Counseling Psychology and Special Education 402
Fall 2009 Section Three
Brigham Young University
Department of Counseling Psychology and Special Education
Course Title:
Educating Students with Special Needs in Secondary General
Education Classrooms
Instructor:
Heidi Abraham M.S.
237A MCKB
422-1690 (office)
Heidi_Abraham@byu.edu
Office Hours:
Mondays and Wednesdays 12:00-1:00 pm
Others by appointment
Course Description: This course prepares future secondary classroom teachers to
understand how students with exceptionalities learn, and to use basic strategies for
meeting their educational needs. Participants will identify the way individuals differ, the
exceptionalities defined in the Individuals with Disabilities Education Act, strategies to
instruct students with various learning needs, curricular adaptations and accommodations
for students with disabilities, and ways to collaborate with parents and professionals.
Prerequisites:
Concurrent Field
Experience:
Admission to Secondary Education program or consent of
instructor.
Work a minimum of 8 hours with a student with disabilities in a
general education secondary school classroom
Work a minimum of 4 hours in a service opportunity that involves
persons with disabilities.
Service opportunities can be found by contacting the Center for
Service at 422-8686 or visiting them online at
centerforservice.byu.edu
Additional service opportunity: Special Education Seminary –
1175 Birch Lane, Provo. Call 370-6889 for information.
Required Text:
Carter, N., Prater, M.A., & Dyches, T.T. (2009). What every
teacher should know about making accommodations and
adaptations for students with mild to moderate disabilities. Upper
Saddle River, NJ: Pearson.
Mastropieri, M.A., & Scruggs, T.E. (2007). The Inclusive
Classroom: Strategies for Effective Instruction.
Upper Saddle River, NJ: Pearson. (Custom Textbook)
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Guiding
Framework:
As a department, we embrace the Interstate new Teacher
Assessment and Support Consortium (INTASC) Standards as our
guiding framework for preparing teacher candidates.
The Interstate New Teachers Assessment and Support Consortium (INTASC)
Standards: The INTASC standards center on five major propositions: (1) Teachers
committed to students and their learning. (2) Teachers know the subjects they teach and
how to teach those subjects to diverse learners. (3) Teachers are responsible for
managing and monitoring student learning. (4) Teachers think systematically about their
practice and learn from experience. (5) Teachers are members of learning communities.
Course Objectives: This course is designed to meet the requirements needed for a state
of Utah teaching license in Secondary Education and also meets the standards of the
Council for Exceptional Children. INTASC standards are also met in this course as listed
below.
Objective
1. Define special education and
describe the legal structure of services
for individuals with disabilities,
including the Individuals with
Disabilities Education Act (IDEA)
2. Develop a personal philosophy of
special education which includes an
understanding of the implications of
Least Restrictive Environment as
defined in IDEA
3. Describe the characteristics and
educational implications of students
with high incidence disabilities
4. Describe the characteristics and
educational implications of students
with low incidence disabilities
5. Describe the effects of cultural,
ethnic, and language diversity on the
education of individuals with
disabilities
6. Demonstrate ability to select, adapt,
and use instructional strategies and
materials according to characteristics of
INTASC
Standard
Foundations (1)
Assessment
Foundations (1)
Study Guides, Final Exam
Development
and
Characteristics
of Learners (2)
Development
and
Characteristics
of Learners (2)
Individual
Learning
Differences (3)
Disabilities Chart, CoTeaching Assignment,
Final Exam
Instructional
Strategies (4)
Course Planning
Assignment
Study Guides, Final Exam
Disabilities Chart, CoTeaching Assignment,
Final Exam
Study Guides
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the individual with exceptional learning
needs.
7. Use research-supported methods for
academic instruction of individuals
with disabilities including explicit
instruction, learning strategies, task
analysis, and active participation
8. Demonstrate knowledge of basic
classroom management theories and an
understanding of teacher attitudes and
behaviors that influence behavior of
individuals with exceptional learning
needs.
9. Demonstrate ability to identify and
prioritize areas of the general
curriculum and provide
accommodations for individuals with
exceptional learning needs
10. Describe the steps in the Individual
Education Program (IEP) process,
including Individualized Transition
Plans for students aged 14-22
11. Demonstrate ability to select, adapt,
and modify assessments to
accommodate the unique abilities and
needs of individuals with disabilities
12. Demonstrate sensitivity to
individuals with disabilities
13. Describe models and strategies of
consultation and collaboration
including co-planning and co-teaching.
Instructional
Strategies (4)
Course Planning
Assignment
Learning
Environments
and Social
Interactions (5)
Course Planning
Assignment
Instructional
Planning (7)
Course Planning
Assignment
Instructional
Planning (7)
Study Guides
Assessment (8)
Course Planning
Assignment
Professional and
Ethical Practice
(9)
Collaboration
(10)
Service opportunity and
field experience
Final Exam
Course Content: This course is organized into two parts, each of which must be
successfully completed to receive a passing grade for the course. The first part is the
Field Experience. This is explained in detail in the beginning of the course. The second
part includes the following three units of study.
Unit I Foundations and the Law includes an explanation of special education,
instruction on collaboration, and a description of the IEP process.
Unit II Exceptionalities consists of instruction in the characteristics and educational
implications of high incidence exceptionalities, low incidence exceptionalities,
multicultural issues, and gifted and talented students.
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Unit III Instructional Planning and Accommodations includes effective instruction for
all students, course planning, classroom behavior and social skills, accommodations and
modifications for students with disabilities, promoting inclusion with classroom peers,
and assessment.
Grades are computed by the evaluation of the following areas and assignments:
Class attendance and participation. The class sessions are designed with you in mind.
Please plan to attend each of them and to participate actively in the problem solving
activities. You will complete several in-class assignments that will count toward your
grade. You will work in cooperative teams throughout the semester. Your participation
in these teams will be valued. It is important to share your experiences and insights.
Field Experience Requirement. Each student is required to complete 12 service hours.
All 12 hours can be completed in a secondary general education classroom that includes
at least one student who requires accommodations. There is an option to complete 8
service hours in a general education classroom and the remaining 4 service hours
working with an individual with a disability. Two points will be deducted off a student’s
final grade for each service hour not completed. Each student must complete at least 9
service hours to pass the course.
Course Assignments:
Study Guides. There will be 8 study guides over the course of the term. They
based on information found in the reading assignments and are due at the
beginning of class. They are worth 5 points each for a total of 40 points toward
your final grade.
Experiences Working with a Person with a Disability. You will be given the
option to choose 3 experiences to complete that involve working with students
with disabilities. You will select your experiences from a list of choices. Your
completed experiences can be turned in at anytime up to the last day of class.
Each experience is worth 10 points for a total of 30 points toward your final
grade.
Disabilities Chart. You will complete a disabilities chart outlining the
characteristics of high and low incidence disabilities discussed in class. The chart
is 10 points toward your final grade.
Co-Teaching Assignment. You will work with another student in the class to
prepare and present a lesson on one of the disability categories as defined by
IDEA . You will submit a lesson plan, a reference page, and a peer-evaluation.
This assignment is worth 20 points toward your final grade.
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Course Planning Assignment. The course planning assignment will provide
opportunities to apply the information learned in the course. Most of the
assignments will be worked on in class. It will consist of seven components for a
total of 125 points toward your final grade.
Professionalism. Professional standard of behavior and coursework are
expected. Promptness, responsibility, completion of all assignments, problemsolving skills, and appropriate relations with teachers, peers, and students in the
schools are qualities of exemplary educators. If there is professionalism concern
during the semester the instructor will complete a PIBS evaluation and conference
with the student individually.
Exams. There will be a comprehensive final. It will consist of short answer and
essay questions. It will be worth 100 points toward your final grade. It will be
taken on Blackboard.
