Special Education Learning Disabilities
EDLD 477 – Master Syllabus
The Teacher as Reflective Practitioner
EDLD 477 – Research, Trends, and Issues in Learning Disabilities
Spadoni College of Education
Coastal Carolina University
Master Syllabus
Instructor of Record:
Email:
Phone:
FAX:
Office Location:
Office Hrs:
Meeting Dates, Time, and Room #:
Intended Audience: Candidates in the learning disabilities program
Prerequisite(s): Admission to the Professional Program in Teacher Education
Course Description: Investigation of current research, trends. and issues that impact the
planning and performance of programs and instruction for individuals with learning
disabilities.
Text/Other Required Materials/Resources:
1. What Every Teacher Should Know About Action Research by Andrew P. Johnson,
2009, Allyn & Bacon ISBN: 0-13-715584-0 (need by 9/26)
2. Using Research and Reason in Education: How Teachers Can Use Scientifically
Based Research to Make Curricular & Instructional Decisions, May, 2003, by Paula
J. Stanovitch & Keith E. Stanovitch, (grant project) U. S. Dept. of Education.
(provided by instructor)
3. National Institute for Literacy.(2005). What is scientifically based research?A guide
for teachers. (provided by instructor)
Conceptual Framework
The overarching theme of the Conceptual Framework for all educator preparation programs is
"The Educator as Reflective Practitioner." The initial and advanced teacher education
programs and the advanced program in educational leadership focus on the development of
knowledge, skills, and professional dispositions to ensure that all candidates are well prepared
and meet all institutional, state, and professional standards at the completion of their program.
The Conceptual Framework describes the shared vision of teaching, learning, and the preparation
of teachers and school leaders. It outlines our philosophy and commitment to the education
profession; guides programmatic decisions; and ensures coherence among curricula, field
experiences, clinical practice, and the unit’s assessment system. The Conceptual Framework
reflects our commitment to integrate technology, demonstrate professional behavior and
dispositions, engage in reflective practice, work with diverse populations, and apply content and
pedagogical knowledge to the teaching and learning process.
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Special Education Learning Disabilities
EDLD 477 – Master Syllabus
Course Outline
1. Current teaching research in learning disabilities
2. Legislative issues
3. Intervention issues
4. Trends in the field of Learning Disabilities
5. Action Research Project
6. Write IEP
Unit Assessments and SPA Assessments Required of this course: There are no unit nor CEC
assessments required of this course.
Course Objectives:
1. Investigation of current research, trends. and issues that impact the planning and
performance of programs and instruction for individuals with learning disabilities.
2. Analyze and apply data to develop an Individual Education Plan for a student with a
disability.
3. Research and report results of an intervention designed based on data, using action
research
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Special Education Learning Disabilities
EDLD 477 – Master Syllabus
Standards Alignment Information:
CF: Conceptual Framework Candidate Proficiencies (2007)
CEC: Content Standards (CEC)
ADEPT: Performance Standards
EEDA: SC Education & Economic Development Act Performance Standards
ISTE/NETS: International Standards for Teacher Educators/National Educational Technology
Standards
Student Learning Outcomes:
Upon completion of this course and related field experience,
candidates should be able to:
 Describe the purpose and process of Action Research
 Conduct action research and utilize action research data in the
development, presentation, written report of an action
research project
 Demonstrate skills and competencies to analyze meaningful
data for curriculum and instructional planning and write an
Individual Educational Plan (online format) based on data
collected in the comprehensive assessment project completed
in EDLD400-Assessment of Exceptional Learners.
 Students will discuss intervention and issues and explain their
impact on programs and instruction.
 Students will discuss legislative issues and explain their
impact on programs and instruction during scheduled debates
in class.
 Research and present trends and issues in learning disabilities
and special education, utilizing various resources during
scheduled debates in class.
 Reflect on professional growth and activities to maintain
currency in the field
CF: 5.1
CEC: 4
ADEPT: 2C, 3BC,
10E
CF: 3.2
CEC: 4
ADEPT: 3ABC,
5ABC, 6ABC,
7ABC
CF: 4.1,4.2, 4.3
CEC:1, 2
ADEPT: 4ABC,
8BC, 9A, 10ABCDE
CF:
CEC:1,2
ADEPT:
CF: 5
CEC:
ADEPT: 2C,3ABC,
10E
Field Experience assigned to this course: This course is part of the Senior I semester in Special
Education that includes a one week and then three week of full-time field experiences in Specific
Learning Disabilities at the secondary level in conjunction with their EDLD 479 Field
Experience IV course. The Action Research Project data collection will be completed during this
field experience.
Course Assessments:
 Consistent attendance and participation in campus seminars
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EDLD 477 – Master Syllabus
Special Education Learning Disabilities





Completion of assigned readings prior to class and preparation to actively discuss topics
Participation as leader and member of debate on current issues in special education.
Write an Individual Education Plan (IEP) based on comprehensive assessment completed
in EDLD400 during previous semester
During field experience complete an action research project.
Oral presentation of action research project
Assessment:
REQUIREMENTS
In class attendance, participation, &
professionalism
Debate Leadership
Debate Participation (5 pts x10)
Excent-IEP
Action Research Project
Oral presentation of Action Research Project
TOTAL POSSIBLE POINTS
POINTS
45
20
50
75
50
10
250
University Grading System: see University catalog
Grades will be computed using the percentage of the total points earned with letter grades as
follows:
A
90 – 100
C
70 – 74
B+
85 – 89
D+
65 – 69
B
80 – 84
D
60 – 64
C+
75 – 79
F
0 – 59
Candidates in the Professional Program in Teacher Education must earn the grade of C or above
in this course before enrolling in the next course in the education sequence.
It is recommended that students retain records of all course products to document their
progress through the CCU Special Education program. Products from this class may be used
to document your satisfactory progress through the CCU program and the CEC performance
based standards.
Academic Integrity Code: (from the Student Code of Conduct, Sections A & C, pgs. 3-4 http://www.coastal.edu/conduct/documents/codeofconduct.pdf)
Statement of Community Standards:
"Coastal Carolina University is an academic community that expects the highest
standards of honesty, integrity and personal responsibility.
As members of this community, we are accountable for our actions and are committed to
creating an atmosphere of mutual respect and trust.
Honor Pledge: (required of all entering CCU students)
On my honor, I pledge:
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Special Education Learning Disabilities
EDLD 477 – Master Syllabus


