1
Counseling Psychology and Special Education 400 (Section 001)
Fall 2010
Brigham Young University
Department of Counseling Psychology and Special Education
Course Title:
Exceptional Students: Principles of Collaboration
Course Credit:
2 semester hours
Instructor:
Michelle Marchant, Ph.D.
340-B MCKB
422-1238 (office)
Email: michelle_marchant@byu.edu
Course Time:
Mondays and Wednesdays 11-12:15 room MCKB 160
Office Hours:
Marchant: Mondays and Wednesdays 12:15-1:15 and by appointment.
Teaching Assistant:
Jacqueline Nelson
jackie1251@yahoo.com
(801)503-2144
Course Description: This course prepares future classroom teachers to understand how students with
exceptionalities learn, and how to use basic strategies for meeting their educational needs. Teacher
candidates will identify: the ways individuals differ, the exceptionalities defined in the Individuals with
Disabilities Education Act, strategies to instruct students with various learning needs, curricular
adaptations and accommodations for students with disabilities, and ways to collaborate with parents and
professionals.
Prerequisites: None
Concurrent field experience: Work a minimum of 12 hours with a student with disabilities, or a student
who is at risk of school failure. Teacher candidates will submit case study assignments regarding this
volunteer work.
Materials:
Carter, N., Prater, M.A., & Dyches, T.T. (2009). What every teacher should know about making
accommodations and adaptations for students with mild to moderate disabilities. Upper Saddle River, NJ:
Pearson.
Mastropieri, M.A., & Scruggs, T.E. (2007). The inclusive classroom: Strategies for effective instruction.
Upper Saddle River, NJ: Pearson. (Custom Textbook)
Prater, M.A. (2008). Chapter 2: Laws and reform impacting special education from: Teaching strategies
for student with mild to moderate disabilities. Boston: Allyn & Bacon. (Available online)
Web sites:
Pearson 400 web site – http://www.pearsoncustom.com/ut/byu_education
IRIS at Vanderbilt University http://iris.peabody.vanderbilt.edu/
Guiding Framework: As a department, we embrace the Interstate New Teacher Assessment and
Support Consortium (INTASC) Standards as our guiding framework for preparing teacher candidates.
The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards: The
INTASC standards center on five major propositions: (1) Teachers are committed to students and their
learning. (2) Teachers know the subjects they teach and how to teach those subjects to diverse learners.
(3) Teachers are responsible for managing and monitoring student learning. (4) Teachers think
systematically about their practice and learn from experience. (5) Teachers are members of learning communities.
2
Course Content
Content Covered
1. The ways in which people differ, learning
characteristics and special learning needs.
INTASC and CEC Standards
2. Special education and the legal structure of
services for individuals with disabilities, including
the Individuals with Disabilities Education Act.
3. Planning and implementing effective instruction.
3: Diverse Learners
CC1K5 CC1K10
CC5K9 CC6K2
CC6K3 CC9K1
7: Planning Instruction
CC1K8 CC8K2
GC1K7
7: Planning Instruction
4. Collaboration in special education. Skills for
effective collaboration.
10: Collaboration, Ethics, and
Relationships
5. The steps in the Individualized Education
Program (IEP) process.
8. The characteristics, prevalence, and educational
strategies for students with specific learning
disabilities, speech or language impairment, mental
retardation, and emotional disturbance.
9. The characteristics, prevalence, and educational
strategies for students with other health
impairments, visual impairments, autism,
traumatic brain injury, deaf/blindness, and
developmental delay.
12. Strategies for, accommodating to meet
individual student needs.
7: Planning Instruction
CC3K3
3: Diverse Learners
CC1K5 CC1K9
CC2K3 CC10K4
Assessment



Disability Awareness
Final
LD Checklist and Log


Continuum of Placements
Final
 Lesson Plan
Accommodations
 CRIME model
 Continuum of Placements
 Final
 Final
 RTI Module
 LD Checklist and Log
 Disability Awareness
 Final Project
3: Diverse Learners
CC1K5 CC1K9
CC2K3 CC10K4


7: Planning Instruction
CC1K9 CC10K4
 Lesson Plan
Accommodation
 Tier 2 Intervention Plan
 Performance Analysis
13. Using assessment results to make instructional
decisions.
7: Planning Instruction
14. Ways to accommodate for individual learning
needs in reading and written language.
7: Planning Instruction
CC1K9 CC10K4
15. Ways to accommodate for individual learning
needs in math.
7: Planning Instruction
CC1K9 CC10K4
16. Explain ways to understand and manage
student behaviors, including proactive strategies for
success, building positive relationships, and
challenging behaviors.
17. Complete a 12-hour field experience involving
service with a student with disabilities and submit a
case study of assignments regarding the experience.
