SPED 501 Syllabus Page 1 of 6
SAN DIEGO STATE UNIVERSITY
Imperial Valley Campus
Division of Special Education
COURSE SYLLABUS
Special Education 501
Typical and Atypical Learning Processes (3 units)
Fall 2013
Instructor:
Office:
Phone:
Office Hours:
E-mail:
Class Time:
Location:
N. Cecilia Fragoso M.A.
West Faculty Building 175
(760) 768-5576
Thursdays 12:00 – 2:00 p.m.
cfragoso@mail.sdsu.edu
Monday 4:10 – 6:50 p.m.
Calexico Campus Room FOBE 124 B
Department of Special Education Mission Statement
The mission of the Department of Special Education is to develop the untapped potential of
individuals with disabilities, talents, and diverse backgrounds and to make a significant positive
impact on the learning and life environments of people with exceptionalities.
Course Description
Theories, research, and processes of learning in relation to individuals with disabilities. Focus on
foundations of learning, development, and intervention.
Purpose of Course
The purpose of this course is to provide prospective teachers with the basic knowledge in the
teaching/learning process necessary for developing effective teaching practices in general and
special education settings. Focusing on the foundations of learning, development, and intervention;
theory, research, and processes in learning related to individuals with and without disabilities will be
introduced and analyzed.
Course Materials
Required Text and Readings:
Woolfolk, A. E. (2013). Educational Psychology (12th ed.). Boston: Allyn and Bacon.
Additional readings may be assigned by the instructor
Supplementary Text:
American Psychological Association. (2009). Publication manual of the American Psychological
Association (7th ed.). Washingthon, DC: Author.
SPED 501 Syllabus Page 2 of 6
Course Objectives
To successfully complete the course, you’ll be expected to master the course objectives. The
instructor will assess attainment of these objectives in several ways including group and individual
activities, in-class discussions, quizzes, exams, completion of two abstracts, and various other
activities assigned. Upon completion of this course, students will be able to:

Describe educational psychology and explain how teaching incorporates components of both
an art and science.

Compare and contrast typical and atypical patterns of human development and their effects on
the cognitive, affective, and psychomotor domains.

Describe the impact of society, culture, language, gender, and community on learning.

Describe and identify teaching approaches associated with the behavioral and cognitive views
of learning and development.

Identify approaches for enhancing cognition, concept learning, problem solving, creativity,
critical thinking, and memory.

Describe the roles of parents and families of learners with disabilities, including those from
different ethnic groups, relative to programming and educational planning and implementation
and also parent rights and responsibilities such as informed consent, the right to interpreter
services to accommodate language differences, and due process procedures.

Define motivation and describe how attribution theory and personal beliefs affect the teaching
and learning processes.

Identify factors that lead to the development of positive learning environments.

Explain the principles of effective behavior and classroom management.

Identify and describe effective instructional design principles and monitoring approaches
appropriate for the typical and atypical learner.

Identify and describe effective instructional design principles and monitoring approaches
appropriate for the typical and atypical culturally and linguistically diverse learner.

Compare and contrast norm-referenced and curriculum-based measures as a means of
assessing IQ, adaptive behavior, and academic achievement.

Identify and discuss traditional classroom assessment, grading, and reporting principles, and
their application in atypical learning environments.