That I will take responsibility for my personal behavior; and
That I will actively oppose every instance of academic dishonesty as defined in
the Code of Student Conduct.
From this day forward, my signature on any University document, including tests, papers
and other work submitted for a grade is a confirmation of this honor pledge.
ATTENDANCE/ADMINISTRATIVE POLICIES:
1. Successful completion of course components required.
2. Performance data are collected on candidates enrolled in the Special Education
Professional Program in Teacher Education (PPTE). These data will be reported to our
accreditation organization, The Council for Exceptional Children (CEC), in aggregate form
only.
3. No pets or children are to be brought to class without prior approval of the instructor.
4. Students are expected to attend and actively participate in all classes, demonstrate
professional behavior in the classroom, display academic integrity, and complete all
assignments with professional quality and in a timely manner. When absence from class is
unavoidable, students are responsible for obtaining all class information (e.g., handouts,
announcements, notes, syllabus revisions, etc.) from another class member (not from the
instructor) prior to the class meeting that follows the absence.
5. According to the Coastal Carolina University Catalog, the grade of F will be assigned for
excused or unexcused absences in excess of 25% of the regularly scheduled class meetings.
For this class, that corresponds to 3 ½ or more absences; please notify the instructor with
appropriate medical records for extended medical problems. For each absence beyond 2,
your final grade will be lowered by one half a letter grade.
6. Three tardies constitute 1 absence; please see Hodges if there are compelling reasons for
arriving to class late; students are expected to be punctual.
7. Ten percent of the total grade for an assignment will be deducted for each calendar day an
assignment is late.
8. The use of electronic devices that produce sound or otherwise interfere with the learning of
others (i.e., cell phones, pagers, Blackberries, Text messaging, email, etc.) is prohibited
during class. Computer use in class is allowed only for course information access; an
infraction of this policy will result in prohibited computer use in class.
9. For each in-class hour devoted to EDLD 422 course content, students are expected to spend
2 hours outside of class on course related assignments (5-6 hrs. weekly).
10. Routine access (daily) to CCU electronic mail and the internet for communication and
assignments is crucial to participation in this class.
11. Exemplary work may be kept and shared in the future. Papers or projects with excessive
spelling, grammar, or punctuation errors will not be accepted.
12. All assignments completed as homework are to be typed, 12 font, Times New Roman, 1”
margins unless instructor states otherwise.
13. This syllabus may change according to class needs.
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Special Education Learning Disabilities
EDLD 477 – Master Syllabus
Professionalism is expected – components:
- attendance and punctuality
- class participation
- class preparation
- ability to cope
- positive attitude toward change
- interpersonal skills
- responsible for choices/actions
- organizational skills
- appropriate verbal skills
- appropriate writing skills
- acceptance of constructive criticism
- enthusiastic & positive
- emotional stability & maturity
- level of initiative
- attentiveness (It is unacceptable to do coursework for other classes during class time.)
Participation: You are required to read the assigned material prior to class and participate in
class discussions and in-class assignments. Participation means more than simply showing up
for class. You will be graded on your contributions to class discussions, your reflections, and
your contribution to group work.
Attitude: Appropriate classroom behavior is mandatory. You are expected to exhibit a positive
and professional attitude throughout the course and during your field placement. Unprofessional
behavior will result in the development of a Professional Improvement Plan and/or the reduction
of your final evaluation by at least one letter grade.
STUDENTS WITH DISABILITIES: Students with any learning disabilities, or are alternately
abled in any manner, or feel the need for special dispensation, please contact the Office of
Student Disabilities in the Counseling Center located in the Student Health Center, 204
University Boulevard: 843-349-2305.
Class Cancellations
If class is cancelled, an announcement will be made for our class on the course website and an
email sent to students via their CCU email account address.
Exam and Assignment Due Dates
The instructor will not provide make-up examinations or review other class work missed by a
student as a result of absence.
Assignments submitted later than at the beginning of the class period on the scheduled due date
and time will be counted as late. For each calendar day the project/paper/assignment is late,
10% of the total points possible for the assignment will be deducted.
Representative Works Consulted:
IDEA Act of 2004
NCLB, 2001
Journals consulted on a regular basis:
Annals of Dyslexia
ASHA: A Journal of the American Speech
& Hearing Assoc
Exceptional Children
Journal of Special Education
Learning Disabilities Quarterly
Learning Disabilities Research & Practice
Preventing School Failure
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EDLD 477 – Master Syllabus
Special Education Learning Disabilities
Focus on Exceptional Children
Intervention in School and Clinic
Journal of Learning Disabilities
Journal of School Psychology
Psychology in the Schools
Reading, Writing and Learning Disabilities
Remedial and Special Education (RASE)
Teaching Exceptional Children
Website resources:
http://www.smartbrief.com/cec/ (latest issues, news)
http://www.schwablearning.org (parent emphasis)
http://wrightslaw.com (legal, parent law)
http://www.teachingld.org (division for learning disabilities)
http://www.ldonline.com
http://www.studentprogress.org (student progress monitoring)
http://www.autism-society.org
http://www.chadd.org/
http://ncld.or
http://nichcy.org
http://www.interventioncentral.org
http://www.asha.org
http://www.interdys.org (International Dyslexia Association)
http://www.cldinternational.org (Council for Learning Disabilities)
