Heartland Community College
Social & Business Sciences Division
Course Syllabus for Students Spring 2013
Course Prefix and Number: EDUC 105-01
Course Title: Students with Disabilities
Semester Credit Hours: 3
Days /Times Course Meets: M/W 9:30 – 10:45 am ICB 2706
Introduction: This course is an introduction to the current special education system in
America. It is designed to educate and prepare students who plan to continue their study in the
field of education. This course will cover a wide variety of topics including: learning disabilities;
mental retardation; behavioral and emotional disorders; impairments with speech, vision, and
hearing; physical disabilities; bilingual education; and gifted students. Students are encouraged
to approach the information presented with an open mind, and to realize that what they learn
relates to, and must be applied to, real people and children whose lives will be largely affected
by special education. A required component of this course includes having real life experiences
with an individual(s) with disabilities by observing/participating in a variety of activities/settings.
Catalog Description: This survey course provides an introduction to educating exceptional
students. Topics include the historical, philosophical and legal foundations in special education,
an overview of the fundamentals in the field of special education, the characteristics of
individuals with disabilities, the programs that serve them under the Individuals with Disabilities
Education Act (IDEA), and the diversity of the populations of individuals with disabilities. A
required component of this course includes having real life experiences with an individual(s)
with disabilities by either participating in the Heartland Peer Partners Program OR conducting
school observations in special education settings (OR other experiences as approved by your
instructor). A total of 15 field hours are required for this course.
Instructor Information:
Instructor Name: Karen Shaw
Phone Number: office phone (309) 268-8581
E-mail Address: Karen.Shaw@heartland.edu
Location of instructor’s office: ICB 2106 – located in the Social & Business Sciences Suite
Office Hours: Mon – Thurs. 9:00 – 9:30 am; Mon – Thurs 1:00 – 2:00 pm or by appointment
Required Course Materials:
Turnbull, et. al. Exceptional Lives: Special Education in Today’s Schools. 7th ed. Prentice
Hall. ISBN – 13: 978-0-13-282177-3
USB drive (will be used to store your electronic portfolio & other course materials)
Criminal Background Check/Fingerprinting Process:
Each student shall submit to a fingerprinting process and a criminal background check in
accordance with the state of Illinois School Code. A disqualifying result will prevent the student
from participating in the clinical component (required school observations) of this course.
(Failure to conduct required school observations means automatic failure of the course.)
Your instructor will inform students of the designated dates and times allotted in which they can
be fingerprinted. This process will occur on campus and has been paid for via course fees.
If a student has a concern about a criminal record they should speak privately with their
instructor regarding this matter.
Relationship to Academic Development Programs and Transfer:
This course will provide students with an overview of the unique place of special education in
the American Education System. It may be taken as a general elective. Refer to the IAI web page
at www.itransfer.org for more information.
Beliefs:
Academic Discipline: Education is an applied discipline in the truest sense. The collective
knowledge of professionals in this field is based on many theories but those only have value to
the extent that they succeed in practical application. The knowledge base that educators draw
upon in their practice has evolved from education-specific areas (e.g., curriculum, instructional
design, educational policy) as well as other fields that lend insight to students, schools and the
teaching/learning process (e.g., cognitive psychology, developmental psychology, sociology).
Student Learning: By practical definition, learning involves interaction between the learner
and the material to be learned - the more interaction the greater the learning potential. Your job
as a student is to: have the desire to learn; be prepared for class; actively participate during class;
and take responsibility for the learning process. It is the learner’s job to do the mental work
within the framework provided by the instructor.
Instructor’s Role: It is my job to orchestrate the learning and personal discovery for you
throughout this course. I will serve as a facilitator of, model for, and a resource to your learning.
My role is to plan the insightful learning activities, structure the learning environment, provide
quality feedback to the learner, and help learners discover where to find assistance when needed.
It is my role as the instructor’s to “set students up” for success and direct the learning process.
Course Objectives/Standards: [Based on Illinois Professional Teaching Standards (IPTS)]
There are two levels that correspond to the standards/indicators identified below:
Introduced: Concepts/materials are covered at a beginning level of knowledge and/or skill.
Met: Concepts/materials are covered at a proficient level of knowledge and/or skill.
Learning Outcomes
Understand how a student’s disability affects
processes of inquiry and influences patterns of
learning.
