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Indiana University-Purdue University Fort Wayne
School of Education
EDUC K500-01: Current Trends in Special Education
Fall, 2010
Instructor: Jeong-il Cho, Ph.D.
Office Phone: 260-481- 6454
Fax: 260-481-5408 (Attention Dr. Cho)
Office: 250 K Neff Hall
Office Hours: Mondays and Tuesdays:
2:00pm to 4:00pm Or by appt.
Email: choj@ipfw.edu
Course Description:
This course will provide students an opportunity to investigate trends and issues in special
education. Students will review current policy and engage in roundtable discussions of
current issues. In addition, the student will select one topic of interest and complete an
extensive review of the literature on that topic.
Textbook:
Creswell, J. W. (2008). Educational Research: Planning conducting, and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ:
Pearson/Merrill/Prentice Hall.
American Psychological Association (2009). Publication Manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Required Readings:
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative
studies in special education. Exceptional Children, 71(2), 195-207.
Gresten, R., Ruchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti M. S.
(2005). Quality indicators for group experimental and quasi-experimental research in
special education. Exceptional Children, 71(2), 149-164.
Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of
single-subject research to identify evidence-based practice in special education.
Exceptional Children, 71(2), 165-179.
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R.
(2005). Research in special education: Scientific methods and evidence-based
practices. Exceptional Children, 71(2), 137-148.
Thompson, B., Diamond K. E., McWilliam, R., Synder, P., & Syuder, S. W. (2005).
Evaluating the quality of evidence from correlational research for evidence-based
practice. Exceptional Children, 71(2), 181-194.
Note. All articles are located in the “Reading Assignment” folder of elearning
(blackboard).
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Recommended Readings:
Hendricks, C. (2009). Improving schools through action research: A comprehensive guide
for educators (2th ed.). Upper Saddle River, NJ: Pearson.
Galvan, J. (2004). Writing Literature Reviews: A Guide for Students of the Social and
Behavioral Sciences (4th ed.). Los Angeles, CA: Pyrczak Publishing.
Additional readings may be assigned and provided either in class or on elearning
(blackboard) at
http://elearning.ipfw.edu/
Cross-indexing' Course Objectives
As the State of Indiana and the IPFW SOE have altered its certification/licensing requirements to more
adequately reflect national standard, course objectives and activities are expected to reflect these changes. This
syllabus reflects three such sources. They are (1) National Council for the Accreditation of Teacher Education
(NCATE), (2) the Council for Exceptional Children (CEC), and (3) the IPFW SOE Conceptual Framework
(2000).
NCATE/CEC Standards
Standard 1: Foundations
Special educators understand the field as an evolving and changing discipline based on philosophies, evidencebased principles and theories. relevant laws and policies, diverse and historical points of view, and human
issues that have historically influenced and continue to influence the field of special education and the education
and treatment of individuals with exceptional needs both in school and society. Special educators understand
how these influence professional practice, including assessment, instructional planning, implementation and
program evaluation. Special educators understand how issues of human diversity can impact families, cultures.
and schools and how these complex human issues can interact with issues in the delivery of special education
services. They understand the relationships of organizations of special education to the organizations and
functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground
upon which to construct their own personal understandings and philosophies of special education.
Standard 2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings. Special
educators understand the similarities and differences in human development and the characteristics between and
among individuals with and without exceptional learning needs (ELN)'. Moreover, special educators understand
how exceptional conditions can interact with the domains of human development and they use this knowledge
to respond to the varying abilities and behaviors of individual's with ELN. Special educators understand how
the experiences of individuals with ELN can impact families, as well as the individual's ability to learn, interact
socially, and live as fulfilled contributing members of the community.
Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individual's learning in
school and throughout life. Special educators understand that the beliefs, traditions, and values across and
within cultures can affect relationships among and between students, their families, and the school community.
Moreover, special educators are active and resourceful in seeking to understand how primary language, culture.
and familial backgrounds interact with the individual's exceptional condition to impact the individual's
academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning
differences and their possible interactions provide the foundation upon which special educators individualize
instruction to provide meaningful and challenging learning for individuals with ELN.
Standard 4: Instructional Strategies
Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for
individuals with ELN. Special] educators select, adapt, and use these instructional strategies to promote
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challenging learning results in general and special curricula and to appropriately modify learning environments
for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance
skills of individuals with ELN and increase their self-awareness, self-management, self-control, self-reliance,
and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of
knowledge and skills across environments, settings, and the lifespan.
Standard 5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with ELN that foster cultural
understanding, safety and emotional well being, positive social interactions, and active engagement of
individuals with ELN. In addition, special educators foster environments in which diversity is valued and
individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators
shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and
self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate
individuals with ELN in regular environments: an engage them in meaningful learning activities and
interactions. Special educators use direct motivational and instructional interventions with individuals with ELN
to teach them to respond effectively to current expectations. When necessary, special educators can safely
intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide
guidance and direction to paraeducators and others, such as classroom volunteers and tutors.
Standard 6: Language
Special educators understand typical and atypical language development and the ways in which exceptional
conditions can interact with an individual's experience with and use of language. Special educators use
individualized strategies to enhance language development and teach communication skills to individuals with
ELN Special educators are familiar with augrumentative, alternative, and assistive technologies to support and
enhance communication of individuals with exceptional needs. Special educators match their communication
methods to an individual’s language proficiency and cultural and linguistic differences. Special educators
provide effective language models, and they use communication strategies and resources to facilitate
understanding of subject matter for individuals with ELS whose primary language is not English.
Standard 7: Instructional Planning
Individualized decision-making and instruction is at the center of special education practice. Special educators
develop long-range individualized instructional plans anchored in both general and special curricula. In addition
special educators systematically translate these individualized plans into carefully selected shorter-range goals
and objectives taking into consideration an individual's abilities and needs, the learning environment, and a
myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and
efficient guided practice to assure acquisition and fluency through maintenance and generalization.
Understanding of these factors as well as the implications of an individual's exceptional condition, guides the
special educators selection, adaptation and creation of materials, and the use of powerful instructional variables.
Instructional plans are modified based on ongoing analysis of the individual's learning progress. Moreover,
special educators facilitate this instructional planning in a collaborative context including the individuals with
exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special
educators also develop a variety of individualized transition plans, such as transitions from preschool to
elementary school and from secondary settings to a variety of postsecondary work and learning contexts.
Special educators are comfortable using appropriate technologies to support instructional planning and
individualized instruction.
Standard 8: Assessment
Assessment is integral to the decision-making and teaching of special educators and special educators use
multiple types of assessment information for a variety of educational decisions. Special educators use the results
of assessments to help identify exceptional learning needs and to develop and implement individualized
instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special
educators understand the legal policies and ethical principles of measurement and assessment related to referral,
eligibility, program planning, instruction, and placement for individuals with ELN, including those from
culturally and linguistically diverse backgrounds. Special educators understand measurement theory and
practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In
addition, special educators understand the appropriate use and limitations of various types of assessments.
Special educators collaborate with families and other colleagues to assure non-biased. meaningful assessments
and decision-making. Special educators conduct formal and informal assessments of behavior, learning.
achievement, and environments to design learning experiences that support the growth and development of
individuals with ELN. