Professional Education Unit
Department of Early Childhood, Elementary, & Special Education
COURSE SYLLABUS
EDSP 360: Characteristics of Individuals with Learning Disabilities and Behavioral Disorders
(3 credit hours)
Fall 2013
Prerequisites: EDSP 230 or appropriate introductory course in Special Education.
Instructor: Brian Fennell
Office: Suite L 283
Phone: (606) 783-8703
Class Schedule: MWF1 10:20 -11:20pm
Office Hours: Mon. 11:30- 12:30, 3:00- 5:00pm
Fax: (606) 324-4171
E-mail: b.fennell@moreheadstate.edu
DESCRIPTION OF COURSE
This course is comprised of a study of the biological, physical, etiological, psychological, and educational characteristics of individuals demonstrating significant differences in learning and behavioral development. The needs of learning disabled students and students with emotional and behavioral disorders, as expressed through their presenting problems, also will be studied.
Required Field Experience Hours : [10 hours @ Level II]
Course Objectives/Competencies/Student Learning Outcomes (SLO)
Upon completion of this course, successful students will be able to:
1.
Describe the foundations of the field of Learning Disabilities.
2.
Describe the essential components the Due Process provisions of the Individuals with Disabilities Education Act (IDEA), and the Federal definition of Learning
Disabilities.
3.
Apply the Kentucky Department of Education’s criteria for the identification of learning disabilities.
4.
Describe principal learning, social, and behavioral characteristics of learning disabled students.
5.
Select and explain instructional intervention strategies and procedures corresponding to specific learning, social, and behavioral characteristics of learning disabled students.
6.
Describe the essential components of the Federal definition of Emotional and
Behavioral Disorders.
7.
Apply the Kentucky Department of Education’s criteria for the identification of emotional and behavioral disorders.

8.
Describe principal learning, social, and behavioral characteristics and classifications of students with emotional and behavioral disorders.
9.
Describe fundamental components of appropriate instructional approaches to the education of students with emotional and behavioral disorders corresponding to specific student needs.
10.
Use appropriate technology - such as the Internet, computer software, and e-mail - to access, evaluate, and communicate information regarding curriculum planning and instructional interventions for learning disabled students and students with emotional and behavioral disorders.
Relationship of EDSP 360 to:
1.
The Kentucky Teacher Standards
2.
The National Council for the Accreditation of Teacher Education (NCATE)
Standards and Themes
3.
The New Teacher Standards for Preparation and Certification of the Kentucky
Education Professional Standards Board (EPSB)
4.
The Council for Exceptional children (CEC) Initial Content Standards
5.
Kentucky Core Academic Standards
C onceptual Framework: Community Engagement: A Light to and from the Mountains
The Professional Education Unit at Morehead State University delivers rigorous, high quality programs that prepare professionals informed by best national and international scholarship, plus research, literature, and experiences specific to Appalachia- preparing professionals to improve the schools, quality of life, and the communities in which they live and serve. This statement is not only the strategic mission for the College, but it also incorporates the conceptual framework that guides all our activities.
Conceptual Framework Outcomes (CFOs):
The Unit and the faculty within individual programs assess the degree to which its graduates:
1) Master the content knowledge, professional and the twenty – first century skills need to make an optimal contribution to “whole” student learning in education settings.
2) Are competent in the collection and use of data to inform decision – making and to demonstrate accountability for student learning.
3) Demonstrate professional dispositions
4) Are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively “bridge the gaps” (economic, achievement, and geographic) ensuring optimal learning for all students.

