Course Prefix/Number: EEX 4261
Course Title: Educational Management of Exceptional Children
Course Credit Hours: 3 sh
Instructor Name and Contact Information: Jeremy Lowery, Adjunct Instructor, Division of
Teacher Education; Phone: (850) 206-7000; Email: jlowery@uwf.edu
Prerequisites or Co-requisites: None
Course Description: This course provides a comprehensive knowledge base concerning
instructional and behavior management. Areas of emphasis include structuring the classroom
for success, planning for instruction, managing materials and equipment, and assessing and
managing student and group behavior.
Purpose of Course: The “Empowered Person and Professional Taking Action” is the theme of
the Professional Education Unit’s conceptual framework. This theme focuses learning experiences on activities that permit the teacher to examine what he/she does and to take an active
role in the instructional process. The subject matter, class activities, and skill development of
this course were selected to assist your personal growth in the following Empowered Person
and Professional Taking Action: a) critical thinker, b) lifelong learner, c) counselor/mentor,
d) decision maker, e) problem solver, and f) ethical/moral being.
Goals: The State of Florida has responded to national and state initiatives in education reform
and accountability by creating legislative policies relative to the preparation of teachers.
Florida's Accomplished Practices, Sunshine State Standards, and Curriculum Frameworks
outline the skills, abilities, and knowledge-base that teachers and students require to be
successful in Florida's educational system. Within diverse learning environments, teachers
require skills in and knowledge of classroom management techniques.
-To prepare students to meet Accomplished Practices mandated by the State of Florida:
#1, 2, 4, 5, 6, 7, 8, 9 (www.firn.edu/doe/bin00026/acco-prc.htm)
-To prepare students to meet ESOL Competencies: #1, 2, 3, 11, 14, 18
- To prepare students to meet Psychological Foundations Competencies: #1, 2, 3, 4
-To prepare students to meet Sociological Foundations Competencies: #4
-To prepare students to use appropriate Sunshine State Standards in teaching
exceptional students (www.firn.edu/doe/curric/prek12/frame2.htm.)
- To prepare students to meet CEC Standards for Professional Practice Professionals in
Relation to Persons with Exceptionalities and Their Families #1-5
(http://www.cec.sped.org/ps/code.htm)
-To prepare students to meet portions of the following National Board for Professional
Teaching Standards: #1, 3, 4, 8, 10, 11, 12, 13 (http://www.nbpts.org)
-To prepare students to pass the items related to varying exceptionalities on the Florida
Department of Education Professional Examination (http://www.firn.edu/doe/sas/ftcehome.htm)
- To prepare students to meet the following goals related to Assessment: a) demonstrate
an understanding of methods to collect data about the classroom environment and individual
and group behavior, b) demonstrate skills in collecting data on individual student behavior, c)
demonstrate skills to change a behavior by designing a plan based on student strengths,
weaknesses, and needs. Products: a) instructional management project, and b) behavior
management project
-To prepare students to meet the following goals related to Instruction: a) demonstrate
an understanding of a wide range of interventions to use to manage behavior, b) demonstrate
skills in managing behavior by implementing a behavior change program in a classroom, c)
demonstrate skills in managing the instructional environment.
Student Learning Outcomes: Students will demonstrate proficiency in the following areas:
Instructional Management (e.g. time management, arrangement of the physical environment,
student groupings, impact of assessment and instructional methods and activities,
organization of materials and equipment)
Behavior Management (e.g. behavior objectives, assessment of behavior, task analysis, rules,
routines, interventions for increasing and decreasing behavior, methods and behavioral
procedures to use with individuals and groups)
Required Texts:
Martella, R. C., Nelson, J. R., & Marchand-Martella (2003). Managing Disruptive Behaviors in
the Schools. Boston, MA: Allyn & Bacon. MyLabSchool edition.
Cipani, E. (2008). Classroom Management for all Teachers: Plans for evidence-based practice.
Upper Saddle River, NJ: Merrill Prentice-Hall.
With Access code to www.prenhall.com/teacherprep.
Additional Assigned Readings will be available on D2L.
Recommended Texts:
Publication manual of the American Psychological Association (5th ed.). (2001). Washington,
DC: American Psychological Association.
Strunk, W., & White, E. B. (1979). The elements of style (3rd ed.). NY: Macmillan.
