KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name: EXC 7715 Inclusive Education/Special Education
Department: Inclusive Education Department
Degree Title (if applicable) M.Ed.
Proposed Effective Date: Fall, 2007
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. _____ simple editing changes to a course description
c. _____ course deletion
d. ___X__ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
Approved
Patricia Crawford, Ph.D.
Faculty Member
2/20/07
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog 129
Course Prefix and Number EXC 7715
Course Title Nature and Needs of Students with Disabilities
Credit Hours 3
Prerequisites None
Description:
III.
CATALOG DESCRIPTION:
This course focuses on the systematic analysis of the physical, affective, behavioral and
educational problems of individuals with mild disabilities (intellectual, behavioral and
learning disabilities). 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.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ___INED 7715____________________
Course Title ___Same________________________________________
Credit Hours 3
Prerequisites None
Description: Same
III.
Justification
Course prefix change due to department name change.
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VII. 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 changes have been approved by the Office of the President.
DISCIPLINE
Inclusive Education
COURSE NUMBER
INED 7715
COURSE TITLE FOR LABEL
Special Education Procedures
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
0
Approval, Effective Term
Fall, 2007
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are
required as prerequisites
None
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
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COURSE SYLLABUS (Attach here)
INED 7715
Nature and Needs of Students with Disabilities
I.
PROFESSOR:
XXX
Office: XXX
Phone: XXX
Email: XXX
II.
CLASS MEETINGS: XXX
IV.
REQUIRED TEXTS:
Raymond, E. B. (2000). Learners with mild disabilities: A characteristics approach.
Boston: Allyn & Bacon.
Recommended Text:
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
V.
CATALOG DESCRIPTION:
This course focuses on the systematic analysis of the physical, affective,
behavioral and
educational problems of individuals with mild disabilities (intellectual, behavioral and learning
disabilities). 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.
VI.
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).
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VII.
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 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)
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.
VIII.
COLLEGE OF EDUCATION INFORMATION:
Conceptual Framework Summary:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) 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, the
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: pre-service, induction, in-service, renewal (Odell, Huling, and
Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central
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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.
Though certain historical discoveries and events in special education do not change, each passing day alters the
knowledge base in the areas of research, legislation, societal change, and litigation, requiring teachers to be
informed consumers of instructional research. The baseline knowledge of this course is derived from the
interaction of the knowledge and skills of the candidate with the required test; the professional literature; and
observations of students with disabilities in local school settings.
Diversity Statement:
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
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University that address each of the multicultural variables outlined above.
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 socioeconomic groups. Candidates will also investigate the interaction of other variables such
as race and ethnicity in identification procedures.
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 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, localnet and Internet, and feel confident to design multimedia instructional materials, create
WWW resources, and develop an electronic learning portfolio. Candidates 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.
Galileo Password: Varsity
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
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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 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 under gird the growth and
improvement of knowledge and practice in the field of special education (Assessment
= RE, CP)
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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)
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)
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13. Define and report all available and relevant information on a student with a disability.
(Assessment =M/F, CP, ER)
14. Participate in the activities of professional organizations relevant to individuals with
disabilities. (Assessment =AL)
15. 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)
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.
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OUTCOMES & PROFICIENCIES
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.
3.5 Adheres to professional ethical standards while reporting, conducting and publishing research.
X.
COURSE REQUIREMENTS/ASSIGNMENTS:
Course Requirements and Assignments PTEU Proficiencies
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)
1.
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
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
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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 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.


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
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

5.
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.




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 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
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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

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.
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.
 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.”
14
 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?
 Questions You Were Left With: What were some questions you are asking
yourself regarding this experience and what you observed?