GE
Code
Method(s) of
Assessment
Exam, Class
Discussion
*IPTS
1E Introduced
Know the impact of cognitive, emotional, physical, and
sensory disabilities on learning and communication
processes.
Understand the areas of exceptionality in learning as
defined in the Individuals with Disabilities Act (IDEA)
and the State Board’s rules for Special Education
(23III.Adm. Code 226)
Understand how students’ learning is influenced by
individual experiences, talents, and prior learning, as
well as language, culture, family, and community values
Understand personal cultural perspectives and biases and
their effects on one’s teaching
Exam, In-Class
Assignment, Class
Discussion
Exam, In-Class
Assignment, Group
Project
2F Introduced
3A Introduced
D1
Exam, Class
Discussion
3C Introduced
D1,
D2
Exam, Reflection
Paper, Class
Discussion
Exam, Group
Project
3F Introduced
Exam, In-Class
Assignment
9G Introduced
Exam, Paper
10A Introduced
10D Introduced
C1
Understand concerns of parents of individuals with
disabilities and know appropriate strategies to collaborate
with parents in addressing these concerns
Understand roles of individuals with disabilities, parents,
teachers, and other school and community personnel in
planning individualized education programs for students
with disabilities
Understand that reflection is an integral part of
professional growth and improvement of instruction
Understand teachers’ attitudes and behaviors that
positively or negatively influence behavior of individuals
with disabilities
Understand legal issues in education
Be familiar with the rights of students with disabilities
Know the roles and responsibilities of teachers, parents,
students, and other professionals related to special
education
Know identification and referral procedures for students
with disabilities
Demonstrate positive regard for individual students and
their families regardless of culture, religion, gender,
sexual orientation, and varying abilities
Assess his or her own needs for knowledge and skills
related to teaching students with disabilities and seeks
assistance and resources
Course Content/Topics:
1. What is a Disability?
Classification and Labeling
D1,
D4
Exam, Class
Discussion, In-Class
Assignment
Exam, Group
Project
Exam, Research
Project
Exam, Class
Discussion, In-Class
Assignment
Exam, In-Class
Assignment
Exam, Class
Discussion, Paper
Reflection Paper,
Class Discussion
9F Introduced
11D Introduced
11 F - Met
11G Introduced
11H Introduced
3N Introduced
10 I Introduced
2. Perspectives of Special Education
History
Philosophy
Families
Diversity
3. Litigation and Legislation
IDEA
Legal Terms
4. Characteristics and Impact of Disabilities in Learning, Communication & Behavior
Categories of Disabilities:
 Learning Disabilities
 Autism
 Traumatic Brain Injury
 Speech Communication/Communication Disorders
 Physical Disabilities
 Mental Retardation
 Blind and Visually Impaired
 Deaf and Hard of Hearing
 Emotional Disturbance
 Behavior Disorders
 Other Health Impairments (ADHD, Diabetes, Cancer, Sickle Cell, etc)
 Multiple Disabilities
 Severe Disabilities
5. Students with Disabilities in a General Education Class
Inclusion & IDEA
Collaboration
6. Eligibility, Referral and Continuum of Services
What is the process?
7. Roles and Responsibilities
Teachers (Special Ed & Regular Ed)
Parents/Guardians
A major component of EDUC 105 (& a state requirement for this course) is that you have
experiences with those who have disabilities. (15 hours) You may select to participate in a
variety/combination of the following:
1. conduct 5 hours of field observations in the schools in special education settings
(similar to the observations in EDUC 101)
AND
2. observe and/or become involved in another activity or setting (such as the HCC
HALO Program or Penguin Project or Special Olympics or S.O.A.R.) for a total of 10
hours
OR
3. become a Peer Partner (you are paired with a college student who has a disability &
will spend time with them throughout the semester).
Methods of Instruction:
In this course you will be engaging in the learning process in a variety of ways. Class discussion,
group work, presentations, demonstrations/simulations, critical thinking activities, selfevaluation and computer assignments will be used. Regardless of your learning preferences,
students who seek to learn and maintain active involvement with course material will achieve the
greatest levels of knowledge, personal growth, and success.
Methods of Evaluation (Assignments, Tests & Grading System):
Multiple means of assessing and evaluating student learning will be use throughout the semester.
These include, but are not limited to: journals, self-assessment activities, written assignments,
homework, projects, and tests. Each assignment will count toward one of the several components
of the final grade, each carries a different weight toward the 1,200 points total. The components
and their relative weights are listed below. Students should be advised that midterm grades will
be calculated using proportional percentages of the components completed by that time in the
semester.
