KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INED 7715/ MAT Special EducationIGC/MEd Inclusive Education
Department INED
Degree Title (if applicable) MAT Special Education/MEd Inclusive Education
Proposed Effective Date Summer 2013
Check one or more of the following and complete the appropriate sections:
New Course Proposal
X Course Title Change
Course Number Change
Course Credit Change
X Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new
number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program.
Current catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Jennifer Heckert
Faculty Member
9/10/11__
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
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KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number INED 7715
___
Course Title Nature/Needs: Students with Mild Disabilities
___
Class Hours
2 ____Laboratory Hours___3____Credit Hours_____3___
Prerequisites Admission to M.Ed. program in Inclusive Education or graduate inclusive
education add-on program
___
Description (or Current Degree Requirements)
This course focuses on systematic analysis of the physical, affective, behavioral and educational
development of individuals with mild disabilities (intellectual, behavioral and learning disabilities).
There is an emphasis on etiological, perceptual motor, language and academic aspects of the problems
with consideration for parental involvement in the educational process. Clinical applications in a field
site are included.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____INED 7715______________________
Course Title ___Characteristics of Diverse Learners ______________
Class Hours
3 ____Laboratory Hours___0____CreditHours______3__
Prerequisites Admission to MAT or M.Ed. program or graduate inclusive education addon program
Description (or Proposed Degree Requirements)
This hybrid course examines the characteristics of exceptional learners by exploring the cognitive,
psychological, sociological and medical aspects of high incidence disabilities as well as learners who are
culturally and linguistically diverse. Current research-based best practices will be introduced within the
context of how the brain learns. The course will explore the prevalence, identification procedures,
causes, characteristics, educational/instructional considerations and assessment strategies relating to
mild disabilities including autism.
III.
Justification
Simple editing of name and description to more accurately represent the content
of the proposed course and include autism
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IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
3
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
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VII Attach Syllabus
KENNESAW STATE UNIVERSITY
Inclusive Education Department
INED 7715
Characteristics of Diverse Learners
I.
COURSE NUMBER/SECTION: INED 7715
II.
COURSE TITLE: Characteristics of Diverse Learners
III.
PROFESSOR:
IV.
CLASS MEETINGS:
V.
OFFICE HOURS:
VI.
REQUIRED TEXTS & RESOURCES: (undecided on a text)
Hallahan, D., Kauffman, J.M. & Pullen, P.C. (2011). Exceptional Learners: An Introduction to Special Education. Pearson
Publishing, Boston: MA.
Willis, J. (2010). Mind, brain, and education: Neuroscience Implications for the Classroom
Willis, J. (2007). Brain-Friendly Strategies for the Inclusion Classroom.
Sousa, D.A. & Tomlinson C.A. (2010). Differentiation and the brain: How neuroscience supports the learner-friendly
classroom. Solution Tree Publishers. ISBN 9781935249597 29.95
Tokuhama-Espinosa, T. (2010). Mind, Brain and Education Science: A comprehensive Guide to The New Brain-Based
Teaching.
Tokuhama-Espinosa T. (2009). The new science of teaching and learning: Using the best of mind, brain, and education
science in the classroom.
Wills, J. (2011). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher.
Recommended Text:
American Psychological Association. (2001). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Additional Materials/Resources:
Galileo password: off-campus password is “***” or login through KSU Library page and use NetID & password
Additional course materials may also be available online in GeorgiaVIEW Vista
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Chalk and Wire ePortfolio Account
CATALOG DESCRIPTION:
This hybrid course examines the characteristics of exceptional learners by exploring cognitive,
psychological, sociological and medical aspects of high-incidence disabilities as well as learners who are
culturally and linguistically diverse. Current research-based best practices will be introduced within the
context of how the brain learns. The course explores the prevalence, identification procedures, causes,
characteristics, educational/instructional considerations and assessment strategies relating to mild
disabilities including autism.
VII.
PURPOSE/RATIONALE:
In the past decade a new academic discipline has emerged from neuroscience, psychology and education called mind, brain,
and education (MBE). Educators are beginning to see the value of understanding how the brain actually learns and
subsequently, how to design instruction to address the learning brain. It is particularly important for individuals who are new
to the field of education to have a solid understanding of the brain, memory systems the impact of emotions on learning in
order to create learning environments that focus on critical thinking, communication and problem-solving for 21st century
learners. When preparing special education teachers, this foundational knowledge becomes even more important since one
must understand learning before fully understanding the characteristics of students with diverse learning needs.
VIII.
UNIVERSITY POLICIES:
Academic Integrity
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic
honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents
of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which
includes with an "informal resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which
may subject a candidate to the Code of Conduct's minimum one semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy. Any strategy, which has the
appearance of improving grades without increasing knowledge, will be dealt with in accordance with the University's policy
on academic honesty. In addition, students in the graduate program in special education are held accountable by the Georgia
Professional Code of Ethics for Educators (http://www.doe.k12.ga.us/informationresources/ethics.html) and the
Council for Exceptional Children's (CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
Academic Honesty Statement
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Any work that students present in fulfillment of program or course requirements should reflect their
own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated
these expectations will be subject to disciplinary action.”
Human Dignity
The University has formulated a policy on human rights that is intended to provide a learning environment, which recognizes
individual worth. That policy is found in the KSU Graduate Catalog. It is expected, in this class, that no Professional should
need reminding but the policy is there for your consideration. The activities of this class will be conducted in both the spirit
and the letter of that policy.
