”Caring and Reflective Professionals for a Democratic Society”
CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
SCHOOL OF EDUCATION
ED-SP 501 (5 units)
Advanced Study of Teaching Special Population
COURSE DESCRIPTION
This course is an advanced study of professional, legal, ethical, and historical practices
related to providing meaningful learning opportunities for students with disabilities As
well as for those who are gifted and talented. Discussion of laws, best practices,
procedural safeguards, and regulations pertaining to the education of special population
will take place during this course. Special educational services will be discussed in terms
of the concepts of the least restrictive environment (LRE), inclusion, transition and the
historical sequence legislation PL94-142, IDEA, ADA, and Section 504. In addition, this
course overviews the basic educational characteristics and needs of exceptional learners
and their families and the best practices in teaching the students with special needs in the
inclusive education settings. This course is required to clear the fifth year mainstreaming
component for multiple subjects and single subject credential candidates.
REQUIRED READING:
Hallahan, D. P. & Kauffman, J. M. (2003). Exceptional Learners: Introduction to
Special Education (9th Edition). Boston, MA: Allyn & Bacon.
RECOMMENDED READING:
Vaughn, S. Bos, C. S. & Schumm, J. S. (2003). Teaching Exceptional, Diverse, and AtRisk Students in the General Education Classroom (3rd Ed.). Boston: Allyn & Bacon.
Male, M. (1997). Technology for Inclusion: Meeting the Special Needs of All Students
(3rd Ed.). Needham Heights, MA: Allyn & Bacon.
COURSE OBJECTIVES/COMPETENCIES (Matching CCTC Standards in Special Ed.):
In order to make explicit how this course attempts to address the education of the whole
person, the following objectives are coded to the domains (in the second parentheses) to
which they pertain: C=Cognitive; A=Affective; S=Social and P=Psychomotor.
References to CCTC Program Standards are noted in the first set of parentheses.
Upon successful completion of the course, the candidate will be able to:
 demonstrate knowledge of relevant and current laws, practices, and procedural
safeguards, and regulations pertaining to California public education, including
individuals with disabilities and their parents and care providers (10, 22, 23, 24,
25 m/m, 26, 27) (C)
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examine the ethics and values of the professional educator and his/her own role as
a reflective decision making professional (10, 11) (S)
demonstrate knowledge of historical, legal, social, political, and economic perspectives regarding the role of general and special education in society (10)(C, S);
define key assessment concepts and terminology and identify the steps in the
assessment process and the roles that parents, students, and professionals play on
the multidisciplinary team (17, 22)(C, S);
describe and analyze assessment procedures that are non-discriminatory with
respect to diversity in culture, language, and ethnicity (17, 22)(C);
explore IEP development through analysis of completed IEP documents and
create an IEP document based on provided information (11, 23, 26)(C, S);
understand the learning and behavioral characteristics of learners with various
types of special needs to determine their supportive program and developmental
needs in order to achieve maximum independence (25 m/m, 26, 27)(C, S,);
understand students and persons from diverse cultural and linguistic backgrounds
and practice instructional strategies that are effective in supporting them (12)(A);
examine current research on effective teaching practices and curricula and the
application of those practices to include diverse student groups in core curriculum
and the social network of the school site (12, 25 m/s, 26) (A, C, S).
EDSP 501 is also designed to prepare teachers to work effectively with students with
disabilities in the general education classroom. Credential candidates who
satisfactorily complete this course will fulfill requirements of Standard 20 for the
Fifth Year of Study Program in Multiple-Subjects and Single-Subject.
Standard 20: Advanced Study of Teaching Special Populations
In advanced course work, each candidate builds on the knowledge, skills and strategies acquired
during preliminary preparation for teaching students with disabilities, students in the general
education classroom who are at risk, and students who are gifted and talented. Each candidate
knows the statutory provisions of the Individuals with Disabilities Education Act (IDEA),
subsequent changes in the act, and any new, relevant statutory requirements. Each candidate
demonstrates the ability to create a positive, inclusive climate for individualized, specialized
instruction and the assessment of students with special needs and/or abilities. Each candidate
demonstrates the use of instructional strategies to provide students with disabilities appropriate
learning opportunities to master grade level State-adopted academic content standards for students
at high performance levels. Each candidate demonstrates the ability to establish cooperative and
collaborative relationships with community and school professionals significant to the education
of students disabilities and with students’ care givers, as well as with community and school
professionals significant to the education of students who are gifted and talented.
California Commission on Teacher Credentialing (2003) Standards of Quality on Effectiveness for
Professional teacher preparation programs. Sacramento, CA: Author.
Additional course objectives under Standard 20 include:
Upon completion of this course, each candidate will be able to demonstrate:
a. knowledge of processes for identifying and referring students for special
education services, and the legal and ethical obligation of general education
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b.
c.
d.
e.
f.
teachers to participate in the Individualized Education Plan (IEP) process,
including attending IEP meetings, collaborating and cooperating with special
education teachers and the student’s parents, and implementing the plan’s goals
and objectives as they pertain to mainstreaming in the general education
classroom.
knowledge of student growth and development, and the use of positive behavioral
support strategies based on functional analysis of student behaviors and related
factors.
knowledge of strategies to ensure that students with disabilities, as well as gifted
and talented students, are integrated into the social fabric of the classroom.
comprehensive ability and skill in the identification and use of resources such as
personnel, equipment, instructional materials, teaching strategies, assistive
technologies, and supplies available within the school and the local community
for assessing and educating students with individual needs in the general
education classroom.
collaboration with others such as care givers, special education teachers, and
support persons for the transition of the special education student to the least
restrictive environment, whether it be to the next grade, school, or post-school
environment.
recognition and assessment of the strengths of students with disabilities and of
students who are gifted and talented, as well as their social and academic needs,
and how to plan instructional and/or social activities to further develop these
strengths.