Websites and Tutorials:
www.behavioradvisor.com
http://iris.peobody.vanderbilt.edu
Council for Exceptional Children: www.cec.sped.org
IDEA: http://www.ideapractices.org
Children and Adults with Attention Deficit Disorder: http://www.chadd.org
Links to special education programs, etc.:
http://curry.edschool.virginia.edu/go/cise/ose/resources/legal.html
Special Education Law Resources: http://www.ed.gov./offices/OSERS/IDEA/
Resources in emotional or behavioral disorders:
http://www.gwu.edu/~ebdweb/index.html
References/Bibliography:
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis for teachers (4th ed.).
Columbus, OH: Merrill. (SEE for information on behavioral interventions.)
Algozzine, B. (1993). Fifty simple ways to make teaching more fun. Longmont, CO: Sopris
West.
Bender, W. N., & McLaughlin, P. J. (1997). Violence in the classroom. Preventing School
Failure, 32(4), 196-198. (SEE all articles in this topical issue.)
Cangelosi, J. S. (1997). Classroom management strategies. White Plains, NY: Longman.
Charles, C. M. (1999). Building classroom discipline (6th ed.). New York: Longman.
Collins, M. (1992). Ordinary children, extraordinary teachers. Norfolk, VA: Hampton Roads
Publishing Co.
Emmer, E. T., Evertson, C. M., Clements, B. S., & Worsham, M. E. (1997). Classroom
management for secondary teachers (4th ed.). Boston: Allyn and Bacon.
Evans, W. H., Evans, S. S., Gable, R. G., & Schmid, R. E. (1991). Instructional
management for detecting and correcting special problems. Boston: Allyn and Bacon.
(SEE this source for more information on instructional management.)
Evans, W. H., Evans, S. S., & Schmid, R. E. (1989). Behavior and instructional
management - An ecological approach. Boston: Allyn and Bacon.
Evertson, C. M., Emmer, E. T., Clements, B. S., & Worsham, M. E. (1997). Classroom
management for elementary teachers (4th ed.). Boston: Allyn and Bacon. (SEE this source for
information and activities on managing physical space/room plans.)
Freedman, M. (1993). The kindness of strangers. San Francisco: Jossey-Bass. (SEE this
source for information on mentoring.)
Freiberg, H. (1999). Beyond behaviorism. Boston: Allyn and Bacon.
Hall, R. V. (1971). Behavior modification: Basic principles. Austin, TX: Pro-Ed.
Hewett, F. (1968). The emotionally disturbed child in the classroom. Boston: Allyn and Bacon.
Johns, B., & Carr, V. (1995). Techniques for managing verbally and physically aggressive
students. Denver: Love Publishing Co.
Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management (5th ed.). Boston:
Allyn and Bacon.
Kaplan, J. S., & Carter, J. (1995). Beyond behavior modification - A cognitivebehavioral approach to behavior management in the school. Austin, TX: Pro-Ed. (SEE for more
information on data collection, charting, self-management, & levels systems.)
Kauffman, J. M., Mostert, M. P., Trent, S. C., & Hallahan, D. P. (1998). Managing
classroom behavior - A reflective case-based approach. Boston: Allyn and Bacon.
Larrivee, B. (1999). Authentic classroom management. Boston: Allyn and Bacon.
Levin, J., & Nolan, J. F. (2000). Principles of classroom management (3rd ed.). Boston: Allyn
and Bacon.
Long, N. J., & Morse, W. C. (1996). Conflict in the classroom. Austin, TX: Pro-Ed.
Malott, R., Whaley, D., & Malott, M. (1997). Elementary principles of behavior. Upper Saddle
River, NJ: Prentice Hall.
Maag, J. (1999). Behavior management - from theoretical implications to practical applications.
San Diego: Singular Publishing Group, Inc.
Martin, G., & Pear, J (1996). Behavior modification (5th ed.). Upper Saddle River, NJ: Prentice
Hall.
Mercer, C. D., & Mercer, A. R. (1998). Teaching students with learning problems. Columbus,
OH: Merrill. (SEE for more on instruction, data collection, and charting.)
Paine, S., Radicchi, J., Rosellini, L., Deutchman, L., & Darch, C. (1983). Structuring your
classroom for academic success. Champaign, IL: Research Press.
Poteet, J. A., Choate, J. S., & Stewart, S. C. (1993). Performance assessment and special
education: Practices and prospects. Focus on exceptional children, 26(1), 1-20.
Pryor, K. (1984). Don’t shoot the dog! New York: Bantam Books.
Rettig, E. B., & Paulson, T. L. (1975). ABC’s for teachers. Van Nuys, CA: Associates for
Behavior Change.
Reynolds, G. G. (1968). A primer of operant conditioning. Glenview, IL: Scott, Foresman and
Company.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book. Longmont, CO: Sopris
West.
Savage, T. (1999). Teaching self-control through management and discipline (2nd ed.) Boston:
Allyn and Bacon.
