ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EEX 3012
Nature and Needs of Exceptional Students K-12
This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.
Course Prefix:
Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
EEX 3012
Three Credits
None
Admission to Elementary Education with Infused ESOL and Reading BS, or
Exceptional Student Education with Infused ESOL and Reading BS, or Middle
Grades General Science Education, or Science Teacher Education Biology Teacher
Education BS, or Middle Grades Mathematics Education BS, or Secondary
Mathematics Education BS, or Educational Studies BS.
Day, Time and
Campus:
Modality:
Professor:
Office Hours:
Office Location:
Office Phone:
Email Address:
Monday/Wednesday 9:00-10:15 AM Tarpon Springs
Face to Face
Susan H. Blanchard, PhD
As posted
Tarpon Springs
Emails answered within 24 business hours
BB 114
727.712.5879 blanchard.sue@spcollege.edu
MyCourses course email preferred
ACADEMIC DEPARTMENT: College of Education
Dean:
Office Location & Number:
I.
COURSE DESCRIPTION
Kimberly Hartman, Ph.D.
Tarpon Springs BB 101
This survey course uses common characteristics of students with exceptionalities to assist the teacher candidate to implement differentiated teaching strategies, accommodations, and modifications in the classroom. Course topics are placed in the historic and legal contexts of disability advocacy, including the current Response to
Intervention initiative. This course includes a minimum of 10 school-based hours of experiences with students who have disabilities. 47 contact hours.
Syllabus Coordinator: Dr. Sue Blanchard
EEX 3012 - 3581
Spring 2016
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II.
MAJOR LEARNING OUTCOMES
1. The student will analyze the effects of the Individuals with Disabilities Education Improvement Act (
IDEIA), Section 504 and the Americans with Disabilities Act (ADA) on current practice by: a. comparing and contrasting the major effects of the IDEIA and the ADA on K-12 education. b. determining the significance of major cases in special education law. c. reflecting on how legal and historic developments have influenced current delivery of special education services.
2. The student will reflect on his/her own attitudes toward persons with disabilities, evaluate, and integrate these into his/her professional attitudes and behaviors by: a. participating in school-based experiences to apply campus-based learning. b. reflecting in writing upon participation in authentic life experiences with persons with disabilities. c. relating, through reaction papers, as a future teacher, to situations shared through video and/or guest speakers.
3. The student will analyze student records and create anecdotal observation records of the type used in
Response to Intervention and the exceptional education staffing process by: a. analyzing the interventions and staffing process of a student in an authentic setting. b. creating and analyzing anecdotal records in an authentic setting. c. outlining the use of Response to Intervention observed in classroom visits.
4. The student will examine the different categories of disabilities to discriminate indicators of each category, to predict impact on learning, to create differentiated teaching approaches that foster an inclusive approach by regular and special educators and to find similarities and differences of English
Language Learners (ELL) students and students with each disability by: a. identifying academic and affective behaviors of each disability that may impact learning and indicate the need for intervention. b. evaluating differentiated teaching approaches to determine appropriateness for specific disability characteristics and for personal teaching style. c. designing approaches, accommodations and modifications to address these needs in the inclusive classroom. d. comparing and contrasting the needs of students with each disability with those of ESOL students.
III.
REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A.
Required Textbooks
Textbook(s) Required :