http://www.ldanatl.org (LD Association of America)
http://www.ldresources.com/
Description of Assignments
EXCENT – IEP
Complete an IEP on the student you completed a comprehensive assessment with in your
EDLD400-Assessment for Exceptional Learners class last spring. The rubric below will be used
to grade your IEP.
DEBATES
You will have provided at least two (2) articles related to the topics (see topics list in syllabus) as
a starting point. As the debate leader, you will receive a grade using the rubric in the syllabus.
Teacher candidates on both teams will receive participation points, if they do not participate in
your topic, they will not receive points. The topics for this semester, roles, and guidelines are
listed in the syllabus.
ACTION RESEARCH PAPER
You will design, implement and write up a very introductory action research project. Data will
be collected during your field experience.
1. During your first week in the field experience, you should determine what “problem” or
research question you would like to research.
2. Write the Introduction, Literature Review, Research Question and Methodology sections
of your paper prior to your three week field experience.
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Special Education Learning Disabilities
EDLD 477 – Master Syllabus
3. Collect baseline data for the first two days of your field experience.
4. Implement your intervention for the remainder of 13 days in your field experience.
5. Write your results, conclusion, limitations, and plan of actions sections of your paper to
submit.
6. Develop a presentation for class about your project (use the rubric in the syllabus)
7. Submit Action Research Project to your instructor during finals week.
The project will include:
 Introduction: topic that is pertinent to improving instruction for (a) student(s) with
learning disabilities
 Literature Review
 Research Question
 Methodology: plan for data collection and how data will be analyzed
 Results: data-results of data collection
 Conclusion: what does the data “say” and what does the data suggest the next steps are
 Limitations: what were your limitations to this research project
 Plan of Action: You will not necessarily be teaching these students next semester, but if
you were to teach these students, what would you change in the instruction, curriculum,
methods or strategies and how?
A self-evaluation rubric and the rubric for grading the project is included in the syllabus. This is
due with your comments and self-evaluation stapled to the front of the Introduction, Literature
Review, Research Question, & Methodology sections due on Monday, October 25.
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Special Education Learning Disabilities
EDLD 477 – Master Syllabus
IEP RUBRIC
Categories of
Evaluation
Basic Information
Present Level of
Educational
Performance
Consideration of
Special Factors
Inconsistently Meets
Standards/Unacceptable
Does Not Meet
Standards/Unacceptable
1
An alias is provided for student name,
birth date, district, building site, date
of IEP, and type of IEP. Majority of
the information is incorrect or
information is not present.
Objective statements about
educational, behavioral and social
strengths and needs are listed but are
not consistently appropriate or do not
directly link to the evaluation data.
Existing standardized and informal
evaluation data are inconsistently
included with results showing effects
of child’s disability on educational
performance. The impact of the
disability on the involvement/progress
in general curriculum may or may not
be listed.
Special factors are considered and
checked yes or no. Candidate did not
address behavioral intervention,
language and communication needs
of the learner who has a hearing
impairment and/or limited English
proficiency, and assistive device
needs.
Meets Standards/Acceptable
3
An alias is provided for student
name, birth date, district, building
site, date of IEP, and type of IEP.
Majority of the information is
correct.
Objective statements about
educational, behavioral and social
strengths and needs are listed and
directly relate to evaluation data,
but are not consistently
comprehensive. Existing
standardized and informal
evaluation data are included with
results showing effects of child’s
disability on educational
performance. The impact of the
disability on the
involvement/progress in general
curriculum is provided.
Special factors are considered and
checked yes or no. Candidate must
address behavioral intervention,
language and communication
needs of the learner who has a
hearing impairment and/or limited
English proficiency, and assistive
device needs. Factors considered
were appropriate to the learner and
identifies and provides a rationale
of the needed services on the IEP.
Consistently Exceeds
Standards/Target
Exceeds Some Standards/Target
Points
5
An alias is provided for student name, birth
date, district, building site, date of IEP, and
type of IEP. All of the information is
correct.
Objective statements about educational,
behavioral and social strengths and needs
are listed, directly relate to evaluation
results, and are consistently
comprehensive. Existing standardized and
informal evaluation data are included with
results showing effects of child’s disability
on educational performance. The impact of
the disability on the involvement/progress
in general curriculum is provided.
Special factors are considered and checked
yes or no. Candidate must address
behavioral intervention, language and
communication needs of the learner who
has a hearing impairment and/or limited
English proficiency, and assistive device
needs. Factors considered were appropriate
to the learner and identifies and provides a
rationale of the needed services on the IEP.
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Special Education Learning Disabilities
Annual Goals
Short Term
Objectives/
Benchmark
Progress measured &
reported to parents
Type of Service
Placement including
Related Services
Description of &
Percent of student’s
non-participation in
regular class, length
of school day, type of
P.E. listed, etc.
Annual goals are selected and may or
may not be based on present level of
performance data. Priority of goals
lacks alignment with learner strengths
and needs. Goals are not written in
measurable terms and/or do not show
direction for growth.
