Fitchburg State University
EDUCATOR Program
Comprehensive Syllabus
a 7 week online course
Course Prefix and Number:
Course Title: Individualized Education Programs (IEPs) and the Common Core for Students who are
Blind or Visually Impaired
Online
COURSE DESCRIPTION:
This course will provide an overview of IEPs and the Common Core for students who are blind or
visually impaired including those with additional disabilities. Participants will gain an understanding of
the history of special education in the United States and the legal issues that have impacted present day
practice. Workshop members will learn about the required components of the IEP and how to ensure that
IEPs are written in a manner to meet the needs of this population. There will be an introduction to the
Common Core and the impact on education for those who are blind or visually impaired.
LEARNING OUTCOMES / OBJECTIVES:
This course will address the dispositions of the Conceptual Framework in the following way(s):
Knowledge: As a result of the learning experiences in the course, you will become more cognizant
of:
 the legislation that governs educational services for children with disabilities and the evolution
of that legislation from the civil rights era to the present
 the legal issues that impact decisions related to student services e.g., Free and Appropriate
Public Education (FAPE) and Least Restrictive Environment (LRE) and how those decisions
impact students with visual impairments including those with additional disabilities
 parent’s rights and the procedural safeguards guaranteed under IDEA
 the eligibility requirements for special education
 the development of the Common Core standards and implementation across the country
Skill: As a result of the learning experiences in the course, you will become better able to:
 describe the common core standards and expanded core curricula and articulate why students
with visual impairments should have access to both
 describe the following components of the IEP and identify the requirements of each:
o Present Level of Educational Performance
o Measurable Annual Goals
o Short-term Objectives and Benchmarks
1



Identify the purpose of the service delivery and related services components of the IEP and the
relevance of the information in this section
Describe the requirements for statewide testing, expanded school year and progress reports
Identify the requirements related to postsecondary transition and age of majority
Caring: As a result of the learning experiences in the course, you will become more competent in
your ability to
 Develop an understanding of parents’ rights and the procedural safeguards guaranteed under
IDEA
 Identify potential accommodations and modifications to be included in an IEP for students
with visual impairments including those with additional disabilities
 Identify potential specially designed instructional needs to be included in an IEP for students
with visual impairments including those with additional disabilities
 Understand the basics of the common core standards and the application to students with
visual impairments
Ethical: As a result of the learning experiences in the course, you will become more competent in
your ability to:
 Identify the eligibility requirements for special education
 Describe the requirements for statewide testing and why it is important for all students to be
included
 Describe how FAPE and LRE impact students with visual impairments including those with
additional disabilities
INSTRUCTIONAL STRATEGIES
X
X
X
X
Lecture
Discussion/Questioning
Laboratory
Problem Finding/Solving
Discovery
Interviewing
Collaborative Learning Groups
Reflective Responses
Creating Visual Illustrations of Concepts
X
X
Data Collection and Analysis
Pre-Practicum
Role Playing/Simulation
Independent Learning
Field Trips
Computer Applications
Viewing or Listening to Followed by
Discussing
Other______________
COURSE REQUIREMENTS:
The required assignments for this course are as follows:
2
Pre/Post Tests: There will be a pre-test and post-test in all seven sessions. Participants are required to
complete all of the pre and post-tests. Completion of the tests satisfies the requirement – these are not
graded assignments. However, failure to complete the tests will result in a loss of points toward the final
grade.
The rubric point scale will be used to assess your work based on a 4 point scale.
Rubric for PrePost Tests
Completion of
Pre-Post Test
Max pts: 4
4 points
Both pre and
post tests are
completed
within the
specified
timeframe
2 points
Only one (pre
or post) test is
completed in
the specified
timeframe.
0 points
Pre and Post
tests are not
completed in
the specified
timeframe
Discussion Forums: There will be a discussion forum assignment in each of the seven sessions. Each
participant is required to contribute to each forum using information and knowledge gathered from the
class lecture, assigned reading, website visits, etc. Participation in the discussion forums is critical for
maximizing your learning experiences in this course. You are required to be part of an online community
who interact, through discussion to enhance and support the professional development of the group. Part
of the assessment criteria for the course includes assessing the quality and quantity of your participation in
the discussion forum.
Some characteristics that are considered to be part of excellent discussion contributions are outlined
below.
 A minimum of two posts are required. You should submit your initial post early in the session and
your subsequent responses to the posts of other participants at timely intervals within the duration
of the session. Keep in mind that the goal is to have a dynamic discussion that lasts throughout
the entire session.