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.
2.
3.
4.
5.
6.
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.
Be sure to maintain confidentiality of student, settings, and teachers. All identifying names and information
should be omitted from your written work and discussions.
Late assignments are unacceptable without making prior arrangements with me.
I will be looking for quality writing not quantity. Eliminate jargon and hyperbole and focus on clearly
stating your point.
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."
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 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
15
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
Point Value
Class Participation & Professionalism (On-going)
50 points
Disposition Activity
25 points
Book Review & Critique
50 points
Professional Development Log
25 points
Eligibility Reports
30 points each-total points 90
Observation Activity
30 points – 30 collaboration (60 total)
Mid Term and Final Exams
Two at 50 points each -total 100 point
Student Evaluation: 400 Total Possible Points
A = 360-400
B = 319-359 C = 278-318
D = 237-277
F = 236 and below
XII.
COURSE OUTLINE
Date
Texts/Chapters
Topic
6/16/04
6/21/04
6/23/04
6/28/04
6/30/04
Introductions
Syllabus Review
Video: Misunderstood Minds
Perspectives on Disability
Historical Perspectives and Contexts
Field Experience - Observation
Issues in Assessment and Identification
Issues in Placement
Learners with Mental Retardation
Cognitive and Perceptual Characteristics
(Federal & Georgia Eligibility)
Assignments Due
Raymond: Ch. 1 & 2
Disposition Write-Up
Professional Development Plan
CLASS IN THE FIELD
Raymond: Ch. 3 & 5
Raymond: Ch. 6 & 10
Begin Observation Activity
Disposition Evaluation
Eligibility (MR) In Class
Raymond: Ch. 7
Mid-Term
7/5/04
Holiday – No Class
7/7/04
Learners with Learning Disabilities
(Federal & Georgia Eligibility)
Video – Fat City
16
7/12/04
7/14/04
7/19/04
7/21/04
7/26/04
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
7/28/04
XIII.
Raymond: Ch. 11 &12
Eligibility (LD) In Class
Raymond: Ch. 9
Book Review & Critique
Raymond: Ch. 8
Ruby Payne
Eligibility (EBD) In Class
Raymond: Ch. 13
Observation Activity
Raymond: Ch. 4
Professional Log
Final Exam
Final Exam
REFERENCES/BIBLIOGRAPHY:
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4 th 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.
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.
17
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.
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
18
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.
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.
19
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
Learning Disabilities Quarterly
Exceptional Children
Learning Disabilities Research & Practice
Gifted Child Quarterly
Mental Retardation
Harvard Educational Review
Psychology in the Schools
Intervention in School and Clinic
Remedial and Special Education
Journal of Learning Disabilities
Teacher Education Special Education
Journal for the Education of the Gifted
Topics in Early Childhood Special Education
Journal of Early Intervention
Young Exceptional Children
Journal of Special Education
Journal of Applied Behavior Analysis
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
20
Observation Activity Rubric
National Board for Professional Teacher Standards (NBPTS) Professional Writing Process
Name(s):
Focus of observation:
Developing
Acceptable
Limited Evidence
<Level 3
Describes
student/client
behavior.
Clear Evidence
Level 3
Describes student/client behavior in
observable, measurable terms.
Relates observed behaviors to
information in text with appropriate
citations.
Analysis
Describes elements
of events observed
and relates to own
teaching experience.
Analyzes elements of events observed
in relation to own teaching experience.
Analyzes elements of events observed
in relation to text with appropriate
citations.
Reflection
Discusses how
observation supports
or does not support
own teaching
philosophy
Relates elements of observation to own
teaching practice and philosophy with
appropriate citations.
References
No references or
major APA errors
Appropriate use of references.
1-2 minor APA errors
Written
Expression
Major organizational
problems or error
patterns
Includes identifying
information
Minor organizational problems or 1-2
minor errors or error patterns
Description
Confidentiality
Does not use identifying information
21
Target
Clear, complete, convincing evidence
Level 4
Describes student/client behavior in
observable, measurable terms.
Relates observed behaviors to
information in text with appropriate
citations. Relates observed behaviors to
information from professional literature
with appropriate citations.
Analyzes elements of events observed
in relation to own teaching experience.
Analyzes elements of events observed
in relation to text with appropriate
citations. Relates elements observed to
information from professional literature
with appropriate citations.
Relates elements of observation to own
teaching practice and philosophy with
appropriate citations.
Addresses how this observation can
contribute to improvements and impact
on student learning.
Appropriate use of references.
Multiple strong references.
APA format for citations & references.
Well-organized written presentation.
Use of main idea & transition sentences
No errors or error patterns noted.
Does not use identifying information