Majority of short term objectives/
benchmark (linked to annual goals)
are not written in measurable terms
(objectives contain 4 parts each: who
will do what, under what conditions,
and to what degree. Benchmarks may
or may not be age-appropriate and
correlate with past IEP benchmarks.
Evaluation schedule and procedures
are inappropriate to the
goals/benchmarks or procedures and
schedule are identified. Methods of
notifying parents on learner progress
is not provided.
Majority items were not addressed or
were not correct: Type of service,
amount of services listed (including
time, frequency, circumstances),
projected starting/ending date, and
person responsible
Majority of items were not addressed
or were not correct: Description,
percent of day, length of day, P.E.
listed
EDLD 477 – Master Syllabus
Annual goals are selected and
based on present level of
performance data. Priority of goals
lacks alignment with learner
strengths and needs. Goals are
written in measurable terms and
show direction for growth.
(minimum of 2)
Majority of short term objectives/
benchmark (linked to annual
goals) are written in measurable
terms (objectives contain 4 parts
each: who will do what, under
what conditions, and to what
degree. Benchmarks written are
age-appropriate and correlate with
past IEP benchmarks.
Evaluation schedule and
procedures are appropriate to the
goals/benchmarks. Methods of
notifying parents on learner
progress are provided.
Majority items were addressed and
correct: Type of service, amount of
services listed (including time,
frequency, circumstances),
projected starting/ending date, and
person responsible
Majority of items were addressed
and correct: Description, percent
of day, length of day, P.E. listed
Annual goals are selected and prioritized
based on present level of performance data.
Goals are written in measurable terms and
show direction for growth.
Majority of short term objectives/
benchmark (linked to annual goals) are
written in measurable terms (objectives
contain 4 parts each: who will do what,
under what conditions, and to what degree.
Benchmarks written are age-appropriate,
sequenced, and correlate with past IEP
benchmarks.
Evaluation schedule and procedures are
appropriate to the goals/benchmarks.
Multiple evaluation procedures as well as a
variety of evaluation procedures are used.
Methods of notifying parents on learner
progress are provided.
Where and what type of service, amount of
services listed (including time, frequency,
circumstances), projected starting/ending
date, and person responsible. All
information is correct.
Description, percent of day, length of day,
P.E. listed and correct
10
X2=
X2=
Special Education Learning Disabilities
Supplemental
aids/services, program
modifications and
supports for
personnel listed
w/location,
class/setting
State & District wide
Assessment Programs
and Extended School
Year Services (ESY)
Extended School Year
Services
EDLD 477 – Master Syllabus
Supplemental aids/services or
supports for personnel, location/class/
settings not listed or are incorrect.
Modifications may or may not be
present, but when present are not
linked to learner needs.
Supplemental aids/services and
supports for personnel listed
w/majority of information
(location/class/settings) given and
correct. Modifications (linked to
needs) are identified for regular
class(es) but are not consistently
appropriate for the learner.
Location incomplete.
Supplemental aids/services & supports for
personnel listed w/location/class/setting
(all listed) Modifications (linked to needs)
are identified for regular class(es)
(all modifications listed are appropriate
and location provided)
Participation in state/ district wide
assessment is listed, however testing
modifications may or may not be
present. When modifications are
listed, the modifications are generally
inappropriate to the needs of the
learner. If alternate assessment is used
a rationale may or may not be
provided that supports the learner’s
participation in alternative
assessment.
Participation in state/ district wide
assessment is listed and includes
any required testing modifications.
Testing modification are generally
appropriate. If alternate assessment
is used a rationale is provided that
supports the learner’s participation
in alternative assessment.
Rationale lacks clarity.
Participation in state/district wide
assessment is listed and includes any
required testing modifications. Testing
modifications are appropriate. If alternate
assessment is used a clear rationale is
provided that supports the learner’s
participation in alternative assessment.
Considerations for extended school
year services (ESY) are not
observable and data may be lacking
or fails to support the recommended
decision.
Considerations for ESY are
observable, and data supports the
need for an extended school year
or data does not support the need
for an extended school year. Data
is incomplete, but still results in an
appropriate decision.
Considerations for ESY are observable,
and data supports the need for an extended
school year or data does not support the
need for an extended school year. The
determination is appropriate to the learner.
SUB-TOTAL POINTS
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EDLD 477 – Master Syllabus
Special Education Learning Disabilities
**Form &
Writing
Mechanics
2
4
6
More than 10 errors
(spelling/punctuation)
& IEP lacks clear
focus for team
Less than 10 errors
(spelling/punctuation) &
IEP is not easily
understood by teachers/
parents
Less than 5 errors
(spelling/ punctuation)
& IEP has clear focus
for team
8
Less than 3 errors
(spelling/punctuation)
& IEP has clear focus
for team
10
Points
No errors (spelling/
punctuation) & IEP has
clear focus for team
SUB-TOTAL POINTS
/10
TOTAL POINTS
/75
* Short-term benchmarks will be written by all candidates to enhance their knowledge and skills in the general and independence curriculum. It is understood that
benchmarks are not required except in cases where students are taking alternative assessments.
** Candidates who earned a rating less than a 3 will correct errors and resubmit.
If section is not complete or missing, the rubric will be scored for that section as zero (0).
Peer Evaluator:_________________________________________ Date: ____________
Course Evaluator:_______________________________________ Date:____________
Target (3) = Candidate earns majority of ratings at Level 3.
