KENNESAW STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
EXC 7715
Nature Needs: Students with Mild Disabilities
Summer 2005
Last day to withdraw without academic penalty is July 8 for graduate classes.
I.
PROFESSOR:
Barry L. Bogan, Ph. D.
Office: KH 3107
Phone: 770-499-3126
Email: bbogan@kennesaw.edu
Karen P. Harris, Ph. D.
KH3209
678-797-2231
Kharri63@kennesaw.edu
II.
CLASS MEETINGS: Mon &Wed, June 15th – July 27th, 12:00 – 3:45 pm, KH1107
III.
REQUIRED TEXTS:
Raymond, E. B. (2000). Learners with mild disabilities: A characteristics approach.
Boston: Allyn & Bacon.
Sousa, D. A. (2006). How the brain learns.
Gold, M. (2003). Help for the struggling student.
Recommended Text:
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
IV.
CATALOG DESCRIPTION:
This course focuses on the systematic analysis of the physical, affective, behavioral and
educational problems of individuals with varying levels of disabilities (psychological,
neurological, and medical basis of learning and behavioral differences). In addition, there is an
emphasis on the etiological, perceptual motor, language and academic aspects of the problems
with consideration to parental involvement in the educational process. Multidisciplinary
collaboration, service coordination, and preparation for addressing medical needs within the
classroom setting will also be emphasized.
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V.
PURPOSE/RATIONALE:
There have always been exceptional learners, but it is only in the recent past that the educational
needs of these learners have been addressed in public schools. There is an extensive historical
base for special education in psychology and medicine. Since the formation of the Council for
Exceptional Children (1920) and the development of its journals (Exceptional Children,
Teaching Exceptional Children, etc.), there has been an increase in the number of journals
dedicated to special education issues. The growing trend to include students with disabilities in
general education programs (e.g. as a result of the Regular Education Initiative) has also
provided impetus for research in journals devoted to general education.
The knowledge base required of professional learning facilitators in the field of special education
is in a constant state of change and growth. To prepare learning facilitators for their professional
responsibility in the identification, assessment, placement, and instruction of students with
disabilities, attention must be focused on understanding the cognitive, sociological, and medical
foundations and manifestations of exceptionalities.
The objectives for this course are based on the competencies identified by the Council for
Exceptional Children (CEC). The program also provides competencies identified by the
Professional Standards Commission (licensure body for Georgia).
VI.
UNIVERSITY POLICIES:
Academic integrity: 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 either 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.
The student is reminded to consult the 2004-2005 KSU Graduate Catalog UPGRADE W/NEW
CATALOG for the University's policy. Any strategy, which has the appearance of improving
grades without increasing knowledge, will be dealt with in accordance with the University's
policy on academic honesty. In addition, students in the graduate program in special education
are held accountable by the Council for Exceptional Children's (CEC) Code of Ethics for
Educators of Persons with Exceptionalities (http://www.cec.sped.org/ps/code.htm#1) and the
Georgia Professional Code of Ethics for Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html).
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. (See Campus Policies and Procedures of the 2004-2005 KSU
Graduate Catalog)
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Human dignity: The University has formulated a policy on human rights that is intended to
provide a learning environment, which recognizes individual worth. That policy is found in the
2004-2005 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.
VII.
COLLEGE OF EDUCATION INFORMATION:
Conceptual Framework Summary:
CONCEPTUAL FRAMEWORK: Though certain historical discoveries and events in special
Education / TESOL do not change, each passing day alters the knowledge base in the areas of
research, legislation, societal change, and litigation, requiring teachers and leaders to be
informed consumers of instructional research.
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.
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.
USE OF TECHNOLOGY:
Technology Standards for Educators are required by the Professional Standards Commission.
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 as
outlined in the Georgia Technology Standards for Educators and the National Educational Technology
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standards. 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 their classrooms.
Specifically, candidates will use spreadsheet software to develop graphs and tables to record and track
student performance, word processing to write papers, web based data bases to conduct Action Research,
and e-mail to communicate with instructors and peers.
Candidates in the special education / TESOL concentration 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.
Web Resources:
Council for Exceptional Children
National Dissemination Center for Children
with Disabilities
Children and Adults with Attention Deficit
Disorder
Learning Disabilities Association of America
The Autism Society of America
The Arc
The Global Entrepreneurship Institute
Georgia Department of Education
Brain Injury Association of America
Juvenile Diabetes Research Foundation
The Epilepsy Foundation
The National Association for Gifted Children
Georgia Department of Human Resources
National Association of State Boards of
Education
www.cec.sped.org
www.nichcy.org
www.chadd.org
www.ldanatl.org
www.autism-society.org
www.thearc.org
www.gcase.org
www.doe.k12.ga.us
www.biausa.org
www.jdfcure.org
www.epilepsyfoundation.org/
www.nagc.org
www.aamr.org
www.dhr.state.ga.us
www.nasbe.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 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 and linguistically 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
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disAbled Student Services (770/423-6443) and arrange an individual assistance plan. In some cases,
certification of disability is required.