Turnbull, A., Turnbull R., Wehmeyer, M. and Shogren, K. (2013).
Exceptional Lives: Special Education in Today’s Schools, (8 th Ed.) New
Jersey: Merrill Prentice Hall. (ISBN 978-0-13-375407-3)
Recommended :
Students using eBooks must have access to the eBooks during class sessions.
Syllabus Coordinator: Dr. Sue Blanchard
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Spring 2016
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B.
Supplemental Material
Resources http://www.cec.sped.org
http://www.nichcy.org/ http://www.edhelper.com/ http://www.teachersfirst.com/index.cfm
http://www.teachnology.com/ http://coe.jmu.edu/Learningtoolbox/
“Educator Accomplished Practices: Preprofessional Competencies for Teachers of the Twenty- First
Century”. Florida DOE.
Selected Disabilities:
SLD http://www.ldanatl.org
& http://www.ldonline.com/
ADHD http://www.chadd.org
E/BD http://www.state.ky.us/agencies/behave/homepage.html
http://www.nami.org
InD http://www.thearc.org
AUTISM http://www.autismspeaks.org
GIFTED http://www.worldgifted.ca/ & http://www.nagc.org/
Materials :
Library:
C.
Technology http://www.spcollege.edu/libraries/
Technology is an essential tool for receiving and developing instruction. Students are expected to reference
MyCourses continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D.
Supplies
Group presentations will require some supplies and copies.
Printer paper & ink
3”+ Binder for ESE Resource Guide
IV.
COURSE REQUIREMENTS & EXPECTATIONS
A.
School Based Hours Course Requirements
This course requires 10 hours of observation/participation in an appropriate classroom setting as approved by the
Office of School Partnerships.
Rubrics for completing the assignments and how they will be graded are included online in the MyCourses course supplement. This course requires observation /participation in a classroom setting that includes students with
IEPs , not including speech or gifted. Grade level selection is dictated by major : El.Ed. (K-5), ESE (grades 6-8),
Secondary (grades 6-12). Please see School Based Expectations outline of required activities and plan the use of your time wisely.
Syllabus Coordinator: Dr. Sue Blanchard
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Spring 2016
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B.
ALL Course Assignments
Point
Value &
Due Date
120 pts
Due dates: same as readings
Assign.
12Chapters
Summary/
HOT question answers and levels
10 pts each
50 points
Session 7
100 points
Due dates: same as readings for disability chapter
30 points
Session
*Exam 1
*Oral
Presentation
Assignment Description
Student will complete summary on the readings, including
ELL/ESE comparison chart and Assistive Technology. (see
Summary template)
(5 points each)
Presenting groups must post three higher order questions at least 48 hours before presentation. Other members of the class then respond to all three questions and label which
Bloom level the question is. (5 points each)
*Exam ( Chapter 1: IDEA , nondiscriminatory eval.;
LRE ADA, NCLB, public perception, minority representation, Individualized Education Plans (IEPs)
Chapter 2: Adaptation to general education curriculum, continuum of services, inclusion’s four key principles,
LRE, RTI and course content in Sessions 1-5)
*Oral presentation on an assigned disability . In groups, students will create and present based on rubric.
Additionally, students will offer resources and an activity to help students understand assigned disability. Students must also include:
* Classroom Adaptations summary using the
Accommodations decision tree and Miller’s Nine Types of Modifications to create interventions. Assistive
Technology appropriate to each disability must be included.
* ESOL/ESE Comparison Chart – For all of the disabilities, compare and contrast this disability to characteristics of ELL students. (Reference IDEA &
Florida Consent Decree). You will lead the class discussion on this for your assigned disability.
Be sure to review presentation rubric for all requirements
Anecdotal Records: Authentic records of classroom
Shadow a student with special needs and complete at least 3 (three) detailed anecdotal observations of different situations. You are encouraged to use your
ESE/IEP case study student for observations. This anecdotal observation technique will be taught in class by your professor. Remember: anecdotal observations should be observable and factual . Observe sufficient interaction to have at least a paragraph for each instance. Do not use bulleted documentation. Each instance must include: student’s (fictitious) name, age, grade, disability, date and time frame (15-20 minutes per observation) at the top of each observation. Follow directions for full credit.
Syllabus Coordinator: Dr. Sue Blanchard
EEX 3012 - 3581
Spring 2016
Where to Submit
Bring to class
Hard copy or on laptop
In class
Presentation: In class
Handouts: Hard copy in class for all students
Activity or Poster: Bring to class , picture on Chalk and Wire
PPT: MyCourses&
Chalk and Wire (C&W)
Group materials - discussion folder; if posted 24 hrs+ before class, no hard copies for students needed
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Point
Value &
Due Date
5/25 points
Session 26
40 points
Session 27
50 points
Session 23
Assign.
ESE Case
Study
SBN
Life
Encounter
Assignment Description Where to Submit
*Case Study on a child with an IEP other than gifted or speech. Conduct a case study on a student with special needs that you have been observing. You must follow the
Case Study Rubric (see attached) and self evaluate your work based on this rubric. Be sure to obtain permission from the school to review cumulative records of the student early in your visits . If you have problems with this, please see your instructor . Course supplement has a permission form for you to give to parents if the school requires you to do so. (Introduction paragraph is 5 pts.,
Case Study is 25 points.)
*School Based Experience Notebook , See assignment sheet.
Drop box in MyCourses
Hard copy of notebook to instructor, early submission encouraged.
Record SB hours in
Chalk and Wire. An email will be sent to your
CCT asking for confirmation.
Life Encounter paper – reflect on your experience with a person with a disability outside of a school setting (40 pts).
Ten points are earned by thoughtfully replying to three classmates’ postings (Assign. sheet)
MyCourses board and discussion
Chalk & Wire
Assistive Technology – See module for assignment details. MyCourses discussion board
25 points
Session
15
25 points Accommo-
100 points
Exam
Week
Assistive
Technology dation
Modules
Final Exam
Completion of Modules/quizzes – using the OSEP training modules, learn how to decide on appropriate accommodations.
Exam on Ch. 1-16 and inclusion, collaboration, coteaching, and disability etiquette.
Exam is open-resource guide, but not open text
Note: Review guidelines for your Resource Guide
30 points
Every session
Participa- tion
600 TOTAL POINTS
Participation – points are earned for every day the student
ATTENDS and participates. Each TARDY or absence will deduct one point. Points will be assigned to in-class activities, also.
MyCourses
Hard copy dropboxes
of resource guide (bring to exam)
Exam is in class ,
In class, every time!
Syllabus Coordinator: Dr. Sue Blanchard
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Spring 2016
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UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least
75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept.
The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72
for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical
Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
V.
SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A.
COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B.
SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.
Calendar follows on next page.
Syllabus Coordinator: Dr. Sue Blanchard
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VI.
CALENDAR AND TOPICAL OUTLINE
.
1
Date
Date
Jan 11
Subject to change per instructor
Due This Session