Acceptable (2) =Candidate earns majority of ratings at Level 2.
Unacceptable (1) =Candidate earns majority of ratings at Level 1.
IEP Peer Evaluation Review (10 points) [no one in your class should be a reviewer on more than one (1) IEP]
1. Have one of your peers review your IEP prior to submitting it to the instructor.
o The reviewer will give you feedback (strengths, what to work on) on your IEP.
o This reviewer will write/document their feedback, then sign and date that they have reviewed your paper.
o This feedback must be submitted to your instructor.
2. You will then comment on whether the reviewers comments were:
o helpful or not,
o what you changed/improved
o submit your reaction to their comments to the instructor.
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EDLD 477 – Master Syllabus
Debate Topics:
#
1.
2.
3.
4.
Date: Topic
Topic #1 , DL Progress Report on [Day, Date] – [Name]
Debate Leader (DL);
Affirmative Team Leader
(Aff);
Negative Team Leader
(Neg)
8/30/10 - Does School Choice Open Doors for Students with
Disabilities? Affirmative: Andrews Negative: Miner
Topic #2 , DL Progress Report on Thursday – [Name] & [Name]
8/30/10 - Do Funding Systems Create a Perverse Incentive to Place
Students in Special Education? Affirmative: Greene Negative:
Mahitivanichcha
Topic #3 , DL Progress Report on Thursday – [Name] & [Name]
9/13/10 - Will NCLB Requirements Produce Highly Qualified Special
Education Teachers? Affirmative: Paige Negative: McLeskey
DL Aff Neg DL Aff Neg -
Topic #4, DL Progress Report on Thursday–
10/4/10 - Can Scientifically Based Research Guide Instructional
Practice? Affirmative: Odom Negative: Brigham
Topic #5, DL Progress Report on Thursday 5. 10/4/10 - Can One Model of Special Education Serve All Students?
Affirmative: Sailor No: Zigmond
Topic #6, DL Progress Report on Thursday 6. 10/11/10 - Have Schools Gone Too Far in Using Accommodations?
Affirmative: Kauffman Negative: Byrnes
Topic #7, DL Progress Report on Thursday 7. 10/11/10 - Can Brain Scans Unravel the Mystery of Learning
Disabilities? Affirmative: Shaywitz Negative: Coles Progress
Topic #8, DL Progress Report on Thursday 8. 10/18/10 - Is Attention Deficit (Hyperactivity) Disorder
Overdiagnosed? Affirmative: Allen Negative: Barkley
Topic #9, DL Progress Report on Thursday 9. 10/18/10 - Is Eliminating Minority Overrepresentation Beyond the
Scope of Public Schools? Affirmative: Donovan Negative: Cross
Topic #10, DL Progress Report on Thursday 10. 10/25/10 - Will More Federal Monitoring Result in Better Special
Education? Affirmative: NCD Negative: Hess
DL Aff Neg DL Aff Neg DL Aff Neg DL Aff Neg DL –
Aff –
Neg DL –
Aff Neg DL –
Aff –
Neg –
DL Aff Neg –
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EDLD 477 – Master Syllabus
Debate Guidelines
All candidates are responsible for (5pts):
 Reading all articles posted on the topic.
 Preparing during the week prior to the debate:
o Readings completed to support arguments
o Arguments outlined
o Arguments in logical order and supported
o Both teams ready to discuss topic as professionals during class
 Participating on one side of the argument during class with points supported in the
articles given online or in articles they find on their own.
 Finding other articles to read to gather more information and defend their side of the
issue.
 Participating in the discussion after the debate about their thoughts on the topic based on
their readings and the debate.
Debate Leaders are responsible for:
 Reading all articles posted on topic and understand both sides of the issue
 Facilitating and keeping time for the debate in class.
 Checking in with both teams for the week prior to the debate:
o Readings completed
o Arguments outlined
o Arguments in logical order and supported
o Both teams ready to discuss topic as professionals during class
 Introduce the topic of debate and team members. Be clear about issues/sides.
 Summarizing the points made during the debate that both sides of made-this is NOT a
critique, just a summary.
Debate Format
1. Opening Statements-5 minutes for each side:
a. Proponent/Affirmative-Defend the status quo. State why it is good the way it is.
b. Opposing/Negative-Talk about why the status quo does not work and give a plan
for how to improve upon the status quo.
2. Questions: Up to 5 minutes for each side.
a. This is for clarification of points. No judgement or argument happens during the
questioning phase.
b. Proponent/Affirmative goes 1st, then Opposing/Negative.
3. Team Meeting: No more than 5 minutes
a. Build Closing Statements
4. Closing Statements: Up to 7 minutes
a. Proponent/Affirmative
b. Opposing/Negative
5. Summary: Debate Leader summarizes the arguments for and against
6. Class Discussion:
a. How do you feel about your argument?
b. What do you agree with and disagree with that was stated?
c. How does this affect your teaching and your educational philosophy?
14
Special Education Learning Disabilities
EDLD 477 – Master Syllabus
Debate ROLES
TOPIC: __________________________________________________________
Proponents/Affirmative: _____________________
Opposition/Negative:______________________
You are now a member of your selected team. Your team will be graded as a whole and
individually. This means that you will be as strong as your weakest link. Be sure that you work
together so that all members of your team have an adequate background of the positions and
arguments that you will be proposing.
1. There will be an opening statement made by your team. This should be 3-5 minutes long and
should state your team's position and the arguments/solutions you will be proposing.
Responsible Member: ____________________________
2. You should have at least 15 questions that can be asked of each of your opponents. These
should be on separate sheets of paper or on note cards for easy reference. The questions should
be specifically directed to your opponents and should be concise and clear.
Responsible Member: ____________________________
3. You should have answers prepared which will be used to respond to your opponents
questions. Imagine that you are from the other teams and determine what questions may be asked
of your team.
Responsible Member: ____________________________
4. You should have a final conclusive argument/statement drawn up and be prepared to revise
this statement during the event. This should be no longer than 7 minutes. You should take notes