5: Learning Environments
CC3K4
 RTI module
 Performance Analysis
 Final
 Tier 2 Intervention Plan
 Lesson Plan
Accommodations
 LD Checklist and Log
 Final Project
 Tier 2 Intervention Plan
 Lesson Plan
Accommodations
 Learning Disabilities
Checklist and Log
 Final Project
 Behavior Assignment
 Lesson Plan
Accommodations
 Tier 2 Intervention Plan
 Learning Disabilities
Checklist and Log
 Lesson Plan
Accommodations
 Performance Analysis
 Final Project
3: Diverse Learners
CC1K5 CC1K9
CC1K10 CC3K3
CC3K4 CC6K2
CC6K3 CC10K4
GC1K7
LD Checklist and Log
Disability Awareness
3
Course Content
The figure below illustrates the mental model for the course. In this course, you will learn that you
have a responsibility to oversee the education of all students who will be in you classroom. As a
teacher candidate, you will learn how to evaluate the academic/social performance of your students and
how to initiate interventions when students are at-risk for failure. In this course you will learn how to
make instructional accommodations/adaptations that meet the educational needs of students who
qualify for special education services. You will collaborate with others to determine appropriate
education for students with exceptional learning needs.
4
Learning Outcomes (CPSE 400 – http://learningoutcomes.byu.edu)
Collaboration: Candidates work effectively with parents, professionals, paraprofessionals, and others in
the school and community to help students with disabilities achieve their IEP goals.
Interpersonal Relations: Candidates work with students, parents, professionals, paraprofessionals, and
others in the school and community with kindness and respect regardless of their diverse backgrounds.
Professional Practice: Candidates fulfill all duties and assignments, comply with all education laws and
policies, and continue to improve professional practice.
Course Assignments/Assessments
Assignments/Assessments






Connections Journal
Field Experience Assignments
o Learning Disability Checklist and Log
o Lesson Plan Accommodations
o Praise Notes
Course Assignments
o Disability Awareness Assignment
o Tier-2 Intervention Plan
o Behavior Assignment
o Continuum of Placement Assignment
Iris Module Reflections
Final Project
Course Evaluation
TOTAL POINTS
Point Value
50 (10 @5 points each)
60 points
15 points (3@ 5 points each)
20 points
10 points
10 points
10 points
40 points
10 points (2@ 5 points each)
100 points
1 @ 5 points
330
Your letter grade for the course will be calculated using the following percentages:
A 95 - 100
B+ 87 - 89
C+ 77 - 79
D+ 67 - 69
A- 90 - 94
B
83 - 86
C
73 - 76
D
63 - 66
B- 80 - 82
C- 70 - 72
D - 60 - 62
Course Assignment Summary
Field Experience: For this course, teacher candidates will spend 12 hours working with a student who is
experiencing difficulty academically (i.e., learning to read, write, spell, or solve mathematic problems).
In conjunction with the field experience, students will complete the following assignments:
1. Learning Disabilities (LD) Checklist and Log
2. Lesson Plan Accommodations
3. Praise Notes
Reading Assignments: Reading materials include the following: Mastropieri and Scruggs custom text,
Prater Chapter 2, the What Every Teacher Should Know About (WESTKA)Making Accommodations book, IRIS Web site
modules., and other readings, as listed in the syllabus. Additionally, I’ve posted supporting reading materials that may be of
interest to you as you progress in your experience as a teacher candidate.
Connections Journal Assignments: Each week, students will complete a connections journal assignment (approximately
1/2 page) that corresponds with the chapters you read for that week. Each connection is due prior to class commencing on
the day that they are indicated on the syllabus. Most of these due dates are on Wednesday, a few are on Monday. Please
take note.
Course Assignments: Students will complete 4 assignments (approximately 1‐ 2 pages in length).
1. Disability Awareness
2. Tier‐ 2 Intervention Plan
3. Behavior Strategies
4. Continuum of Placement
5
Final Project:
The final for the course is a collaboration assignment. Students will work with a peer to develop a
hypothetical case study.
Due Dates: Connections Journal entries are due prior to class once each week, essentially. There are a few exceptions to
this. Course assignments are due as indicated on the course schedule. Other due dates are outlined on the course schedule.
Assignments: Assignments are to be handed at the beginning of class on the due date designated by the instructor. (This
applies in the case of absences, also.) Assignments will be lowered 10% for each day late. No assignments will be
accepted after the last day of class.
Course Evaluation: Complete the course/instructor evaluation found on BYU’s system.
Course Expectations
• Course Work: Written work is expected to be professionally appropriate; please proofread
your work prior to submission. Assignments should typed and be free from spelling, grammatical, and typographical
errors.
• Assignments: All written work must reflect the efforts of the individual student.
• Time Commitment: University standards are 2 to 3 hours of out-of-class work for each
credit hour. For this class you may spend 4 to 6 hours a week completing course work.