Bring Syllabus to class
Explore MyCourses Supplement/Content for

 this course
Complete ‘Read Me First’ and respond
Locate and print ESE ‘Alphabet Soup’ in
MyCourses supplement
2
3
Date
Jan 13
Date
Jan 20
 Read SQ3R from supplement

Read & study Chapter 1
 Read and save Bloom’s information in supplement
 Visit & explore companion website http://www.prenhall.com/turnbull
 Locate School-Based Experience in syllabus
assignment




Review Chapter 1 (be ready for a quiz!)
Print Activity 1-2 and bring blank version to class (supplement)
Brief review ESE/IEP Case Study (syllabus) assignment
Review materials from IEP folder
(supplement) for class discussion. You may want this in your Resource Binder.
Topical Agenda
Instructor’s lectures will supplement reading assignments and student presentations
-Instructor and Course
Introduction
-Review Syllabus &
Course Expectations
-Introduce Text
-Discuss ‘Alphabet
Soup”
-Drop Boxes explained
-Groups assigned
-Resource Binder explained
SQ3R & related study skills
-
Bloom’s
Levels of
Knowledge
-Begin Chapter 1
Lecture : IDEA , nondiscriminatory eval.; LRE ADA,
NCLB, public perception, minority representation
-introduce School-
Based Experience assignment
Chapter 1 (continued)
-Individualized
Education Plans (IEPs)
-Explain chapter questions HOT/LOT
-Explain ESE Case
Study assignment
-Homework Activity 1-
2: Disability Laws
Syllabus Coordinator: Dr. Sue Blanchard
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Spring 2016
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4
5
6
7
Date
Jan 25
Date
Jan 27
Date
Feb 1
Date
Feb 3
8
9
Date
Feb 8
Online
Class no
F2F mtg
Date
Feb 10
Online
Class no
F2F mtg
Syllabus Coordinator: Dr. Sue Blanchard




Resource Binder status –discussion of progress
Review (supplement) Accommodations vs
Modifications for class discussion






Read & Study Chapter 2
Create three (3) HOT questions about Ch. 2 and bring to class for discussion.
Review Ch. 1 & 2 & class materials –exam next session
Study for Exam
– no notes or text
Work on group presentation
Bring anything useful for group collaborative work time following exam
Begin work on items due Session 8
Make arrangements for Life Encounter
 Study the overrepresentation data
 Critically read entire Culture and Special
Education articles (found in MyCourses supplement)
-Review Laws Activity
-Begin Chapter 2
Lecture: Adaptation to general education curriculum, continuum of services, inclusion’s four key principles
-Discuss HOT questions for Ch 2
Finish Chapter 2
-Review group
Disability
Presentation assignment rubric from syllabus
Accommodations vs. modifications
-Review for Exam 1
-Exam 1 on Chapters
1 & 2 and course content in Sessions 1-6
Introduce
Accommodation modules
-Collaborative group work time for disability presentation assignment
Cultural
Overrepresentation activity – This will count as “present”