 Your posts and responses should be thorough and thoughtful. Just posting an “I agree” or “Good
ideas” will not be considered adequate. Support your statements with examples, experiences, or
references. You are, however, encouraged to be brief – keep each post and response to one or two
short paragraphs. Keep in mind that your fellow participants will be reading and responding to
you, too.
 Make certain to address the discussion prompt(s). This does not mean you should not extend the
topic, but do not stray from the topic.
 Discussions occur when there is dialogue. Build upon the posts and responses of other learners to
create discussion threads. Make sure you revisit the discussion forum and respond (if necessary)
to what other participants have posted to your initial responses.
 When relevant, add to the discussion by including prior knowledge, work experiences, references,
web sites, resources, etc. (giving credit when appropriate).
3

Your contributions to the discussions should be complete and free of grammatical or structural
errors.
The rubric point scale will be used to assess your work based on a 5 point scale.
Seven discussion forums are required at 5 points possible for each = 35 possible points.
 1 pt. possible for appropriate incorporation of and reference to the readings
 2 pts. possible for the appropriate number of responses (two responses per discussion – one to the
question and one to another participant’s post)
 2 pts. possible for quality response (well-written, appropriate response to the question/topic).
Discussion
Forum Rubric
Incorporation
of and
reference to
the readings in
discussion
responses
Max pts: 1
Quality, wellwritten
response
Max pts: 2
Appropriate
number of
responses
Max pts: 2
2 points
1 point
0 points
Max pts: 1
Responses include
reference to the
readings assigned
for the week.
Responses do not
include any reference to
the readings for the
week.
Responses
clearly address
the discussion
topic including
student’s own
thoughts as well
as the responses
posted by others.
Responses address
the discussion
topic but do not
respond to
responses posted
by others.
Responses do not
address the discussion
topic.
A minimum of
two responses are
posted.
Only one response
is posted
No responses are
posted.
Webquests: There will be seven webquest assignments. Each webquest will ask participants to search
the web for information related to the course content. Participants are asked to search for a website that
is relevant to the assignment and provide a thorough answer to the question posed by the instructor. Each
participant will be expected to complete the webquest assignment as described in the weekly session.
The rubric point scale will be used to assess your work based on a 5 point scale.
4
Seven webquests are assigned at 5 point possible = 35 points.
Rubric =
 2 pts. possible for choice of website
 3 pts. possible for quality response (well-written, appropriate response to the question/topic).
Rubric for
Webquests
Choice of
website
Max pts: 2
Quality
response
Max pts: 3
3 points
2 points
Max pts: 2
Website chosen
is highly
relevant to the
assignment.
Response to the Response to the
assignment is
assignment is
thorough
thorough
providing a
providing a
complete
complete
answer to the
answer to the
webquest.
webquest.
Response also
includes
information
regarding how
this
information
will be used by
the participant
in the future.
1 point
0 points
Website chosen
is moderately
relevant to the
assignment
Response to the
assignment is
provides a
partial answer
to the
webquest.
Website is not
chosen or not
relevant to the
assignment
No response is
submitted
All assignments must be posted by the posted due date. Assignments will be accepted late but 1 point
will be deducted for each week the assignment is submitted after the due date.
EVALUATION OR GRADING POLICY:
Methods of Evaluation
Participants are evaluated by the following methods:





Introduction =
Pre/Post Tests =
Discussion Forums =
Webquests =
Overall Total
2 possible points
28 possible points
35 possible points
35 possible points
100 points
5
GRADES
4.0
3.7
3.5
3.3
3.0
2.7
2.5
2.3
2.0
0.0
W
IN
IP
95 - 100
92 - 94
89 - 91
86 - 88
83 - 85
80 - 82
77 - 79
74 - 76
71 - 73
0 - 70
Withdrawn
Incomplete
In-Progress
A
AA-/B+
B+
B
BB-/C+
C+
C
F
Grades that fall between intervals will be rounded to the higher number.
COURSE CONTENT / TOPICAL OUTLINE
Session One: What is IDEA and where did it come from?
Session Goals:
Upon completion of this session the participant will be able to:
 Describe how the landmark case, Brown vs. Board of Education led to initiatives advocating for
mandated education and other civil rights for individuals with disabilities
 Identify what FAPE and LRE stand for, the legal interpretation of each, and landmark court cases
centered around these precedents
 Identify the legislation that led up to the current IDEA and the major changes that occurred in the
legislation since its inception
 Identify the specific protections for students with sensory impairments in the current legislation
Webquest:
 What is PL 94-142? What is the full title?
 When was it enacted?
 What is it known as today?
 When was it renamed?
 What movement in the U.S. resulted in legislation for education for children with disabilities?
 What is the special education legislation in your state? When was it enacted?
Discussion Board:
 What is your understanding of the IDEA protections for individuals with sensory impairments?