The following is a breakdown of total point assigned:
Class Attendance & Participation = 200 pts
Homework
= 100 pts.
Short Papers
= 100 pts
Various Projects
= 200 pts
Chapter Tests
= 300 pts
Required Experiences Project
= 200 pts
Final Project/Presentation
= 100 pts
Total possible points for EDUC 105 = 1,200 pts
Letter grades will be assigned according to the following grading scale:
100 – 90 = A
89 – 80 = B
79 – 70 = C
69 – 60 = D
59 or less = F
Class Participation & Attendance:
Class participation is absolutely essential in EDUC 105. Students who don’t attend class are not
able to learn from class discussions and activities, and often hinder the learning process of others
in the class. Credit for participation is awarded for in-class activities, as well as for attendance.
Because participation and attendance are so important for the successful completion of this class,
a “future teachers’ attendance policy” will be followed throughout the semester. You will be
asked to “sign off” on this policy stating your understanding and ultimate compliance of it. (see
separate paper)
Our attendance policy is as follows:
Students in EDUC 105 will be allowed 2 excused absences during the course of this semester.
You will receive 1 “sick day” and 1 “personal leave day”. This means that you will not be
penalized for being absent from class for up to 2 days during the semester. If you are absent for
more than 2 days you will be “docked”. This means that you will lose points from your final
grade for lack of class participation & attendance. If no days are used (you don’t miss any or less
than 2 class sessions) you will receive bonus points for the unused days toward your final grade.
Each day of class is worth 10 points.
**If you are a student athlete or student representative in a college sanctioned event, you will be
“excused” from classes missed due to that involvement with proper notification to your instructor and
following all of the guidelines as spelled out in the Policy for the Equitable Treatment of Students
Participating in College-Sponsored Events document.
Students who miss six classes or more prior to midterm will be withdrawn by the instructor
at midterm. Following midterm, students who wish to drop are responsible for
withdrawing themselves – see your academic advisor. Note Heartland’s policies, procedures
and deadlines for withdrawing from courses.
Assignment Deadlines & Make-up Tests:
Deadlines & due dates for all assignments, projects, and tests will be clearly defined by the
instructor in writing and verbally in class. Assignments should be completed and turned in on or
before the due date – if an absence occurs then the assignment is due the very next class session.
All assignments are due the day of the unit/chapter test. NOTHING from the first half of
the semester will be accepted for credit after the midterm point. If you miss a chapter test
you can arrange a time with the instructor to take a make-up test in the Testing Center.
Required Writing and Reading:
This course requires approximately 40 – 50 pages of reading per week. A minimum of 15 pages
of college level writing is required in this course. Writing assignments include papers of various
lengths, essay & short answer questions on tests, and various projects as deemed appropriate by
the instructor.
Extra Credit:
Extra credit opportunities may be offered during the semester and will be available only to those
students who are attending class and completing assignments. The opportunities will be made
available to all students and explained in detail (verbally & in writing).
Incompletes:
ONLY in extreme situations will you be granted an incomplete in this course. If this becomes
absolutely necessary, as deemed by the instructor, the College guidelines on Incompletes will be
followed. (see HCC catalog)
Student Conduct:
Students are expected to work cooperatively with one another and the instructor to enable the
maximum amount of learning to occur; any behavior interfering with learning is considered
disruptive. This type of behavior will not be tolerated! Students engaging in disruptive behavior
will be subject to all HCC “Student Conduct Policies” (see HCC Student Handbook)
*Please Note:
1. Turn off (or set to vibrate) all cell phones when class begins. If you do receive a call during
class and it is urgent please step into the hall to conduct your business.
2. No Texting During Class! Don’t be rude to the instructor or your fellow classmates.
3. If you are using a laptop computer in the classroom during class please make sure you are
using it for class materials and purposes only- please do not check your email or Facebook or
surf the web during class.
For the above infractions you will be warned the first time you are caught by the instructor
and asked to leave class the second time.
Using the HCC Portal:
Just a reminder that to access Blackboard, IRIS, and your Heartland student email, you will need
to log into myHeartland at http://myHeartland.edu Please use your myHeartland email address
when corresponding with me -this will ensure that you email is received and not deleted as spam.
