State University of New York
Graduate School of Education
FALL 2012
Special Education for Content Area Teachers
SPED 500-01
Instructor:
Office:
Phone:
E-Mail:
Suzanne M. Lachman
TBA
(607) 642-8744 (H)
(607) 777-2727 (leave message)
slachman@binghamton.edu
Class Times:
Thurs. 4:25-7:00 PM
Meeting Place: FA-348
Office Hours:
Thurs. 7:00-8:30 PM
(Appointment please; other days/times
available by prior arrangement)
Course Perspective:
Special Education for Content Area Teachers (SPED 500) will focus primarily on introducing
content area teachers for grades 7-12 to the current legal, educational, social, theoretical and
research foundations for special education services and practice in public schools.
The course introduces course participants with core understandings and strategies that general
education teachers at the secondary level need to effectively teach students with high-incidence
disabilities in inclusive environments. Topics to be explored will include historical and legal
perspectives, the special education process, issues and terminology, the components necessary for
effective collaboration and consultation with special educators, parents, and other professionals
and the vital role that efficacy and self-determination play in the education of students with
disabilities. Throughout the semester, an emphasis will be placed on instructional planning and
using research-based methods to adapt instruction and assessment to meet the unique needs of
individual students along with upholding the requirements of Individualized Education Program
plans.
Fifteen hours of fieldwork with students with disabilities in schools is required.
Required Texts:
1) (Required) Smith, T.E., Gartin, B. & Murdick, N.L. (2012). Including Adolescents with
Disabilities in General Education Classrooms. Boston: Pearson.
2) (Required) Valle, J. & Connor, D. (2011). Rethinking Disability: A Disability Studies
Approach to Inclusive Practices. New York: McGraw-Hill.
3) (Recommended) The NY State Education Department (2010, February). Individualized
education: Developing high quality plans for students in New York State. Albany, NY: New
York State Education Department. (Booklet at FedEx/Kinko’s, Vestal Parkway, just west of
campus)
4) (Recommended) American Psychological Association. (2009). Publication manual of the
American Psychological Association. Washington, DC: Author.
5) Additional readings and materials will be available on Blackboard (Bb) It is expected that
students will print out materials for each assigned due date. For assistance with Bb, please
email blackboard@binghamton.edu.
Course Outcomes:
Upon successful completion of this course, students will be able to:
 examine the historical trends in special education, as well as the legal basis for servicing
students with disabilities;
 summarize current special education terminology, concepts, issues and theory, to include
IEPs, CSE, FAPE, LRE, first –person language and inclusionary practices;
 define RTI and explain how it fits in with the IEP & 504 process, the identification of
students with disabilities and the delivery of services;
 identify patterns/characteristics of students with high incidence disabilities and how they
can manifest themselves within the classroom;
 apply concepts of effective multi-disciplinary collaboration and co-teaching within the
inclusive classroom within the framework of lesson planning and unit design;
 apply research-based methods and the principles of UDL as well as IEP goals,
accommodations and/or modifications within the framework of lesson planning and unit
design;
 analyze the role that efficacy and self-determination have on student achievement;
 investigate and compare research-based methods and strategies to facilitate access to the
general education curriculum and to meet the various and unique social,
emotional/behavioral and educational needs of students with various disabilities within the
context of general education curriculum demands.
Suggested Websites:
http://idea.ed.gov/
http://ies.ed.gov/ncee/wwc/
http://www.p12.nysed.gov/specialed/
http://www.pbis.org/
http://wrightslaw.com/
http://www.Idonline.org/index.php
http://interventioncentral.com
http://owl.english.purdue.edu/owl/section/2/10
http://iris.peabody.vanderbilt.edu
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ASSIGNMENTS
Fieldwork and Fieldwork Log
Students taking SPED 500 are required to spend a minimum of 15 hours observing in a classroom
that includes students with disabilities. This experience is typically coordinated by BU and
students are assigned a placement within the first few weeks of the semester. This requirement
allows students to meet a NYS certification prerequisite. Students are expected to dress and
behave in a professional manner while in placements and to demonstrate meeting the BU
Dispositions (see Blackboard or BU GSOE website).
Students will document their fieldwork experience using the log posted to Blackboard. The log
must be signed by the cooperating teacher/supervisor for the experience. Students must submit the
Log along with the Reflection essay (see below) as soon as they complete the field experience.
Log (worth 15 points) and Reflection essay (worth 60 points) are due no later than 11/29/12.
Reflection Essay
As you complete your fieldwork hours in an inclusive classroom with students with disabilities,
you should reflect on inclusion and what it means to you, to the teacher you are working with, to
the students and to the school in which you are placed. For this assignment, you will write an
essay demonstrating your understanding of the concept of inclusion and how this term applies to
the classroom in which you are placed. Within this framework, your essay should address the
following:






Explain the INCLUDE strategy and what it means to make reasonable adaptations for
students with special needs;
Describe how the INCLUDE decision-making process could be used for students with
disabilities;
Identify and describe the key elements of an inclusive environment;
Describe the major components of classroom organization and explain how they could be
adapted for students with disabilities;
Explain various ways that students can be grouped for instruction in an inclusive
classroom;
Explain how the use of effective classroom materials and instructional methods can benefit
students with disabilities.
Your essay should be based on the INCLUDE strategy described in the “Planning Instruction by
Analyzing Classroom and Student Needs” (Friend & Bursuck, 2012) handout on Bb and be
explicitly linked/connected to your fieldwork experience. Refer to Bb for the specific components
and scoring rubric for this assignment. Reflection Essay is worth 60 points and is due no later
than 11/29/12 along with the Fieldwork Log (worth 15 points).
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Annotated Bibliography
Choose a current issue in special education and conduct a thorough review of current research
literature (2000-present) related to that topic. Select 10 sources on the special education topic you
have identified (see below for ideas). Students must use peer-reviewed, academic research-based
articles, chapters, conference proceedings, or theses/dissertations. The BU library has a cadre of
resources on accessing and evaluating sources.
An annotated bibliography is a list of citations that includes both description and evaluation. The
purpose of the annotation is to provide the audience with a summary of the source and
commentary on the source’s relevance, accuracy, and quality. Each citation (ten, for this
assignment) should be no more than 250-300 words. Citations must be written in your own words
and follow APA format. The annotated bibliography should be single spaced, with one additional
line/space between the citation reference and the citation description and evaluation. (See Bb for a
sample annotated bibliography and tips on writing your annotated bibliography.)
Possible topics that directly relate to students with disabilities include (but are not limited to):
Universal Design for Learning (UDL), Response to Intervention (RTI), Positive Behavioral
Interventions and Supports (PBIS), Effective Discipline Methods, Effective Literacy Instruction,
Grading Practices, Instructional Strategies and Differentiated Instruction. These are BROAD
topics—you will likely need to narrow them to your specific interest. Refer to Bb for the specific
components and scoring rubric for this assignment. The Annotated Bibliography is due on
10/11/12 and is worth 75 points.
Reading Guides
Reading guides are due for much of the assigned reading from the Smith, Gartin and Murdick text.
These organizers are meant to scaffold your reading/understanding, helping you to focus on “big
ideas.” Answer all reading guide questions thoroughly and concisely. Write in complete
sentences. Answers do not necessarily need to be typed but must be clearly legible and grouped
by chapter and labeled accordingly. Reading guides are due at the beginning of class on the day
associated readings are due. Reading guides will be collected randomly throughout the semester
and graded. Late reading guides will not be accepted nor may they be redone for extra points.
Thus, it will be essential to attend class and to read the assigned chapters and related materials!
Reading guides will be graded on accuracy and completeness. Refer Bb for the reading guide
format and grading rubric. Each graded Reading Guide is worth 10 points. Any points earned
beyond the 50 points will be considered extra credit.
Quick Checks (a.k.a. Ticket in the Door)
To evaluate student learning and check for understanding, “Quick Checks” will be administered
in-class throughout the semester. These unannounced brief assignments will focus on key
vocabulary, essential concepts and ideas and significant pieces of information. These activities
will be completed during the first 10-15 minutes of class and MUST be completed at that time (in
other words, no make-ups!). There will be 5 Quick Checks (worth 10 points each for total of 50
points). Any points earned beyond the 50 points will be considered extra credit.
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Lesson Plan/ Lesson Organizer & Frame to Teach a Research-Based Strategy
Your task will be to create a lesson plan or lesson organizer (your choice) and Frame (required for
either choice) to teach a research-based instructional learning strategy to a group of secondary
students. You may choose any learning strategy that has been covered in class or included in class
materials (be sure it meets the criteria indicated below) for any content area appropriate for grades
7-12.
The learning strategy should address the following that is referenced in “Chapter 10 – Teaching
Learning Strategies” (Lenz & Deshler, 2004):