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
Smith, D., & Rivera, D. (1995). Discipline in special education and general education settings.
Focus on Exceptional Children, 27(5), 1-15.
Sprick, R. S. (1981). The solution book: A guide to classroom discipline. Chicago: SRA.
Strauss, A., & Lehtinen, L. (1947). Psychopathology and education of the brain-injured child.
New York: Grune & Stratton.
Stewart, S. C., Evans, W. H., & Kaczynski, D. J. (1997). Setting the stage for success:
Assessing the instructional environment. Preventing School Failure, 41(2), 53-56.
Walker, J., & Shea, T. (1999). Behavior management: A practical approach for educators (7th
ed.). Englewood Cliffs, NJ: Merrill.
Watson, J. (1930). Behaviorism. Chicago: University of Chicago Press.
Weinstein, C. S., & Mignano, A. J. (1997). Elementary classroom management – Lessons from
research and practice (2nd ed.). New York: McGraw Hill.
Williams, P. A., Alley, R. D., & Henson, K. T. (1999). Managing secondary classrooms. Boston:
Allyn and Bacon.
Wolfgang, C. (1999). Solving discipline problems (4th ed.). Boston: Allyn and Bacon.
Wolfgang, C., Bennett, B., & Irvin, J. (1999). Strategies for teaching self-discipline in the middle
grades. Boston: Allyn and Bacon.
Wong, H., & Wong. R. (1998). The first days of school. Mountain View, CA: Harry K. Wong
Publications.
Grading / Evaluation: (Points are approximate and will be adjusted to meet course needs.)
Three tests @ 100 pts each……….... 300 pts.
Participation ....................................... 140 pts.
Case Studies ..................................... 120 pts. (40 pts/assignment/20 pts case)
IRIS Modules..................................... 100 pts. (50 pts each)
Quizzes .............................................. 40 pts.
TOTAL………………………………....... 700 pts.
Course Requirements
1. Participation: Students are expected to check their email and the course on D2L at least 3
times a week. Much of the material will require students to work in groups therefore it
is expected that students will begin assignments promptly and participate consistently in
order to complete assignments. It is imperative that students follow the participation
rubrics in to be sure they earn all their points.
2. Tests: Three tests on the assigned readings, lectures, and activities will be
administered. Please note that tests are independent activities and students are not
permitted to consult with any other individual until after the quiz period is over. Be sure
to note test days and make arrangements to be available NOW.
3. Quizzes: Periodic quizzes will be administered on D2L. Often two attempts will be
permitted and the highest score will be taken. These also are independent activities and
students are not allowed to consult with other individuals. Quizzes may not be made up.
4.
Case Studies: Students will complete 3 sets of case studies in small groups throughout
the course. IRIS Modules: Students will complete 2 modules.
Grading Scale
90% - 100% = A-, A
80% - 89% = B-, B, B+
70% - 79% = C-, C, C+, etc.
Incompletes (I) will not be given except under very extreme circumstances. Please see college
catalog for rules about Incompletes and course withdrawals.
Tentative Class Schedule: See separate document.
Special Technology Utilized by Students: Each UWF Student is expected to:
• activate a UWF ArgoNet email account
• access email two to three times weekly
• have basic word processing knowledge - Up to 33% of the course work requires use of
software available from an ArgoNet-enabled computer or equivalent.
Expectations for Academic Conduct/Plagiarism Policy: As members of the University of
West Florida, we commit ourselves to honesty. As we strive for excellence in performance,
integrity—personal and institutional—is our most precious asset. Honesty in our academic work
is vital, and we will not knowingly act in ways which erode that integrity. Accordingly, we pledge
not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to share
community resources in ways that are responsible and that comply with established policies of
fairness. Cooperation and competition are means to high achievement and are encouraged.
Indeed, cooperation is expected unless our directive is to individual performance. We will
compete constructively and professionally for the purpose of stimulating high performance
standards. Finally, we accept adherence to this set of expectations for academic conduct as a
condition of membership in the UWF academic community.
The Student Code of Conduct sets forth the rules, regulations and expected behavior of
students enrolled at the University of West Florida. Violations of any rules, regulations, or
behavioral expectations may result in a charge of violating the Student Code of Conduct. It is
the student’s responsibility to read the Student Code of Conduct and conduct himself/herself
accordingly. You may access the current Student Code of Conduct at
http://www.uwf.edu/judicialaffairs.
Assistance: Students with a documented disability who require specific examination or course
related academic accommodations should contact the Student Disability Resource Center
(SDRC) by email at sdrc@uwf.edu or by phone at 850.474.2387.