Mary Baldwin College
Graduate Teacher Education Program
ED 622: An Integrated Approach to Exceptionality
Summer II, 2015
Week of July 7, 2015 to Week of August 15, 2015 on Blackboard
Professor:
Dr. Patricia A, Devitt
(w) 540-245-5131
Teaching Partner:
Tammy Sours
Office Hours - By Appointment
pdevitt@mbc.edu
tsours@mbc.edu
Course Description:
This course will develop an understanding of the needs and characteristics of students with learning
disabilities, emotional disturbance, intellectual disabilities, giftedness, and other health
impairments. In addition, knowledge of students whose medical conditions affect learning as well
as students with overlapping exceptionalities will be considered in this course. The roles of labels in
exceptionality will be included, leading toward a holistic perspective of difference. Within the
context of this course, emphasis will be placed on collaboration with other entities, including
students, parents, general education teachers, administrators, paraprofessionals and agencies
responsible for educational programs for exceptional students. Students in this course will examine
various forms of communication including verbal, non-verbal, and written skills to develop an
understanding of the dynamic influence of the family system and cultural/environmental milieu as
applied to the education of students with disabilities.
Course Objectives:
Upon successful completion of the course, students will have a better understanding of the
following:
● A holistic perspective of differences
● The role of labels in exceptionalities
● An understanding characteristics and eligibility criteria of specific categories of exceptional
students
● Educational needs and instructional strategies for working with exceptional students
● The process of special education, including child study, eligibility, and Individualized
Education Programs
● The role of related services
● Developing successful inclusion, collaboration, and co-teaching models
Required Textbook:
Friend, M. (2015). Special Education: Contemporary Perspectives for School Professionals, 4th ed.
Pearson
ISBN-10-0133400082
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Websites to Mark:
http://www.doe.virginia.gov/special_ed/regulations/state/regs_speced_disability_va.pdf
(Regulations Governing Special Education Programs for Children with Disabilities in
Virginia)
www.cec.sped.org
www.ed.gov
www.nichcy.org
www.coteach.com
* Though not required, it is very strongly recommended that you purchase the most recent edition
of the “Publication Manual of the American Psychological Association,” referred to as the APA Style
Manual. This resource will be of great benefit to you throughout your program of study.
MBC HONOR CODE:
Students are expected to respect the Honor Code of MBC. Suspected violations will be reported as
such. Information about the Honor Code can be found in the MAT handbook and the college
catalog.
Grading:
Grades are based on a traditional 10-point scale as noted below.
93-100 A
90-92 A-
Grades:
Discussion
Weekly Assignments
Reguation Search
Task Analysis
Disabilities Chart
88-89 B+
83-87 B
80-82 B-
78-79 C+
73-77 C
70-72 C-
15 %
40 %
15 %
15 %
15 %
Email: You are REQUIRED to use your MBC email address for this course. Please email both of us if
you have questions.
Course Assignments:
Discussion Board Participation (15%)
The Discussion Board will be used for questions and/or comments you have during the class. We will
respond to the Discussion Board on Wednesday and Saturday. You are welcome to post questions
to us or fellow classmates. The expectation is some kind of post 15 times during the term.
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Weekly Assignments (40%)
This is a Summer Course that is condensed into 6 weeks. There will be two assignments due per
week. The first assignment is due on Wednesday by 11:59 pm and the second assignment is due on
Saturday by 11:59 pm. All assignments will be posted when Blackboard is open for class.
There are three projects for class. They are all due by August 7. No late Projects will be accepted.
There is no final for this class.
Research State Regulations (15%)
It is important to be familiar with the Virginia Regulations for Special Education. For this Project,
there is a list of questions that you may have as a Special Education Teacher. Locate the answer to
your question in the Regulations. An example of how to answer the questions and site your answer
is also provided on the Assignment Board.
Please post as an attachment
Task Analysis (15%)
Choose a functional skill (e.g. – hand washing) and create a task analysis of the routine that will
allow the instructor to break down instruction into discrete skills.