Course Specific Diversity:
Understanding of the nature and needs of exceptional students requires a sensitivity to the
cultural context of the presenting problems. This course provides candidates with information
and experiences to develop an awareness and appreciation of the diverse nature of our society
and the individual cultural differences as they impact on education. The effects of
socioeconomic status are also emphasized as a factor in the educational needs of students. Major
issues addressed include cultural and socioeconomic status, bias in assessment and eligibility for
special education programs; as well as, behavioral, language and cognitive style differences
related to different cultural and socioeconomic backgrounds. Candidates will investigate the
sociological factors that traditionally result in greater prevalence of diagnosed exceptionalities in
males and in certain socio-economic groups. Candidates will also investigate the interaction of
other variables such as race and ethnicity in identification procedures.
Field Experiences: While participating in all field experiences, candidates encouraged to be
involved in a variety of school-based activities directed at the improvement of teaching and
learning. Activities may include, but are not limited to, attending and presenting at professional
conferences, participating in leadership activities, attending PTA/school board meetings, and
participating in education-related community events. As you continue your field experiences,
you are encouraged to explore every opportunity to learn by doing.
Each candidate is required to successfully complete the field experience component for
this course. This requires each candidate to respond professionally by:
 Signing up for the field experience;
 Keeping the commitment by being present at the time and location specified.
You will be informed during class of the field experience sign up procedures and times. Failure
to complete this experience will lead to an incomplete for the semester and may lead to the need
to retake the course.
Impact on Student Learning Analysis: It is our assumption that you are already
assessing the influence of your instruction on your students’ learning and that you are
considering what factors, such as student diversity, might affect your students’
achievement. For this assignment, you will select a lesson, activity, unit, or skill that you
plan to teach this semester and analyze its impact on your students’ learning. Then, you
will reflect on the impact on your students’ learning on that particular lesson, activity,
unit, or skill using the “Impact on Student Learning Analysis” Rubric as a guide. You will
want to consider how the differences that every student brings to the classroom setting
may have influenced learning (see definition of “every student” at the top of attached
“Impact on Student Learning” rubric). Unless your program area tells you differently, the
length of the reflection is up to you, but it should be concise. (See Directions for “Impact
on Student Learning Analysis” that accompanies the Rubric for greater detail.)
Professional Portfolio Narrative:
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
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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 proficiency 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.
VIII. Confidentiality: The federal Family Educational Rights and Privacy Act of 1974
(FERPA) regulates access to, and disclosure of student information. FERPA serves to assure
record access by covered students and their guardians and to prevent disclosure from those
records of personally identifying information to unprivileged parties without the written consent
of affected students and their guardians. Disclosure of confidential information is NOT to occur.
To protect the confidentiality of student information, no identifying information is included
when KSU candidates present written or oral reports.
Kennesaw State University candidates photographing or videotaping for KSU class requirements
must obtain informed permission from parents to photograph or videotape. School district
permission forms should be used and all returned forms kept on file with the school where
photographing or videotaping takes place. KSU candidates should include a statement that
permission forms were completed and a sample permission form with any photographic or
videotape material submitted to KSU.
IX.
COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit at Kennesaw State University prepares learning
facilitators who understand their disciplines and principles of pedagogy, who reflect on practice,
and who apply these understandings in making instructional decisions that foster the success of
all learners. As a result of the satisfactory fulfillment of the requirements of this course, the
candidate will demonstrate a broad base of Knowledge, Skills, and Dispositions through
performance. NOTE: The assessment of student mastery of objectives is delineated as follows:
RE = Readings, Midterm/final, case study exams, ER= Eligibility report, AL = Activity log,
CP = Class participations.
In the area of Knowledge, the candidate will be able to:
1. Understand the historical foundations, philosophies, theories and classic studies including the
major contributors, and major legislation that undergird the growth and improvement of
knowledge and practice in the field of special education (Assessment = RE, CP)
2. Understand the evolution and major perspectives from medicine, psychology, behavior and
education on the definitions and etiologies (common and unique) of individuals with
disabilities. (Assessment = RE, ER, CP)
3. Understand the State of Georgia terminology and definitions of disabilities, including the
evaluation criteria, labeling controversies, current incidence and prevalence data.
(Assessment = RE, ER, CP)
4. Understand the continuum of educational placements and services, including alternative
programs for students with disabilities (Assessment = RE, CP, M/F, AL)
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5. Understand the assurances provided by special education law including least restrictive
environment; due process; parent involvement; non-discriminatory evaluation; IEP process;
and free, appropriate public education. (Assessment = RE, CP).