Disruptive Behavior
The University has a stringent policy and procedure for dealing with behavior with disrupts the learning environment. Consistent
with the belief that your behavior can interrupt the learning of others, behavior that fits the University's definition of disruptive
behavior will not be tolerated. (See Campus Policies and Procedures in KSU Graduate Catalog.)
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Confidentiality – FERPA
The federal Family Educational Rights and Privacy Act of 1974 (FERPA) regulates access to, and disclosure of student
information. FERPA serves to assure record access by covered students and their guardians and to prevent disclosure from
those records of personally identifying information to unprivileged parties without the written consent of affected students
and their guardians. Disclosure of confidential information is NOT to occur. To protect the confidentiality of student
information, no identifying information is included when KSU candidates present written or oral reports.
IX.
COLLEGE OF EDUCATION INFORMATION:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among
candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to
facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction,
and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework,
expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders
must embrace the notion that teaching and learning are entwined and that only through the implementation of validated
practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the
college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in
the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four
phases: pre-service, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the
teacher education faculty at KSU believes that the concept of expertise is central to preparing effective
classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have
achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state
but a process of continued development.
Though certain historical discoveries and events in special education do not change, each passing day alters the knowledge base in
the areas of research, legislation, societal change, and litigation, requiring teachers to be informed consumers of instructional
research. The baseline knowledge of this course is derived from the interaction of the knowledge and skills of the candidate with
the required test; the professional literature; and observations of students with disabilities in local school settings.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
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socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under
Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their academic program. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance
plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They
will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an
electronic learning portfolio. Candidates will be expected to apply the use of educational technology in
their classrooms. Specifically, candidates will use word processing to write papers, web based resources
and Web 2.0 applications like wikis and online course management systems and e-mail to communicate
with instructors and peers.
WebCT Vista will be the primary communication tool used for emails, announcements, collaborative discussions,
access to course materials, and grade results. It is a good idea to check our course WebCT Vista area at least twice a
week.
KSU Student Email:
Kennesaw State University mandated that all official university communication would be delivered via the KSU student
email system. Effective this semester (Fall 2005), all candidates seeking degrees from the Department of Inclusive Education
will be required to use their KSU student email accounts as the primary communication mode. Program updates, information
from faculty, and other important university communication will be sent to your KSU student email account. You are
expected to check this email at least several times a week, and to use this email account when sending email to departmental
faculty. The KSU student email is a web based system that is accessible both on and off campus.
To access your KSU Student Email:
 Go to http://students.kennesaw.edu/
 Click Email
 Enter your KSU NetID (contained on your Student ID)
 Enter your password
 Select a language
 If you experience problems with your KSU student email after initially activating your NetID and accessing your
account please contact KSU Service at 770-423-6999.
QUALITY OF WRITING:
It is expected that all candidate work will include full sentences, paragraphs of appropriate length, and formal
English grammar conventions. To facilitate completion of quality work, candidates will do the following:
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




Change the setting on their computer(s) so that Word recognizes formal rather than standard (colloquial)
English. See Vista homepage for details;
Determine the reason for green or red wavy lines under text in Word documents and make applicable
corrections prior to handing in work;
Read all documents with a critical eye to ensure that grammar conventions are followed;
Use APA (5th ed) format for all coursework; and
If multiple drafts are permitted or expected in a course, candidates will incorporate corrections and
information from instructor comments into all revised work.
There are two writing resources available on campus:


The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing
assistants work with you throughout the writing process on concerns such as topic development, revision,
research, documentation, grammar, and mechanics. Rather than edit your paper for you, writing
assistants will help you learn strategies to become a better writer on your own. For more information or
to make an appointment (appointments are strongly encouraged), visit
http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English Building.
For non-native speakers of English, there is also the ESL Study and Tutorial Center which is part of
University College/Department of University Studies. The Center is a free service that provides tutoring
in writing, reading, and pronunciation. Hours are Monday-Thursday 9:00-5:00 pm in Library Room 442.
Professional Portfolio Narrative:
A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio
narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the
candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which includes descriptive,
analytic and reflective writing in which you reflect on each proficiency and how you make the case that the evidence you
have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The
narrative should be comprehensive, documenting research-based best practices.
PTEU INITIAL TEACHER EDUCATION OUTCOMES
INITIAL TEACHER EDUCATION OUTCOMES AND PROFICIENCIES (REVISED FALL 05)
Outcome 1: Subject Matter Experts
1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.
1.2: Candidate represents content accurately.
1.3: Candidate connects content to other disciplines and applies it to common life experiences.
1.4: Candidate uses pedagogical content knowledge effectively.
Outcome 2: Facilitators of Learning
2.1 Candidate demonstrates knowledge of how learners develop, learn and think.
2.2: Candidate successfully motivates students to learn.
2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum.
2.4: Candidate creates effective, well-managed and active learning environments.
2.5: Candidate creates environments that reflect high expectations for student achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective instruction that positively impacts the learning of all students.
2.8: Candidate uses a variety of methods, materials, and technologies.
2.9: Candidate utilizes a variety of strategies to assess student learning.
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2.10: Candidate uses the results of assessments to improve the quality of instruction.
Outcome 3: Collaborative Professionals
3.1: Candidate communicates effectively orally and in writing.
3.2: Candidate reflects upon and improves professional performance.
3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community
members.
3.4: Candidate displays professional and ethical behavior.
X.
INED COURSE SPECIFIC INFORMATION
In this Master of Arts in Teaching program, the program is committed to integrating the following themes into each course.
The descriptions below describe how this course will address culture and diversity, effective use of technology, universal
design for learning, response to intervention and field experiences.