What questions do you have about these protections?
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Readings:
Dussault, William L.E., 2003. Children with Sensory Impairments and Special Education
Issues, 2nd National Academy for IDEA ALJs and Hearing Officers. Retrieved from:
http://www.law.seattleu.edu/documents/aljho/resources/DussaultChildImpairment.pdf
U.S. Department of Education (2007). A 25 Year History of the IDEA. Retrieved from:
http://www2.ed.gov/policy/speced/leg/idea/history.html
Session Two: Legal Issues
Session Goals:
Upon completion of this session the participant will be able to:
 Identify some of the landmark legal cases that established the foundation for special education
law, policies and procedures
 Identify what FAPE means and what it means regarding the provision of special education for
students
 Identify what LRE means and what it means regarding the provision of special education for
students
 Describe Section 504 of the Rehabilitation Act and how the protections of the Act differ from
IDEA
Webquest:
Search the internet for a legal definition of LRE (least restrictive environment) and some landmark court
cases regarding LRE. Post the definition and your findings related to landmark court cases.
Discussion Board:
1. Post the findings from your webquest regarding landmark cases related to LRE.
2. Your opinion: Is LRE always inclusion in the public school classroom. Are there scenarios when
this might not be the case?
Readings:
American Foundation for the Blind, Educating Students with Visual Impairments for Inclusion in Society:
A Paper on the Inclusion of Students with Visual Impairments Retrieved on 4/28/13 from:
http://www.afb.org/Section.asp?SectionID=44&TopicID=189&DocumentID=1344
Huebner, Kathleen Mary, Diane P. Wormsley, and Miss Garber, 2006. Student-Centered Educational
Placement Decisions: The Meaning, Interpretation, and Application of Least Restrictive Environment for
Students with Visual Impairments, Pennsylvania College of Optometry, Retrieved from:
www.stemvi.com/.../060528%20LRE%20Position%20Paper%20DVI.doc
National Center for Learning Disabilities, What is FAPE and what can it mean for my child? Retrieved
from:
http://www.ncld.org/at-school/your-childs-rights/laws-protecting-students/what-is-fape-andwhat-can-it-mean-to-my-child
7
National Center for Learning Disabilities, Section 504 and IDEA Comparison Chart. Retrieved from:
http://www.ncld.org/at-school/your-childs-rights/iep-aamp-504-plan/section-504-and-idea-comparisonchart
Pacer Center for Children with Disabilities (2009). Least Restrictive Environment: A Simplified Guide to
Key Legal Requirements, Minneapolis, MN. Retrieved from: http://www.pacer.org/parent/php/phpc7.pdf
Wrightslaw, Special Education Caselaw. Retrieved from:
http://www.wrightslaw.com/caselaw.htm
Wrightslaw, Free and Appropriate Public Education, Retrieved from:
http://www.wrightslaw.com/info/fape.index.htm
Wrightslaw. Section 504 and IDEA: Basic Similarities and Differences. Retrieved on from:
http://www.wrightslaw.com/advoc/articles/504_IDEA_Rosenfeld.html
Session Three: Parental Rights and Resources
Session Goals:
Upon completion of this session the participant will be able to:
 Describe what Procedural Safeguards are under IDEA 2004 and identify how to locate their state’s
version on the web
 Describe how IEP and special education disputes can be resolved using the mechanisms mandated
by IDEA
 Identify the seven procedural safeguards that are most relevant to the majority of parents and how
they protect the rights of parents and their child with a disability
 Identify useful resources on the Common Core for Families
Webquest:
Search your state and town's special education website and find where the Parent's Rights brochure is
located. In addition, search the web and create a list of parent resources available in your town and state
especially resources on the Common Core.
Discussion Board:
Why are such strong protections in place for parents of students receiving special education? How did
this come to be and, in your opinion, is it a good thing? In your experience, are parents aware of the
protections afforded to them?
Readings:
Center for Parent Information & Resources, (2014). “The Common Core State Standards”. Retrieved
from: http://www.parentcenterhub.org/repository/commoncore/
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Education Northwest, (2011). “Spotlight on the Common Core State Standards.” Retrieved from:
http://www.readingrockets.org/pdfs/ccss-parents.pdf
Martin, Edwin, Reed Martin and Donna L. Terman, (1996). The Legislative and Litigation History of
Special Education, The Future of Children. Retrieved from:
http://futureofchildren.org/futureofchildren/publications/docs/06_01_01.pdf
National Dissemination Center for Children with Disabilities (2010). Parental Rights Under IDEA.
Retrieved from: http://nichcy.org/schoolage/parental-rights
National PTA, (2014). “Parents’ Guides to Student Success.” Retrieved from:
http://pta.org/parents/content.cfm?ItemNumber=2583&RDtoken=19918&userID=
Session Four:
The IEP Part I
Session Goals:
Upon completion of this session participants will be able to:
 Explain the special education eligibility determination process
 Explain parent’s rights related to the special education referral process
 Describe what access to the Common Core Standards really means for students receiving
special education.
 Describe what the Expanded Core Curriculum is and why it is necessary for students with
visual impairments
 Identify the nine content areas included in the Expanded Core Curriculum
Webquest:
Do a web search on the topic of the Common Core Standards for your state. What is the rationale for the
development of the standards? What are some things to consider for students who are visually impaired?
Discussion Board:
Of the 9 content areas in the ECC, choose the two content areas that you think are the most important for
students with vision impairment. Why do you think they are the most important areas? Explain why you
chose the two content areas you did.
Readings:
American Foundation for the Blind. Expanded Core Curriculum for Blind and VI Children and Youths.
Retrieved from:
http://www.afb.org/Section.asp?SectionID=44&TopicID=189&SubTopicID=4&DocumentID=2117
American Printing House for the Blind, Inc. “Common Core State Standards.” Retrieved from:
http://www.aph.org/ccss/
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Karger, J., & Hitchcock, C. (2003). Access to the general curriculum for students with disabilities: a brief
for parents and teachers. Wakefield, MA: National Center on Accessing the General Curriculum.
Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/brief_parents_teachers
Massachusetts Department of Elementary and Secondary Education (2012). Guidelines: For the
Specialized Assessment of Students with Visual Impairments, Retrieved from:
http://www.doe.mass.edu/sped/vision-guidelines/
National Association of Elementary School Principals. (2012) “Access to the Common Core for All.”
Retrieved from: http://www.naesp.org/principal-septemberoctober-2012-common-core/access-commoncore-all-0
National Dissemination Center for Children with Disabilities (2010). Evaluating Children for Disability.
Retrieved from: http://nichcy.org/schoolage/evaluation
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind.
DEAFBLINDNESS: EDUCATIONAL SERVICE GUIDELINES: The Evaluation Process. Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/final-evaluation-db-fact-sheet-cl.pdf
Path to Literacy. “The Common Core State Standards and Students with Visual Impairments.” Retrieved
from: http://www.pathstoliteracy.org/common-core-standards-and-students-visual-impairments
http://assistivetechnology.about.com/od/AccessibilityintheiPad/fl/Common-Core-State-Standards-for-Blindamp-Visually-Impaired-Students.htm
Session Five:
The IEP Part II
Session Goals:
Upon completion of this session, the participant will be able to:
 Describe the content that should be included in the Present Level of Educational Performance
section of the IEP
 Describe the content that should be included in Measurable Annual Goals and Short-Term
Objectives or Benchmarks and demonstrate the ability to write effective goals and
objectives/benchmarks
 Explain what the Service Delivery section of the IEP is and why it is important
 Explain what the term Related Service Needs refers to
 Identify the professional personnel needs of students who are visually impaired with additional
disabilities including deafblindness
Webquest: Search the web for sites that describe how to write measurable goals and objectives. Identify
the key components of goal writing and provide a summary and give examples. What is the difference
between a short term objective and a benchmark?
Review the service delivery and related services section of at least one student’s IEP. What services are
included? Is there a goal for each service? Do you think the IEP should include services that are not
10
listed? Why or why not? What evaluations have been conducted to support your position? What types of
professional support have you seen around students with visual impairments and additional disabilities?
Discussion Board: Using the content provided in the lecture and the information you gather from your
web search this week, write one goal and 4 objectives/benchmarks for one common core standard for a
student who is visually impaired and post your goal and objectives on the discussion board. Respond to
your classmates by providing observations and suggestions to maximize the effectiveness of their posted
goal and objectives/benchmarks.
Readings:
IDEAs that Work (2007). A Seven-Step Process to Creating Standards-Based IEP’s. Retrieved from:
http://www.ode.state.or.us/wma/teachlearn/commoncore/sevenstepprocesstocreatingstandardsbasedieps.pdf
Nebraska Department of Education (2012) Nebraska IEP Technical Assistance Guide. Retrieved from:
http://www.education.ne.gov/sped/technicalassist/IEP%20DOCUMENT.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011).
DEAFBLINDNESS: EDUCATIONAL SERVICE GUIDELINES: Developing an Effective IEP for
Children with Deaf-Blindness: A Parent Mini-Guide. Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/final-iep-db-mini-guide-cl.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011). IEP
Meeting Checklist for Parents of Children with Deaf-Blindness Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/%20http:/www.perkins.org/resources/educational-publications/deafblindness-educationalservice-guidelines/final-iep-db-meeting-checklist-for-parents-cl.pdf
Present Level of Educational Performance (2008). Retrieved from:
http://www.esu2.org/pages/ILCD/PLEPandGoalsHandout.pdf
Texas School for the Blind and Visually Impaired (2004). Is My Child Getting a Quality VI Program?
