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DEPARTMENT OF TEACHING AND LEADERSHIP
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Fall 2011 online course
Characteristics of Students with Adaptive Learning Needs
Course Number:
SPED 738
Credit Hours:
3
Instructor:
Victoria White, Ph.D.
Course Time Schedule:
Online
Office:
KC Metro Center
E-mail:
vwhite@pittstate.edu
Office Phone:
(913) 529-4488
I.
COURSE DESCRIPTION
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This course is an introduction to the special education process and the characteristics of students with adaptive learning needs in the
areas of emotional/behavioral disorders, learning disabilities, mental retardation, and physical or other health disabilities. The
etiologies of these disabilities, the learning and behavioral characteristics of these students, and relevant learning theory will be
addressed. The course will focus on the learning and behavioral needs of these students, including the unique needs of various diverse
groups. Understanding the role and responsibilities of the special educator as instructional leader is also stressed. This course
supports the development of: independent thinking, effective communication, making relevant judgments, professional collaboration,
effective participation in the educational system, discrimination of values in the educational arena, and professional ethics.
II.
PURPOSE OF THE COURSE
This is a course required for all students pursuing a Master of Science Degree in Education with a Major in Special Education
Teaching, an undergraduate minor in special education, or a restricted license in special education. The purpose of this course is to
provide the student with the basic knowledge about the characteristics of students with adaptive learning needs and approaches to
enhance the professional-student relationship creating an environment in which the student and teacher will be successful in each
individual student’s Least Restrictive Environment (LRE).
III.
COURSE OBJECTIVES
Upon successful completion of this course, the student will be able to:
1. Describe the foundations and historical implications of students with adaptive learning needs;
2. Discuss the definitions of emotional/behavioral disabilities, learning disabilities, mental retardation, and physical or other health
disabilities specific to students with adaptive learning needs;
3. Understand the prevalence of students with disabilities at the adaptive learning needs level;
4. Describe the various causes of students with disabilities at the adaptive learning needs level, and the implications of these causes
in the educational setting;
5. Describe the learning and behavioral characteristics of students with disabilities at the adaptive learning needs level;
6. Describe the learning and behavioral characteristics of students with adaptive learning needs at various developmental levels and
determine the implications for teaching;
7. Describe appropriate educational services for students with adaptive learning needs in regard to Least Restrictive Environment
(LRE) and the other requirements of the Individuals with Disabilities Education Act (IDEA);
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8. Describe the critical factors in determining appropriate educational services for special education populations at risk;
9. Understand the collaborative skills needed to facilitate the appropriate inclusion of students with adaptive learning needs in
general education; and
10. Describe the various service delivery options for students with adaptive learning needs and select the appropriate option for
specific students with adaptive learning needs at various severity levels.
IV. PROGRAM OBJECTIVES—SPED 738 focuses primarily on Standard 1
KSDE SPECIAL EDUCATION STANDARDS
1. The teacher of students with adaptive learning needs demonstrates an understanding of philosophical, historical, and legal
foundations of education and special education.
2. The teacher of students with adaptive learning needs demonstrates an understanding of learners’ diversity and provides support for students’
cognitive, physical, social, emotional and career development.
3. The teacher of students with adaptive special education needs demonstrates assessment, diagnosis, and evaluation knowledge and skills.
4. The teacher of students with adaptive learning needs demonstrates knowledge and skill in planning and implementing effective instruction
based upon knowledge of the subject matter, student, community, and curriculum goals.
5. The teacher of students with adaptive learning needs promotes learning by providing planned, orderly, supportive environments that
encourage participation of individuals with adaptive learning needs.
6. The teacher of students with adaptive learning needs demonstrates knowledge and skill in managing behavior, facilitating problem solving,
developing social skills, and promotion self-advocacy of students with adaptive/functional learning needs.
7. The teacher of students with adaptive learning needs demonstrates effective communication and collaboration skills and knowledge related to
individuals with adaptive learning needs.
8. The teacher of students with adaptive learning needs demonstrates professionalism and ethical knowledge and skills related to students with
adaptive/functional learning needs.
V. INSTRUCTIONAL RESOURCES
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Textbook: Raymond, E. (2008). Learners with mild disabilities. Boston: Allyn and Bacon.
While there will be reading assignments, this book is designed to be a reference tool for students in this and other classes. Students
are urged to use this text as a resource throughout all the assignments in this course.