Study Guides
Disability Experiences
Disabilities Chart
Co-Teaching Assignment
Course Planning
Assignment
Final Exam
TOTAL POINTS
8 @ 5 points
3 @ 10 points
1 @ 10 points
1 @ 20 points
7 components
40 points
30 points
10 points
20 points
125 points
100 points
100 points
325 POINTS
Grading Criteria:
95 - 100% A
83 - 85% B
91 - 94% A80 - 82% B86 - 90% B+
77 - 79% C+
74 - 76% C
70 - 73% C69 - 66% D+
63-65% D
60-62% D<59% E
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CPSE 402 Fall 2009
Course Schedule
Date
Area of Emphasis
8/31
Introduction to Course
9/2
Special Ed Law
9/7
No Class
9/9
Special Ed Law
-Introduce RTI
9/14
Collaboration
9/16
-Course Planning Assignment
Component #1
Collaboration
9/21
- Assign Co-Teaching (TBI, Autism
(Asperger’s Syndrome) , Hearing
Impairment)
IEP’s
9/23
Disability Categories and Identification
9/28
Disability Awareness
Assignments
Due
The Inclusive Classroom Ch. 1
Study Guide #1
The Inclusive Classroom Ch. 2
Study Guide #2
The Inclusive Classroom
Ch. 3 and Ch. 4
Disability Chart (No Study Guide)
-Watch How Difficult Can This Be?
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9/30
Learner Characteristics and Other
Learning Needs
-Common Characteristics (Concept
Formation, Memory, Attention, Social
Competence and Motivation)
Making Accommodations and
Adaptations… Part I
The Inclusive Classroom Ch. 5
Study Guide #3
10/5
Co-Teaching Assignment
Co-Teaching Assignment Due
10/7
Access to the Core Curriculum
Making Accommodations and
Adaptations… p. 41-52
Study Guide #4
10/12
Access to the Core Curriculum: Course
Planning
Bring copy of the core curriculum
from www.uen.org
-Course Planning Assignment
Component #2
10/14
10/19
Access to the Core Curriculum: Unit
Planning
-Course Planning Assignment
Component #3
Reading and Writing
Disability Focus: Learning Disabilities
10/21
Making Accommodations and
Adaptations… p. 52-57, 100-117
Study Guide #5
Reading and Writing
Disability Focus: Communication
Disorders
10/26
Reading and Writing
10/28
-Course Planning Assignment
Component #4
Reading and Writing
-Course Planning Assignment
Component #4
7
11/2
Concept Formation
Disability Focus:
Intellectual Disabilities
11/4
The Inclusive Classroom Ch. 9
Study Guide #6
Making Accommodations and
Adaptations …p. 57-64
Concept Formation
Disability Focus: Autism
11/9
Concept Formation
11/11
- Course Planning Assignment
Component #5
Memory and Attention
Disability Focus: ADHD
11/16
Memory and Attention
11/18
-Course Planning Assignment
Component #6
Social Competence and Motivation
Disability Focus: Emotional and
Behavioral Disturbance
11/23
The Inclusive Classroom Ch. 10
Study Guide #7
Making Accommodations and
Adaptations 65-76
The Inclusive Classroom Ch. 7
Study Guide #8
Making Accommodations and
Adaptations p. 76-80
Social Competence and Motivation
Disability Focus: Emotional and
Behavioral Disturbance
11/25
Social Competence and Motivation
11/30
- Course Planning Assignment
Component #7
No Class
12/2
Social Competence and Motivation
- Course Planning Assignment
Component #7
8
12/7
Assessment
The Inclusive Classroom Ch. 12
Making Accommodations and
Adaptations p. 81-97
12/9
Group Presentations
Course Planning Assignment Due
Experiences Working with a Person
with a Disability Due
Course Expectations:
1. Honor Code. Students are expected to adhere to the BYU Honor Code, and dress/
grooming standards.