6. Understand all aspects of individuals with disabilities including their psychological and
socio-emotional development, language development, attention and memory, health,
cognition, and how they related to student ability to read, write, perform mathematical
operations, take tests, develop social skills, etc. (Assessment =M/F, CP, ER)
7. Understand the effects of various medications related to the educational, cognitive, physical,
social and emotional behavior of individuals with disabilities. (Assessment = CP, M/F, ER,
AL)
8. Understand the impact of disability on family functioning, community participation, and
career development for the life of the student with disabilities. (Assessment = M/F, CP, ER,
AL)
9. Understand the necessity of creating a positive learning environment and providing
alternative teaching skills and strategies to students with disabilities. (Assessment = CP, RE,
M/F, ER, AL)
10. In the area of Skills, the candidate will be able to:
11. Compare, contrast and articulate the pro's and con's of current issues and trends in the
education of students with disabilities, including the inclusion, over-representation of
minorities in special education, etc. (Assessment = RE, CP, M/F, AL)
12. Define and report the general developmental, academic, social, language, attention/memory,
behavioral, social, motor and functional characteristics of students with disabilities, as well
as the level of support needs for them to be successful. (Assessment = M/F, CP, ER)
13. Define and report all available and relevant information on a student with a disability and
biological components of neurological disorders with classroom accommodations and
modifications. (Assessment =M/F, CP, ER)
14. Participate in the activities of professional organizations relevant to individuals with
disabilities. (Assessment =AL)
15. Demonstrate skill in researching needs for a specific disability area (Assessment=RE)
In the area of Dispositions, the candidate will be able to:
16. Maintain confidentiality of all student records and respect for privacy of individuals with
disabilities and their families. (Assessment =ER, CP, AL)
17. Articulate the teacher's responsibility to, and support of, parents and siblings of students with
disabilities. (Assessment = ER, CP, AL)
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National Board Professional Teaching Standards NBPTS:
1. Are committed to students and their learning.
2. Know the subjects they teach and how to teach those subjects to students.
3. Are responsible for managing and monitoring student learning.
4. Think systematically about their practice and learn from experience.
5. Are members of learning communities.
OUTCOMES & PROFICIENCIES
SUBJECT MATTER EXPERTS
Candidates know the subjects they teach and how to teach those subjects to students. Each
candidate:
1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this
knowledge to colleagues, parents and students.
1.2 Possesses an interdisciplinary understanding of curriculum and its applications to real life and
accurately represents understanding through use of multiple explanations, technologies and/or
strategies.
1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches
to instructional challenges.
1.4 Actualizes the integration of content, pedagogy and interdisciplinary understanding through
instruction that is integrated, flexible, elaborate and deep.
FACILITATORS OF LEARNING
Candidates are committed to students and are responsible for managing and monitoring student
learning. Candidates believe that all students can learn; as a result, each candidate:
2.1 Treats students equitably and provides equitable access to the full curriculum by respecting
individual differences and adjusting (or assisting teachers in adjusting) practices accordingly.
2.2 Understands human development and learning and uses this understanding to create enriching
educational experiences and/or environments for all students.
2.3 Creates safe, well-managed, supportive, inclusive and challenging learning environments.
2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals
articulated for individual students, class instruction and the overall school improvement plan.
2.5 Monitors student progress with a variety of formal and informal evaluation methods and uses
results to improve student learning.
2.6 Is accountable to multiple audiences, accurately interprets student performance data and
communicates results to multiple audiences in multiple formats.
COLLABORATIVE PROFESSIONALS
Candidates think systematically about practice, learn from experience, and are members of
learning communities. Each candidate:
3.1 Collaborates with colleagues, parents and/or other professionals and leads appropriately to
strengthen school effectiveness, to advance knowledge, and to influence policy and practice.
3.2 Reflects regularly upon daily practice, and draws upon experience and the professional
literature to design and conduct research aimed at improved student achievement.
3.3 Proactively involves and leads parents and other members of the community in support of
instruction and education.
3.4 Engages in on-going professional development by joining professional organizations,
participating in conferences, mentoring new staff, etc.
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OUTCOMES & PROFICIENCIES
3.5 Adheres to professional ethical standards while reporting, conducting and publishing research.
X.
COURSE REQUIREMENTS/ASSIGNMENTS:
Course Requirements and Assignments
Class Participation & Professionalism
Disposition Activity
Book Review & Critique
Professional Development Log
Eligibility Reports (30 points each)
Observation Report
Mid-Term & Final Exams (50 points each)
PTEU
Proficiencies
1,2,6,7,8,9,10,15
1-15
1-12
1-12 & 14, 15
1-12 & 14, 15
1-15
NBPTS
Proficiencies
1, 4, 5
1, 4, 5
2, 4
4, 5
2, 3, 4
1, 2, 3, 4, 5
1, 2, 3, 4
Points
50
25
50
25
90
60
100
1.