A specific component of learning;
Meet the principles of strategy instruction;
Include student directions for use;
Include an assessment device (How will you know that the strategy has or will improve
student learning?).
Refer to Bb for the specific components and scoring rubric for this assignment. The Lesson Plan/
Lesson Organizer & Frame is worth 50 points and is due no later than 11/15/12.
Unit Organizer
Using the concepts presented in the Lenz & Deshler (2004) Chapter 7 handout (Bb) along with
The Unit Organizer Routine handout (Lenz, 2007), your task will be to create a Unit Organizer
using content appropriate to any course taught within an inclusionary classroom at the middle to
secondary level grades 7-12. Your project should cover a unit of study of between 5-15 days that
is co-taught with a special education teacher and should align with the Common Core Curriculum
(ELA or math) or at least one NYS Standard (for other than ELA and math). Refer to Bb for the
specific components and scoring rubric for this assignment. You will present the project to the
class and submit on 12/13 (last class). The Unit Organizer is worth 100 points.
Your Unit Organizer should include the following:
 All 10 components of the Unit map completed and clearly represented and labeled,
including critical content, central concepts and questions. Your expanded Unit map
(sometimes referred to as a concept map) should give a clear and accurate picture of the
relationships between all key ides and unit questions should represent the most important
and meaningful concepts and written to promote learning and abstract, higher order
thinking.
 A well-developed and comprehensive narrative that explains in detail the routine you
created, how you would introduce and implement the Unit Organizer to a group of diverse
students, including students with disabilities along with any necessary accommodations
and/or adaptations, and an analysis of why you believe this project you created would be
an effective teaching and learning tool and how it allows all students access to the general
ed. curriculum.
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Assignment Grading Summary:
Fieldwork & Fieldwork Log
Reflection Essay
Quick Checks
Annotated Bibliography
Reading Guides (5 x 10)
Lesson Plan/ L. Organizer & Frame
Unit Organizer (Inclusion Project)
Due Date
11/29
11/29
Ongoing
10/11
Ongoing
11/15
12/13
Points Possible
15 points
60 points
50 points
75 points
50 points
50 points
100 points
400 points total
Course Grading Scale:
Point values will be assigned to all assignments. Letter grades will be subsequently assigned on the basis
of overall classroom performance. The “+” and “-“ have been added to grades in order to allow for more
nuance and precision in the evaluation process. Grades will be assigned according to the following chart:
A
AB+
B
B-
=
=
=
=
=
93% to 100%
90% to 92%
88% - 89%
83% - 87%
80% - 82%
C+
=
78% - 79%
C
=
73% - 77%
C=
70% - 72%
F
=
0% - 69% or failure to complete
all course requirements
* Note: Grades are based on performance, as well as effort. While it is recognized that everyone puts
forth a great deal of effort during class experiences, those who do not put forth effort typically do not
manage to complete the course requirements. Despite the efforts put forth by all, not all performances are
equal. Some students are exceptional in their performance while others are satisfactory. Your grade will
be based on your performance that demonstrates your overall understanding and application of the
course’s outcomes and big ideas, i.e., your performance in the classroom, your performance on written
assignments, and your ability to display appropriate professional attributes.
On occasion, the instructor may permit a student to redo an assignment. Such instances are the exception
rather than the rule. On such an occasion, the instructor will work with the student to determine specific
expectations on a case-by-case basis.
