ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EEX 3012
Nature and Needs of Exceptional Students K-12
This syllabus course calendar and other attending documents are subject to change during the semester in the
event of extenuating circumstances.
Course Prefix:
Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
EEX 3012
3614
Three Credits
None
Admission to Elementary Education with Infused ESOL and Reading BS, or
Exceptional Student Education with Infused ESOL and Reading BS, or Middle
Grades General Science Education, or Science Teacher Education Biology Teacher
Education BS, or Middle Grades Mathematics Education BS, or Secondary
Mathematics Education BS, or Educational Studies BS.
Day, Time and
Campus:
Modality:
Professor:
Office Hours:
Office Location:
Office Phone:
Email Address:
Tuesday/Thursday
Face to Face
Jessica A. Curtis
Make Appointment
St. Pete Gibbs
12:40-1:55
Clearwater
Click here to enter text.
Curtis.jessica@spcollege.edu
ACADEMIC DEPARTMENT: College of Education
Dean:
Office Location & Number:
Kimberly Hartman, Ph.D.
Tarpon Springs
BB 159
I. COURSE DESCRIPTION
This survey course uses common characteristics of students with exceptionalities to assist the teacher
candidate to implement differentiated teaching strategies, accommodations, and modifications in the
classroom. Course topics are placed in the historic and legal contexts of disability advocacy, including the
current Response to Intervention initiative. This course includes a minimum of 10 school-based hours of
experiences with students who have disabilities. 47 contact hours.
II. MAJOR LEARNING OUTCOMES
1. The student will analyze the effects of the Individuals with Disabilities Education Improvement Act (
IDEIA), Section 504 and the Americans with Disabilities Act (ADA) on current practice by:
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a. comparing and contrasting the major effects of the IDEIA and the ADA on K-12 education.
b. determining the significance of major cases in special education law.
c. reflecting on how legal and historic developments have influenced current delivery of special
education services.
2. The student will reflect on his/her own attitudes toward persons with disabilities, evaluate, and integrate
these into his/her professional attitudes and behaviors by:
a. participating in school-based experiences to apply campus-based learning.
b. reflecting in writing upon participation in authentic life experiences with persons with disabilities.
c. relating, through reaction papers, as a future teacher, to situations shared through video and/or guest
speakers.
3. The student will analyze student records and create anecdotal observation records of the type used in
Response to Intervention and the exceptional education staffing process by:
a. analyzing the interventions and staffing process of a student in an authentic setting.
b. creating and analyzing anecdotal records in an authentic setting.
c. outlining the use of Response to Intervention observed in classroom visits.
4. The student will examine the different categories of disabilities to discriminate indicators of each
category, to predict impact on learning, to create differentiated teaching approaches that foster an
inclusive approach by regular and special educators and to find similarities and differences of English
Language Learners (ELL) students and students with each disability by:
a. identifying academic and affective behaviors of each disability that may impact learning and indicate
the need for intervention.
b. evaluating differentiated teaching approaches to determine appropriateness for specific disability
characteristics and for personal teaching style.
c. designing approaches, accommodations and modifications to address these needs in the inclusive
classroom.
d. comparing and contrasting the needs of students with each disability with those of ESOL students.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)
Required :
 Turnbull, A., Turnbull R., Wehmeyer, M. L. & Shogren, K. A. (2013).
Exceptional Lives: Special Education in Today’s Schools, (7th Ed.) New Jersey:
Merrill Prentice Hall. (ISBN 13:978-0-13-282177-3).
 Chalk & Wire
Recommended :
 None
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources http://www.cec.sped.org
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http://www.nichcy.org/
http://www.edhelper.com/
http://www.teachersfirst.com/index.cfm
http://www.teachnology.com/
http://coe.jmu.edu/Learningtoolbox/
“Educator Accomplished Practices: Preprofessional Competencies for Teachers of the Twenty- First
Century”. Florida DOE.
Selected Disabilities:
SLD http://www.ldanatl.org & http://www.ldonline.com/
ADHD http://www.chadd.org
E/BD http://www.state.ky.us/agencies/behave/homepage.html
http://www.nami.org
InD http://www.thearc.org
AUTISM http://www.autismspeaks.org
GIFTED http://www.worldgifted.ca/ & http://www.nagc.org/
Materials:
Library:
http://www.spcollege.edu/central/libonline/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference
MyCourses continuously to assure all current content for class has been accessed. Additionally students are
expected to be familiar or familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based
resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
Group presentations will require some supplies and copies.
Printer paper & ink
3”+ Binder for ESE Resource Guide
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires 10 hours of observation/participation in an appropriate classroom setting as approved by the
Office of School Partnerships.