Read & study Chapter 3
Post your Cultural Reaction Paper in
MyCourses dropbox.
Chalk and Wire registration required!
EEX 3012 - 3581
Spring 2016
Chapters 3 & Florida
Consent Decree
Cultural reactions
4Cs paper due
This will also count as
“present”
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10 Date
Feb 15
11
12
13
14
Date
Feb 17
Date
Feb 22
Date
Feb 24
Date
Feb 29
15 Date
March 2
Syllabus Coordinator: Dr. Sue Blanchard







Read all Response to Intervention material in folder under CONTENT tab in MyCourses.
Develop school hours contract with your CCT.
This is a commitment for when you will be there.
Read & study Chapter 4
Read & study Chapter 5
Complete Disability Summary sheet for
Specific Learning Disabilities (SLD) and bring copy to class for discussion
Answer HOT questions and bring copy of answers to class for discussion
School Based Hours (SBH) contract due (see form in MyCourses supplement i.e. Where and when will you do your hours?)



Read & study Chapter 8
Complete Disability Summary sheet, bring copy to class
Answer HOT questions and bring copy to class for discussion
-RTI vs. discrepancy model
-- Chapter 4
Discussion
- Life Encounter assignment explanation
- Accommodation
Modules Review
-Instructor will post
HOT questions for
Chapter 5 Specific
Learning Disabilities
Ch. 5: Specific
Learning Disability
(SLD)
-Instructor Modeled
Presentation
-“Fat City-How
Difficult Can This Be?” video and discussion of
SLD.
Ch. 8: Attention
Deficit/Hyperactivity
Disorder (ADHD)
-Class collaborative presentation


ALL groups – submit HOT questions by today for assigned disability for initial instructor review.
Resource Binder – How are your organization skills? Have labeled tabs, Culture, Ch. 5-7 materials filed???) Bring binder with tabs for review.



Locate ESE/IEP Case Study assignment in
Assignments Module. Student should be chosen soon.
Review Assistive Technology information in
MyCourses. Read everything, complete IRIS
Assistive Technology module 1 and explore as many listed websites as possible.
Submit a claim and then a filled in template on a specific AT.
-Everything you ever
wanted to know
about writing
Anecdotal
Records.
-Review HOT
questions
Resource Binder
review
-Assistive Technology continuum discussion
Discuss SB/ESE/IEP
Case Study assignment
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16
17
18
19
20
21
Date
March 14
Date
March 16
Date
March 21
Online
Class
No F2F mtg
Date
March 23
Date
March 28
Date
March 30
Syllabus Coordinator: Dr. Sue Blanchard







Read & study Chapter 6
Complete Disability Summary sheet and bring copy to class
Answer HOT questions and bring copy to class
Submit a paragraph introducing your ESE
Case Study student – or an explanation of why you don’t have a student yet - 5 points if on time - today only!
Read & study Chapter 7
Complete Disability Summary sheet, and bring copy to class
Answer H.O.T.
questions and bring copy to class
3 Anecdotal observations (specific behavioral  observations) from your SB placement
NOTE: Catch up on reading and highlighting your chapters. Life Encounter should be done or planned. School-Based hours should be WELL under way, if not finished. A word to the wise --- do not procrastinate—the rest of this semester will fly


 by!!!
Early submissions of school based notebook and school based case study are encouraged..


Read & study
Complete
Chapter 11
Disability Summary sheet and bring copy to class next time
Answer HOT questions and bring copy to class

Read & study
Complete
Chapter 9
Disability Summary sheet submit and bring copy to class
Answer HOT questions and bring copy to class
Last day to WITHDRAW with a W is March 23
Talk to me first!


