SPED 524 Syllabus Page 1
SAN DIEGO STATE UNIVERSITY
Imperial Valley Campus
Division of Special Education
COURSE SYLLABUS
Special Education 524
Characteristics and Education of
Students with Mild/Moderate Disabilities
(3 units)
Fall 2014
Instructor:
Office:
Phone:
Office Hours:
E-mail:
Class Time:
Location:
Nancy Lucio M.A.
TBA
(760) 351-6694
By appointment
nlucio@mail.sdsu.edu
Tuesday – 4:10 –6:50 p.m.
Calexico Campus
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
Historical and philosophical perspectives of programs related to students with mild/moderate
disabilities, including review of research on educational programs, curricular approaches, and
characteristics.
Course Materials
Required Text and Readings:
Raymond, E. B. (2012). Learners with Mild Disabilities. A Characteristics Approach. (4th ed.).
Boston: Allyn and Bacon.
Additional readings may be assigned by the instructor
Supplementary Text:
American Psychologial Association. (2009). Publication manual of the American Psychological
Association (7th ed). Washington, DC. (OPTIONAL)
SPED 524 Syllabus Page 2
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 one abstract, and various other
activities assigned. Upon completion of this course, students will be able to:

Identify and discuss federal legislation regarding assessment.

Discuss and critique current definitions of disabilities such as learning disabilities, attention
deficit hyperactivity disorder, autism, intellectual developmental delay, emotional and
behavior disorders, and language disorders.

Discuss issues related to the identification and education of culturally and linguistically
diverse students with M/M (mild/moderate) disabilities.

Trace history of M/M disabilities.

Identify major sources of literature related to the education of students with M/M disabilities
and demonstrate skill in searching the literature base for specific topics.

Demonstrate the ability to review literature related to characteristics of students with M/M
disabilities and their families.

Discuss the educational implications of characteristics of students with M/M disabilities, to
include characteristics related to cognitive, learning, behavioral, social, and physical needs.

Describe current approaches to the provision of educational and health services to students
with M/M disabilities.

Discuss programming options for students with M/M disabilities in the preschool,
elementary, secondary, and post-school years.
Course Requirements
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.
Readings- All reading assignments should be completed prior to the class meeting for which they
are listed (see tentative outline). Reading assignment (Jigsaw activity) will be worth 10 points.
Reflections- A reflection will be submitted for each chapter, ten in total. Reflections must be
submitted at least on hour prior to class. Each submission is worth 3 points.
SPED 524 Syllabus Page 3
Group Presentation – Case study (15 points). Additional written assignments and group
activities will be given throughout the session. Guidelines will be given with each assignment.
Curriculum Adaptation- (15 points). Select a core curriculum textbook lesson from one of the
subject areas (language arts, math, science, social studies). Adapt the lesson for students with
Mild/Moderate disabilities. The modification must include a description of the student with
mild/moderate disabilities (1 paragraph). This description should include the characteristics and
deficit areas of the students. These characteristics should relate to the particular adaptation. The
lessons will be presented to the class (5-10 min). Please provide copies for all class members.
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 unless coordinated with the instructor.
Abstract & Group Presentation - The purpose of this assignment is to: 1) bring you up to date on
current literature on specific topics, 2) familiarize yourself 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 along with the cheat sheet of the specific disability chosen). See
“Guidelines for Written Abstracts” for more information. The abstract and presentation will be worth
30 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 20 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. All assignments must
be submitted via Taskstream no later than one hour prior to class on assigned due date,
unless otherwise specified; late assignments will not be accepted. 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
77 to 79.9
73 to 76.9
70 to 72.9
60 to 69.9
0 to 59.9
1. Reading Jigsaw, Group activities
2. Group presentation Case Study
3. Curriculum Adaptation
4. Chapter Reflections
4. Article Abstract with Group Presentation
5. Quizzes (3 x 10 pts)
6. Final Exam
10 pts.
15 pts.
15 pts.
30 pts.
30 pts.
30 pts.
30 pts.
TOTAL
160 pts.
SPED 524 Syllabus Page 4
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, 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
*Taskstream will be used as a means to assign and submit all assignments. Class handouts
and power point presentation will be made available via Taskstream.
*Exams 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.
Students with Disabilities
If you are a student with a disability and believe you will need accommodations for this class, it is
your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in
the receipt of your accommodations, you should contact Student Disability Services as soon as
possible. Please note that accommodations are not retroactive, and that accommodations based
upon disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
SPED 524 Syllabus Page 5
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 (doublespaced). An outline for completing the task is contained 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 format recommended for journal articles in
the Publication Manual of the American Psychological Association, 5 th ed.
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
2
2
2
2
2
4
4
4
4
4
6
6
6
6
6
8
8
8
8
8
10
10
10
10
10
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
SPED 524 Syllabus Page 6
Reading Jigsaw Activity
1. Everyone reads assigned chapter. (To be assigned on a previous class date)
2. Key elements are noted in an outline format –Must bring four (4) copies (total) of outlined
chapter along with four possible exam questions from the assigned chapter. (Can also
structure in the question/answer format based on questions posed at the beginning of the
chapter).
3. Originally assigned groups meet to assign roles: facilitator, recorder, discussion/presenter
leader.
4. Discuss key elements of chapter; identify implementation in a practical way.
5. Share the four possible exam questions based on key elements discussed from chapter.
Agree on the top four questions and submit to the instructor.
6. List any questions that arise based on group discussion.
7. The original groups will then split up and meet with peers who have been assigned different
chapters. Information will be shared with peers.
SPED 524 Syllabus Page 7
SPED 524 Tentative Course Schedule
Topic
Assignment
Course Overview
Special Education Overview
Chapter 1
A Little History Overview
Issues in Assessment &
Chapters 2 & 3
Identification
Issues in Placement
Intellectual and Developmental
Disabilities
Chapters 4
Quiz 1 Review
QUIZ # 1
Learning Disabilities
Chapter 5
Session
Date
1
08/26
2
09/02
3
09/09
4
09/16
5
09/23
Quiz Return
Modification/Adaptation
Handout
6
09/30
Learners with Emotional and
Behavioral Disorders
Chapter 6
ADHD
Case Studies Assigned
Assign Jigsaw Chapters
Chapter 7
No Formal meeting
Online assignment submission
Written Abstracts due
7
10/07
8
10/14
9
10/21
Curriculum Presentations
QUIZ # 2
Curriculum Adapt. Due
Coordinate Role Play
10
10/28
QUIZ # 2 Return
Autism
Chapter 8
11
11/04
IEP’s
Review Quiz # 3
Chapter 9
Handout
12
11/11
13
11/18
14
11/25
15
12/02
16
12/09
HOLIDAY – CAMPUS CLOSED
Speaker:(Speech Impairment)
Language Characteristics
QUIZ # 3
Visual Impairment Speaker
QUIZ # 3 RETURN
Case Studies
Final Review
Module: Serving Students with VI:
The Importance of Collaboration
FINAL EXAM
Chapter 10
Jigsaw Questions
Visual Impairment
Speaker
Case Studies Due
IRIS MODULE DUE
ONLINE
SPED 524 Syllabus Page 8
SPED 524 Pre-test
Name: ____________________________
1. Define Special Education:
2. IDEA stands for:
3. Definition of the following disabilities under IDEA:
a) Intellectual Developmental Delay:
b) Emotional Disturbance:
c) Specific Learning Disability:
4. The number of Disabilities included under IDEA:
5. LRE stands for:
6. ADA stands for:
7. Three common characteristics of ADHD:
8. Why did you take this course?