2. Preparation. Students are expected to monitor their learning by following a schedule for
completing their assignments, readings, quizzes, and exams. Late work is marked off
10% for each day it is late (not including weekends).
3. Participation. Students are expected to actively participate in discussions and other
activities as directed by the professor.
4. Written Work. Written reports are expected to be professional. Proof read your report for
spelling, grammatical, and typographical errors prior to submitting it.
5. Assignments. All assignments are due at the beginning of class on the day assigned. It is
expected that all written work reflect the efforts of the individual student (with the
exception of cooperative learning group projects). Identical work submitted by two or
more students will be regarded as plagiarism.
6. Out of Class Work. Students are expected to spend approximately 4-6 hours per week
studying and preparing for this 2 semester hour course (2-3 hours “out of class” work per
semester hour).
Methodologies/Teaching Strategies: The course content will be taught and learned
primarily through the following strategies: reading the text, working with a student with
special needs, engaging in class discussions, participating in cooperative learning groups,
viewing media presentations, and listening to guest speakers.
Honor Code Standards: In keeping with the principles of the BYU Honor Code,
students are expected to be honest in all of their academic work. Academic honesty
means, most fundamentally, that any work you present as your own must in fact be your
own work and not that of another. Violations of this principle may result in a failing
grade in the course and additional disciplinary action by the university.
Students are also expected to adhere to the Dress and Grooming Standards. Adherence
demonstrates respect for yourself and others and ensures an effective learning and
working environment. It is the university’s expectation, and my own expectation in class,
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that each student will abide by all Honor Code standards. Please call the Honor Code
Office at 422-2847 if you have questions about those standards.
Statement on Diversity: The McKay School of Education and Brigham Young
University are committed to preparing students to serve effectively in a diverse society.
In this course students will learn methods and material that may be adapted to various
settings and contexts. Students are expected to demonstrate the knowledge, skills, and
dispositions to effectively apply the course content when working with individuals and
groups with varying abilities and backgrounds.
Preventing Sexual Harassment: Title IX of the Education Amendments of 1972
prohibits sex discrimination against any participant in an educational program or activity
that receives federal funds. The act is intended to eliminate sex discrimination in
education. Title IX covers discrimination in programs, admissions, activities, and
student-to-student sexual harassment. BYU’s policy against sexual harassment extends
not only to employees of the university but to students as well. If you encounter unlawful
sexual harassment or gender based discrimination, please talk to your professor; contact
the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor
Code Office at 422-2847.
Students with Disabilities: Brigham Young University is committed to providing a
working and learning atmosphere, which reasonably accommodates qualified persons
with disabilities. If you have any disability, which may impair your ability to complete
this course successfully, please contact the University Accessibility Center (422-2767).
Reasonable academic accommodations are reviewed for all students who have qualified
documented disabilities. Services are coordinated with the student and instructor by the
University Accessibility Center. If you need assistance or if you feel you have been
unlawfully discriminated against on the basis of disability, you may seek resolution
through established grievance policy and procedures. You should contact the Equal
Employment Office at 422- 5895, D-282 ASB.
McKay School of Education Mission Statement: The mission of the David O. McKay
School of Education is to improve learning and teaching in the school, home, church, and
community worldwide
BYU Special Education Program Mission Statement:
We maximize the potential of diverse learners with individualized educational needs to
elevate their quality of life. We accomplish this by supporting the mission and aims of a
BYU education as we integrate teaching, research, and service. We specifically:
 Prepare competent and moral educators who select, implement, and evaluate
research-based effective teaching practices and appropriate curriculum for
learners with special needs.
 Prepare master special educators who provide collaborative leadership to foster
the moral development and improve learning and social competence of
exceptional children with challenging behaviors.
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

Add to the knowledge base of special education and related disciplines through
research.
Serve and advocate for learners with individualized educational needs and others
who support them.
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