Additionally, the instructor reserves the right to adjust final grades on the basis of your overall
performance including attendance and participation in class.
Additional Requirements:
1. Successful performance in this course will be dependent on regular class attendance and keeping up
with all related reading assignments. Participation in class is essential as the course involves group
activities, lectures, video and/or guest lecture presentations, and case studies.
2. Unexcused absence on assessment date(s) will result in a failing grade (F) for that assessment.
3. Assignments are expected to be handed in on due dates (i.e., assignments may not be accepted after due
dates unless prior arrangements have been made with the instructor). Students should expect points to be
deducted from grades for late assignments.
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Student Writing: An expectation of this course is that students will express themselves in writing using
clear and error-free English. Students who are unfamiliar with technical writing at the graduate level will
want to utilize the Writing Center (Bartle Library) as a resource.
Blackboard (Bb):
Course handouts will be posted on Blackboard (Bb). You can e-mail classmates and discuss course
readings and class topics there. (You need a BU ID to access Bb & online library journals. You may print
material on any campus computer pod.)
University Policies
STUDENTS WITH DISABILITIES
Students who have a documented disability and wish to discuss academic accommodations should
contact the instructor as soon as possible to explore alternative arrangements in completing assignments
or taking exams for this class. Additional assistance also is available through the Office of Services for
Students with Disabilities (SSD) at 777-2686. Their office is at UU-119. The SSD office makes formal
recommendations regarding necessary and appropriate accommodations based on your specific
diagnosed disability. Information about your disability will be treated in a confidential manner.
ACADEMIC HONESTY
Binghamton University enforces a Code of Academic Honesty. All members of the University
community have the responsibility to maintain and foster a condition and an atmosphere of academic
integrity. Specifically, this requires that all classroom, laboratory, and written work for which a person
claims credit are in fact that person’s own work. Please refer to the annual University Student
Handbook publication that includes detailed information on academic integrity.
Students assume responsibility for the content and integrity of the academic work they submit. Students
are in violation of academic honesty if they incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material from the work of another (plagiarism); or if
they use, request, or give unauthorized assistance in any academic work (cheating). (GSOE Academic
Honesty Policies)
Plagiarism and cheating will not be tolerated in this class. Incidents of either will result in a failing
grade for the assignment in question. If you have any questions about what constitutes plagiarism or
cheating, please be sure to ask the instructor.
http://www2.binghamton.edu/grad-school/manual/index.html#Academic_Honesty
CLASSROOM ENVIRONMENT
The faculty and staff in the Graduate School of Education are committed to serving all enrolled
students. The intention is to create an intellectually stimulating, safe, respectful and enjoyable class
atmosphere. In return, it is the expectationCourse
that each Schedule
of you will honor and respect the opinions and
feelings of your fellow students.
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Note: This is a proposed schedule that is subject to change as some lectures/activities may require more
or less class time. Additional course readings may be provided in class or on Bb. Unless otherwise
noted, please print, read and bring to class copies of Bb postings.
**S,G&M = Smith, Gartin & Murdick (2012); V&C = Valle & Connor (2011)
Date
Class #1
9/6/12
Topic