during the entire debate so that you may refer to these in your final presentation of your team's
views.
Responsible Members: ____________________________
When you have determined who will be responsible for each portion of your team's debate, it is
up to you to prepare yourself for the challenge that lies ahead. Only one team will win this
debate. The winning team will:
-have a solid background regarding all material
-have plenty of evidence to back up claims
-use teamwork to teach all in group the important concepts behind specific positions
-be creative/psyche out opponents
-outclass opponents/never give an answer of "uh...."
Good luck!
15
Special Education Learning Disabilities
EDLD 477 – Master Syllabus
“Listen first. Give your opponents a chance to talk. Let them
finish. Do not resist, defend or debate. This only raises
barriers. Try to build bridges of understanding.”
--Norman Vincent Peale (1936) “How to Win Friends and
Influence People.”
http://www.uil.utexas.edu/academics/rules/1001.html
Overtime. Overtime may count against a team at the discretion of the judge(s).
Abuse of Time. Excessive abuse of the time allotments may result in loss of the round
at the
discretion of the contest director.
CROSS-EXAMINATION PERIOD.
During the questioning period, both opponents stand and face the judge. Each debater shall
question one opponent and only that one opponent may respond. A debater may waive the crossexamination privilege but will lose the time waived. The questioner should control the use of
time during the period and may only ask questions and may not comment on the answers or
make any statement of his/her own views. Rudeness, sarcasm, and condescension shall not be
tolerated during the cross-examination period, and the judge may choose to assign speaker points
accordingly. The purpose of the questioning period is to:
(1) Ask for information to gain clarification and understanding.
(2) Set up strategies to use in developing further argumentation.
(3) Discover fallacies or inconsistencies in opponent’s argumentation.
We will NOT use these rules. They are interesting and something to think about as you gather your
information. You should know where you are getting your arguments for each side of the issue.
EVIDENCE.
(1) Quotes. Whenever a debater quotes at any length the words of another, the fact the evidence is
quoted material must be plainly stated.
(2) Availability of Materials. Speakers may use notes if they wish. If charts, maps, books, or other
materials are used by any debater, they shall be left before the audience and shall be available for
use by the opposing debaters in refutation. Debaters may use laptop computers.
(3) Available in Writing on Demand. All participants submitting evidence in competition shall possess
and present upon demand of debater such evidence in published print form. The evidence must
display full bibliographic source citation, even if the full citation is not orally delivered. Full
citation should include the following elements: author’s name, author’s qualifications, complete
source information, complete date, and page number. Citations of online publications or from
online data bases also require the publication medium (online), the Internet URL, or the name of
the computer service, and the date of access. Failure to meet this requirement can result, at the
discretion of the judge, in:
(A) loss of round;
(B) the evidence not being counted in the round; or
(C) the evidence not being given as much weight in the decision of the round.
(4) The contest director shall be empowered with the final decision in questions concerning
falsification of evidence. See (k) (6) (A).
16
EDLD 477 – Master Syllabus
Special Education Learning Disabilities
CLASSROOM DEBATE LEADER RUBRIC
Levels of Performance
Criteria
1. Organization and
Clarity:
1
2
3
Unclear in
most parts
Clear in some
parts but not
over all
Most clear and
orderly in all
parts
Completely
clear and
orderly
presentation
Few or no
relevant
reasons given
Some relevant
reasons given
Most reasons
given: most
relevant
Most relevant
reasons given
in support
Few or no
relevant
supporting
examples/facts
Some relevant
examples/facts
given
Many
examples/facts
given: most
relevant
Many relevant
supporting
examples and
facts given
No effective
counterarguments
made
Few effective
counterarguments
made
Some
effective
counterarguments
made
Many effective
counterarguments
made
Few style
features were
used; not
convincingly
Few style
features were
used
convincingly
All style
features were
used, most
convincingly
All style
features were
used
convincingly
viewpoints and
responses are outlined
both clearly and
orderly.
2. Use of Arguments:
reasons are given to
support viewpoint.
3. Use of Examples
and Facts:
examples and facts are
given to support
reasons.
4. Use of Rebuttal:
arguments made by the
other teams are
responded to and dealt
with effectively.
5. Presentation Style:
tone of voice, use of
gestures, and level of
enthusiasm are
convincing to audience.
4
17
EDLD 477 – Master Syllabus
Special Education Learning Disabilities
Action Research Rubric
A good Action Research Project incorporates the following Quality Standards. Use the
rubric to self-evaluate as you are working on your project.
Name/School: _____________________________________________
Quality Standards
1. Posing a Research Question:
 Specified the area of learning to improve or change. Avoided
using test scores as the desired change.
 Specified “who” is being studied in the action research study.
 Posed a research question that can be studied and answered
in a reasonable amount of time and that is within the sphere
of influence.
 Avoided using words that answer the final question with a
“yes” or “no”. Began the question with words such as “how”,
“when”, or “why”.
Rating*
Comments
2. Creating Learning Outcomes
 Created goals for student learning that are attainable and
within the sphere of influence.
 Created outcomes that are specific and measurable.
 Aligned learning outcomes to classroom, district, and state
curriculum goals and standards.
3. Choosing an Instructional Focus:
 Identified research-based strategies/interventions aligned to
the instructional goal(s).
 Described strategy/intervention implemented.
4. Specifying Data Collection Sources
 Used multiple sources of data to measure learning outcomes.
 Identified data collection sources that are aligned to the