Read & study
Complete
Chapter 12
Disability Summary sheet and
 bring copy to class
Answer HOT questions and bring copy to class



Read & study
Complete
Chapter 10 bring copy to class
Instead of answering HOT questions watch
“Spending the Weekend with a Man with
Autism” and post your reaction in MyCourses assignments folder.
Disability Summary Sheet and
Ch. 6: Communication
Disorders (CD)
-Student group presentation
Ch. 7: Emotional or
Behavioral Disorders
(E/BD)
-Student group presentation
Anecdotal records review
- -Lisa Bennett: guest speaker via video
Fill in CLOZE sheet, bring to class next time.
Ch. 11: Severe &
Multiple Disabilities
- Instructor review
-Video Vignettes
ID/MR
Ch. 9: Intellectual
Disability (ID/MR)
-Student group presentation
Ch. 12: Physical
Disabilities and Other
Health Impairments
(PD/PI & OHI)
-Student group presentation
Ch. 10: Autism
-Student group presentation
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22
23
24
25
26
27
Date
April 4
Date
April 6
Date
April 11
Date
April 13
Date
April 18
Date
April 20






Life Encounter due soon –see assignment sheet for directions. Do not miss out on valuable points!
Read & study Chapter 13
Complete Disability Summary sheet and bring to class
Answer HOT questions and bring to class
Bring SBNotebook (tabbed and organized with first drafts of what has been completed thus far) Bring hour sheet , so far. Instructor will review. Do not use plastic sheets for
SBN.
Bring in ESE/IEP Case Study data collected from the cumulative file and from the staffing folder (Parts I & II of case study assignments)
Write the question from the form, then the answer.
Ch. 14: Hearing Loss (HI)
 Read & study Chapter 14
 Complete Disability Summary sheet and

 bring to class
Answer HOT questions and bring to class
Life Encounter posting due (MyCourses supplement) See assignment sheet




Read & study
Complete
Ch 15 (VI)
Disability Summary sheet and bring to class
Answer HOT questions and bring to class
Take the Gifted Pretest before you read
Chapter 16



Read & study
Complete
Chapter 16
Disability Summary sheet and bring to class
Answer HOT questions and bring to class
Ch. 13: Traumatic
Brain Injury (TBI)
-Student group presentation
-“Nobody’s Burning
Wheelchairs” video
-Instructor will review draft SBN and Case
Study and respond to questions
Ch. 14: Hearing Loss
(HI)
-Student group presentation
Ch. 15: Visual
Impairments (VI)
-Student group presentation, emphasizing


Work on School Based Notebook
ESE Case Study due. Will not grade any submission that does not follow the Question then Answer format of the self rating sheet.
Remember to do the self-ratings .
 School Based Notebooks (SBN) due
Ch. 16: Gifted &
Talented
-Student group presentation
-review Gifted pre-test
-Lecture/Discussion
Co-teaching
Inclusion
- “What Is Normal
Anyway?” video
Syllabus Coordinator: Dr. Sue Blanchard
EEX 3012 - 3581
Spring 2016
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28
29
Date
April 25
Online
Class
No F2F mtg

Date
April 27
See MyCourses folder for Making
Accommodation Decision templates and dropboxes: Home, Course, Content, DIRECTIONS,
EXAMPLES AND DROP BOXES for All Assignments, Making
Accommodation Decisions - OSEP Modules




Copy and paste website into address bar: http://lt.umn.edu/nceo/alabama/userjoin.php
Complete Decision Module 1 and 2 of Online
Accommodations Training. Post Decision
Making Tool (DMT) for both Modules: 10 pts
Complete Modules 3 and 4 of Online
Accommodations Training. Post Decision
Making Tool (DMT) for both Modules:
10 pts
 Complete Module 5 of Online
Accommodations Training. Post
Decision Making Tool (DMT): 5 pts
Complete Final Quiz: 10 pts
 Binder check – must have a complete, tabbed, organized binder in order to take
 the final exam. Will approve today.
Be prepared to share your Life Encounter.
Submit all DMTs to appropriate dropboxes..
-Collaboration
- Life Encounter
sharing
- Final Exam review
FINAL
EXAM
TBA SEE FINAL EXAM SCHEDULE FOR DATE
AND TIME.
Completed/reviewed
Resource Binder must be complete, organized and may be used for final exam—no texts allowed
VII.
Uniform Core Curriculum Assignments
Assignment Name
Exam 1
UCC
FSAC
FSAC
FSAC
FSAC
Oral Presentation on an Assigned Disability FEAP
FEAP
ESOL
FSAC
FSAC
FSAC
Specific Indicator
ESE 1.1
ESE 1.2
ESE 1.3
ESE 1.7
2.e
2.i
5.1
ESE 1.4
ESE 1.5
ESE 3.5
Syllabus Coordinator: Dr. Sue Blanchard
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Spring 2016
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