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

Read Course Syllabus
Posting on Bb: 1) Self-Efficacy: Helping Students
Believe in Themselves 2) Framing strategy
Identification of SWDs: Legal basis, LRE, UDL,
Continuum of Services, Inclusion & Multidisciplinary collaboration
The Educator’s Mindset (Brooks)

Read chps. 1-4 in V&C text & be ready to answer
discussion questions
Postings on Bb: 1) The Educator’s Mindset
(Brooks) & Discussion questions for Brooks article
2) Discussion questions for V&C chaps. 1-4



Current data & trends
IDEA, FAPE & Person First Language
Special Education/IEP & 504 Process
incl. assessment and evaluation


Read chps. 2&3 in S,G&M text & complete reading
guide (choose one chapter)
Postings on Bb: 1) Categories of Disability
Under IDEA 2) Describing People with Disabilities


Teaching content in an academically diverse class: 
Accommodations & Modifications, INCLUDE
strategy, Differentiating instruction-Part 1,

Strategy instruction
Review APA Style
Read chp. 8 in S,G&M text and complete reading
guide
Postings on Bb: 1)The Goals of Differentiation
(Tomlinson) 2) Lenz & Deshler (chp. 9) 3) Friend &
Bursuck (chp. 5) 4) APA Style Workshop



High-incidence disabilities: Part 1
Differentiating instruction-Part 2
Strategy instruction




High-incidence disabilities: Part 2
Research-based methods and approaches
Lesson Planning; Assessment & Evaluation




Multi-disciplinary collaboration
Integrated co-teaching vs. consultant teaching
within an inclusive classroom

Read chps. 1&9 in S,G&M text & complete reading
guide (choose one)
Read chp.5 in V&C text
Postings on Bb: 1)Lenz & Deshler (chp.10)
2) 12 Things Teachers Must Know About Learning
3) Differentiated Instruction 4)Learning Disabilities
Annotated Bibliography Due
Read chps. 10&11 in SG&M text (no reading guide
due this week)
Read chps. 6-7 in V&C
Postings on Bb: 1)Lenz & Deshler (chp.8)
2) Discussion questions for V&C 3)ADHD articles
Read chps. 5&7 in S,G&M text & complete reading
guide (choose one)
Re-read chp. 4; read chp.8 in V&C text
Postings on Bb: 1) Clearing the Hurdles of
Inclusion (Merritt) 2) Inclusion: A Matter of Social
Justice (Sapon-Shevin)



Class #2
9/13/12
Class #3
9/20/12

Class #4
9/27/12
Class #5
10/4/12
Class #6
10/11/12
Class #7
10/18/12
To Complete (Before Arriving at Class)
Introduction & course overview
Historical trends, legal perspectives & related
legislation
The vital role Efficacy plays
Framing strategy





8
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

Class #8
10/25/12



Establishing outcomes and linking assessment &
evaluation
Specially-designed instruction
UDL (revisited)
Postings on Bb: 1)Universal Design for Learning
(both files) 2)Lenz & Deshler (chp. 9) 3)Speciallydesigned instruction

Unit design & planning

Postings on Bb: 1)Lenz & Deshler (chp.7)
2) The Unit Organizer Routine (Lenz)





Meeting the social, emotional & behavioral needs
of SWDs
PBIS
Classroom management
FBAs & BIPs



Transition planning
IEP & 504s
Promoting inclusive beliefs and practices


Read chps. 6&12 in S,G&M text and complete
reading guide (choose one)
Postings on Bb: 1) BIPs & FBAs (both files); 2)
Brooks’ article “You Get What Your Expect”
3)Articles on dealing with challenging behaviors
4)Strategies for working with emotionally
challenging behaviors 5) PBIS
Lesson Plan/ L. Organizer & Frame due
Read Individualized Education: Developing High
Quality Plans for Students in NYS
Read chps. 9&10 in V&C
Read chp.4 in S,G&M (no reading guide due)
Postings on Bb: 1) Transition Planning; 2)
Discussion questions for V&C 3) IEP Transition
serivces
Class #9
11/1/12
Class #10
11/8/12
Class #11
11/15/12



Happy Thanksgiving!
NO CLASS
11/22/12
Class #12
11/29/12





Strategies for teaching Self-determination
Efficacy/self-efficacy revisited


Panel Discussion (Guests)


Present Unit Organizer (Inclusion) projects
Course Wrap-up

Fieldwork Log and Reflection Essay due
Read chp. 13 in S,G&M text and complete reading
guide
Posting on Bb: 1) Self-Determination: Supporting
Successful Transition
Bring 2+ questions to ask panel guests
Class #13
12/6/12
Class #14
12/13/12
Unit Organizer (Inclusion Project) due
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