Retrieved from: http://www.tsbvi.edu/seehear/summer04/qpvi.htm
U.S. Department of Labor. Accommodating Students with Vision Impairments. Retrieved from:
http://www.dlcma.org/Resources/Education/EDU33%20Accom%20Students%20with%20Vision%20Impairments.htm
U.S. Department of Labor. Accommodating Students with Hearing Impairments. Retrieved from:
http://www.dlcma.org/Resources/Education/EDU34%20Accom%20Students%20with%20Hearing%20Impairments.htm
Virginia Department of Education, (2010). Guidelines for Working with Students Who Are Blind or
Visually Impaired in Virginia Public Schools. Retrieved from:
11
http://www.doe.virginia.gov/special_ed/disabilities/sensory_disabilities/visually_impaired_blind/visually
_impaired_guidelines.pdf
Wrightslaw, (2008). Game Plan: SMART IEPs. Retrieved from:
http://www.wrightslaw.com/info/iep.goals.plan.htm
Session Six:
The IEP Part III
Session Goals:
Upon completion of this session, the participant will be able to:
 Identify what Accommodations are related to the IEP and why it is important to document in the
IEP
 Identify what Specially Designed Instruction is and why it is important to document in the IEP
 Identify what Supplementary Aids and Supports are and why it is important to document in the
IEP
 Identify what Assistive Technology (AT) is, how a student’s AT needs are identified and why it is
important to document in the IEP
Webquest: Do a search related to supplementary aids and support, specially designed instruction and
accommodations for students with visual impairments and additional disabilities. Is there anything you
can add to the lists that have been provided for this session? Please post your additions. In addition,
submit a 1-2 page paper that includes the supplementary aids and support, specially designed instruction
and accommodations for the student that you wrote the goals and objectives/benchmarks and present level
of performance for in session five.
Discussion Board: What team members may have input related to Assistive Technology? Is it primarily
the technology teacher? Are there additional team members that may make recommendations in this
regard? Who are they and what types of AT might they recommend?
Readings:
Nebraska Department of Education (2012) Nebraska IEP Technical Assistance Guide. Retrieved from:
http://www.education.ne.gov/sped/technicalassist/IEP%20DOCUMENT.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011).
DEAFBLINDNESS: EDUCATIONAL SERVICE GUIDELINES: Developing an Effective IEP for
Children with Deaf-Blindness: A Parent Mini-Guide. Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/final-iep-db-mini-guide-cl.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011). IEP
Meeting Checklist for Parents of Children with Deaf-Blindness Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/%20http:/www.perkins.org/resources/educational-publications/deafblindness-educationalservice-guidelines/final-iep-db-meeting-checklist-for-parents-cl.pdf
12
Present Level of Educational Performance (2008). Retrieved from:
http://www.esu2.org/pages/ILCD/PLEPandGoalsHandout.pdf
Texas School for the Blind and Visually Impaired (2004). Is My Child Getting a Quality VI Program?
Retrieved from: http://www.tsbvi.edu/seehear/summer04/qpvi.htm
U.S. Department of Labor. Accommodating Students with Vision Impairments. Retrieved from:
http://www.dlcma.org/Resources/Education/EDU33%20Accom%20Students%20with%20Vision%20Impairments.htm
U.S. Department of Labor. Accommodating Students with Hearing Impairments. Retrieved from:
http://www.dlcma.org/Resources/Education/EDU34%20Accom%20Students%20with%20Hearing%20Impairments.htm
Virginia Department of Education, (2010). Guidelines for Working with Students Who Are Blind or
Visually Impaired in Virginia Public Schools. Retrieved from:
http://www.doe.virginia.gov/special_ed/disabilities/sensory_disabilities/visually_impaired_blind/visually
_impaired_guidelines.pdf
Session Seven:
The IEP Part IV
Session Goals:
Upon completion of this session, the participant will be able to:
 Articulate why students with disabilities must be included in statewide testing and how decisions
are made about their participation
 Describe what Extended School Year (ESY) services are and how it is determined that a student
receives ESY services
 Identify the age at which transition planning must begin and what information is included in the
IEP related to postsecondary transition
 Describe what Age of Majority is and why it is important for students with disabilities and their
parents
 Identify what IDEA requires related to measuring progress
 Understand PARCC and what will it means to students with disabilities.