5) Engage in authentic field experiences in collaboration with committed school – based partners and are empowered to improve the quality of education throughout this region and beyond.
NCATE/ EPSB Accreditation Alignment of CFOs and SLOs:
Program: LBD (P-12) & P-5; LBD (P-12) & 5-9
Course: EDSP 360 Characteristics of Students w/ Learning & Behavior
Disorders
Aligned with
Assessment
(point
values)
Kentucky
Teacher
Standards
(KYS)
Kentucky Core
Academic
Standards
(KCAS)
Education
Professional
Standards
Board
(EPSB)
Council for
Exceptional
Children [CEC]
Initial Content
Standards
Field-based
Case Study
(30%)
CFO: 1, 2, 3,
4, 5
SLO: 4, 5, 6,
8, 9
Learning
Disabilities
Profile
(12%)
CFO: 1, 2
SLO: 1,2, 3,
4, 5, 10
V. Assesses & communicates learning results
VI.
Demonstrates implementation of technology
VII. Reflects on and evaluates teaching & learning
I.
Demonstrates applied content
knowledge
II. Designs & plans instruction
V. Assesses & communicates learning results
Goal 1
Basic skills in
Communication
& mathematics
Goal 2
Application of
Core Concepts
Goal 5
Think and Solve
Problems
Goal 6
Connect and
Integrate
Knowledge
Goal 3:
Personal selfsufficiency
AE 3.1-3.7
Goal 4:
Responsible group membership
AE 4.1-4.6
Goal 1
Basic skills in
Communication
& mathematics
Goal 2
Application of
Core Concepts
Goal 5
Think and Solve
1. Diversity
2.Assessment
3. Closing the
Achievement
Gap
4.Technology
1. Diversity
2.Assessment
3. Closing the
Achievement
Gap
4.Technology
2:Development
&characteristics of learners
3:Individual
Learning
Differences
8: Assessment
2:Development
&characteristics of learners
3:Individual
Learning
Differences
8: Assessment
National
Council for
Accreditation of Teacher
Education
(NCATE)
Standards and Themes
1.Knowledge,
Skills,
Dispositions
III. Field
Experience
IV. Diversity
I. Knowledge,
Skills,
Dispositions
IV. Diversity

Emotional-
Behavioral
Disabilities
Eligibility
Profiles
(10%)
CFO: 1, 2
SLO: 6, 7, 8,
9, 10
Exam 1
CFO: 1
SLO: 1, 2, 3,
4, 5
Exam 2
CFO: 1
SLO: 1, 2, 3,
VI.
Demonstrates implementation of technology
I.
Demonstrates applied content
knowledge
II. Designs & plans instruction
V. Assesses & communicates learning results
VI.
Demonstrates implementation of technology
V. Assesses & communicates learning results
V. Assesses & communicates learning results
Problems
Goal 6
Connect and
Integrate
Knowledge
Goal 3:
Personal selfsufficiency
AE 3.1-3.7
Goal 4:
Responsible group membership
AE 4.1-4.6
Goal 1
Basic skills in
Communication
& mathematics
Goal 2
Application of
Core Concepts
Goal 5
Think and Solve
Problems
Goal 6
Connect and
Integrate
Knowledge
Goal 3:
Personal selfsufficiency
AE 3.1-3.7
Goal 4:
Responsible group membership
AE 4.1-4.6
N/A
1. Diversity
2.Assessment
3. Closing the
Achievement
Gap
4.Technology
2:Development
&characteristics of learners
3:Individual
Learning
Differences
8: Assessment
N/A
1. Diversity
2.Assessment
3. Closing the
Achievement
Gap
1. Diversity
2.Assessment
3. Closing the
3:Individual
Learning
Differences
6:Language
8: Assessment
9:Professional
&Ethical
Practice
3:Individual
Learning
Differences
I. Knowledge,
Skills,
Dispositions
IV. Diversity
I. Knowledge,
Skills,
Dispositions
IV. Diversity
I. Knowledge,
Skills,
Dispositions