Attendance in class is a requirement; therefore 10 points will be deducted for every absence.
Class is important, and you need to be there! Missing 3 or more classes may result in a failing
grade. 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 professor when such circumstances exist. Upon notification,
a contract between the candidate and instructor for completion of the course will be developed
before the last week of the semester.
2.
Class Participation & Professionalism: Students are expected to attend all class sessions and be
active participants in the learning process (speaking up). You are responsible for your own
learning within this class. It is expected that you will keep up with the readings and share your
ideas in class, as well as listen to and be respectful of the ideas of your peers'. Class activities
will include discussions, role-playing and group collaborative activities requiring the participation
of all students. Each of you has many experiences and skills, which you can share to facilitate
everyone's learning. Evaluation will include communication and collaboration skills demonstrated
during class. The Cooperative Projects will be designed so that all students are accountable to
themselves and each other. Students will complete peer-rating skills for participation in
cooperative group activities and projects.
3.
Disposition Activity: (Maximum two page double spaced) For this assignment you are asked
to describe a situation in which you interacted with one or more people in a helping or teaching
role. The event you describe does not need to be a formal teaching situation. It may be
something that happened on the spur of the moment, with a friend or relative, etc. You will use
what you write for this assignment later in the course to help you look at your personal
dispositions in relation to what research outlines as the essential components for being an
effective teacher.
Think of a significant event that involved you in a teaching or helping role with one or
more persons. The event you describe should be one that has personal meaning for
you (something that interested you, something that made you wonder, something that
made you feel good, something that just didn’t work out as you had hoped, etc.) It
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would be helpful if you described your feelings about the situation. Include as much
detail as possible when answering the following questions:
Describe the situation as it occurred at the time.
What did you do in that particular situation?
How did you feel about the situation at the time you were experiencing it?
How do you feel about the situation now?
What would you change, if anything?
4. Book Review & Critique: This should be 2-3 pages, double-spaced. Bring the book to class
with your summary. Critique a disability awareness book using the National Board Certification
reflective writing process. You are then responsible for emailing your review to your colleagues
(using the list serve) once the professor has approved it.
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5.
Description: Briefly summarize the book. This should be strictly factual information and
not contain any of your personal opinions.
Analysis: What do you think about the book? Would it be a good classroom resource for
educating students or colleagues about people with disabilities? Does it provide useful
information or promote pity? Be sure to support your opinion with specific information from
the book. Please provide more feedback than, “I liked the book because everyone was seen
as a person.”
Reflection: How will this information impact your own teaching practice and student
learning in your class? Give specifics about how you might use the book or information
from the book, or why you would choose not to use it.
Reference for book: Must be in APA style (5th ed.).
Professional Development Log: As a professional, each of us is responsible for continuing our
professional growth and development within our field. Please develop an individual plan that
you will carry out to continue your professional growth during the duration of this course. Plan
is to be reviewed by the professor during the 2nd class. This may include in-services,
conferences, professional readings, site visits, or other activities. Keep a log of the activities
outlined in your plan. Each entry must be dated and titled and include a full citation (APA
format), followed by your personal response to the material or experience following the
National Board Writing Process format outlined below.
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Description: Summarize the main ideas. This should be strictly factual information and not
contain any of your personal opinions. Exactly what points do the articles make, or what did
you see or hear?
Analysis: Based on the focus in this program and your own experiences, what is your
opinion about what you have read or observed? Be sure to support your opinion with
specific information from the articles or observation. Do you agree or disagree and WHY?
Please provide more feedback than, “I like it and think it will work.”
Reflection: How will this information impact your own teaching practice and student
learning in your class? How did it change the way you think about your personal teaching
practice or how did it affirm your current beliefs?
References for articles: Must be in American Psychological Association (APA) style (5th
ed.).
6. Eligibility Reports: Each group of graduate candidates (maximum of 5 per group) will
complete an eligibility report based on a case study and commercial assessment provided in each
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area of exceptionality (i.e., LD, BD, MID). Each group will submit a completed form based on
each case study. Each eligibility report is worth 40 points—total (120 points).
A.
B.
C.
D.
E.
F.
7.
Reason for referrals to SST and/or special education.
Background information: Family, education, health, school, etc.
Listing of all previous test results
Interpretation of previous testing by the examiners
Rationale for current or suspected IDEA classification
Recommendations for teaching (Note: Must include information from class discussions
and your text.), Etc.
Observation Activity: Each candidate will complete a full day observation of a program for
persons with disabilities that represents an experience different from the one in which he/she
currently teaches. Within a cooperative group (approx. 4 students), candidates will complete
and submit a 3-5 page double-spaced report relating the information gained in the observation.