Course Specific Culture and Diversity:
The KSU MAT program recognizes the following definition of culturally responsive teaching:
Culturally responsive teaching incorporates the cultural knowledge, prior experiences, and performance styles of
diverse students to make learning more appropriate and effective for them. Culturally responsive teaching builds bridges
between school and home experiences, builds relationships with diverse families, and uses a wide variety of instructional
strategies (Gay, 2000).
Understanding of the nature and needs of exceptional students requires a sensitivity to the cultural
context of the presenting problems. This course provides candidates with information and experiences to
develop an awareness and appreciation of the diverse nature of our society and the individual cultural
differences as they impact on education. The effects of socioeconomic status are also emphasized as a
factor in the educational needs of students. Major issues addressed include cultural and socioeconomic
status, bias in assessment and eligibility for special education programs; as well as, behavioral, language
and cognitive style differences related to different cultural and socioeconomic backgrounds. Candidates
will investigate the sociological factors that traditionally result in greater prevalence of diagnosed
exceptionalities in males and in certain socio-economic groups. Candidates will also investigate the
interaction of other variables such as race and ethnicity in identification procedures.
Course Specific Use of Technology:
As one of the first courses that will be taken as part of the MAT with a concentration in Individualized General Curriculum,
this course will verify that you have competence in the basic technologies required at KSU including how to access your
KSU Student Email, Owl Express, library services etc. Additionally, the course will model the effective use of technology to
enhance learning by meeting the following Georgia Technology Standards:
Georgia Technology Standard
Georgia Technology Performance
Descriptors for Certified Teachers
How Demonstrated in This Course
Technology Operations Demonstrate
a. Operate computer hardware
Technology will be used daily in the
course of instruction. Candidates are
encouraged to bring their own laptops
to class or to utilize the laptops that are
available within the classroom.
introductory
knowledge, skills and
and software as an integral
component of the teaching and learning
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understanding of concepts related to
process
technology
b. Store and retrieve personal
documents and student files
Candidates are encouraged to utilize a
USB pen drive or cloud storage service
such as Dropbox.com to store and
backup all work completed as part of
this program.
on hard drive, network and
floppy disk
i. Demonstrate competency
using basic software
Candidates will use basic technology
skills and common software
applications frequently throughout each
class session and in online instructional
modules.
applications: word processor,
database, spreadsheet, e-mail, Internet,
instructional
Demonstrate continual growth in
a. Participate in learning
technology knowledge and skills to stay
opportunities that heighten
abreast of current and emerging
awareness to new applications
Candidates will be have opportunities
to examine and reflect on emerging
technologies their potential impact on
student learning through the Think
Tank activities assigned for each class
session.
technologies
of technology in classroom settings
II. Planning and Designing Learning
Environments and Experiences:
a. Consult with media/
technology specialists to
Identify and locate technology
identify hardware, software
resources and evaluate them for
and technology in the school or school
accuracy and suitability
system
V. Productivity and Professional
Practice
Use technology resources to
a. Use the Internet for
research and professional
reference
In addition to participating in online
modules, students are asked to
complete Internet research activities to
complete the WebMD project and the
Disabilities Reference Resource.
engage in ongoing professional
development and lifelong learning
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b. Locate and use technology
resources for personal and
professional development
Candidates must summarize a series of
online newsletters, blogs, social media
sites etc. to determine if these resources
might be useful to help them stay
abreast of the latest news in the area of
special education and technology.
c. Use modern technologies to
shape the role of the teacher
as a life-long learner
Candidates must summarize a series of
online newsletters, blogs, social media
sites etc. to determine if these resources
might be useful to help them stay
abreast of the latest news in the area of
special education and technology.
Continually evaluate and reflect on
professional practice to make
informed decisions regarding the
use of technology in support of
student learning
a. Examine professional
practice to critically evaluate
the value of modern
technologies in the
contemporary classroom
Apply technology to increase
productivity
a. Use technologies to
increase personal and
professional productivity
b. Create multimedia
presentations to disseminate
information.
b. Use email and web-based
publications to communicate
with students, parents,
administrators, peers
c. Use e-mail to expedite
professional communication
and collaboration
a. Practice legal , ethical
social responsibility in the use
of information technologies
VI. Social, Ethical, Legal and Human
Issues
Model and teach legal and ethical
practice related to technology use
Course Specific Universal Design for Learning:
According to the Center for Applied Special Technology (CAST), “Universal Design for Learning is a set of principles for
curriculum development that give all individuals equal opportunities to learn. Universal Design for Learning provides a
blueprint for creating instructional goals, methods, materials, and assessments that work for everyone - not a single, one-sizefits-all solution but rather flexible approaches that can be customized and adjusted for individual needs” (CAST, 2011, ¶1).
Throughout this program, the core theme of universal design for learning will be introduced, practiced and eventually
mastered. As part of this scaffolded approach, candidates in this course will be introduced to the concept of Universal Design
for Learning by completing activities on pages 1 and 2 of the IRIS Center Star Legacy Module: Universal Design for
Learning: Creating a Learning Environment that Challenges and Engages All Students.


Page 1 – Universal Design for Learning (UDL)
Page 2 – UDL Principles
Course Specific Response to Intervention:
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The National Center on Response to Intervention (NCRTI) suggests a definition of RtI that reflects what is currently known
from research and evidence-based practice. The KSU MAT in SPED program recognizes the following definition of
Response to Intervention (RtI):
RtI integrates assessment and intervention within a multi-level prevention system to maximize student achievement
and to reduce behavioral problems. With RtI, schools use data to identify students at risk for poor learning outcomes, monitor
student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending
on a student’s responsiveness, and identify students with learning disabilities or other disabilities.