4, 5
Exam 3
CFO: 1
SLO: 6, 7, 8,
9
Exam 4
CFO: 1
SLO: 6, 7, 8,
9
V. Assesses & communicates learning results
V. Assesses & communicates learning results
N/A
N/A
Achievement
Gap
1. Diversity
2.Assessment
3. Closing the
Achievement
Gap
1. Diversity
2.Assessment
3. Closing the
Achievement
Gap
6:Language
8: Assessment
3:Individual
Learning
Differences
6:Language
8: Assessment
3:Individual
Learning
Differences
6:Language
8: Assessment
IV. Diversity
I. Knowledge,
Skills,
Dispositions
IV. Diversity
I. Knowledge,
Skills,
Dispositions
IV. Diversity
Assignment Descriptions :
Program: LBD (P-12) & P-5; LBD (P-12) & 5-9
Course: EDSP 360 Characteristics of Students w/ Learning & Behavior Disorders
Assessment (point value) Description
Field-based Case Study
(30%)
Due Date: Mon. Nov. 11
Candidates will satisfactorily complete 10 hours of field experience. These hours will be spent in a classroom serving primarily students with Learning
Disabilities or Behavioral Disorders. The field experience will require the completion of the following
applied tasks: a) Written description of the setting, curriculum activities and requirements, the target student and his/her apparent learning needs; b) Anecdotal records of student’s behaviors and social interactions; c) Completion of a standardized behavior rating scale; d) Data collection using 3 systematic methods e) Written report of the case study based on analysis of applied task.
Learning Disabilities Profile
(12%)
Due Date: Wed. Oct. 16
Emotional-Behavioral
Disabilities Eligibility Profiles
(10%)
Due Date: Mon. Nov 25
Candidates will complete an analysis of information about a learning disabled student to determine the apparent presence of typical SLD characteristics and test score profile data.
Candidates will complete core items of the due process procedures, mandated for use in public schools in
Kentucky, for the identification of students with
Emotional-Behavioral Disorders.
CLASS STRUCTURE
A combination of lecture, small group discussion, cooperative group problem-solving, and application activities will comprise the typical format of class meetings. Materials will be distributed in class to be used in applied activities, and students will be expected

to come to class prepared to integrate into class learning activities the reading and other tasks that will be assigned to be completed independently.
Following is a schedule of the class topics and corresponding readings for each week.
Additional information describing the content, organization, and evaluation criteria for assignments to be completed during the semester will be provided in class.
COURSE TEXTS
1.
Kauffman, J.M. (2009; 9 th
. ed.). Characteristics of emotional and behavioral disorders in children and youth. Upper Saddle River, NJ: Pearson/Merrill
Prentice-Hall, Inc.
2.
Hallahan, D.P., Lloyd, J.W., Kauffman, J.M., Weiss, M.P., & Martinez, E.A.
(2005; 3 rd
. ed.). Learning disabilities: Foundations, characteristics, and effective teaching. Boston, MA: Allyn & Bacon.
All students in this course are required to purchase a Folio 180 account.
To purchase Folio180 online or through the MSU Bookstore:
1. Purchase Folio180 at the MSU Bookstore and follow the instructions included with that purchase.
2. To purchase online, go to < http://www.folio180.com/msuky/coe >
3. Complete registration and payment information. Your login information will be emailed to you.
4. Note: if you have a Tk20 account, you will NOT need to purchase Folio180--we will provide your Folio180 account information to you via email. Announcements and instructions will also be made on the CoE Facebook page.
5. You will be able to continue using your Folio180 account through any graduate programs you might enroll in through MSU.
6. NOTE: students must have purchased or activated their Folio180 account by midterm or they will receive an "E" at midterm per TEP policy.
Week of readings
SCHEDULE
Topics
August 19 Introduction to the course and the fields of Learning
Disabilities and Behavioral Disorders
August 26 Defining Learning Disabilities; Causes of LD
Required
September 2 Assessment and identification of learning disabilities
(Mon. 09/02/13: Labor Day Holiday – No class meeting)
Hallahan
Chaps 1, 2
Chaps 1,2,3
Chap. 3
September 9 Assessment and identification of learning disabilities
September 16 Characteristics of LD students: Cognition, meta-cognition,
Chap. 3 memory, motivation
September 23 Characteristics of LD: Attention disorders
Chap. 8
Chap. 9