• Personal Responsibility: Students are expected to check the online course information
and/or the course syllabus for clarification regarding assignments prior to contacting the
instructor. Students are responsible for completing course work and for managing
learning behavior in and out of class. If you encounter problems completing course
work, it is your responsibility to contact the instructor to resolve issues.
• Classroom Behavior: Reading and sending emails, completing work for other courses
while in class, working on puzzles, or any other multi-tasking type activity is not an
appropriate use of the learning opportunity available in class. Cell phones should be
turned off prior to class.
• Professionalism: You are expected to behave in a professional manner. If you have
concerns about the course, you should discuss your concerns privately with the
instructor. The classroom is not an appropriate forum for airing personal frustration or
stress.
 Observe BYU Honor Code: Self-explanatory. Review code as needed.
Success in the Course
We hope that all students enrolled in this course will achieve desired results. Students who have been successful in this
course attend class, read the lessons, and complete assignments on time.
Completing work on time is especially important. Typically, this is a busy semester for students. If you get behind early in
the semester, it becomes increasingly difficult to catch up. Turn in work on time.
Students who contact me when they encounter problems completing assignments or attending class, work with me to
resolve problems. We are willing to work with students who proactively manage their learning experience.
Methodologies/Teaching Strategies: Course instruction includes reading the chapters, completing connections journals,
accessing internet sites, viewing electronic video presentations, and working with a child with special needs, attending class
and participating in instructional activities in class.
Other Critical Information: Please be courteous to all members of the class by turning off cell phones and beepers
during class time. I will be communicating with you via e-mail this term. As a BYU student, each of you has access to an
account. Please obtain your account information and inform us of your e-mail address. You are also expected to learn how
to use Blackboard to access information for this course. Information will follow. THANK YOU!
Grading
Grading your performance is a complex process. As your teacher I consider myself a mentor, but as your evaluator I must
be as impartial and objective as possible. Your grades reflect both effort and achievement, not effort alone.
6
Please refer to the following URL to learn more about policies relevant to you as a student in the McKay School of
Education. This URL link includes our mission statement, as well as information about plagiarism, honor code,
prevention of sexual harassment, students with disabilities, and diversity.
7
Course Calendar
Date
Focus
August
30
Introduction, Syllabus, Field
Experience
Sep
Disability Awareness
1
8
13
Connections
Journal
1
Prater—Laws (found on
Pearson website)
WETSKA Part 1 (Carter,
Prater, & Dyches Text)
20
Learner Characteristics &
Intro to Rti
RtI Module (out of class)
WETSKA Part 1 (Carter,
Prater, & Dyches Text)
IRIS RTI (Part 1) Module:
An Overview
Matroopieri Ch. 2
Prater Ch. 2 pages 34-59
3
Disability Awareness Assignment
4
27
RtI Discussion in Class and
IEP/Referral Process—Use
IRIS Module: The PreReferral Process…
29
IEP/Referral Process
Continued
Matroopieri Ch. 2
Prater Ch. 2 pages 34-59
4
High Incidence Disabilties
Mastropieri Ch. 3
6
Low Incidence Disabilities
(Michele Thompson)
Mastropieri Ch. 4
6
11
CRIME Model
13
Accommodations--Academic
“She Will Succeed” Article
(Prater)—located on
Blackboard
WETSKA Part 2
Mastropieri Ch. 10
7
18
Accommodations--Behavior
20
Early Intervention (Karen
Hahne)
25
Gifted and Talented (Pam
Turley)
NO CLASS—FIELD
EXPERIENCE until Nov. 29
What have we learned?
1
8
8
Dec 16th
Assessment and Progress
Monitoring Modules (Out of
class)
Assessment and Progress
Monitoring Discussion in
class
Summing it All Up & Prep for
Final
Final Exam due by
Wednesday, December 15th
at 5:30 p.m. Post on the
Discussion Board on
Blackboard.
Course and Field Assignment(s)
Due Dates
2
Laws Continued and Learner
Characteristics
Nov 29
Dec
Mastropieri Ch. 1
Elder Marlin K. Jensen’s
talk –“Those Who are
Different”
15
22
Oct
Disability Awareness &
Placements
Laws
Reading(s)
Mastropieri Ch. 9
Mastropieri Ch. 7
Early Childhood Materials
in the back part of
Mastropieri text
Mastropieri Ch. 5
5
Tier 2 Assignment
8
9
IRIS Module—Classroom
Assessment (Part 1): An
Introduction to Monitoring
Academic Achievement in
the Classroom AND
RTI (Part 2): Assessment
Note: Half the class will
do one module and half
the class the other.
Mastropieri Ch. 12
Continuum of Placements
Assignment—NOTE: You may
opt to hand this in now OR with
your field experience
assignments on Dec. 1st
Behavior Assignment
Field Experience Assignments
Continuum of Placements
Assignment
10
8