Professor: Dr. Steve Richards
Office and Phone: CH 221D 937-229-4511
Email: Stephen.Richards@notes.udayton.edu
Office Hours: Wednesday 3:00-4:30 and by appointment
I. Course Number: EDT 343 & 343L/572 & 572L
II. Course Title: INTRODUCTION TO EDUCATION OF LEARNERS WITH
MILD/MODERATE LEARNING NEEDS
III. Terms Offered: Fall/Winter
IV. Catalogue Description:
This course is a study of the role and function of the intervention specialist. This course
presents issues of definition, identification and placement procedures. The candidate will
acquire knowledge of major researchers and historians, variations in belief, traditions and
values across cultures, and current practices in the field. Field experience: 20 hrs.
This lab consists of planned field experiences providing candidates the opportunity for
field reflections in relation to the individual learning needs of students in school settings.
Must register for this lab in conjunction with EDT 343/572
V. Academic Credit: 3 sem. hrs., lab 0 sem. hrs.
VI. Prerequisites: Must register for EDT 343 Lab in conjunction with EDT 343 or
EDT 572 Lab in conjunction with EDT 572.
VII. Course Goals:
The School of Education and Allied Professions in conjunction with the University of Dayton's
Vision 2005 has adopted a school wide theme of "Building Learning Communities Through
Critical Reflection." The goal for the faculty in the School of Education and Allied Professions
is to become a learning community of its own, model that learning community, and mentor
others in their quest for a learning community. This can happen when we work with the human
services within the larger communities of public, Catholic and private learning institutions.
The University of Dayton's Department of Teacher Education has adopted a theme that is
integrated throughout our entire program of study. The theme of "Teacher as Reflective
Decision Maker in a Pluralistic Society" is an appropriate choice, considering the complex
needs of students from many different backgrounds and the demand that teachers have as much
preparation for this challenge as possible.
The department adopted this theme in accordance with the University's Marianist Mission
Statement, which encourages student to take an active role in improving the state of the larger
community. This attitude is encouraged when professors and teachers embrace and model
qualities of character embodied in the Marianist tradition. These values, found as well in
student centered classrooms, include faith, community, mission, inclusivity, respect,
acceptance, empathy, authenticity, service, compassion, a sense of humor, expectancy of good,
concern for the total development of the child, and commitment of be professional minded.
VIII. Course Objectives:
This course is designed to meet Standard 2- Development and Characteristics of
Learners- in the CEC Common Core and Individualized General Curriculum standards.
These standards are also aligned with the Ohio standards for teacher preparation.
Common Core Standards in Knowledge and Skills:
Knowledge:
CC2K1
Typical and atypical human growth and development.
CC2K2
Educational implications of characteristics of various exceptionalities.
CC2K3
Characteristics and effects of the cultural and environmental milieu of the
individual with exceptional learning needs and the family.
CC2K4
Family systems and the role of families in supporting development.
CC2K5
Similarities and differences of individuals with and without exceptional
learning needs.
CC2K6
Similarities and differences among individuals with exceptional learning
needs.
CC2K7
Effects of various medications on individuals with exceptional learning
needs.
Standard 2 - Development and Characteristics of Learners
Individualized General Curriculum
Knowledge:
GC2K1
Etiology and diagnosis related to various theoretical approaches.
GC2K2
Impact of sensory impairments, physical and health disabilities on
individuals, families and society.
GC2K3
Etiologies and medical aspects of conditions affecting individuals with
disabilities
GC2K4
Psychological and social-emotional characteristics of individuals with
disabilities*.
GC2K5
Common etiologies and the impact of sensory disabilities on learning and
experience.
GC2K6
Types and transmission routes of infectious disease
Skill:
None in Addition to the Common Core
IX. Course Topics: Topics to be covered include an overview of special education law,
all areas of disability including causes, characteristics, and impact on individuals’,
families, and society.