learning outcomes. The collected data are going to provide
information to answer the research question.
 Planned how and when data collection sources are going to be
collected and analyzed.
5. Identify Levels of Support
 Identified resources, materials, support, and time needed to
conduct action research effectively.
Total Score
*Rating Scale
5 = Incorporates all aspects to an excellent extent
4 = Incorporates all aspects to good extent or mixture of good and excellent extent
3 = Incorporates all or nearly all aspects to a fair extent or mixture of fair and good extent
2 = Incorporates many aspects to a fair or good extent but key components are not addressed
1 = Fails to incorporate many aspects and those that are incorporated are of fair or poor quality
0 = Fails to incorporate almost all aspects and those that are incorporated are of poor quality
A product of Project CENTRAL
18
EDLD 477 – Master Syllabus
Special Education Learning Disabilities
Action Research Scoring Rubric
2
Introduction
Review of
Related
Literature
Research
Question
Methodology:
Data Sources
and Collection
Methodology:
Data Analysis
Techniques
SMAR T: Science and Mathematics Academy for the Recruitment and Retention of Teachers
Unsatisfactory
Satisfactory
Exemplary
Needs Major Revisions
May Need Minor Revisions
No Revision Required
0
1
2
No or very little introduction is provided. An introduction exists, but is lacking in
Provides background for the study based in
–OR- Introduction is written in such a
engaging the reader’s interest. –OR-The
‘wonderings’ that engages the reader’s
way that it is not engaging or helpful in
context and/or purpose of the study is not
interest; The context of the study is
setting up the study.
articulated well. –OR-The organization of
described well; The purpose of the study is
the paper is not articulated well.
articulated clearly; The organization of the
paper is described clearly.
0
1.5
3
Review does not contain at least 4 outside Review contains at least 4 outside sources
Sources chosen are appropriate with regard
sources. –OR-No comparison of the
but is quite limited in a description of those to the focus of the research questions;
findings of the AR project is made to the
sources. –OR-Discussion of comparison of Review contains at least 4 research-based
related literature. –OR-Sources chosen are the findings of the AR project to the
sources; A comparison of the findings of the
not appropriate with regard to the focus of related literature is weak.
action research project is made to the
the action research.
–OR-Not all sources chosen are
related literature.
appropriate with regard to the focus of the
AR.
0
1
2
Research question is too broad or is not
Research question may be too broad or
Research question is focused and
appropriate for action research.
poorly written.
appropriate.
0
1
2
No or very limited information is
Data sources are not appropriate for
Data sources are appropriate and justified
provided about data sources. –OR-No or
research questions; -OR-Data collection
by a connection to research questions; Data
very limited information about the data
instruments are described in the text but
collection instruments are provided in an
collection instruments is provided in the
not included as an appendix;
appendix. (Example: Interview Protocol)
text although the instruments may be
.
included as an appendix.
0
1
2
Analysis techniques are not explained.
Analysis techniques are vaguely explained. Analysis techniques are clearly explained so
-OR-Analysis description does not
–OR-Analysis description includes all data that reader understands the path of the
include all data sources. –OR-Analysis
sources. –OR-Analysis techniques are
analysis; Analysis description includes all
methods are incorrect or not appropriate
appropriate, but better techniques could
data sources; Analysis methods are
for data collected.
have revealed deeper findings.
appropriate for data collected.
Sub-Total=
/11
19
Special Education Learning Disabilities
Results
Conclusion
Limitation
Unsatisfactory
Needs Major Revisions
0
Findings are presented in an unorganized
manner. –OR-Raw data are presented as
results with no interpretation provided by
the student.
0
No reflection on the AR process is
provided. –OR-No examples of future AR
projects are provided.
0
No limitations. Sample statement or
similar: “There are no limitations to this
research.”
Plan of Action
0
No discussion of the actions student will
take is included.
Clarity of
Writing
1
Surface errors disrupt the meaning of the
paper and make the paper difficult to read.
-OR-Reference list is missing or
incomplete. –OR-Reference list is not
consistent with APA style.
EDLD 477 – Master Syllabus
Satisfactory
May Need Minor Revisions
1.5
Findings are presented organized
around the research questions but are
not complete based on analysis.
1.5
A reflection on the AR process is
provided, but may be limited in its
reflective nature.
-OR-Examples of future AR projects
are provided but only in a cursory
manner.
1
Vague understanding of what
limitations there are to the current
research project.
1.5
The actions student will take are
unclear.
-OR-The actions students will take have
a weak link to the AR findings.
2
The paper reads adequately;
Problems with mechanics and grammar
exist; -AND/OR-Reference list is
inconsistent with regard to APA style.
Exemplary
No Revision Required
3
Findings are presented as a synthesis of data;
Findings are organized around the research
questions; Evidence is provided from data
sources to support findings.
3
A thoughtful reflection on the AR process is
provided; Examples of future AR projects are
included.
2
Clearly states the limitations to this research
project including for example: time, sample
size, and integrity of implementation of
intervention.
3
The actions student will take are clearly
described; The actions student will take are a
direct result of the AR findings
3
The paper reads well. The paper is polished
and grammatically error free. Reference list is
consistent in APA style and error free.
SUB TOTAL
TOTAL
/14
/25x2=_____/50
*Points that are recorded differently are designated w/in their respective blocks.
Comments:
20
EDLD 477 – Master Syllabus
Special Education Learning Disabilities
EDLD 477: Action Research Project Presentation
Research Power Point Presentation
Candidate Name(s):
Term: Fall 2010 Total Points:
/100=
/10
Presentation Title:
ATEGORY
Target