Additionally, the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; P.L. 108-446) permits educators
to use RtI as a substitute for, or supplement to, IQ-achievement discrepancy to identify students with a specific learning
disability (SLD).
In this course, candidates will be introduced to the concepts of RTI and Intensifying Instruction using the following
resources:

Episode 5: Leonard Baca on RTI and Cultural Considerations - The podcast should begin once you click the “Click
to Play Media” link just below Dr. Baca’s picture. Once you the see the timeline bar appear, click the “Play” button
to launch the podcast. The podcast is 5min 17 sec in length.

RTI and Universal Design for Learning: How Do They Intersect? By Strangman, Hitchcock, Hall, Meo and Coyne.
This article provides a really nice overview of how UDL (Universal Design for Learning) provides an innovative
approach to individualizing, differentiating and intensifying instruction based on individual learning needs.
Course Specific Focus on Research:
MAT candidates will be introduced to basic research designs as well as quality indicators of effective research design in this
course.
Course Specific Field Experiences:
Statement for Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of
special education field-based experiences directed at the improvement of teaching, learning, and school leadership. You are
encouraged to explore every opportunity to complete field experiences that require you to apply course work, analyze P-12
student learning, and reflect on your practice in the context of special education theories on teaching and learning.
You are also required to complete your field experiences in diverse settings with diverse populations. In addition, you are
required to complete your field experiences at all P-12 school levels (P-2, 3-5, 6-8, and 9-12). In order to meet these
requirements, you should complete several of your field experiences in diverse settings. You are required to document in
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your field-experience log the diverse settings and various P-12 school levels in which you complete your field experiences.
You are required to work with male and female P-12 students from different socioeconomic groups and at least two
ethnic/racial groups. You should work with English language learners in addition to students with disabilities during at least
one of your field experiences. You are required to log your hours and reflect on what you have learned. The field-based
documentation may serve as artifacts in your professional portfolio.
MAT candidates will not participate in a field experience in this course.
XI.
COURSE OBJECTIVES:
The masters program in Inclusive Education Special Education concentration is based on three sets of standards. As a result,
candidates in this program must demonstrate mastery of the national initial level knowledge and skill standards established
by the Council for Exceptional Children for Special Education Teachers of Individuals With Exceptional Learning Needs in
Individualized General Education Curricula (IGC). Additionally, candidates this program are required to meet the Georgia
Professional Standards Commission standards outlined in Rule 505-3-.30 Special Education General Curriculum Program.
Finally, candidates in this program must also demonstrate mastery of the KSU Professional Teacher Education Unit
Institutional Standards (PTEU Outcomes and Proficiencies) and much of the program is built upon the National Board
Professional Teaching Standards.
1.
Articulate how the field of special education and the treatment of individuals with disabilities and those who are
culturally and linguistically diverse has evolved as a result of philosophies, theories, laws policies, and historical
points of view.
2.
Candidates will critique claims relating to the biological aspects of learning as well as strategies to maximize
learning for individuals with exceptional learning needs including students who are culturally and linguistically
diverse based on influences from the disciplines of medicine, neurology, psychology, behavior and cognitive
science.
3.
Candidates will synthesize the definitions causes, diagnosis, identification issues, educational considerations and
continuum of services, and the effects exceptional conditions can have on the life of individuals with exceptional
learning needs including those from culturally and linguistically diverse backgrounds.
4.
Candidates will examine the causes, medical considerations, treatment options and effects of medication(s) relating
to exceptional conditions.
5.
Candidates will summarize how the characteristics associated with learning disabilities, emotional or behavior
disorders, cognitive or perceptual and language disorders effect student’s academic and social performance (e.g.
ability to read, write, perform mathematical operations, take tests, develop social skills etc.)
Candidates will compare and contrast the characteristics, similarities and differences of individuals with and without
exceptional learning needs as well as similarities and differences among individuals with exceptional learning
needs.
6.
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XII.
ALIGNMENT OF OBJECTIVES TO ASSIGNMENTS TO ASSESSMENTS
Course Objectives
CEC & PSC Standards
1. Articulate how the field
of special education
and the treatment of
individuals with
disabilities and those
who are culturally and
linguistically diverse
has evolved as a result
of philosophies,
theories, laws policies,
and historical points of
view.
ICC1K1 – Models,
theories, philosophies,
and research methods
that form the basis for
special education
practice.
2. Candidates will critique
claims relating to the
biological aspects of
learning as well as
strategies to maximize
learning for individuals
with exceptional
learning needs
including students who
are culturally and
linguistically diverse
based on influences
from the disciplines of
medicine, neurology,
PTEU Institutional
Proficiencies (Initial)
Course Assignments &
Assessments
Academic Minute
Podcast
1.1. Candidate
demonstrates broad, indepth, and current
knowledge of discipline
content.
Mind, Brain, Education
Project
ICC1K8 – Historical
points of view and
contribution of culturally
diverse groups.
IGC1K3 – Historical
foundations, classic
studies, major
contributors, major
legislation, and current
issues related to
knowledge and practice.
ICC3K2 – Impact of
learners’ academic and
social abilities, attitudes,
interests, and values on
instruction and career
development.
ICC3K5 – Differing ways
of learning of individuals
with exceptional learning
needs including those
from culturally diverse
backgrounds and
strategies for addressing
2.1 Candidate
demonstrates knowledge of
how learners develop,
learn and think.
15
psychology, behavior
and cognitive science.
3. Candidates will
synthesize the
definitions causes,
diagnosis, identification
issues, educational
considerations and
continuum of services,
and the effects
exceptional conditions
can have on the life of
individuals with
exceptional learning
needs including those
from culturally and
linguistically diverse
backgrounds.
these differences.