X. Teaching Methods: Topics will be covered by lecture, demonstration, small group
activities, and peer directed instruction.
XI. Instructional Technology: Powerpoint slide presentations will be available on the
Instructor’s webpage and should be printed out or accessed by the candidate in advance
of class meetings. Additional resources for study and class activities will be available on
the Prentice Hall companion website www.prenhall.com/heward.
XII. Student Evaluation Criteria:
EDT 343
A = 95% of points available
A-= 90-95%
B+= 87-90%
B = 83-87%
B- = 80-83%
C+= 77-80%
C = 73-77%
C- = 70-73%
D = 60-70%
EDT 572
A = 95% of points available
A-= 90-95%
B+= 87-90%
B = 83-87%
B- = 80-83%
C+= 77-80%
C = 73-77%
C- = 70-73%
F < 70%
See Assignments document for additional information. Penalities will be assessed
for late assignments, tardiness, & absences.
XIII. Field-Based Experiences: Refer to Assignments Document.
XIV. Text:
Exceptional Students: Preparing Teachers for the 21st Century
Taylor, Smiley, & Richards
Publisher: McGraw-Hill
Copyright: 2009
XV. Supplementary Resources: CEC journals are required sources for the assigned
research paper and include:
Exceptional Children
Teaching Exceptional Children
Education and Training in Developmental Disabilities
Focus on Autism and Other Developmental Disabilities
LD Quarterly
Behavioral Disorders
Assessment for Effective Intervention
XVI. Disability Statement:
To request academic accommodations due to a disability, please contact the Office for
Students with Disabilities, 002 Albert Emanuel Hall, (937) 229-3684. If you have a selfidentification form the Office of Students with Disabilities indicating that you have a
disability which requires accommodation, please present it to all course instructors so we
can discuss the accommodations you might need in class.
XVII. Benchmark Statement for Undergraduate Students:
The following benchmark requirements are in effect for all teacher licensure
candidates. Failure to meet a benchmark listed below results in a
candidate being withdrawn from a licensure program. The candidate can
be re-admitted after the benchmark has been met, with approval from the
Program Coordinator or Chair of the Department of Teacher Education.
1.
2.
3.
4.
GPA: Below 2.5 GPA cumulative, in professional education
courses and/or in concentration courses (when applicable)
PRAXIS I: Failure in any or all sections
Grade of “D” or lower in an EDT course
Unexcused absences in a Teacher Education course cannot exceed
13% in any given course (University policy for FY students is 13%)
Two or more flags may constitute a Benchmark failure.
1.
2.
3.
4.
Feedback which includes a “not met” or “one” in a competency on
the field observation forms
A “C-” in an EDT course
Poor evaluation from a course instructor
Inappropriate attendance, participation and/or professional
disposition on campus or in the field, as determined by the program
faculty. This includes exceeding excused or unexcused absences of
13%.
Graduate students must maintain a GPA of 3.0 or better. The attendance policies
are the same as UG.
XVIII. Plagiarism Statement:
Plagiarism is defined in the University of Dayton Student Handbook. Plagiarism
involves:




Quoting directly from any source of material including other students' work and
materials from research consultants without appropriately citing the source and
identifying the quote
Knowingly citing an incorrect source
Using ideas (other than information that is common knowledge) from any course
of material including other students' work and materials from research consultants
without citing the source and identifying the borrowed material/ideas
Faculty may establish additional guidelines for plagiarism -
Ignorance is no excuse for plagiarism. Students should be aware of their own
responsibilities in appropriately quoting and citing sources used.
Additional information on plagiarism is available through the U.D. Roesch Library
website (http: library.udayton.edu/faqs/howto/plagiarism.php).
Students should be aware that the University has access to software designed to
detect plagiarized passages and work. This software will be applied randomly or at
the instructor's discretion. Detection of plagiarized passages or work can result in
disciplinary action.
XIX. Date of Syllabus Revision: 08/2008