COURSE SYLLABUS
EDAD 5340 SPECIAL POPULATIONS AND SPECIAL PROGRAMS
WAYLAND BAPTIST UNIVERSITY
WINTER TERM: NOV 11, 2013 – FEB 15, 2014
WBU Mission: Wayland Baptist University exists to educate students in an academically
challenging and distinctively Christian environment for professional success, lifelong learning
and service to God and humankind.
COURSE NUMBER AND TITLE: EDAD 5340 Special Populations and Special
Programs
CLASS TIME: Virtual Campus
TERM AND DATES: Winter 2013, (November 11, 2013 – February 15, 2014)
OFFICE HOURS: Call anytime between 7:00 a.m. and 9:30 p.m. Central Time (If I don’t
answer, please leave a detailed message and I will get back with you as soon
as possible.)
INSTRUCTOR:
Dr. Dennis Grover
Adjunct Professor
214-773-7239 (cell)
dennis.grover@wayland.wbu.edu or dgrover@mesquiteisd.org
CATALOG COURSE DESCRIPTION:
Study is made of special programs offered in public schools including special and compensatory
education, bilingual and ESL education, adult and continuing education, vocational and technical
education, and gifted and talented education.
REQUIRED RESOURCE MATERIALS:
A. Sunderman, G., Kim, J., & Orfield, G. (2005). NCLB meets school realities: Lessons from the Field.
Thousand Oaks, CA: Corwin Press. ISBN: 9781412915557.
B. McLaughlin, M. (2009). What every principal needs to know about special education. 2nd Edition.
Thousand Oaks, CA: Corwin Press. ISBN 9781412964166.
C. Texas Education Agency, Chapter 89
(http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=2&ch=89)
D. Access to WBU Learning Resources – www.wbu.edu/lrc
COURSE OUTLINE: See the last section of the syllabus.
COURSE REQUIREMENTS: I place great value on professionalism. Professionalism is a key
component to being an effective administrator, and this semester is your opportunity to
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demonstrate professionalism... Additionally, because it is so important for administrators to
effectively communicate ideas to colleagues, parents, and teachers, writing clear and error-free
English is a priority at Wayland Division of Education. Therefore, your ability to express your
knowledge of educational concepts and theories within the conventions of academic discourse
will be assessed through both presentations and written assignments. Criteria for evaluation will
be based on both content and mechanics. Integration of information from readings, discussions,
and field experiences will be taken into consideration as will correct and appropriate format and
construction of the following assignments:
 Chapter Discussion Questions – 11 wks. @ 20 pts ea.
=
220
 Law Case Studies – 3 @ 50 points each
=
150
 Electronic Portfolio – 1 @ 600 pts.
=
600
o TOTAL POSSIBLE POINTS
=
970
970
872
775
678
873
776
679
582
Less than 581
=
=
=
=
=
A
B
C
D
F
COURSE OUTCOMES:
The candidate will investigate the various programs for special populations. The student will
develop strategies to examine problems from various view points of the teacher/principal,
students and parents in these programs. The candidate will develop a brochure that could be used
with the community to highlight the curricular strengths of these programs.
INSTRUCTIONAL METHODS AND ACTIVITIES
The delivery system for the course will consist of face-to-face instruction supplemented by
Blackboard interactions. In an effort to accommodate the specific needs of students, instructional
methods may include, but will not be limited to, the following: lectures, small group interactions,
discussion groups, cooperative learning, peer reviews, presentations, demonstrations, practice,
and observations. Independent study and reading are essential elements of this course because
each student will construct an individualized Unit for future use in the classroom.
EVALUATION: University Grading System:
A
90-100
Cr
for Credit
B
80-89
NCR No Credit
C
70-70
I
Incomplete*
D
60-69
W
for withdrawal
F
below 60
WP Withdrawal Passing
WF Withdrawal Failing
X
No grade given
IP
In Progress
A grade of “CR” indicates that credit in semester hours was granted but no grade or grade points
were recorded.
*A grade of incomplete is changed if the work required is completed prior to the date indicated
in the official University calendar of the next long term, unless the instructor designates an
earlier date for completion. If the work is not completed by the appropriate date, the I is
converted to the grade of F. An incomplete notation cannot remain on the student’s permanent
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record and must be replaced by the qualitative grade (A-F) by the date specified in the official
University calendar of the next regular term.
COURSE GRADING CRITERIA: All assignments are due as noted on course calendar unless
otherwise announced. All assigned work must be word processed. Assignments not completed
on time will reflect a lowered grade of 10% deduction per day minimum. Late work will not be
accepted after 7 calendar days.
ACADEMIC HONESTY: Wayland "expects students to be honest in all of their academic
work. By enrolling, students agree to adhere to the highest standards of academic honesty and
integrity and understand that failure to comply with this pledge may result in academic and
disciplinary action."
“Plagiarism — The attempt to represent the work of another, as it may relate to written or