Notice of Cancelled Class Sessions:
Cancelled class sessions, for all HCC classes, will be listed under Cancelled Class Meetings in
the A-Z Index and under Academic Information in the Current Students page on the HCC
Website. Go to http://www.heartland.edu/classCancellations/ to learn what classes have been
cancelled for that day or upcoming week. Be sure to check the last column, which might contain
a message from the instructor.
Student Evaluations:
During the final 3 weeks of the semester, all students are encouraged to complete a course
evaluation for all of the courses you are taking this semester. More information about evaluations
will be provided in class and via e-mail.
Syllabi disclaimer:
The conditions and guidelines outlined in this course syllabus are subject to change as per the
instructor. Minor adjustments will be announced in class, while major changes will be distributed
in writing and appended to this syllabus.
*Key Calendar Dates:



Mon. Jan 21 MLK Holiday – No Classes (College closed)
Midterms – March 4 – 8
Spring Break – March 11 -15
 OUR FINAL: Wed. May 15 @ 8:00 am
Unit 1 Class Schedule
Welcome to EDUC 105 - Let’s Begin!
*Introduction & Class Orientation
* Course Syllabi & Attendance Policy
Additional Topics Discussed:
 Special Education Observations/Peer Partners/Other Experiences
In-Class Activity:
 “What do you know?” “What do you want to know?”
Ch. 1 “Overview of Today’s Special Education”
* Read Ch. 1 (p. 1 – 27)
 review & discussion of chapter
 “Who is…?” assign. [due on or before Wed. Jan. 30]
 Chapter Assessment & Analysis assign. [due on or before Wed. Jan. 30]
 In class Group Activity (6 Principles): [we will do in class on Wed. Jan 23]
 Special Education & the Laws Assignment (see handout) [due Mon. Jan 28]
** Test #1 (chapters 1 & 2) on Wed. Jan. 30**
**Additional Notes:
*No Class on Monday, Jan. 14 = MLK Holiday (College Closed)
Unit 2 Class Schedule
Ch. 2 “Ensuring Progress in the General Curriculum Through
Universal Design for Learning & Inclusion”
* Read Ch. 2 (p. 28 - 51) in textbook





class review & discussion
“Who is…?” Ch. 2 (due on or before Wed. Jan.30 )
Chapter Assessment & Analysis assign. (due on or before Wed. Jan 30 )
Inclusion Assignment (see handout) (due on Wed. Jan 30 – we’ll share in class)
Video “Sean’s Story” (will view in class & discuss) (short writing assignment – due on
or before Wed. Jan 30)
** Test #1 (chapters 1 & 2) on Wed. Jan. 30**
**Additional Notes:
*Your instructor will provide you with specific information regarding observations &
other activities/experiences.
Unit 3 Class Schedule
Ch. 3 “Issues and Responses in Today’s Culturally Diverse Schools”
* Read Ch. 3 (p.52- 79) in textbook
 class review & discussion of chapter
 Ch. 3 “Who is…?” assign. (due on or before Wed. Feb 13)
 Chapter Assessment & Analysis assign. (due on or before Wed. Feb 13)
 Culturally Responsive Teaching Project (see handout for instructions) = (project due–
Mon. Feb 11 - we’ll share them in class)
** Test #2 (chapters 3 & 4) on Wed. Feb 13**
**Additional Notes:
*Information on Electronic Portfolio (handout & instructions)
Unit 4 Class Schedule
Ch. 4 “Today’s Families and Their Partnerships with Professionals”
* Read Ch. 4 (p. 80 - ) in textbook
 class review & discussion of chapter
 Ch. 4 “Who is…?” assign. (due on or before Wed. Feb 13)
 Chapter Assessment & Analysis assign. (due on or before Wed. Feb 13)
 Parent Interview Assignment (see handout) (we will briefly share your findings in class)
(due Wed. Feb 13)
** Test #2 (chapters 3 & 4) on Wed. Feb 13**
**Additional Notes:
Unit 5 Class Schedule
Ch. 5 “Understanding Students with Learning Disabilities”
* Read Ch. 5 (p. 104 - 125) in textbook
 class review & discussion of chapter (powerpoint notes)
 “Who is…?” assign. (due on or before Mon. March 4)
 Chapter Assessment & Analysis (due on or before Mon. March 4)
 LD Assignment (due Wed. Feb 28)
 “How Can This Be So Difficult?” Understanding LD Video (video shown in class &
discussed plus a short writing assignment to be completed) (due by Mon. March 4)
 LD Simulations (in class activities)
 Disability Chart (see handout) [on-going project due at end of semester]
** Chapter 5 “Take Home Test” = due Mon. March 4**
**Additional Notes:
*You should be continuing to work on meeting with your Peer Partner or scheduling &
conducting your observations or participating in other experiences! See me if you have
questions or problems.
