Registrar's Office. Retakes are taken without prejudice. More
than one retake to meet mastery will entail a personal and private conference with the
instructor to develop a remediation plan. The content of this exercise is the application of
the laws studied in class and evaluated for knowledge at the recall and application level. A
FINAL GRADE OF INCOMPLETE WILL BE REGISTERED WITH THE
REGISTRAR UNTIL THE MINIMUM COMPETENCY HAS BEEN REACHED.
There will be two exams over federal and Georgia laws regulating education of students
with disabilities.
Focused Research: The focus of the assignment will be the Georgia State Rules And
Regulations, IDEA and or NCLB. You will be expected to integrate assigned readings,
personal perspectives and experiences and are strongly encouraged to supplement your
presentation and discussion with additional readings from the professional literature and /or
case law.
Professional Development Activity: Candidate will select conference on special education
law to attend during the semester and write a reflection upon critical understandings gleaned
from these sessions.
Academic Honesty: Every KSU student is responsible for upholding the provisions of the
Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs.
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 with 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. (See Campus Policies and Procedures in KSU
Graduate Catalog.)
Human Relations: The University has formulated a policy on human relations, which is
intended to provide a learning environment, which recognizes individual worth. That policy
is found in the KSU Graduate 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 SCHEDULE:
DATE
FOCUS OF CLASS ACTIVITIES
Week
1&2



Special Education History
Litigation and Legislation
Professional Discussion

Section 504 of the Rehabilitation
Act
Student Support Team Process and
Procedures
Chapters 5,6,7,8,&9
Individuals with Disabilities
Education Act
Chapters 10,11,12,&13
SST Plan Due
Post-Proficiency Exam
Week
3&4
Week
5&6


 Eligibility
READINGS
Chapters 1,2,3,&4
Pre-Proficiency Exam
 Evaluation and Assessment

IEP Meeting and Plan Development

Professional Discussion
Week
7&8
Week
9&10









Chapters 16,17,&18
Related Services
Least Restrictive Environment
Placement
Individual Transition Plan
Individual Family Service Plan
Discipline Issues
Behavior Intervention Plan
IEP
Parent Workshop
Presentations/Professional
Exam I
Chapters 14,15, &,19
Parent Resource Manual Due
Discussion
Week
11&12

Collaboration with Parents and
Families
Chapter 20
IEP Plan Due
 Progress Reports
 Support Strategies
Final

Pre-school Issues

Professional Discussion
Exam II
The syllabus provides a general plan for
the course; deviations may be necessary.
REFERENCES
Clearinghouse on the Handicapped, Office of Special Education and Rehabilitative
Services, U.s. Department of Education. (1992). Summary of existing legislation
affecting persons with disabilities. Washington, D.C.: U.S. Government Printing Office
deFur, S.H. & Taymans, J.M (1995). Competencies needed for transition specialists
in vocational rehabilitation, vocational education, and special education. Exceptional
Children, 62, 38-51.
Division for Exceptional Students, Office of Special Services, Georgia Department
of Education. (1994). Georgia Special Education Rules. Atlanta, GA: Georgia
Department of Education.
Fischer, L., Schimmel, D. & Kelly, C. (1995). Teachers and the law. White
Plains, NY: Longman.
Freiberg, K.L. (Ed.). (1995). Educating Exceptional Children. Guilford, CT:
Dushkin Publishing.
Georgia Special Education Management System. (1995). Gloucester, MA:
Eutectics, INC.
Harry, B., Allen, N. & McLaughlin, M. Communication versus compliance:
African-American parents involvement in special education. Exceptional Children, 61,
364- 377.
National Association of State Directors of Special Education. (1991). A "side-byside" profile of changes in new IDEA. Liaison Bulletin, 17, 2-18.
Osborne, A.G. (1992). Legal standards for an appropriate education in the postRowley era. Exceptional Children, 58, 488-493.
Putnam, J.W., Spiegel, A.N., & Bruininks, R.H. Future directions in education and
inclusion of students with disabilities: A Delphi Investigation, Exceptional Children, 61,
533-576.
Rothstein, L.F. (1990). Special education law. White Plains, NY: Longman.
Sage, D.D. & Burrello, L.C. (1988). Public Policy and management in special
education. Englewood Cliffs, NJ: Prentice-Hall.
Ysseldyke, J.E., Algozzine, B. & Thurlow, M.L. (2000). Critical issues in special
education. Boston: Houghton Mifflin.