IGC2K4 – Psychological
and social-emotional
characteristics of
individuals with
exceptional learning
needs.
ICC1K5- Issues in
definition and
identification of
individuals with
exceptional learning
needs, including those
from culturally and
linguistically diverse
backgrounds.
1.1. Candidate
demonstrates broad, indepth, and current
knowledge of discipline
content.
Disability Reference
Resource Project
IGC1K1 - Definitions
and issues related to the
identification of
individuals with
exceptional learning
needs.
IGC1K6 – Continuum of
placement and services
available for individuals
with exceptional learning
needs.
ICC2K2 – Educational
implications of
characteristics of various
exceptionalities.
ICC3K1 – Effects an
16
4. Candidates will
examine the causes,
medical
considerations,
treatment options and
effects of medication(s)
relating to exceptional
conditions.
exceptional condition(s)
can have on an
individual’s life.
IGC2K1 – Etiology and
diagnosis related to
various theoretical
approaches.
EdMD Project
ICC2K7 – Effects of
various medications on
individuals with
exceptional learning
needs.
IGC2K3 – Etiologies and
medical aspects of
conditions affecting
individuals with
exceptional learning
needs.
5. Candidates will
summarize how the
characteristics
associated with
learning disabilities,
emotional or behavior
disorders, cognitive or
perceptual and
language disorders
effect student’s
academic and social
performance (e.g.
ability to read, write,
perform mathematical
operations, take tests,
develop social skills
etc.)
ICC6K1 – Effects of
cultural and linguistic
differences on growth
and development.
IGC6K2 – Impact of
language development
and listening
comprehension on
academic and nonacademic learning of
individuals with
exceptional learning
needs.
1.1. Candidate
demonstrates broad, indepth, and current
knowledge of discipline
content.
Choice Project
2.1 Candidate
demonstrates knowledge of
how learners develop,
learn and think.
IGC6K3 – Typical
language development
and how that may differ
17
for individuals with
learning exceptional
learning needs.
6. Candidates will
compare and contrast
the characteristics,
similarities and
differences of
individuals with and
without exceptional
learning needs as well
as similarities and
differences among
individuals with
exceptional learning
needs.
7. Need an introductory
culture objective. This
objective should be
scaffolded to prepare
candidates to engage
in higher level cultural
objectives within future
courses.
ICC2K5 – Similarities
and differences of
individuals with and
without exceptional
learning needs.
ICC2K6 – Similarities
and differences among
individuals with
exceptional learning
needs.
ICC3K3 – Variations in
beliefs, traditions, and
values across and within
cultures and their effects
on relationships among
individuals with
exceptional learning
needs, family, and
schooling.
1.1. Candidate
demonstrates broad, indepth, and current
knowledge of discipline
content.
Online Discussions
2.1 Candidate
demonstrates knowledge of
how learners develop,
learn and think.
International & Cultural
Special Education
Exploration Fact Sheet
ICC3K4 – Cultural
perspectives influencing
the relationships among
families, schools, and
communities as related
to instruction.
18
XIII. COURSE REQUIREMENTS/ ASSIGNMENTS:
1.
Class Attendance, Participation, & Professionalism (15 Points):
Purpose:
As teachers, you know that attendance, active participation and professional behavior are each very
important dispositions to demonstrate. I expect you to treat this class as you would your own classroom by
attending each class session, actively participating and treating everyone with professional courtesy.
Instructions:
Attendance - Given the expectations of graduate education majors as stated above, I realize that life
happens. Since attendance is a foundational expectation, I will not award points for attendance. However,
each candidate will automatically earn (1) excused absence, so use it wisely. For each additional absence 5
points will be deducted from the total of your final points. As graduate students, you are responsible for
your learning and should be able to anticipate most things that will challenge you attendance and
performance in this program. So think carefully, and use your excused absence wisely. I do not need to
know the reason for an absence for professional courtesy requires that you notify me in advance via text,
email or phone message.
Participation (X Points) - As graduate candidates, you are expected to keep up with the readings and share
your ideas in class, as well as listen to and be respectful of the ideas of your peers. In this class, there will
be very little lecture but lots of interactive discussion and activity. Each of you has many experiences and
skills, which you can share to facilitate everyone's learning and you will be expected to share those experiences
and ideas during class. Periodically, throughout the semester, I will assign points to the class activities we are
doing. If you are actively engaged that evening you will earn those points.
2.
Academic Minute Podcast (25 Points):
Purpose:
The purpose of this assignment is to provide candidates with the opportunity utilize
technology as they closely examine a specific topic relating to how the field of special
education and the treatment of individuals with exceptional learning needs or who are
culturally or linguistically diverse has evolved as a result of philosophies, theories, laws,
policies and historical points of view.
Instructions:
Candidates will select a topic that will focus on a special evolution in philosophies,
theories, laws, policies or historical points of view and create a 1 minute audio or video
podcast describing that evolution and the impact it has had on students with exceptional
learning needs or those who are culturally and linguistically diverse.
3.
Mind, Brain, and Education Project (25 Points) – I’m not sure what this is going to
look like just yet. I need more time to conceptualize this project.
4.
Disability Reference Resource (50 Points):
Purpose:
The purpose of this assignment is to deepen your awareness and understanding of the characteristics of
disabilities. Additionally, as you deepen your exploration of disabilities, this is a great opportunity for you
19
all to create a collaborative resource that you will likely use in the future and that can be used by other
educators throughout the US and abroad.