Webquest: Create a PowerPoint that demonstrates your state’s requirements related to transition
planning. Be sure to include information about what information is included in the IEP and how it is
integrated into the document. Also include the requirements for transition assessment.
Discussion Board: What are your state’s requirements for participation in statewide assessments
(including PARCC)? Compare your state’s list of acceptable accommodations with the list on the
National Center on Educational Outcomes (NCEO) website at:
http://www.cehd.umn.edu/NCEO/OnlinePubs/AccommBibliography/AccomStudies.htm
Are there any discrepancies that stand out to you? What type of alternate assessment does your state
have?
Readings:
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Cortellia, Candace (2010). Services Beyond the School Year for Students with IEPS. The Advocacy
Institute. Retrieved /13 from: http://www.greatschools.org/special-education/legal-rights/658-servicesbeyond-the-school-year.gs?page=all
National Association of State Directors of Special Education. Secondary Transition Collection.
Retrieved from http://ideapartnership.org/index.php?option=com_content&view=article&id=1485
National Dissemination Center for Children with Disabilities. Age of Majority. Retrieved from:
http://nichcy.org/schoolage/iep/iepcontents/age-of-majority
National Dissemination Center for Children with Disabilities. Assessment and Accommodations.
Retrieved from: http://nichcy.org/research/ee/assessment-accommodations
National Dissemination Center for Children with Disabilities. Measuring and Reporting Progress.
Retrieved from: http://nichcy.org/schoolage/iep/iepcontents/progress
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011).
Transition to Adult Life for Youth with Deaf-Blindness: A Parent Mini-Guide. Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/%20http:/www.perkins.org/resources/educational-publications/deafblindness-educationalservice-guidelines/final-transition-db-mini-guide-cl.pdf
PARCC Accessibility Features and Accommodations Manual. Retrieved from:
http://www.parcconline.org/sites/parcc/files/PARCC%20Accessibility%20Features%20and%20Accomm
odations%20Manual%20November%202013.pdf
Partnership for Assessment of Readiness for College and Careers. Retrieved from:
https://www.parcconline.org/about-parcc
Summary of Weekly Topics and Assignments
Session
1
2
3
Topic(s)
What is
IDEA




Assignments Due
Pre-Post Test
Introduction
Webquest #1
Discussion Forum #1
Possible points
 4pts.
 2 pts.
 5 pts.
 5 pts.
Due Date
Legal
Issues
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Pre-Post Test
Webquest #2
Discussion Forum #2
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4 pts.
5 pts.
5 pts.
July 20
Parents
Rights &
Resources
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Pre-Post Test
Webquest #3
Discussion Forum #3
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4 pts.
5 pts.
5 pts.
July 27
July 13
14
4
5
6
7
IEP Part
I
IEP Part
II
IEP Part
III
IEP Part
IV
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
Pre-Post Test
Webquest #4
Discussion Form #4
Pre-Post Test
Webquest #5
Discussion Form #5
Pre-Post Test
Webquest #6
Discussion Form #6
Pre-Post Test
Webquest #7
Discussion Form #7
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4 pts.
5 pts.
5 pts.
4 pts.
5 pts.
5 pts.
4 pts.
5 pts.
5 pts.
4 pts.
5 pts.
5 pts.
August 3
August 10
August 17
August 24
POLICIES
Policy on Disability
If you need course adaptations or accommodations because of a disability, if you have emergency
medication information, or if you need other special arrangements please make an appointment at the
beginning of the course to talk with me. It is important that the issues relating to disabilities be discussed
with me as soon as possible.
Attendance and Participation
1. As an emerging professional, you are expected to attend every class session, to be on time, and to
communicate with the instructor regarding any absences. Absences and tardiness may result in a
permanent grade change. Attendance at all pre-practicum sessions is mandatory.
2. Participation in class discussions and cooperative groups is expected. All candidates are responsible
for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely
fashion demonstrates professional maturity and an ability to organize and manage time. Completion
of assigned reading is imperative to your individual development as a professional.
3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for
successful teaching and thus are factored into the final grade.
4. If you have questions for the instructor please post them in the Q&A forum found at the top of the
home page for the course. Your instructor will respond to any questions posted within 48 hours. This
is the best place to post all non-private questions that pertain to the course since other members of the
class will benefit from the answers as well.
5. The instructor will make every effort to check email frequently. However, please avoid any last
minute “crises” regarding any of your assignments by reviewing the requirements with sufficient time
to obtain clarification prior to the deadline.
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6. Participants are welcome to use the “email the class” feature. Please keep messages sent to the whole
class related to course content and maintain the same professionalism as you would in a face-to-face
class.