The purpose of this activity is to provide candidates the opportunity to relate data gathered in
the observation to concepts covered in the text and class. Candidates will demonstrate the
ability to synthesize multiple sources of information and discuss the manner in which the
information will affect their practice and beliefs. Evaluation will include spelling, punctuation,
grammar, clarity of expression and content analysis. Guidelines are attached at the end of the
syllabus. Evaluation will include items on attached rubric.
To ensure professionalism in the observation, the following procedure is recommended:
 Dress professionally during your visits to the site. This does not require a suit, but refrain
from wearing jeans or T-shirts.
 BE ON TIME FOR APPOINTMENTS AND OBSERVATIONS.
 You are a guest in the school and should sign in at the office. Most schools require a visitor
badge or pass. Professional behavior is expected. Clients are often very sensitive to change
and your presence may be disruptive.
 ALL INFORMATION WILL BE CONFIDENTIAL. Anything you observe or discuss is
strictly confidential. Do not discuss what you see or hear with anyone. Your report MUST
NOT include any identifying information. Any report that contains such information will be
returned for revision without a grade or feedback other than the necessity to conform to
confidentiality requirements.
NOTE: Each student must submit a Verification of Liability Insurance form to the Professor
before participating in the field experience.
OBSERVATION REPORT FORMAT
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Description: Summarize what you observed in your placement – exactly what you saw and
heard. This should be strictly factual information - observable, measurable terms - and not
contain any of your personal opinions. The goal is to recreate a clear picture of your
observation experience. Describe the students you observed in the classroom, giving
examples of characteristics described in the text, class discussion or professional literature.
Cite sources in APA format. Be sure to include:
 The number of students and adult support in the program.
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A description of the students in the classroom (minority, socioeconomic status, gender,
etc.)
The type of exceptionality observed and the level (mild, moderate, etc).
The age group.
Remember to address cognitive, behavioral, physical and social differences as
appropriate.
A description of the management techniques observed.
A description of the instructional techniques observed.
Be sure to highlight curricular, environmental and other accommodations noted.
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Analysis: What do you think about what you observed? Be sure to support your opinion
with specific information from the descriptive part of this write-up. How were these students
different from your expectations? How effective do you think the techniques/
accommodations were that you observed? Do you agree or disagree with what you saw and
heard and WHY? Please provide more feedback than, “I think the teacher needs to retire
because the kids were running the class.”
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Reflection: How will the information you gained from this observation impact your own
classroom practice as a teacher and student learning in your class? How did it change the
way you think about your personal teaching practice or how did it affirm your current
beliefs? Be sure to specify the grade/subjects you plan to teach, the ideas you plan to
implement in your own practice and the kinds of innovative solutions you saw that you want
to consider implementing?
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Questions You Were Left With: What were some questions you are asking yourself
regarding this experience and what you observed?
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References: Use appropriate citations referring back to the literature and cite in APA
format. Use APA format in references section.
***** CONFIDENTIALITY MUST BE MAINTAINED *****
8. Mid-Term & Final Exams: There will be two multiple choice – short answer/essay
examinations - one at mid-term and the other as a final exam.
General Guidelines and Standards for Written Assignments
1. All individual assignments must be typed, double spaced (unless specified), with 1” margins on
both sides so I can provide you with feedback. This includes reading reactions.
2. Be sure to maintain confidentiality of student, settings, and teachers. All identifying names and
information should be omitted from your written work and discussions.
3. Late assignments are unacceptable without making prior arrangements with me.
4. I will be looking for quality writing not quantity. Eliminate jargon and hyperbole and focus on
clearly stating your point.
5. Examine the language you use within your assignments. Please remember to remove the focus
on a person’s behavior or disability by stating the person first, i.e., "a person with a disability" is
preferable to "a disabled person."
6. Be careful to avoid judgmental statements and focus on the facts when writing about students. As
teachers we need to put our own biases and opinions aside and view each student as a capable
12
and valuable human being.
APA STYLE: The American Psychological Association is the standard used for bibliographic
references and citations in special educational literature. This is the format used in the text.
Attention to sequence of data, capitalization & punctuation is essential. See Summary Format
for example of bibliographic format and the APA style manual (5th ed.) in the reference section
of Sturgis Library. A reference librarian can help you find it.
CITATIONS: When substantive ideas are taken from a source other than the article being
summarized, this source needs to be cited. (Author, date). If exact words from a source are
utilized, the citation includes a page number (Author, date, page) and quotation marks. If
quoting from the article being summarized, you need only give page number (p. #) in
parenthesis. See the APA manual if in doubt.