Instructions:
The Disability Reference Resource will be created using a collaborative wiki. Instructions on how to access
the wiki will be provided in class. Each student will select a disability and post the following information to
the Wiki:








Definition
Characteristics
Causes
Evaluation or Diagnostic Process
Effective Treatment Strategies
Levels of Support
Historical Evolution
Prevalence
Assessment:
This project is worth 50 points and will be assessed using a rubric that we develop collaboratively in class.
5.
International Special Education Exploration Fact-Sheet Project (25 Points)
Purpose:
The purpose of this project is to introduce you to how special education is addressed and viewed culturally
throughout the world. As you might imagine, treatment of individuals with special needs is addressed in a
variety of ways from country to country. A consistent theme within the Council for Exceptional Children
and this graduate program is an awareness that cultural awareness is an important consideration when
educating both children and adults. To maximize learning opportunities, teachers gain knowledge of the
cultures represented in their classrooms and translate this knowledge into instructional practice (The
Education Alliance at Brown University, n.d., ¶2). This project is intended to further increase your cultural
awareness, and how culture can impact academic and social abilities.
http://knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1125&aspect=1&location=2&parentid=1110&b
pinterid=1110&spotlightid=1110&testflag=yes
Instructions:
Using the National Board Writing Process (Description, Analysis & Reflection) each student will select a
country or culture and complete a two-page fact-sheet briefly describing the history, cultural values,
educational services, and employment or life opportunities for individuals with special needs. Brief
descriptions (facts only – no opinions) should focus on the following areas:







Introduction to the country (location, type of government, population)
Education System (required? Free? Upper class only attend? K-12 and higher education
equivalents?)
Special Education Services
Family Values
Etiquette
Rituals and Religions
Celebrations and Holidays
In a brief paragraph starting on page 2, analyze (compare and contrast) how the educational system of the
country you selected is similar to or differs from the system we have in the US. This paragraph can focus
on the education of “regular” students and special education services.
20
Continuing on page 2, reflect on how the information you learned about this country/culture might impact
your teaching.
Assessment:
This project is worth 25 points and will be assessed using a rubric that we develop collaboratively in class.
6.
EdMd Project (20 Points):
Purpose:
The purpose of this project is to familiarize you with a variety of medications used to treat educational,
cognitive, physical, and social/emotional disorders.
Instructions:
Each student will select 1 medication that is used to treat high incidence disabilities or education related
disorders. For each medication address the following items:







Pharmaceutical name
Common name
Why is the medication prescribed?
What is this medication intended to do?
What are the side effects of this medication?
Typically, how many times a day is this medication taken? Would the beneficial effects be
expected to last throughout the school day?
What classroom strategies might you employ with a child who is taking this medication?
Assessment:
This assignment is worth 20 points and will be assessed using an instructor made yes/no rubric.
7.
Choice Project (10 Points)
Purpose:
The purpose of this project is to give you the creative flexibility to demonstrate the following course
objective any way you choose:
Objective: Summarize how the characteristics associated with learning disabilities,
emotional or behavior disorders, cognitive or perceptual and language disorders effect
student’s academic and social performance (e.g. ability to read, write, perform
mathematical operations, take tests, develop social skills etc.)
Instructions:
As a teacher education candidate, you are responsible for your own learning. I serve as a facilitator of that
learning, but I want to give you the flexibility to decide how you can best demonstrate your learning. So
you will decide how you can best demonstrate mastery of the above stated course objective. I offer a few
parameters and suggestions to get you thinking.
Parameters:
 Limit written demonstrations to 2 pages.
 Maintain confidentially with all information gathered through your choice project.

Possible Suggestions:
 Interview a family member or an individual with a disability. Provide a transcript of the interview.
Write a poem summarizing how the characteristics of a disability might impact student’s ability to read,
write, perform mathematical operations, take tests, develop social skills etc.)
21
Assessment:
This assignment is worth 10 points. Since each project could be very different from one another, we will
utilize a very global or holistic rubric to ensure that each performance demonstration meets the minimal
expectations for this assignment.
8. Online Discussion Posts: (2 @ 5 points each total 10 points)
Periodically, throughout this course, you will be asked to thoughtfully respond to a variety of prompts that
might address current issues in special education, historical contexts, laws, theories, philosophies etc.
related to special education. Once everyone is registered for class, I will show you how to access the
Discussion area with our GeorgiaVIEW/Blackboard online course resource.
9. Content Exam (3 @ 20 points totaling 60 points ):
Purpose:
The purpose of the content exam is to assess candidate content knowledge in special education as identified
by the CEC knowledge standards. In this course, the Content Exam will specifically focus on the knowledge
related elements from CEC Standards 1, 2 and 3. A 25 item cumulative end of course closed book
summative assessment containing a combination of multi-choice, short answer, matching and/or fill-in-the
blank items A review of concepts covered in the Content Mini-Quizzes as well as CEC Individualized
General Curriculum Standards 1, 2 and 3 elements will be a highly effectively way to prepare for this exam.
This assessment strategy models a typical teacher-made summative assessment.
Instructions:
 The content exams will occur approximately every 4 weeks covering material presented during
that period of time.
 The Proficiency Exam will be a proctored online exam taken within the GeorgiaVIEW online
course.
10. E-portfolio Narratives (3 @ 10 points each totaling 30 points):
The purpose of the Introductory Narratives is to specifically make a case for how the piece of evidence you’ve
selected actually demonstrates that you’ve met the corresponding proficiency. Preceding each piece of
evidence used to document your performance, you are required to provide an introductory narrative that
follows the National Board Writing process that includes description, analysis and reflection. This introductory
narrative should be a concise, comprehensive reflection documenting research-based best practices and
indicating how your evidence supports the proficiency at a Level 3 or Level 4 on the Rubric for Evaluation of
Introductory Narratives.