Rubrics for completing the assignments and how they will be graded are included online in the MyCourses
course supplement. This course requires observation /participation in a classroom setting that includes students
with IEPs, not including speech or gifted. Grade level selection is dictated by major: El.Ed. (K-5), ESE (6-8),
Secondary (6-12). Please see School Based Expectations outline of required activities and plan the use of your
time wisely.
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B. ALL Course Assignments
Point
Value & Assign.
Due Date
Assignment Description
Where to Submit
120 pts
Due dates:
same as
readings
12Chapters
Summary/
HOT
question
answers and
levels
10 pts each
Student will complete summary on the readings, including Bring to class
ELL/ESE comparison chart. (see Summary template)
Hard copy or on laptop
(5 points each)
Presenting groups must post three higher order questions
at least 24 hours before presentation. Other members of
the class then respond to all three questions on the form (5
points)
50 points
Exam 1
*Exam (Chapter 1: IDEA, nondiscriminatory eval.;
LRE ADA, NCLB, public perception, minority
representation, Individualized Education Plans (IEPs)
Chapter 2: Adaptation to general education curriculum,
continuum of services, inclusion’s four key principles,
LRE, RTI and course content in Sessions 1-5)
In class
Oral presentation on an assigned disability. In groups,
students will create and present based on rubric.
Additionally, students will offer resources and an activity
to help students understand assigned disability. Students
must also include:
* Classroom Adaptations summary using the
Accommodations decision tree and Miller’s Nine Types
of Modifications to create interventions
* ESOL/ESE Comparison Chart – For all of the
disabilities, compare and contrast this disability to
characteristics of ELL students. (Reference IDEA &
Florida Consent Decree). You will lead the class
discussion on this for your assigned disability.
Be sure to review presentation rubric for all requirements
Presentation: In class
Handouts: Hard copy in
class for all students
Activity or Poster: Bring
to class, picture on Chalk
and Wire
PPT: MyCourses &
Chalk and Wire (C&W)
*Reaction on culturally different students and
overrepresentation in Special Education.
Reaction: MyCourses
discussion folder
Watch the video and participate by discussing your
Views and addressing at least one other classmate
MyCourses
*Case Study on a child with an IEP other than gifted or
speech. Conduct a case study on a student with special
needs that you have been observing. You must follow the
Case Study Rubric (see attached) and self evaluate your
work based on this rubric.
Be sure to obtain permission from the school to review
cumulative records of the student early in your visits. If
you have problems with this, please see your
instructor. MyCourses has a permission form for you to
Dropbox in MyCourses
100 points
Due dates:
same as
readings
for
disability
chapter
20 points
10 Points
25 points
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Oral
Presentation
Cultural
Views on
Disability
Video
Discussion
ESE Case
Study
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Point
Value & Assign.
Due Date
Assignment Description
Where to Submit
give to parents if the school requires you to do so.
40 points
SBN
*School Based Experience Notebook, including school
computer printout or, alternately, the letter signed by
school official AND signed hour sheet SHOWING ALL
CLASSES’ SCHOOL BASED HOURS FOR THE
SEMESTER. See assignment sheet.
Digital copy to via
MyCourses dropbox,
early submission
encouraged
50 points
Life
Encounter
MyCourses discussion
forum and Chalk &
Wire
25 points
Assistive
Technology
Life Encounter paper – reflect on your experience with a
person with a disability outside of a school setting (40
pts). Ten points are earned by thoughtfully replying to
three classmates’ postings (Assign. sheet)
Report on a specific AT – using a template, share
information with classmates about a specific AT. Use the
collective information to include AT in your group
presentation.
100 points
Final Exam
30 points
Participation – points are earned for every day the student In class, every time!
ATTENDS and participates. Each TARDY or absence
will deduct one point. Points will be assigned to in-class
activities, also.
TOTAL POINTS
570
MyCourses discussion
board
Exam on Ch. 1-16 and inclusion, collaboration, co- Hard copy of resource
teaching, and disability etiquette. Exam is open-resource guide (bring to class)
guide, but not open text
Exam is in class,
Note: Review guidelines for your Resource Guide
Participation
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least
75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in
order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’
score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing)
or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in
order to successfully pass the course.
UCC Performance Assessment Rubric (UPAR): In addition to a ‘C or above’, a teacher candidate must receive
a ‘Met’ score on the UCC Performance Assessment Rubric (UPAR) for assignments aligned to ESOL, RC, FSAC,
and Additional Elements in order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may
have an opportunity (within the term) to work with the instructor to improve the understanding of the concept.
The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the
event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical
Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.
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* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUSSTATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktdBtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS
WWW.SPCOLLEGE.EDU/ADDENDUM/INDEX.PHP
Each student must read all topics within this syllabus and the content of the links. If the student needs
clarification on any items in the syllabus or linked statements, he/she should contact the course
instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters
set in this syllabus and any syllabus addendum.