Unit on IEPs & RTI & D. I. / Class Schedule
We’ll spend the week learning more about IEPs & RTI.

IEPs (Individualized Education Plan)= What are they (specifically)? What does one
look like? What types of things are in an IEP? What do teachers do to develop one? How
do teachers follow/update one?

RTI (Response to Intervention) = What is it? Why is it important for teachers? How
will this impact me as a teacher? What are the specifics?

D.I. (Differentiated Instruction) = What is it? What do teachers need to understand
about it? How does this work in the classroom?
*See assignment sheet for instructions.
*No Test for this Unit
Brief Presentations by Students due on Wed. March 6
**Additional Notes:
*There will be no midterm test. Grades will be determined from assignments and tests from
week one through this project.
*Spring Break Week = March 11-15
Unit 6 Class Schedule
Ch. 6 “Understanding Students with Communication Disorders”
* Read Ch. 6 (p.126 - 149) in textbook
 class review & discussion of chapter
 “Who is…?” assign (due on or before Wed. March 27)
 Chapter Assessment & Analysis (due on or before Wed. March 27)
 Communication Disorder Poster Project (due Mon. March 25) (We will showcase in
class)
 Disability Chart (on-going)
** Chapter 6 “Take Home” Test due Wed. March 27**
**Additional Notes:
Unit 7 Class Schedule
Ch. 7 “Understanding Students with Emotional or Behavioral Disorders”
* Read Ch. 7 (p.150 - 171) in textbook
 class review & discussion of chapter
 “Who is…?” assign (due on or before Mon. April 8)
 Chapter Assessment & Analysis (due on or before Mon. April 8)
 Conflict Resolution Activity (see handout) (we’ll share/do these in class) (due Wed.
April 3)
 Disability Chart (on going assignment)
** Chapter 7 “Take Home” Test due Mon. April 8**
**Additional Notes:
Unit 8 Class Schedule
Ch. 8 “Attention Deficit – Hyperactivity Disorder (ADHD)”
* Read Ch. 8 (p. 172 - 193)
 class review & discussion of chapter
 “Who is…?” assign. (due on or before Mon. April 15)
 Chapter Assessment & Analysis (due on or before Mon. April 15)
 ADHD Assignment (see handout) (due Wed. April 10)
 Disability Chart (on-going)
**Chapter 8 “Take Home” Test due back Mon. April 15**
**Additional Notes:
Unit 9 Class Schedule
Ch. 9 “Intellectual Disability”
* Read Ch. 9 (p.194-217)
 class review & discussion of chapter
 “Who is…?” assign. (due on or before Wed. April 24)
 Chapter Assessment & Analysis (due on or before Wed. April 24)
 Intellectual Disabilities Search Assignment (see handout) (due Mon. April 22)
 Disability Chart (on-going)
**Chapter 9 “Take Home” Test due back Wed. April 24**
**Additional Notes:
Ch. 11 Class Schedule
Ch. 11 “Understanding Students with Autism”
* Read Ch. 9 (p.300 - 330) in textbook
 class review & discussion of chapter (powerpoint notes)
 “Who is…?” assign (due on or before Wed. May 1)
 Chapter Assessment & Analysis (due on or before Wed. May 1)
 Autism Assignment (see handout) (due on Mon. April 29)
 Disability Chart (on-going assignment)
** Chapter 11 “Take Home” Test due back Wed. May 1**
End of Semester Information & Due Dates:
* Movie Review Day (Due Wed. May 1 = we will share in class)
* Summary Reports on Experiences with Individuals with Disabilities (see
handout for specific instructions) DUE Monday May 6
*Disability Charts (put directly in electronic portfolio)
***
ALL assignments/makeup work due by Mon. May 6
NOTHING will be accepted after this date
Final Project (No final exam/test)
(Project with Presentations to be done during Final Exam time)
See handout sheet on specific requirements for the project & presentation.
Final: Wed. May 15 @ 8:00 am