7. Participants often have the misperception that taking a course online is easier since they don’t have to
physically go to a classroom. While the convenience of “attending class” on your own schedule does
make taking an online course easier, this type of educational environment requires discipline to ensure
that you don’t get behind. This medium does give participants flexibility in attending class – it is
more convenient – not easier!
Grade Appeal
If you disagree with the evaluation of your work or believe an improper grade has been assigned, an
appeal may be followed. Please discuss the matter with the instructor and refer to the guidelines posted
on the www.perkinselearning.org/workshops home page.
Academic Integrity
Work submitted in fulfillment of course requirements must be solely that of the individual candidate and
all other sources will be cited appropriately.
Copyright Policy
You are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted
material without permission of the copyright owner is illegal. Such unauthorized copying may violate the
rights of the author or publisher. Perkins School for the Blind adheres to federal laws regarding use of
copyrighted materials.
READING AND RESOURCES
American Foundation for the Blind, Educating Students with Visual Impairments for Inclusion in Society:
A Paper on the Inclusion of Students with Visual Impairments Retrieved from:
http://www.afb.org/Section.asp?SectionID=44&TopicID=189&DocumentID=1344
American Foundation for the Blind. Expanded Core Curriculum for Blind and VI Children and Youths.
Retrieved from:
http://www.afb.org/Section.asp?SectionID=44&TopicID=189&SubTopicID=4&DocumentID=2117
American Printing House for the Blind, Inc. “Common Core State Standards.” Retrieved from:
http://www.aph.org/ccss/
Center for Parent Information & Resources, (2014). “The Common Core State Standards”. Retrieved
from: http://www.parentcenterhub.org/repository/commoncore/
Cortellia, Candace (2010). Services Beyond the School Year for Students with IEPS. The Advocacy
Institute. Retrieved from: http://www.greatschools.org/special-education/legal-rights/658-servicesbeyond-the-school-year.gs?page=all
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Courtade, Ginevra and Browder, Diane. Aligning IEPs to the Common Core State Standards. Attainment
Company Inc. 2011.
Dussault, William L.E., 2003. Children with Sensory Impairments and Special Education Issues, 2nd
National Academy for IDEA ALJs and Hearing Officers. Retrieved from:
http://www.law.seattleu.edu/documents/aljho/resources/DussaultChildImpairment.pdf
Education Northwest, (2011). “Spotlight on the Common Core State Standards.” Retrieved from:
http://www.readingrockets.org/pdfs/ccss-parents.pdf
Huebner, Kathleen Mary, Diane P. Wormsley, and Miss Garber, 2006. Student-Centered Educational
Placement Decisions: The Meaning, Interpretation, and Application of Least Restrictive Environment for
Students with Visual Impairments, Pennsylvania College of Optometry, Retrieved from:
www.stemvi.com/.../060528%20LRE%20Position%20Paper%20DVI.doc
IDEAs that Work (2007). A Seven-Step Process to Creating Standards-Based IEP’s. Retrieved from:
http://www.ode.state.or.us/wma/teachlearn/commoncore/sevenstepprocesstocreatingstandardsbasedieps.pdf
Karger, J., & Hitchcock, C. (2003). Access to the general curriculum for students with disabilities: a brief
for parents and teachers. Wakefield, MA: National Center on Accessing the General Curriculum.
Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/brief_parents_teachers
Martin, Edwin, Reed Martin and Donna L. Terman, (1996). The Legislative and Litigation History of
Special Education, The Future of Children. Retrieved from:
http://futureofchildren.org/futureofchildren/publications/docs/06_01_01.pdf
Massachusetts Department of Elementary and Secondary Education (2012) Guidelines: For the
Specialized Assessment of Students with Visual Impairments, Retrieved from:
http://www.doe.mass.edu/sped/vision-guidelines/
National Association of Elementary School Principals. (2012) “Access to the Common Core for all.”
Retrieved from: http://www.naesp.org/principal-septemberoctober-2012-common-core/access-commoncore-all-0
National Association of State Directors of Special Education. Secondary Transition Collection.
Retrieved from http://ideapartnership.org/index.php?option=com_content&view=article&id=1485
National Center for Learning Disabilities, What is FAPE and what can it mean for my child? Retrieved
from: http://www.ncld.org/at-school/your-childs-rights/laws-protecting-students/what-is-fape-andwhat-can-it-mean-to-my-child
National Center for Learning Disabilities, Section 504 and IDEA Comparison Chart. Retrieved from:
http://www.ncld.org/at-school/your-childs-rights/iep-aamp-504-plan/section-504-and-idea-comparisonchart
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National Dissemination Center for Children with Disabilities (2010). Parental Rights Under IDEA.
Retrieved from: http://nichcy.org/schoolage/parental-rights
National Dissemination Center for Children with Disabilities (2010). Evaluating Children for Disability.