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CALENDAR AND TOPICAL OUTLINE
VI.
Subject to change per instructor.
1
2
Date
Date
1/13
Date
1/15
3
Date
1/20
EEX3012
Due This Session
 Bring Syllabus to class
 Explore MyCourses Supplement/Content
for this course
 Locate and print ESE ‘Alphabet Soup’
in MyCourses supplement
Topical Agenda
Instructor’s lectures will
supplement reading
assignments
 Read Chapter 1
 Read and save Bloom’s information in
supplement
 Visit & explore companion website
http://www.prenhall.com/turnbull
 Locate School-Based Experience
assignment in syllabus
-Bloom’s Levels of Knowledge
-Begin Chapter 1 Lecture:
IDEA, nondiscriminatory
eval.; LRE ADA, NCLB,
public perception, minority
representation
-Discuss School-Based
Experience assignment
 Review Chapter 1 (be ready for a quiz!)
 Print Activity 1-2 and bring blank
-Chapter 1 (continued)
-Individualized Education
Plans (IEPs)
-Explain chapter questions
HOT/LOT
-Explain ESE Case Study
assignment
-Homework Activity 1-2:
Disability Laws
version to class (supplement)
 Brief review ESE/IEP Case Study
(syllabus) assignment
 Review materials from IEP folder
(supplement) for class discussion. You
may want this in your Resource Binder.
4
Date
1/22
 Read & Study Chapter 2
 Create three (3) HOT questions about
Ch. 2 and bring to class for discussion.
5
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Date
1/27
 Resource Binder status –discussion of
progress
 Review (supplement)
Accommodations vs Modifications for
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-Instructor and Course
Introduction
-Review Syllabus & Course
Expectations
-Introduce Text
-Discuss ‘Alphabet Soup”
-Drop Boxes explained
-Resource Binder explained
-Review Laws Activity
-Begin Chapter 2 Lecture:
Adaptation to general
education curriculum,
continuum of services,
inclusion’s four key principles
-Discuss HOT questions for
Ch 2
Finish Chapter 2
-Review group Disability
Presentation assignment
rubric from syllabus
7
class discussion
Date
1/29
 Review Ch. 1 & 2 & class materials –
7
Date
2/3
 Exam 1 *In Class*
-Exam 1 on Chapters 1 & 2
and course content in Sessions
1-6
8
Date
2/5
 Read & study Chapter 3
-Chapters 3 & Florida
Consent Decree
- Explain Cultural
Overrepresentation activity –
4Cs reaction paper
- Life Encounter assignment
explanation
9
Date
2/10
 Chalk and Wire registration required!
 Make arrangements for Life Encounter
 Critically read entire Culture and
-Cultural reactions (Reaction
paper due)
Special Education article (found in
MyCourses supplement)
 Post your Cultural Reaction Paper in My
Courses dropbox.
-ESE and overrepresentation
discussion
 Read all Response to Intervention in
-RTI vs. discrepancy model
--Chapter 4 Discussion
6
10
11
Date
2/12
Date
2/17
exam next session
MyCourses.
 Develop school hours contract with
your CCT. This is a commitment for
when you will be there.
 Read & study Chapter 4
 Read & study Chapter 5
 Complete Disability Summary sheet
for Specific Learning Disabilities
(SLD) and bring copy to class for
discussion
 Answer HOT questions and bring copy
of answers to class for discussion
12
13
Date
2/19
 School Based Hours (SBH) contract
Date
2/24
 Read & study Chapter 8
 Complete Disability Summary sheet,
*due* (if you have been placed)
bring copy to class
 Answer HOT questions and bring copy
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-Accommodations vs.
modifications
-Review for Exam 1
-Assign Groups
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- Anecdotal records review
-Instructor will post HOT
questions for Chapter 5
Specific Learning Disabilities
and model presentation
format for next session.
Ch. 5: Specific Learning
Disability (SLD)
-Instructor Modeled
Presentation
-Group Presentations Assigned
-“Fat City-How Difficult Can
This Be?” video and discussion
of SLD.
Ch. 8: Attention
Deficit/Hyperactivity
Disorder (ADHD)
-Class collaborative
8
to class for discussion
14
15
16
Date
2/26
 Resource Binder –Where are you with
Date
3/3
 Locate ESE/IEP Case Study assignment
Date
3/5
 Last chance for Group work in class-
this?
in syllabus
 Review Assistive Technology
information in MyCourses. Submit a
claim on Discussion board and then a
filled in template on a specific AT in
MyCourses supplement.