September 30 Learning disabilities in language, reading, Ch. 11, 12,
& mathematics 13, 14
October 7 Social and emotional development of individuals with Chap. 7
Learning disabilities; Families and learning disabilities Chap. 4
October 14 [Fall Break – Th-F 10/10-10/11]
October 21
Definition and prevalence of Behavioral Disorders
Conceptual approaches to behavioral disorders
Assessment and classification of behavioral disorders
Kauffman 1,2
Chap. 4
Chap. 5,6
October 28 Causes of disordered behavior: biological & family factors Chaps. 7, 8
November 4 Causes of disordered behavior: school and cultural factors Chaps. 9, 10
November 11 Characteristics of disordered behavior: attention, Chap. 11,12,13 aggression, antisocial behavior, delinquency, anxiety, and depression Chap. 14,15,16
As above November 18 Characteristics of disordered behavior (cont.)
[Thanksgiving Holiday: 11/27 – 11/29]
November 25 Characteristics of disordered behavior (cont.)
December 2 Characteristics of disordered behavior (cont.)
December 9 Final examination (Th. 12/12/13; 10:15-12:15)
As above
As above
COURSE REQUIREMENTS AND EVALUATION
ASSESSMENT STRATEGIES
Several types of assessment strategies are utilized in the evaluation of student performance on the course objectives and competencies. They are as follows:
TRADITIONAL ASSESSMENT STRATEGIES
Tests that include combinations of multiple-choice, true/false, and essay questions, requiring both knowledge and application responses.
Oral presentations requiring the dissemination and integration of information acquired from diverse conventional and technological sources.
Reflective narratives analyzing field experience observation data.
AUTHENTIC ASSESSMENT TASKS
Classroom data collection and written interpretive report.
Completion of standardized behavior rating scales and interpretation.
Completion of due process procedures and paperwork regarding the identification and classification of students with learning disabilities and behavioral disorders.
[Further, detailed information and materials concerning all assignments will be provided in class and on Blackboard.]

EXAMINATIONS
Each exam will cover content from the course texts and class sessions up to that point. Part of each class session prior to an exam will comprise a review of content applicable to the exam. The final exam, to some extent, will be comprised of content from the whole course.
Exam Dates:
Exam 1: Monday, September 9 (Hallahan et al., from Chaps. 1, 2, 3)
Exam 2: Wednesday, October 9 (Hallahan et al., from Chaps. 4, 7, 8-15)
Exam 3: Monday, November 4 (Kauffman, from Chaps. 1, 2, 4-8)
Exam 4: Thursday, December 12 (Kauffman, from Chaps. 9-16)
SPECIAL NEEDS ACCOMMODATIONS
Any student with specific learning needs as described under the Americans with
Disabilities Act (ADA, 1990) should contact the course instructor during the first week of classes. It is important to discuss any accommodations that you may need in ensuring that you are able to complete all requirements for passing the course.
In addition, any student who wishes to discuss concerns about course content or assignments should not hesitate to contact the course instructor as soon as possible. The success of every student in meeting the course objectives is the major goal of the course.
Although a request for services may be made at any time, services are best applied when they are requested at or before the start of the semester. To receive accommodations and services the student should immediately contact the
Disability Services Coordinator in the Office of Academic and Career Services,
223 Allie Young Hall, 606-783-5188, www.moreheadstate.edu/acs/ .
Academic Honesty (MSU Policy statement)
Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment item or course, and/ or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read the Eagle: Student Handbook or ask your instructor. An example of plagiarism is copying information from the internet when appropriate credit is not given. The policy is located at http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html
Regular Attendance and being successful in this course:
Attendance at all class sessions is required. Participation in class activities and discussions comprises an essential part of the learning experience, and therefore is considered to be important to your continued successful experience in the course.
Attendance of all students will be recorded regularly and will be taken into consideration when each student’s final grade for the course is calculated.
Students are expected to take a professional and responsible attitude towards their attendance by notifying the course instructor if they anticipate being absent, or in providing the instructor with an explanation for any absence, either in writing or

in person. Students are responsible for obtaining notes and materials pertaining to class sessions from which they were absent.
N.B.
Attendance at class sessions of any person other than the registered MSU student, such as children or friends, is at the discretion of the course instructor, and in general is not acceptable. Advance requests should be made if a student wishes to be accompanied by another person for highly unusual circumstances, and it may not be assumed that permission will be given. Therefore, students should make every effort to accommodate the needs of these other persons without bringing them to class.
N.B.
Assignment submitted after the due date will be penalized 2 points per day late unless previously arranged with the instructor.
GRADE WEIGHTING
Grades will be earned as follows:
Assignment 1 (Field-based Case study) 30%
Assignment 2 (SLD profile)
Assignment 3 (EBD profile)
Exams 1,2,3, 4 (12% each)
Campus Safety Statement:
12%
10%
48%
Total 100%
A = 90% - 100%
B = 80% - 89
C = 70% - 79%
D = 60% - 69%
E = < 60%
Emergency response information will be discussed in class. Students should familiarize themselves with the nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the beginning of the semester if you have special needs or will require assistance during an emergency evacuation. Students should familiarize themselves with emergency response protocols at www.moreheadstate.edu/emergency .