Retrieved from: http://nichcy.org/schoolage/evaluation
National Dissemination Center for Children with Disabilities. Measuring and Reporting Progress.
Retrieved from: http://nichcy.org/schoolage/iep/iepcontents/progress
National Dissemination Center for Children with Disabilities. Age of Majority. Retrieved from:
http://nichcy.org/schoolage/iep/iepcontents/age-of-majority
National Dissemination Center for Children with Disabilities. Assessment and Accommodations.
Retrieved on 4/28/13 from: http://nichcy.org/research/ee/assessment-accommodations
National PTA, (2014). “Parents’ Guides to Student Success.” Retrieved from:
http://pta.org/parents/content.cfm?ItemNumber=2583&RDtoken=19918&userID=
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind.
DEAFBLINDNESS: EDUCATIONAL SERVICE GUIDELINES: The Evaluation Process. Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/final-evaluation-db-fact-sheet-cl.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011).
DEAFBLINDNESS: EDUCATIONAL SERVICE GUIDELINES: Developing an Effective IEP for
Children with Deaf-Blindness: A Parent Mini-Guide, Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/final-iep-db-mini-guide-cl.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011). IEP
Meeting Checklist for Parents of Children with Deaf-Blindness Retrieved:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/%20http:/www.perkins.org/resources/educational-publications/deafblindness-educationalservice-guidelines/final-iep-db-meeting-checklist-for-parents-cl.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011).
Transition to Adult Life for Youth with Deaf-Blindness: A Parent Mini-Guide. Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/%20http:/www.perkins.org/resources/educational-publications/deafblindness-educationalservice-guidelines/final-transition-db-mini-guide-cl.pdf
Nebraska Department of Education (2012) Nebraska IEP Technical Assistance Guide . Retrieved from:
http://www.education.ne.gov/sped/technicalassist/IEP%20DOCUMENT.pdf
Pacer Center for Children with Disabilities (2009). Least Restrictive Environment: A Simplified Guide to
Key Legal Requirements, Minneapolis, MN. Retrieved from: http://www.pacer.org/parent/php/phpc7.pdf
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PARCC Accessibility Features and Accommodations Manual. Retrieved from:
http://www.parcconline.org/sites/parcc/files/PARCC%20Accessibility%20Features%20and%20Accomm
odations%20Manual%20November%202013.pdf
Path to Literacy. “The Common Core State Standards and Students with Visual Impairments.” Retrieved
from: http://www.pathstoliteracy.org/common-core-standards-and-students-visual-impairments
http://assistivetechnology.about.com/od/AccessibilityintheiPad/fl/Common-Core-State-Standards-for-Blindamp-Visually-Impaired-Students.htm
Partnership for Assessment of Readiness for College and Careers. Retrieved from:
https://www.parcconline.org/about-parcc
Present Level of Educational Performance (2008). Retrieved from:
http://www.esu2.org/pages/ILCD/PLEPandGoalsHandout.pdf
Texas School for the Blind and Visually Impaired (2004). Is My Child Getting a Quality VI Program?
Retrieved from: http://www.tsbvi.edu/seehear/summer04/qpvi.htm
U.S. Department of Labor. Accommodating Students with Vision Impairments, Retrieved from:
http://www.dlcma.org/Resources/Education/EDU33%20Accom%20Students%20with%20Vision%20Impairments.htm
U.S. Department of Labor. Accommodating Students with Hearing Impairments, Retrieved from:
http://www.dlcma.org/Resources/Education/EDU34%20Accom%20Students%20with%20Hearing%20Impairments.htm
U.S. Department of Education (2007). A 25 Year History of the IDEA, Retrieved from:
http://www2.ed.gov/policy/speced/leg/idea/history.html
Virginia Department of Education, (2010). Guidelines for Working with Students Who Are Blind or
Visually Impaired in Virginia Public Schools. Retrieved from:
http://www.doe.virginia.gov/special_ed/disabilities/sensory_disabilities/visually_impaired_blind/visually
_impaired_guidelines.pdf
Wrightslaw, (2008). Game Plan: SMART IEPs. Retrieved from:
http://www.wrightslaw.com/info/iep.goals.plan.htm
Wrightslaw, Special Education Caselaw. Retrieved from: http://www.wrightslaw.com/caselaw.htm
Wrightslaw, Free and Appropriate Public Education Retrieved from:
http://www.wrightslaw.com/info/fape.index.htm
Wrightslaw. Section 504 and IDEA: Basic Similarities and Differences. Retrieved from:
http://www.wrightslaw.com/advoc/articles/504_IDEA_Rosenfeld.html
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Updated 4/30/14
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