The Kansas Special Education Process Handbook is a document that all persons who work with young people who have disabilities,
whether school administrators, general or special educators, or other service providers, should understand as it provides current state
and federal laws and regulations. The handbook is easily accessible at http://www.kansped.org/ksde/ph01/process01.html and will be
used as supplemental text for SPED 738.
Certain assignments will be assisted by using the professional journals available online via the Axe Library databases. To use these
services, go to the Axe Library homepage at http://library.pittstate.edu and choose the Library Databases section.
Throughout this course, computer technology will be used to support learning experiences. Students need access to a computer with
the following capabilities:
Internet connection
Internet Explorer (Firefox works better for Mac users)
Microsoft Word
Microsoft PowerPoint
Students also need an active e-mail address. Address changes should be made to the instructor and also to the Registrar’s office.
Support for Angel users is provided through the Gorilla Geeks at http://www.pittstate.edu/geeks.
V.
TEACHING STRATEGIES
Course objectives will be delivered primarily through reading and writing activities. Discussion Boards and online class chats,
typically used for this course, will be limited due to the large number of student enrolled. Completed assignments will be uploaded to
the course grade book and students will access instructor grades and comments to these assignments in the same fashion. Since this is
the first semester that any of us has used Angel, we will work out difficulties as they come along. Please be patient.
VI.
EVALUATION
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All written assignments are to be prepared on a computer or typewriter. Typos, misspellings, and grammar errors will result in a lower
grade. APA (5th ed.) format is to be used when preparing and citing materials. Avoid language that is sexist, culturally biased,
reinforcing of stereotypes, or offensive to persons with disabilities. Person-first language should always be used. The instructor will
assess the content of each chapter and its assigned readings through various assignments.
Submitting Assignments
Whenever you submit an assignment, the way you name your file is critical in keeping track of everyone. Please save your
assignment using the following protocol:
Lastnameassignment.doc. Example yorksurvey.doc
People who use either Microsoft Works or the new Microsoft Word 2007 should save their documents in Rich Text Format (rtf).
ALWAYS WRITE YOUR NAME ON YOUR DOCUMENT! If these rules are followed, it will make grading much more efficient.
Due Dates
There will be weekly assignments, generally posted on Tuesday by 5:00 pm. Each assignment will be due at midnight on Tuesday of
the following week. All extension requests must be made in writing, submitted via e-mail well in advance due date. Students who are
unable to complete the assignments for the semester will receive an Incomplete. The highest grade a student may receive with an
Incomplete is a B and the student must create a plan of when the Incomplete will be completed. Students who take an Incomplete also
jeopardize their enrollment in special education coursework for the next semester as SPED 738 is a pre-requisite course for other
courses.
Instructor Comments
The instructor believes feedback to students is critical for their success. Such feedback will come in the form of points scored and
comments and highlighting within assignments and/or grade book comment boxes, rubrics, or e-mails. No matter the method, all
assignments are read.
Feel free at any time to contact the instructor via e-mail. All emails should be sent through Angel. You will then be able to track
whether or not the email has been opened. I will do my best to answer all emails within 24 hours.
IX.
COURSE SCHEDULE
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Assignments will be posted weekly on Tuesdays along with reading assignments and supplementary information.
X.
COURSE REQUIREMENTS
Grades in this course will be based upon the following:
i.
Discussion board participation
ii. Weekly online assignments and activities
iii. Midterm exam consisting of T/F, multiple choice, and essay questions
iv.
Three instructional power points of special education legal processes
v. Adaptive learner case study project
vi.
Philosophy paper
VII.
SYLLABUS CHANGE
The instructor reserves the right to make changes as necessary to this syllabus. If changes are made, advance notification will be given
to the class.
VIII. PROFESSIONALISM
Academic Dishonesty
Students are reminded to be familiar with the “Dishonesty in Academic Work” policy in the 2005-07 University Catalog. Students are
expected to demonstrate academic integrity at all times. Violations will be handled as indicated in the written policy.
Respect for the Academic Process
The rights and responsibilities that accompany academic freedom are at the heart of the intellectual purposes of the university. Our
conduct as community members should protect and promote the university’s pursuit of its academic mission. We are all, therefore,
expected to conduct ourselves with integrity in our learning, teaching and research, and in ways in which we support those endeavors.
Please refer to the catalog for the university policy on academic dishonesty. You are expected to do and submit your work and not
that of others.
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Discussion Board decorum
When posting comments on discussion board use person-first language. Comments should be professional. If you disagree with a
peers’ comments please do so in a respectful and appropriate manner.