SPECIAL EDUCATION 494/594
LEGAL ASPECTS OF SPECIAL EDUCATION
AND SOCIAL FOUNDATIONS
Spring 2006
11:00-12:30 pm – T/Th
Lommen Hall 202
3 semester credits
Instructor: Kevin Anderson, MS
Office: Lommen 214V
Phone: 477-2007
e-mail: anderkev@mnstate.edu
COURSE DESCRIPTION
This course focuses on the importance of the knowledge, skills and understanding of the educational, sociological, legal, and historical
frameworks of special education services within the context of public school systems. The course also includes research on the
efficacy of special education; national and state reform, and renewal efforts in general and environment professional preparation,
litigation, and legislation; and best practices in curriculum for all learners. Issues related to families in a changing educational system
is also addressed.
TEXT
Hanson, M., & Lynch, E. (2004). Understanding Families: Approaches to Diversity, Disability, and Risk. Baltimore, MD: Brookes
Publishing
Smith, T. & Patton, J. (1998). Section 504 and public schools: A practical guide for determining eligibility, developing
accommodation plans, and documenting compliance, Austin, TX: Pro-Ed. Inc.
Yell, M. (2006). The law and special education. Upper Saddle River, NJ: Prentice Hall.
OVERALL COURSE OBJECTIVE
Upon completion of this course, students will be able to identify, define, and discuss the key legal, sociological, and ethical concepts
of special education law. Students will also be able to describe and apply the concepts learned to today’s educational systems. They
will also be able to define the rights of parents, and identify the role of the special education teacher in the classroom.
COURSE OBJECTIVES
I. Knowledgeable - Identify key legal, sociological, and ethical concepts aligned with special education law, education practices
and related social foundations.
II. Humanistic – Consider the implication of special education law on students with disabilities and their families.
III. Reflective – Apply principles of course content to current educational trends. Consider current needs and possible changes in
the future.
IV. Professional – Understand and apply principles learned in this course to topic discussions and classroom assignments and
projects.
V. Creativity – Apply principles of course in a creative pursuit to demonstrate student rights and legal mandates.
COURSE OUTLINE
UNIT 1
I.
READINGS
Introduction to course
II.
History of special education
III.
The American legal system
Yell – Ch. 1
Smith & Patton – Ch. 1
IV.
Special education and the legal system
Yell – Ch. 4
Smith & Patton – Ch. 2
V.
Individuals with Disabilities Education Act (IDEA)
Yell – Ch. 5
Americans with Disabilities Act (ADA)
Yell – Ch. 7
II.
Family Issues
Hanson & Lynch – Ch. 1-3
III.
Individualized Education Program
Yell - Ch. 11
IV.
V.
Free Appropriate Public Education (FAPE)
Smith & Patton – Ch. 3
Yell - Ch. 9
VI.
Eligibility and placement in IDEA and 504
Smith & Patton – Ch. 4
Least Restrictive Environment (LRE)
Yell – Ch. 12
Procedural safeguards
Yell – Ch. 13
UNIT 2
I.
UNIT 3
I.
II.
III.
Disciplining students with disabilities
Yell – Ch. 14
IV.
Families at risk
Hanson & Lynch – Ch. 4-6
V.
Rehabilitation Act - Section 504
Yell – Ch. 6
Smith & Patton – Ch. 5-7
No Child Left Behind Act
Yell – Ch. 8
II.
Technology-Related Assistance Act (Tech Act)
Handouts
III.
Accommodations and modifications
Handouts
IV.
Family supports
Hanson & Lynch – Ch. 7 & 8
UNIT 4
I.
EVALUATION
Grading:
Traditional: 90-100=A, 80-89=B, 70-79=C, 60-69=D, <59=F
Assignments:
Examinations (50 points each)
Reading highlights (2 points each)
Journal article critiques (10 points each)
Review of web-based resources (10 points each)
Legal debate
SpEd Law presentation
Families/diversity project
Total points possible:
*Special project for 594 students only - see instructor for project ideas
Total points:
150
50
30
30
40
50
50
400
Explanation of assignments:
I.
Knowledge - Examinations
a. Three examinations will be given.
b. Each examination contains true/false, multiple choice, definition of terms, and short answer questions.
II.
Humanism – Families/diversity project
a. Students will meet in a small group to determine project outline
b. Groups will interview teacher, related service providers, administrators, parents of students with special needs, or
agency representatives to identify legislative issues that are relevant to those persons.
c. Group will provide a written (2-3) summary and short presentation to the class.
III.
Reflection – Review of web-based resources and reading highlights
a. Students will search and locate at least 3 web sites that focus on special education and the legal system, provide an
outline of information that is relevant to this course, complete a one-page summary for each site, and share in class.
b. Students will complete all assigned readings prior to the corresponding class period and turn in a one-paragraph
summary of each chapter on an index card for check of understanding, participating, and class attendance.
IV.
Professionalism - Scholarly pursuits and class participation
a. Educational journal article – Student will locate 3 articles that address special education and the legal system. A short
summary (1-2 pages) will be completed for each article and shared with the class.
b. Students are expected to attend class and participate in small and large group discussions.
V.
Creativity – Special education presentation and law debate.
a. Students will consider one piece of special education legislation, research the origin and changes over the years, and
prepare a presentation for the class. Students will provide a 10-15 minute presentation to class.
b. Students will be divided into two groups and will prepare a case for one side of special education law issue. A debate
will be held in class. Students will prepare notes for debate and each present during the debate. Points will be awarded
according to pre-set guidelines according to debate presentation.
ACCOMMODATIONS
Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges,
Coordinator of Disability Services at 477-5859 V/TTY, CMU 222 as soon as possible to ensure that accommodations are implemented
in a timely fashion.
TENTATIVE SCHEDULE
Week
Week 1 – Thurs. off
Week 2 – Thurs. off
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10 – Spring Break
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16 – Tues. off
Week 17/18
Thurs. Study Day
Topic
Unit 1 – I, II
Unit 1 – III
Unit 1 – IV
Unit 1 - V
Unit 2 - I
Unit 2 - II
Unit 2 - III
Unit 2 - IV
Unit 2 - V
Readings
Yell Ch. 1, S&P Ch. 1
Yell Ch. 4, S&P Ch. 2
Yell Ch. 5
Yell Ch. 7
H&L 1-3
Yell Ch. 11
Yell Ch. 9, S&P Ch. 3
S&P Ch. 4
Yell Ch. 12&13
Assignment
Chapter paragraphs (CP)
CP
CP, journ. art. critique (JAC)
CP
CP
CP, (JAC)
CP
CP, web resources due
CP
Unit 3 – I, II
Unit 3 – III, IV
Unit 3 – V
Unit 4 – I
Unit 4 - II
Unit 4 – III
Unit 4 - IV
Yell Ch. 14, H&L Ch 4-6
Yell Ch. 6, H&L Ch 5-7
Yell Ch. 8
Handouts
Handouts
H&L Ch. 7&8
CP, (JAC)
CP, law presentations due
CP
Legal debate
CP
Family Diversity Project due
Examination
Exam 1
Exam 2
Exam 3
Exam 4
5-5-06 @ 9