REFLECTION: The KSU Professional Teacher Education Program is based on the belief that
learning occurs when learners connect new information with their previous understandings in a
way that constructs new understandings or meaning. Students are encouraged to reflect upon
information and develop their own meanings based on new knowledge and experiences. This
section demonstrates your ability to be a critical consumer of professional literature. That
includes connecting the research findings to your future practice as a professional.
MECHANICS OF WRITING: Programs of study in the COE at KSU seek to prepare
professionals in the field of education. A professional seeks to exhibit excellence in all areas.
Students will be expected to submit written assignments that demonstrate a mastery of written
expression skills in spelling, grammar, and text structure or organization. Students are
encouraged to utilize technological aids such as word processors with spell check and grammar
check to improve their skills in this area. Students exhibiting difficulty in this area should meet
with their instructor to discuss referral to services on campus.
XI.
EVALUATION AND GRADING: Each candidate will be evaluated according to the point
system provided below. Exact standards of performance and evaluation criteria for written work
will be provided in class.
Assignment
Class Participation & Professionalism (On-going)
Disposition Activity
Book Review & Critique
Professional Development Log
Eligibility Reports
Observation Activity
Mid Term and Final Exams
Student Evaluation: 400 Total Possible Points
A = 360-400
B = 319-359
C = 278-318
XII.
Point Value
50 points
25 points
50 points
25 points
30 points each-total points 90
30 points – 30 collaboration (60
total)
Two at 50 points each -total 100
point
D = 237-277
F = 236 and below
COURSE OUTLINE
13
Date
6/16/04
6/21/04
Topic
Introductions
Syllabus Review
Video: Misunderstood Minds
Perspectives on Disability
Historical Perspectives and Contexts
Texts/Chapters
Raymond: Ch. 1 & 2
Assignments Due
Disposition Write-Up
Professional Development
Plan
CLASS IN THE FIELD
6/23/04
Field Experience - Observation
6/28/04
Issues in Assessment and Identification Raymond: Ch. 3 & 5
Issues in Placement
Learners with Mental Retardation
Raymond: Ch. 6 &
Cognitive and Perceptual
10
Characteristics
(Federal & Georgia Eligibility)
Holiday – No Class
Begin Observation Activity
Disposition Evaluation
Eligibility (MR) In Class
Learners with Learning Disabilities
(Federal & Georgia Eligibility)
Video – Fat City
Language Characteristics
Academic Learning Characteristics
Learners with Other Disorders and
Conditions
Learners with Emotional or Behavioral
Disorders
(Federal & Georgia Eligibility)
Social-Emotional Characteristics
Video – Last One Picked, First One
Picked On
Issues in Curriculum and Instruction
Raymond: Ch. 7
Mid-Term
Raymond: Ch. 11
&12
Raymond: Ch. 9
Eligibility (LD) In Class
Raymond: Ch. 8
Ruby Payne
Eligibility (EBD) In Class
Raymond: Ch. 13
Observation Activity
Raymond: Ch. 4
Professional Log
Final Exam
Final Exam
6/30/04
7/5/04
7/7/04
7/12/04
7/14/04
7/19/04
7/21/04
7/26/04
7/28/04
TBD
Book Review & Critique
XIII. REFERENCES/BIBLIOGRAPHY:
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.
DSM IV). Washington, DC: Author.
Anderson (1990). Cognitive psychology and its implications. New York: Freeman Press.
Barron, J., Barron, S. (1992). There’s a boy in here. Simon & Schuster.
Bashir, A.S. & Scavuzzo, A. (1992). Children with language disorders: Natural history and academic
success. Journal of Learning Disabilities, 25, (1), 53-65.
Berube, M. (1996). Life as we know it: A father, a family and an exceptional child. Pantheon Books,
New York: NY.
14
Bos, C.S. & Vaughn, S. (1998). Strategies for teaching students with learning and behavior problems
(4th ed.). Boston: Allyn & Bacon.
Bouner, E.J. (1995). The anxiety & phobia workbook. New Harding Publishers.
Brown, S. & Simmons, M. (1998). 365 Positive Strategies for Positive Single Parenting. Macon, GA:
Peake Road.
Carr, M. (1995). A mothers thought on inclusion. In J. M. Kauffman, & D. P. Hallahan (Eds.) The
illusion of full inclusion: A comprehensive critique of a current special education bandwagon.
Austin, TX: Pro-Ed.
Cline, J.D. (1997). Silencing the voices: One woman’s triumph over multiple personality disorder. New
York: Berkley Books.
Deveson, A. (1990). Tell me I’m here: One families experience of schizophrenia. New York: NY,
Penguin Press.
Duane and Gray (Eds.) (1990). The reading brain: The biological basis of dyslexia. Parkton, MD: York
Press.
Duke, M. & Norwiki, S. (1995). Helping the child who doesn’t fit in. Atlanta: Peachtree Publishers.