Introduction
Acceptable
Introduction presents the overall topic and draws 
the audience into the presentation with
compelling questions, an attention-getting"

activity, quote, or story.
5 points
Unacceptable
The introduction is clear and coherent and relates to 
the topic.
The introduction creates a sense of what is to

follow.
3-4 points
The introduction does not orient the audience
to what will follow.
The topic does not appear interesting or
relevant to the audience.
0-2 points
Comments
T

Organization
Information is presented in a logical, interesting
sequence which is easy to follow.

5 points
Information is presented in a logical sequence that
is easy to follow.

3-4 points
0-2 points
T

Content



Demonstrates full knowledge (more than
required) with explanations and elaboration.
Able to quote sources and correctly answer
questions.
Information is accurate and from current
research.
Presents at least Six (6) unique ways to teach
one math concept
Content is accurately presented with NO errors
30 – 35 points
Comments





Demonstrates a good understanding of the topic.
Information is displayed with a logical progression
of ideas and supporting materials.
Doesn't elaborate.
Able to answer most questions.
Presents Six (6) ways to teach one math concept.
Methods are presented accurately and clearly
16 – 29 points
U
Difficult to follow because there was no clear
or logical organizational structure, just lots of
facts.
Comments

A






A
U
Content lacks a clear point of view
Does not have grasp of the information.
Cannot answer questions about the topic.
Presents less than Six (6) ways to teach one
math concept.
Errors in mathematical content
Methods not clearly presented
0 – 15 points
T
A
U
21
EDLD 477 – Master Syllabus
Special Education Learning Disabilities
ATEGORY
Target


Slide Design and
Text Elements



Makes excellent use of font, color, graphics,
effects, etc. to enhance the presentation.
The background and colors enhance the
readability of the slides.
Graphics explain and reinforce content.
Font formats (e.g., color, bold, italic) have been
carefully planned to enhance readability and
content.
Fonts are easy to read and point size varies
appropriately for headings and text.
Acceptable





Makes good use of font, color, graphics, effects,
etc. to enhance to presentation.
The background and colors usually are easy to
read.
Graphics relate to content.
Font formatting has been planned to complement
the content.
Most slides are easy to read. Follows 4x4 rule and
uses appropriate text size.
Unacceptable






5 points
3-4 points
Makes some use of font, color, graphics,
effects, etc. but occasionally these detract
from the presentation content.
Graphics rarely support content.
Superfluous or no graphics used.
Background makes it difficult to see text or
competes with other graphics on the page
Font formatting makes it very difficult to read
the material.
Long blocks of text and/or small size font.
0-2 points
Comments
T

Written
Communication

Written expression was clear, utilizing a wide
range appropriate vocabulary.
All work was free of grammatical errors,
misspellings and was clearly visible by all.

9 – 10 points
Written work was generally clear and was free of
any significant errors, including but not limited to,
occasional misspellings or grammatical mistakes.
6 – 8 points
0 – 5 points
T

Oral
Communication

Elocution was very effective in holding the

interest of the entire class.
The enunciation was clear and voice projected to
clearly reach.

The terminology utilized was appropriate, varied
and significantly challenging.
Elocution was appropriate and maintained the

interest of most students. In general, both the
enunciation and the voice were appropriate.

Most words were pronounced correctly without any
evidence of slang or inappropriate usage.


9 – 10 points
6 – 8 points
U
Written presentation was ineffective, with
numerous misspellings and poor grammar.
Comments

A
A
U
Elocution of the lesson was ineffective and
did not maintain the interest of the class.
There were specific errors noted in
enunciation and/or the voice did not project
sufficiently to be heard by all students.
Examples of mispronounced words, misused
and/or slang were noted.
Used distracting speech patterns such as
"like," "you know," "um," frequently.
0 – 5 points
Comments
T
A
U
22
EDLD 477 – Master Syllabus
Special Education Learning Disabilities
ATEGORY
Target

10 - 15 minutes in length.
Acceptable

Minimum of 10 minutes in length.
Unacceptable

Timing
5 points
Less than 10 or more than 15 minutes in
length.
0 – 2 points
3-4 points
Comments
T


Presentation Skills


Interesting, well-rehearsed with smooth delivery 
that holds audience attention.
Straight posture, relaxed and confident
appearance.

Established eye contact with everyone in the

room during the presentation.
Spoke clearly and did not read from notes.
9 – 10 points
Relatively interesting, rehearsed with a fairly
smooth delivery that usually holds audience
attention.
Good posture.
Spoke clearly, referred to notes when necessary.



6 – 8 points
0 – 5 points
T
Handout

Handout was provided that was 3 – 4 pages and 
provided key points with additional information
that wasn't included on the slides.

Examples of all methods represented and
demonstrated
9 – 10 points
Handout was provided that provided key points and 
was 3 – 4 pages in length.

Examples of all methods represented
6 – 8 points
References

9 – 10 points
Comments

Sources are identified and documented using APA 
(5th edition) formatting with few errors.

6 – 8 points
U
0 – 5 points
T
All sources are clearly identified and properly
documented using APA (5th edition) format.
No errors in APA formatting
A
Handout was not provided.
Minimal or no examples given for each
method
Comments

U
Delivery not smooth and audience attention
lost.
Spoke unclearly.
Read directly from notes.
Comments

A
A
U
Very little or no source information was
collected.
Sources not documented in desired APA (5th
edition) format.
0 – 5 points
T
A
U
23
EDLD 477 – Master Syllabus
Special Education Learning Disabilities
ATEGORY
Total Points
Target
Acceptable
Possible points for Target: 95 - 105 Possible points for acceptable: 65 - 84
Comments:
Unacceptable
Possible points for unacceptable:
0 - 64
Total Points
T
A
U
Total number of points divided by 10 = Course grade (For example: 100= 10; 95 = 9.5; 90 = 9; 85 = 8.5, etc.)
24