Identify effective methods for collaborating with other professionals and methods for training
and working with paraprofessionals.
SPED 501 Syllabus Page 3 of 6
Course Requirements
Class attendance – One (1) unexcused absence will be accepted – each subsequent unexcused
absence will result in a 10 point reduction from final points (that’s 10 points PER absence!). Please
be on time for class! Any combination of two (2) tardies or leaving early will be counted the same as
1 unexcused absence and will result in a loss of 10 points from final total points for every
combination of two!
Class Participation – Students are strongly encouraged to join in-class discussions and be an
active participant in the group projects. For purposes of this class participation is defined as making
comments relevant to class discussions.
Written Assignments & Group Activities – Additional written assignments and group activities will
be given throughout the session. Guidelines will be given with each assignment.
Quizzes – At the beginning, or end, of selected classes a quiz on assigned reading will be given
(topic of the day). Quizzes cannot be made up.
Abstract - The purpose of this assignment is to: 1) bring you up to date on current literature on
specific topics, 2) familiarize you with relevant professional journals that address current practices
and research in the education of individuals with disabilities, 3) provide you with practice in using your
university library, and 4) give you an opportunity to practice articulating a short, coherent, written
response. You will be expected to turn in one (1) abstract (with copy of the article). See “Guidelines
for Written Abstracts” for more information. Each abstract will be worth 10 points.
Midterm Exam – will consist of the first half of the semester. Some items from previous quizzes may
be included in this exam. This exam will be worth 70 points.
Final Exam – will consist of items from previous quizzes as well as additional items not yet covered
in previous quizzes. The final exam will be worth 90 points.
Grading
All assignments must be neat, clearly typed, and be free of punctuation and spelling errors. Papers
will be returned to students for correction at the discretion of the instructor.
Late papers will be penalized.
Assignments will only be accepted for one week following due date. All tasks will be assigned a point
value and will be graded accordingly.
A
AB+
B
B-
94 to 100%
90 to 93.9
87 to 89.9
83 to 86.9
80 to 82.9
C+
C
CD
F
1. Class Preparation and Participation
(Written Assignments, Group activities)
2. Quizzes (5 X 12 pts.)
3. Article Abstract (10 pts.)
4. Midterm Exam
5. Final Exam
TOTAL
77 to 79.9
73 to 76.9
70 to 72.9
60 to 69.9
0 to 59.9
20 pts.
60 pts.
10pts.
70 pts.
90 pts.
250 pts.
SPED 501 Syllabus Page 4 of 6
Student Conduct
Students preparing to become special educators are expected to conduct themselves in a highly
ethical manner that is consistent with the Council for Exceptional Children Code of Ethics and
Standards of Professional Practice as well as with SDSU Statement Rights and Responsibilities.
(Note: former can be found on the Council for Exceptional Children webpage:
http://www.cec.sped.org/ps/code.html and the latter can be found on the SDSU webpage:
http://www.sa.sdsu.edu//srr/statement/index.html )
In this course, each student is expected to contribute to a positive learning environment by being on
time to class, not leaving class early, turning off cell phones and beepers, and, in all class – related
interactions, treating others in a manner that is courteous and that promotes mutual respect and
equality of others.
Further, students are expected to exhibit academic conduct that reflects the highest levels of honesty
and integrity. The Student Disciplinary Procedures for The California State University specifically
prohibit cheating or plagiarism and provide that such acts may result in a student being expelled,
suspended, placed on probation, or given a lesser sanction.
The use of cell phones, computers, I-pads, MP3 players, or any other related device is strictly
prohibited during class sessions. Students who have a special need to use an electronic note-taking
device must receive instructor’s permission.
SPECIAL NOTES
*Please make arrangements with a classmate to get handouts and lecture information in case you
are absent.
*Examinations and quizzes will only be offered as scheduled.
*Please notify the instructor of any special considerations or accommodations.
*This syllabus represents a tentative plan and is subject to change in content of schedule at the
discretion of the instructor.
SPED 501 Syllabus Page 5 of 6
SPED 501 * Tentative Course Outline
Session Date
1
08/26
2
09/02
3
09/09
4
09/16
5
09/23
6
09/30
7
10/07
8
10/14
9
10/21
Content
Assignments
Introduction: Overview of class
Learning, Teaching, Ed. Psych.
HOLIDAY – CAMPUS CLOSED
Decide the article for the Abs.
Cognitive Development
The Self, Social & Moral Dev.
Personal, Social, & Emotional
Development
Creating Learning Environments
Teaching Every Student
Cognitive Views of Learning
Chapter 1
Abs-Explanation
Ch. 2 & 3
Quiz # 1
(Ch.1, 2, 3)
Quiz # 2
(Ch. 8, 13, 14)
Learner Differences
IEP’s / Task Analysis
Behavioral Objectives
Abs – Due
MIDTERM
11
11/04
12
11/11
Language Dev. Lang. Div. &
Immigrant Education
Culture & Diversity
Soc. Cognitive Views of Learning & Quiz # 3
Motivation
(Ch. 5 & 6)
HOLIDAY – CAMPUS CLOSED
13
11/18
Motivation in Learning & Teaching
14
11/25
Classroom Assessment & Grading
Standardized Testing
16
12/09
NO FORMAL MEETING
FINAL EXAM
Ch. 4 &
Handout
EXAM
10/28
12/02
Ch. 9 &10
Chapter 7
10
15
Ch.13 & 14
Ch. 8
Complex Cognitive Processes
The Learning Sciences &
Constructivism
Behavioral Views of Learning
TENTATIVE
Readings
Quiz # 4
(Ch. 11)
Ch. 5 & 6
Ch. 11
Ch. 12
Ch. 15
Quiz # 5 Due
online
Classroom
Assess (Part 1)
IRIS MODULE
SPED 501 Syllabus Page 6 of 6
GUIDELINES FOR WRITTEN ABSTRACTS
Each student will become acquainted with the current professional journals and literature in special
education (No older than five years) by identifying, reading, and responding in writing to the selected
research article. Newsletters and non-referred articles are not acceptable for this assignment. The
written response should be no longer than three (3) typewritten pages (double spaced). An outline for
completing the task is below. The rubric included below will be used to grade the abstracts. Points will
be deducted for spelling, grammatical, and typographical errors.
NOTE: The article must be research-based, that is, it must present original data. Articles of this
nature follow a particular format. The format is as follows: a) introduction, b) literature review, c)
method, d) results, and e) discussion. Each abstract must include (unless otherwise instructed):
1. Bibliographic citation, which conforms to the Publication Manual of the American
Psychological Association, 6th ed. DO NOT underestimate the importance of this section. It
is worth 20 % of the grade for this assignment.
2. Statement of the problem, theory, or issue. Typically, research question(s) are included in
the section immediately before the “method section”. Ask yourself, “ is the problem clearly
stated and to the point?”
3. Methods/Procedures discussed. Give a summary of (a) setting, (b) participants, and (c)
research procedures, instruments used and/or theories developed to resolve the stated
problem or issue.
4. Summary, results, conclusions, and/or recommendations which are pertinent to the
research questions asked.
5. Your own evaluation and personal reaction to the article, including a statement related to
the impact that the formation had on you as a future special education professional.
Written Assignment Scoring Rubric (Ex)
Areas:
Citation Format
Organization of Response
Clarity of Response
Response addresses task
Mechanics
0
0
0
0
0
.5
.5
.5
.5
.5
1
1
1
1
1
1.5
1.5
1.5
1.5
1.5
2
2
2
2
2
Selected Professional Journals in Special Education
1. American Journal of Occupational Therapy
2. American Journal on Mental Retardation
3. Behavioral Disorders
4. Diagnostique
5. Education and Training in Mental Retardation
6. Exceptional Children
7. Focus on Autistic Behavior
8. Intervention in School and Clinic
9. Journal of Learning Disabilities
10. Teacher Education and Special Education
11. The Journal of Special Education
12. The Journal of Speech and Hearing
Research