oral works, computer-based work, mode of creative expression (i.e. music, media or the visual
arts), as the product of one's own thought, whether the other's work is published or unpublished,
or simply the work of a fellow student. When a student submits oral or written work for credit
that includes the words, ideas, or data of others, the source of that information must be
acknowledged through complete, accurate, and specific references, and, if verbatim statements
are included, through use of quotation marks as well. By placing one’s name on work submitted
for credit, the student certifies the originality of all work not otherwise identified by appropriate
acknowledgements. A student will avoid being charged with plagiarism if there is an
acknowledgement of indebtedness. Examples include:
1. Quoting another person's actual words.
2. Using another person's idea, opinion, or theory, even if it is completely
paraphrased in one's own words.
3. Drawing upon facts, statistics, or other illustrative materials — unless the
information is common knowledge.
4. Submitting a paper purchased from a term paper service as one's own work.
5. Failing to accurately document information or wording obtained on the World
Wide Web.
6. Submitting anyone else's paper as one's own work.
7. Violating federal copyright laws, including unauthorized duplication and/or
distribution of copyrighted material.
8. Offering, giving, receiving or soliciting of any materials, items or services of
value to gain academic advantages for yourself or another.”
Source: http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag
Disciplinary action for academic misconduct is the responsibility of the faculty members
assigned to the course. The faculty member is charged with assessing the gravity of any case of
academic dishonesty, and with giving sanctions to any student involved. Penalties may be
applied to individual cases of academic dishonesty. See catalog for more information about
academic dishonesty.
PERSONS WITH DISABILITIES: It is University policy that no otherwise qualified person
with disabilities be excluded from participation in, be denied the benefits of, or be subject to
discrimination under any educational program or activity in the University. It is the
responsibility of the student to disclose and to provide documentation pertaining to the disability
so that appropriate modifications may be made.
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EDAD 5340 (Virtual Campus)
Tentative Course Outline—I reserve the right to amend the tentative course outline as needed during the course.‫٭‬
Date/Week
Classwork
Reading Assignment
Nov 11 – 17
Introduction
Read Section I –
McLaughlin
Nov 18 – 24
Creating Quality Special Education:
Understanding the Basics of Special
Education
Read Ch. 1 – Sunderman
Answer Week 2
Discussion Questions
Nov 25 –
Dec 1
When Federal Power is Expanded: The
Politics of Implementing the No Child Left
Behind Act
Read Ch. 2 – Sunderman
Answer Week 3
Discussion Questions
*Section #1 of Electronic
Portfolio
Dec 2 – 8
Test-Based Accountability and the
Achievement Gap
Read Section 2 –
McLaughlin
*Submit Section #1 of
Electronic Portfolio
Answer Week 4
Discussion Questions
Law Case #1
Dec 9 – 15
Creating Quality Special Education: The
Foundation
Answer Week 5
Discussion Questions
Jan 2 – 12
Does NCLB Provide Good Choices for
Students in Underperforming Schools?
Read Chapter 3 –
Sunderman
*Law Case #1 Due
Read Chapter 4 –
Sunderman
Jan 13 – 19
School district Experience With
Supplemental Educational Services
Read Section 3 –
McLaughlin
*Submit Section #2 of
Electronic Portfolio
Answer Week 7
Discussion Questions
Law Case #2
Jan 20 – 26
Creating Quality Special Education: The
Context
Read Ch. 5 – Sunderman
*Law Case #2 Due
Answer Week 8
Discussion Questions
Law Case #3
Jan 27 – Feb
2
Listening to Teachers: Classroom Realities
and NCLB
Read Ch. 6 – Sunderman
*Law Case #3 Due
Answer Week 9
Discussion Questions
*Section #3 of Electronic
Portfolio
Feb 3 – Feb
9
Graduation Rate Accountability Under the
No Child Left Behind Act
Read Ch. 7 – Sunderman
*Submit Section #3 of
Electronic Portfolio
Answer Week 9
Discussion Questions
Feb 10 – 15
Conclusion: Rethinking No Child Left
Behind
*Submit Final, Completed
Electronic Portfolio –
include info on CATE and
Adult Education
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Products Due
Next Session
Answer Week 1
Discussion Questions
Answer Week 6
Discussion Questions
*Section #2 of Electronic
Portfolio
Directions for Discussion Questions
EDAD 5340
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Chapter Discussion Questions will be posted weekly under the link entitled “Discussion
Board” on Blackboard – left hand side of the screen.
Questions will come from material in both required textbooks AND from Texas School
Law/Texas Education Agency. You can purchase a hard copy of this law book, or you
can access the law online, whichever suits your learning style.
You are required to answer the questions for each week, It is not a requirement to
respond to discussion threads as well as respond to a minimum of two posts made by
your peers.
I expect the usage of proper grammar, proper spelling, and proper punctuation. Please
consider this a practice in professional communication – check your responses for
grammatical and spelling errors prior to submitting.
Grading Rubric
Discussion Questions