Fuchs, D. & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education
reform. Exceptional Children, 60, 294-309.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: NY, Basic Books.
Goleman, D. (1995). Emotional intelligence. New York: NY. Bantam Books.
Jean, R., Lawhon, & Lawhon, D. (1995). Stress in families of chronically ill children, Journal of Family
and Consumer Sciences, 87(1), 47-52.
Kauffman, J. & Hallahan, D. (Eds.) (1995). The illusion of full inclusion: A comprehensive critique of
a current special education bandwagon. Austin, TX: Pro-Ed.
Kozol, J. (1992). Savage inequities in American schools.
Lelewer, N. (1994). Something’s not right: One family’s struggle with learning disabilities. Action,
MA: Vaner Wyk & Burnham.
Linan-Thompson, S. & Jean, R. E. (1997). Completing the parent participation puzzle: Accepting
diversity. Teaching Exceptional Children, 1, 47-52.
Lipsky, D. & Gartner, H. (1996). Inclusion, school restructuring and the remaking of American society.
Harvard Educational Review, 66 (4), 762-796.
Logan, K.R., Diaz, E., Piperno, M., MacFarland, A., Bargamian, K., & Rankin, D.H. (1995). How
inclusion built a community of learners. Educational Leadership, 52, 42-46.
15
Logan, K.R., & Keefe, E.B. (1997). Effects of instructional variables on the engaged behavior of
students with disabilities in general education classrooms. Exceptional Children, 63, 481-488.
Logan, K. R. & Malone, D. M. (1998). Comparing instructional contexts of students with and without
severe disabilities in general education classroom. Exceptional Children, 64, 343-358.
MacLean, W.E. (1997). Ellis handbook of mental deficiency, psychological theory and research (3rd
ed.).Mahwah, New Jersey: Lawrence Erbaum Associates Publishers.
MacMillan, D. L., Hendrick, & Watkins (1988). Impact of Diana, Larry, P. and 94-142 on minority
students. Exceptional Children, 54, 426-432.
MacMillan, D.L., Gresham, F.M., Bocian, K.M., & Lambros, K.M. (1998). The plight of borderline
students: Where to they belong? Education and Training in Mental Retardation and Developmental
Disabilities, 33, 83-94.
Mann & Brady (1990). Reading disability: The role of language differences. Journal of Consulting and
Clinical Psychology, 56, 811-816.
Ogbu, J. (1992). Understanding cultural diversity. Educational Researcher, 21, 5-14.
Patton, J.R., Polloway, E.A., Smith, T.E.C., Edgar, E., Clark, G.M., & Lee, S. (1996). Individuals with
Mild Mental Retardation: Postsecondary outcomes and implications for educational policy.
Education and Training in Mental Retardation and Developmental Disabilities, 31, 75-85.
Polloway, E.A., Smith, J.D., Patton, J.R., & Smith, T.E.C. (1996). Historic changes in mental retardation
and developmental disabilities. Education and Training in Mental Retardation and Developmental
Disabilities, 31, 3-12.
Polloway, E.A., Smith, J.D., Chamberlain, J., Denning, C.B., Smith, T.E.C. (1999). Levels of deficits or
supports in the classification of mental retardation: Implementation practices. Education and
Training in Mental Retardation and Developmental Disabilities, 34, 200-206.
Reid, K., Hresko, W., & Swanson, H. (1996). Cognitive approaches to learning disabilities (3rd ed.).
Austin: PRO-ED.
Sandieson, R. (1998). A survey on terminology that refers to people with mental
retardation/developmental disabilities. Education and Training in Mental Retardation and
Developmental Disabilities, 33, 290-295.
Sheiflin, M. (1987). I’m not going to be John’s babysitter forever: Siblings, planning and the disabled
child. Exceptional Parent, 17, 60-64.
Silver. (1990). Attention deficit-hyperactivity disorder: Is it a learning disability or a related disorder?
Journal of Learning Disabilities, 23, 394-397.
Smith, J.D. (1997). Mental retardation as an educational construct: Time for a new shared view?
Education and Training in Mental Retardation and Developmental Disabilities, 32, 167-173.
16
Stainback, W. & Stainback, S. (Eds.) (1996). Controversial issues confronting special education:
Divergent perspectives (2nd ed.). Boston: Allyn & Bacon.
Stanovich (1994). Does reading make you smarter? Literacy and development of verbal intelligence.
Advances in Child Development and Behavior, 24.
Sternberg, R. (1997). What does it mean to be smart? Educational Leadership,54, (6) 20-14.
Tomlinson, C.A., Callahan, C.M., Tomchin, E.M. Eiss, N., Imbeau, M., & Landrum, M. (1997).
Becoming architects of communities of learning: Addressing academic diversity in contemporary
classrooms. Exceptional Children, 63, 269-282.