Please post as an attachment
Disability Project (15%)
For each disability category you will complete a chart that includes:
●
●
●
●
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Definition of the disability
Assessments which may be used in eligibility
Criteria for identification
Teaching strategies, including a resource
Read the chapters before you respond to the discussions on Blackboard
Assignment
Due
Week 1/1
7/8/2015
Week 1//2
7/11/2015
Week 2/1
7/15/2015
Week 2/2
7/18/2015
Week 3/1
7/22/2015
Week 3/2
7/25/2015
Week 4/1
7/29/2015
Week 4/2
8/7/2015
Week 5/1
8/5/2015
8/7/2015
Week 5/2
8/7/2015
Week 6/1
8/12/2015
Week 6/2
8/14/2015
Scope of Learning
Readings from Text
Understanding Special Education
Chapter 1
The Personnel and Procedures of Special
Education
Collaboration
Emotionally Disturbed
Chapters 2 & 4
Gifted
Chapter 15
Learning Disabilities
Chapter 5
Speech and Language Disorders
Chapter 9
Other Health Impaired (ADHD)
Chapter 6 & 13
Traumatic Brain Injury
Orthopedic Impairment
Other Health Impaired – not ADHD
Autism
Chapter 13
Chapter 7
Chapter 10
Projects Due – NO LATE PROJECTS ACCEPTED
Visually Impaired
Hearing Impaired
Intellectually Disabled
Multi-Disabled
Multi-Culture
Chapter 11 & 12
Chapter 8 & 14
Chapter 3
VIRGINIA DEPARTMENT OF EDUCATION ENDORSEMENT COMPETENCIES ADDRESSED IN THIS
COURSE (SPECIAL EDUCATION GENERAL CURRICULUM K-12) 8 VAC 20-542-480:
CORE COURSEWORK:
1. Foundations. Characteristics, legal and medical aspects.
a. Knowledge of the foundation for educating students with disabilities, including:
● The dynamic influence of the family system and cultural/environmental milieu and
related issues pertinent to the education of students with disabilities;
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●
Understanding of ethical issues and the practice of accepted standards of
professional behavior.
b. An understanding and application of the legal aspects, regulatory requirements, and
expectations associated with identification, education, and evaluation of students with
disabilities, including:
● Current regulations governing special education (e.g., individualized education
program (IEP) development; disciplinary practices, policies, and procedures; and
alternative placements/programs in schools); and
● "Rights and responsibilities" of parents, students, teachers, and schools as they
relate to individuals with disabilities and disability issues.
2. Assessments and management of instruction and behavior.
a. An understanding and application of the foundation of assessment and evaluation related to
best special education practice, including:
● Ethical issues and responsibilities in the assessment of individuals with disabilities;
● Synthesis and interpretation of assessment findings for eligibility, program planning,
and program evaluation decisions.
b. An understanding and application of service delivery, curriculum, and instruction of students
with disabilities, including:
● Alternative ways to teach content material including curriculum adaptation and
curriculum modifications;
● Procedures to develop, provide, and evaluate instruction consistent with students'
individual needs;
● Strategies to promote successful integration of students with disabilities with their
nondisabled peers;
● Use of technology to promote student learning; and
● Structure and organization of general education classrooms and other instructional
settings representing the continuum of special education services (to include field
experiences).
c. The ability to prepare students and work with families to promote successful student
transitions throughout the educational experience to include postsecondary training,
employment, and independent living that addresses an understanding of long-term
planning, career development, life skills, community experiences and resources, selfadvocacy and self-determination, guardianship, and legal considerations.
3. Collaboration.
a. Skills in consultation, case management, and collaboration, including:
(1) Coordination of service delivery with related service providers, general educators, and
other professions in collaborative work environments to include:
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●
●
●
●
●
●
Understanding the Standards of Learning (SOL), the structure of the curriculum, and
accountability systems across K-12;
Understanding and assessing the organization and environment of general
education classrooms across the K-12 setting;
Implementation of collaborative models, including collaborative consultation, coteaching, and student intervention teams;
Procedures to collaboratively develop, provide, and evaluate instructional and
behavioral plans consistent with students' individual needs;
Understanding the roles and responsibilities of each member of the collaborative
team; and
Application of effective communication strategies with a variety of stakeholders in
the collaborative environment.
b.
c.
d.
e.
f.
Training, managing, and monitoring paraprofessionals;
Involvement of families in the education of their children with disabilities;
Understanding the standards of professionalism;
Cooperating with community agencies and other resource providers; and
Models and strategies for promoting students’ self-advocacy skills.
1.
2.
3.
4.
5.
6.
On the left side of the screen, click “Assignments”
Click on the specific assignment.
In section 2 click on Type Submission to type your input
Do not post submission in comments
Do not respond with attachments unless specifically noted
Click “submit.”
To view announcements:
1. Announcements will appear on the main screen when you log into the specific course.
2. You can also click on “tools” and then “announcements.”
To view your grades:
1. Click “My Grades.”
2. Click on the numerical value of your grade for a graded assignment (it should be an
underlined link).
3. You will be able to view instructor comments on your assignment.
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