Answers are worth 20 points per week, totaling 220 points. The following criteria will
determine your grade:
o Submission on time as per syllabus course schedule
5 pts.
o Did you answer the questions correctly?
5 pts.
o Proper usage of grammar, spelling, & punctuation?
10 pts.
o TOTAL POSSIBLE POINTS
20 pts.
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EDAD 5340
Directions for Law Case Reviews
3 @ 50 Points Each = 150 Points






Locate three (3) CURRENT Law Cases, 1 dealing with Special Education, 1 dealing with
Gifted & Talented Education, and 1 dealing with Bilingual Education, that occurred
within the last 5 years.
Read the court cases completely, analyzing their content as you read them. *It is
recommended that you take notes while reading the court cases, because they are often
very wordy and hard to understand.
Use your notes to write a synopsis of the court case. Identify BOTH parties in the case,
tell WHY there is a lawsuit in progress, and then tell the ruling of the judge at the end of
the case. Tell the states/counties,/cities/school districts involved.
After summarizing the court case, tell YOUR opinion of the case and how it turned out.
Point out strengths and weaknesses of the parties involved and how YOU would’ve ruled
in each particular case.
Type your document in Microsoft Word and submit to the instructor via email
(dennis.grover@wayland.wbu.edu).
Due Dates:
o #1 Due December 10 – 16, 2012 (anytime during that week)
o #2 Due January 21 – 27, 2013
o #3 Due January 28 – February 3, 2013
Grading Rubric for Law Case Reviews



Date of Publication – Was it published during the last 5 years?
Synopsis of the Court Case – Did you tell what it was about?
Grammar, Spelling, Mechanics, Punctuation?
o TOTAL POSSIBLE POINTS
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10 pts.
20 pts.
20 pts.
50 pts.
Directions for Electronic Portfolio
EDAD 5340
Worth 600 pts.
Due Date – Section #1 Dec. 3 – 9, 2012
Section #2 Jan 14 – 20, 2013
Section #3 Feb 4 – 10, 2013
FINAL COMPLETED PORTFOLIO DUE NO LATER THAN Feb 11 – 16, 2013!!!!!!



Section 1 – Special Education
o In this section of your portfolio you need to include EVERYTHING you think a
principal might need to know about Special Education and how it impacts the
running of a school.
o Some of the things to consider putting in this section include:
 Common definitions used in special education
 Laws that govern special education and what they affect.
 Information about inclusion vs. pull out/resource room programs
 Related services and what they include
 Parental rights in regard to special education
 Labeling and exceptionality: What are the 13 exceptionalities covered
under federal law and how will you service them in your school?
 Funding – How does it work and what will you do with this money?
o Once you’ve compiled your information, create a PowerPoint slide show that will
showcase your collection of materials. I recommend setting this up as if you were
going to present an in-service to your teachers, telling them everything they need
to know about special education.
Section 2 – Bilingual Education and ESL/ELL Programs
o In this section of your portfolio you need to include EVERYTHING you think a
principal might need to know about Bilingual Education and ESL/ELL Programs
and how they impact the running of a school.
o Some of the things to consider putting in this section include:
 How are students identified and labeled for these services?
 Laws that regulate these services and what you as a principal need to
know about them.
 How much time will students spend in this program and how long are they
allowed to participate before being exited?
 Funding for these programs and what is the principal’s role in allocating
these funds?
 Terminology associated with these programs and how you will incorporate
this into your teacher training sessions.
o Once you’ve compiled your information, create a PowerPoint slide show that will
showcase your collection of materials. I recommend setting this up as if you were
going to present an in-service to your teachers, telling them everything they need
to know about bilingual education, ESL, and ELL.
Section 3 – Gifted and Talented Programs
o In this section of your portfolio you need to include EVERYTHING you think a
principal might need to know about Gifted and Talented Education and how this
will impact your administration of a school.
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o Some of the things to consider putting in this section include:
 What are the State requirements for placing students in the GT program?
 Where does the funding come from and who is in charge of allocating said
funds?
 What types of programs can be created for students in GT, including your
own expectations for them? Include as many possibilities as you can
come up with?
 How much time do students spend in GT and who teaches the program?
 What is your ideal GT program and how will you go about implementing
this in your school?
o Once you’ve compiled your information, create a PowerPoint slide show that will
showcase your collection of materials. I recommend setting this up as if you were
going to present an in-service to your teachers, telling them everything they need
to know about Gifted and Talented Education.
Rubric for Grading Portfolio Sections
EDAD 5340
Each Section is worth 200 pts = 600 pts. Total

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Did student cover the topic at hand?
Creativity of slides and content?
Grammar, spelling, & punctuation
Backgrounds, borders, ClipArt
 TOTAL POSSIBLE POINTS
8
-
50 pts.
50 pts.
50 pts.
50 pts.
200 pts.