Vaughn, S., Moody, S.W., & Schumm, J.S. (1998). Broken promises: Reading instruction in the
resource room. Exceptional Children, 64, 211-226.
Waldron, N.L. & McLeskey, J. (1998). The effects of an inclusive school program on students with mild
and severe learning disabilities. Exceptional Children, 64, 395-406.
Weis, L., Fine, M. & Lareau, A. (1992). Schooling and the silences “others”: Race and class in
schools. Graduate School of Education Publications, SU NY.
Williams, D. (1992). Nobody nowhere: The extraordinary autobiography of an autistic. New York:
Times Books.
Williams, D. (1994). Somebody somewhere: Breaking free from the world of autism. New York:
Times Books.
Willows (1994). Visual processes in reading and reading disabilities. Hillsdale, NJ: Lawrence Erlbaum
Associates.
Zigmond & Thorton (1986). Follow-up of post-secondary age LD graduate and dropouts. LD Research,
1 (1) 50-55.
Zigmond & Baker (1990). Mainstreaming experiences for learning disabled students: A preliminary
report. Exceptional Children, 57 (2), 176-185.
Zigmond, N., Jenkins, J., Fuchs, L.S., Deno, S., Fuchs, D., Baker, J.N., Jenkins, L., & Couthino, M.
(1995). Special education in restructured schools: Findings from three multi-year studies. Phi Delta
Kappan, (March), 531-540
Zigler & Hodapp (1986). Understanding mental retardation. New York: Cambridge University Press.
REFEREED JOURNAL: A refereed journal utilizes a panel of reviewers to select articles with
appropriate content and research design for inclusion in the journal. A list of examples of refereed
journals in the field is included here:
Behavioral Disorders
Topics in Early Childhood Special Education
Exceptional Children
Young Exceptional Children
17
Gifted Child Quarterly
Harvard Educational Review
Intervention in School and Clinic
Journal of Learning Disabilities
Journal for the Education of the Gifted
Journal of Early Intervention
Journal of Special Education
Learning Disabilities Quarterly
Learning Disabilities Research & Practice
Mental Retardation
Psychology in the Schools
Remedial and Special Education
Teacher Education Special Education
Journal of Applied Behavior Analysis
Speech/Language
American Journal of Speech-Language
Pathology
Journal of Speech and Hearing Disorders
Journal of Speech and Hearing Research
Journal of Speech-Language and Hearing
Research
GLOSSARY OF TERMS: Each student is encouraged to keep an on-going glossary
of terms throughout the semester. The development of a glossary should help to facilitate greater
understanding of information presented in class and in the assigned readings. This is not a required
assignment, but may be a portfolio item.
Web Cites:
www.cec.sped.org
www.idanatl.org
www.efa.org
www.autism-society.org
www.jdfcure.org
www.nagc.org
www.dhr.state.ga.us
www.nichcy.org
www.doe.k12.ga.us
www.chadd.org
www.biausa.org
www.thearc.org
www.aamr.org
18
Observation Activity Rubric
National Board for Professional Teacher Standards (NBPTS) Professional Writing Process
Name(s):
Focus of observation:
Description
Analysis
Reflection
References
Written
Expression
Confidentiality
Developing
Limited
Evidence
<Level 3
Describes
student/client
behavior.
Acceptable
Clear Evidence
Level 3
Target
Clear, complete, convincing
evidence
Level 4
Describes student/client behavior Describes student/client behavior
in observable, measurable terms. in observable, measurable terms.
Relates observed behaviors to
Relates observed behaviors to
information in text with
information in text with
appropriate citations.
appropriate citations. Relates
observed behaviors to
information from professional
literature with appropriate
citations.
Describes
Analyzes elements of events
Analyzes elements of events
elements of
observed in relation to own
observed in relation to own
events observed
teaching experience.
teaching experience.
and relates to
Analyzes elements of events
Analyzes elements of events
own teaching
observed in relation to text with observed in relation to text with
experience.
appropriate citations.
appropriate citations. Relates
elements observed to
information from professional
literature with appropriate
citations.
Discusses how
Relates elements of observation
Relates elements of observation
observation
to own teaching practice and
to own teaching practice and
supports or does philosophy with appropriate
philosophy with appropriate
not support own citations.
citations.
teaching
Addresses how this observation
philosophy
can contribute to improvements
and impact on student learning.
No references or Appropriate use of references.
Appropriate use of references.
major APA
1-2 minor APA errors
Multiple strong references.
errors
APA format for citations &
references.
Major
Minor organizational problems
Well-organized written
organizational
or 1-2 minor errors or error
presentation.
problems or error patterns
Use of main idea & transition
patterns
sentences
No errors or error patterns noted.
Includes
Does not use identifying
Does not use identifying
identifying
information
information
information
19