Journals for Review
Exceptional Children
Journal of Applied Behavior Analysis
Journal of Mental Retardation
Behavioral Disorders
Learning Disabilities Research and Practice
Teacher Education and Special Education
Focus on Exceptional Children
Journal of Learning Disabilities
Journal of Special Education
Learning Disabilities Quarterly
Teaching Exceptional Children
COURSE REQUIREMENTS
1.
2.
3.
4.
5.
Active class participation, including the completion of class exercises,
Three informational examinations (3)
SPE class observations (2)
Collaboration logs (2)
A research paper on current trends, issues, and best practices in SPE
Total:
60 pts.
300 pts.
40 pts.
40 pts.
60 pts.
500 pts.
GRADING POLICY
A =
B+ =
B- =
D =
94% (or higher)
87-89%
80-82%
60-69%
(470-500)
(435-449)
(400-414)
(300-349)
AB
C
F
= 90-93%
=83-86%
= 70-79%
= below 60%
(450-469)
(415-434)
(350-399)
(299-0)
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Weekly Study Schedule
Week 1
Week 2
Week 3
Week 4
Week 5
Orientation, Syllabus, Introduction & Historical Review
Current Trends & Issues: Legal Mandates, PL94-142
IDEA, ADA, IEP, Section 504 (Standard 20,Objective a)
Characteristics, Assessment, Intervention Strategies working with
Students with Emotional Disturbance/Behavioral Disorders &
Positive Behavior Support and Intervention (Hughes Bill)
(Standard 20, Objective b & f)
Characteristics, Assessment, and Instructional Strategies working
with the Gifted and Talented (Standard 20, Objective c & f)
Test 1
Characteristics, Assessment, and Instructional Strategies working
with Students with Mental Retardation & Communication Disorders
(Standard 20, Objective d & f)
Characteristics, Assessment, and Instructional Strategies working
with Students with Hearing Impairment & Visual Impairment
(Standard 20, Objective d & f)
Test 2
Week 6
Characteristics, Assessment, and Instructional Strategies working
with Students with Learning Disabilities(Standard 20, Objective d,f)
Week 7
Characteristics, Assessment, and Instructional Strategies working
with Students with Attention Deficit Hyperactive Disorder &
Physical Disabilities (Standard 20, Objective d & f)
Week 8
Characteristics, Assessment, and Instructional Strategies working
with Students with Autism & the Use of Assistive Technology
(Standard 20, Objective d)
Week 9
Characteristics, Assessment, and Intervention Strategies working
with Students with Traumatic Brain Injury (TBI)
(Standard 20, Objective f)
Week 10
Multicultural and Bilingual Aspects of Special Education
Collaboration, Consultation, and Transition Issues
(Objective e)
Test 3
Public School Special Education Class Observation Guidelines
1.
2.
Please be sure to get permission from the principal’s office to observe the class.
When observing, please pay close attention to the following aspects and include
them in your reports:
a.
class size (# of students) and teacher: pupil ratio
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b.
c.
d.
e.
f.
g.
h.
i.
j.
structure of the class (seating arrangement, how the class environment is
organized, etc.)
type of students in the class
content of the class instruction
instructional methods or strategies used by the teacher
instructional materials used
behavior management strategies used by the teacher & teacher’s aide
classroom atmosphere
unique aspect(s) of special education class as opposed to the various
aspects of the regular education class
students’ learning and behavior characteristics
3.
Please be on time. Arrive at your observation site before the session begins so
that you do not disturb the class. Be situated in a place where your presence is
least distracting to the students.
4.
Ask questions to the teacher after your observation if you have any questions.
5.
Please remember that this observation is for your learning purposes. Try to learn
something and report what you have learned. You are not there to criticize the
teacher. You should appreciate the opportunity for this observation and
appreciate that they gave you the permission to observe their classes.
Thank them when you leave.
6.
Two sites for observation required. An 1- page single-spaced typed report per visit
or two pages double-spaced typed report per visit by due dates.
Guidelines for writing collaboration logs
1. Choose two collaboration activities that you were involved with general education
teachers, other colleagues, or parents.
2. In each report, please include the following contents.
a. Date, time, and place of the collaboration activity (IEP meeting, Assembly, etc.)
b. Discuss the main collaborative activity that took place.
c. Your reflection of the effectiveness of the collaboration activity
d. Need(s) for improvement (Discuss how you would do the activity differently to
be more effective.)
3. Length of the report: 1 page per log typed or word processed and double spaced.
Guidelines for Writing a Research Paper
1. Decide on a title of your research paper. ( Example: “Current trends, issues, and best
practices in special education” or “ Best practices in teaching Learning Disabled
Students” or “ Best practices in teaching the Gifted and Talented”)
2. Use the APA style of referencing (APA Publication Manual-most current Edition) in
your research paper.
3. Length of the paper (a minimum 10 pages double-spaced typed or word processed)
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STUDENT INFORMATION SHEET
NAME:______________________________S.S. #_______________________
HOME PHONE:__________________________ e-mail address: ___________________
WORK (name of your school & address):______________________________________
WORK PHONE:__________________
PREVIOUS TEACHING OR RELATED EXPERIENCES IN SPECIAL EDUCATION?
INSIGHTFUL INFORMATION ABOUT YOURSELF?
SPECIAL RESEARCH INTEREST?
ANY SPECIAL CONCERNS ABOUT YOUR TEACHING STUDENT WITH
SPECIAL NEEDS?
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