Bring all materials and ideas to work on
your group project.
presentation
-Review HOT questions
-Resource Binder review
-Discuss case study
- Group work
-Assistive Technology
template completed in
MyCourses
-Anecdotal records review
Everything you ever wanted to
know about writing Anecdotal
Records
-Group work
3/8-3/14
16
Date
3/17
SPRING BREAK
 Read & study Chapter 6
 Complete Disability Summary sheet
and bring copy to class
Ch. 6: Communication
Disorders (CD)
-Student group presentation
 Answer HOT questions and bring copy
to class
 Begin Collecting Anecdotal Records on a
student in the class you are observing
17
Date
3/19
 Read & study Chapter 7
 Complete Disability Summary sheet,
and bring copy to class
Ch. 7: Emotional or
Behavioral Disorders (E/BD)
-Student group presentation
 Answer HOT questions and bring copy
to class
 3 Anecdotal observations due in class
hard copy (specific behavioral
observations) from your SB placement
18
Date
3/24
 Read & study Chapter 9
 Complete Disability Summary sheet
submit and bring copy to class
Ch. 9: Intellectual Disability
(ID/MR)
-Student group presentation
 Answer HOT questions and bring copy
to class
19
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Date
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NOTE: Life Encounter should be done or
planned. School-Based hours should be
WELL under way, if not finished.
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Ch. 10: Severe & Multiple
Disabilities
9
Student presentation
A word to the wise --- do not procrastinate—
the rest of this semester will fly by!!!
Early submissions of school based notebook
and school based case study are encouraged.
Read & study Chapter 10
 Complete Disability Summary sheet
and bring copy to class
 Answer HOT questions and bring copy
to class
20
21
22
Date
3/31
ONLINE
CLASS
Date 4/2
ONLINE
CLASS
Date
4/7
What is Normal Anyway? –Video in
MyCourses- Watch and contribute to the
discussion
My Courses discussion
Collecting data for the SBN and the Case
study
Continued collection of the
information needed for the
SBN and the case study.
Ch. 11: Autism
-Student group presentation
 Read & study Chapter 11
 Complete Disability Summary sheet
and bring copy to class
 Answer HOT questions and bring copy
to class
23
Date
4/9
 Read & study Chapter 12
 Complete Disability Summary Sheet
and bring copy to class
 Answer HOT questions and bring copy
to class
24
Date
4/14
 Life Encounter due next session –see




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assignment sheet for directions. Do not
miss out on valuable points!
Read & study Chapter 13
Complete Disability Summary sheet
and bring to class
Answer HOT questions and bring to
class
Bring in ESE/IEP Case Study data
collected from the cumulative file and
from the staffing folder
Life Encounter due in MyCourses
Don’t forget about the SBN! And Case
Study
Ch. 12: Physical Disabilities
and Other Health
Impairments (PD/PI & OHI)
-Student group presentation
Ch. 13: Traumatic Brain
Injury (TBI)
-Student group presentation
-Instructor will respond to
questions about the SBN and
the case study
25
Date
4/16


26
Date
4/21
Ch. 14: Hearing Loss (HI)
 Read & study Chapter 14
 Complete Disability Summary sheet
and bring to class
 Answer HOT questions and bring to
class
Ch. 14: Hearing Loss (HI)
-Student group presentation
27
Date
 Read & study Ch 15 (VI)
Ch. 15: Visual Impairments
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-Life Encounter discussion
10
4/23
 Complete Disability Summary sheet
and bring to class
 Answer HOT questions and bring to
class
28
Date
4/28
 Read & study Chapter 16
 Complete Disability Summary sheet
(VI)
-Student group presentation
Ch. 16: Gifted & Talented
-Student group presentation
and bring to class
 Answer HOT questions and bring to
class
 Complete SBN
29
Date
4/30
 ESE Case Study Due in MyCourses
 SBN DUE in MyCourses
- TED: 99 problems and Palsy
is just one
-“Nobody’s Burning
Wheelchairs” video
30
Date
5/5
 Resource Binder brought in for
Collaboration
-Lecture/Discussion
-“Making Inclusion Work”
video
-“Collaborating for Change:
Including All of Our Students”
video
-Power of Two
Date
5/7
instructor review-you must have
this in order to take the exam.
Without a resources binder you
will not be permitted to take the
exam. No exceptions.
ONLINE EXAM
VII. Uniform Core Curriculum Assignments
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Assignment Name
Exam
UCC
FSAC
FSAC
FSAC
FSAC
Specific Indicator
ESE 1.1
ESE 1.2
ESE 1.3
ESE 1.7
Life Encounter Paper
FEAP
FEAP
2.f
3.d
Oral Presentation on an Assigned Disability
FEAP
FEAP
FEAP
FSAC
FSAC
FSAC
OE
ESOL
2.e
2.g
2.i
ESE 1.4
ESE 1.5
ESE 3.5
f
5.1
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