Instructions:
 Specific instructions as well as supplementary resources relating to the ePortfolio requirements and sample
ePortfolio Introductory Narratives are available in our GeorgiaVIEW online course.
XIV.
EVALUATION AND PERFORMANCE ASSESSMENT:
Assignment
Participation Points
Possible
Points
15
Course Objectives
MAT in INED Program Outcomes
22
25
Course Objective 1
50
Course Objectives 3
International Special Education
Exploration Fact-Sheet Project
25
Course Objective 6
EdMD Project
20
Course Objective 4
Choice Project
10
Course Objective 5
Online Discussions (2@5 points
each)
10
Course Objective 6
Mind, Brain, Education Project
25
Course Objective 2
Content Exams 3@20 points each
60
Course Objectives 1-6
ePortfolio Narratives 3@10 points
each
Total Possible Points
30
MED in INED Program Outcomes
Academic Minute Podcast
Disability Reference
Resource
XV.
270
GRADING SCALE:
In accordance with the KSU grading policies, this course uses a 10 point grading scale.
Letter Grade
A
B
C
D
F
% Range
90-100%
80-89%
70-79%
60-69%
Below 60%
Total Points
243-270
216-242
189-215
162-188
188
GRADING AND STUDENT EVALUATION POLICIES:
1.
Proficiency in both e-mail use (sending/receiving) and Internet navigation (accessing Web
sites/URLs/links) are necessary so as to enable you to fully concentrate on the research material
for the course.
2.
It is each student’s responsibility to secure dependable access to computing equipment and/or
facilities in advance of the beginning of the course.
3.
Assignments submitted after the announced due dates (please see earlier listing) will be subject
to the following "lateness penalty:" one point will be deducted for each day that the assignment
is late (and please see following point);
23
4.
XVI.
Date
Week
1
Assignments that are a week or more late will not be accepted or graded. The recorded
grade for such assignments will be zero points unless prior permission has been granted. An
extension WILL NOT be granted if the candidate does not contact the professor prior to the
assignment’s due date.
COURSE OUTLINE
Texts/Chapters
Topic
Related
Disabilities
History of the MBE
discipline
Implications for
Special Education
How Learning Works
– 7 Research Based
Principles
Learning Principles:
http://www.cmu.edu/teaching/principles/learning.html
Teaching Principles:
http://www.cmu.edu/teaching/principles/teaching.html
Week
2
Overview of Learning
and the Brain
Sousa Chapter 1
The Brain Rules
12 Principles for Surviving and Thinking at Work, Home and
School – John Medina
Mind, Brain, and Education: Neuroscience Implications for
the Classroom – Chapter 3
Week
3
Impact of
Neuroscience on
Teaching and Learning
Week
4
Learning Disabilities
and the Brain
How the Special Needs Brain Learns – Chapter 2
Intellectual
Disabilities
How the ELL Brain Learns – Chapter 7
Learning
Disabilities
Week
5
Learning Problems or
Learning Disabilities
for ELLs?
Learning the First
Language
How the ELL Brain Learns – Chapter 2
Week
6
Learning a New
Language
The Speaking Brain &
Language Disorders
How the ELL Brain Learns – Chapter 1
Mind, Brain, and Education: Neuroscience Implications for
the Classroom – Chapter 5
Communication
Disorders
How the Special Needs Brain Learns – Chapter 4
Week
7
Addressing Problems
in Learning English
Attention Disorders
How the ELL Brain Learns – Chapter 7
How the Special Needs Brain Learns – Chapter 3
Attention Deficit
and Hyperactivity
Disorder
24
Week
8
Reading Disabilities
How the Special Needs Brain Learns – Chapter 5
Dyslexia
How the ELL Brain Learns – Chapter 4
Mind, Brain, and Education: Neuroscience Implications for
the Classroom – Chapter 6
Mind, Brain, and Education: Neuroscience Implications for
the Classroom – Chapter 7
Week
9
The Calculating &
Mathematical Brain
Mind, Brain, and Education: Neuroscience Implications for
the Classroom – Chapter 8&9
Mathematical
Disabilities
How the Special Needs Brain Learns – Chapter 7
Dyscalculia
Teaching Mathematics
and Science
Writing Difficulties
How the ELL Brain Learns – Chapter 6
How the Special Needs Brain Learns – Chapter 6
Dysgraphia
The Role of Emotion
and Skilled Intuition in
Learning
Mind, Brain, and Education: Neuroscience Implications for
the Classroom – Chapter 4
Emotional &
Behavioral
Disorders
Emotional & Behavior
Disorders
How the Special Needs Brain Learns – Chapter 8
Week
12
Autism Spectrum
Disorders & the Brain
How the Special Needs Brain Learns – Chapter 9
Anxiety Disorders
Depressive
Disorders
Autism Spectrum
Week
13
No Class Public
School Spring Break
No Class – Spring Break for Public Schools
Week
14
The Creative Artistic
Brain
Mind, Brain, and Education: Neuroscience Implications for
the Classroom – Chapter 11
Week
15
A Whole New Mind
The Computing Brain
& 21st Century Brains
A Whole New Speech – Daniel Pink
Mind, Brain, and Education: Neuroscience Implications for
the Classroom – Chapter 10
The Future of
Educational
Neuroscience
How Learning Works:
7 Research-Based
Principles
Mind, Brain, and Education: Neuroscience Implications for
the Classroom – Chapter 12
Week
10
Week
11
Week
16
Final
Exam
Week
Guest Expert: Dr.
Michele DiPeitro
Disorders
Learning Principles:
http://www.cmu.edu/teaching/principles/learning.html
Teaching Principles:
http://www.cmu.edu/teaching/principles/teaching.html
25
XVII.
REFERENCES:
American Psychiatric Association (2009). Diagnostic and statistical manual of mental disorders (6th ed.
DSM IV). Washington, DC: Author.
Anderson (1990). Cognitive psychology and its implications. New York: Freeman Press.
Barron, J., Barron, S. (1992). There’s a boy in here. Simon & Schuster.
Bashir, A.S. & Scavuzzo, A. (1992). Children with language disorders: Natural history and academic
success. Journal of Learning Disabilities, 25, (1), 53-65.
Berube, M. (1996). Life as we know it: A father, a family and an exceptional child. Pantheon Books,
New York: NY.
Bos, C.S. & Vaughn, S. (1998). Strategies for teaching students with learning and behavior problems
(4th ed.). Boston: Allyn & Bacon.
Bouner, E.J. (1995). The anxiety & phobia workbook. New Harding Publishers.
Carr, M. (1995). A mothers thought on inclusion. In J. M. Kauffman, & D. P. Hallahan (Eds.) The
illusion of full inclusion: A comprehensive critique of a current special education bandwagon.
Austin, TX: Pro-Ed.
Duke, M. & Norwiki, S. (1995). Helping the child who doesn’t fit in. Atlanta: Peachtree Publishers.
Fuchs, D. & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education
reform. Exceptional Children, 60, 294-309.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: NY, Basic
Books.
Jean, R., Lawhon, & Lawhon, D. (1995). Stress in families of chronically ill children, Journal of Family
and Consumer Sciences, 87(1), 47-52.
Hallahan, D., Kauffman, J. & Pullen, P. (2012). Exceptional learners: An Introduction to Special Education. 12th
Ed. Pearson Publishers. Boston: MA.
Linan-Thompson, S. & Jean, R. E. (1997). Completing the parent participation puzzle: Accepting
diversity. Teaching Exceptional Children, 1, 47-52.
Lipsky, D. & Gartner, H. (1996). Inclusion, school restructuring and the remaking of American society.
Harvard Educational Review, 66 (4), 762-796.
MacLean, W.E. (1997). Ellis handbook of mental deficiency, psychological theory and research (3rd
ed.).Mahwah, New Jersey: Lawrence Erbaum Associates Publishers.
Patton, J.R., Polloway, E.A., Smith, T.E.C., Edgar, E., Clark, G.M., & Lee, S. (1996). Individuals with
Mild Mental Retardation: Postsecondary outcomes and implications for educational policy.
Education and Training in Mental Retardation and Developmental Disabilities, 31, 75-85.
26
Polloway, E.A., Smith, J.D., Patton, J.R., & Smith, T.E.C. (1996). Historic changes in mental retardation
and developmental disabilities. Education and Training in Mental Retardation and Developmental
Disabilities, 31, 3-12.
Polloway, E.A., Smith, J.D., Chamberlain, J., Denning, C.B., Smith, T.E.C. (1999). Levels of deficits or
supports in the classification of mental retardation: Implementation practices. Education and
Training in Mental Retardation and Developmental Disabilities, 34, 200-206.
Sandieson, R. (1998). A survey on terminology that refers to people with mental
retardation/developmental disabilities. Education and Training in Mental Retardation and
Developmental Disabilities, 33, 290-295.
Sousa, D. (2007). How the special needs brain learns. Corwin Press, Thousand Oaks: CA.
Sousa, D. (2011). How the ELL brain learns. Corwin Press, Thousand Oaks: CA.
Smith, J.D. (1997). Mental retardation as an educational construct: Time for a new shared view?
Education and Training in Mental Retardation and Developmental Disabilities, 32, 167-173.
Sternberg, R. (1997). What does it mean to be smart? Educational Leadership,54, (6) 20-14.
Waldron, N.L. & McLeskey, J. (1998). The effects of an inclusive school program on students with mild
and severe learning disabilities. Exceptional Children, 64, 395-406.
Willows (1994). Visual processes in reading and reading disabilities. Hillsdale, NJ: Lawrence Erlbaum
Associates.
REFEREED JOURNAL: A refereed journal utilizes a panel of reviewers to select articles with appropriate content
and research design for inclusion in the journal. A list of examples of refereed journals in the field is included here:
Behavioral Disorders
Learning Disabilities Quarterly
Exceptional Children
Learning Disabilities Research & Practice
Gifted Child Quarterly
Mental Retardation
Harvard Educational Review
Psychology in the Schools
Intervention in School and Clinic
Remedial and Special Education
Journal of Learning Disabilities
Teacher Education Special Education
Journal for the Education of the Gifted
Topics in Early Childhood Special Education
Journal of Early Intervention
Young Exceptional Children
Journal of Special Education
Journal of Applied Behavior Analysis
GLOSSARY OF TERMS: Each student is encouraged to keep an on-going glossary
of terms throughout the semester. The development of a glossary should help to facilitate greater
understanding of information presented in class and in the assigned readings. This is not a
required assignment, but may be a portfolio item.
Web Cites:
www.cec.sped.org
www.idanatl.org
www.efa.org
www.autism-society.org
www.jdfcure.org
www.nagc.org
www.nichcy.org
www.doe.k12.ga.us
www.chadd.org
www.biausa.org
www.thearc.org
www.aamr.org
27
www.dhr.state.ga.us
28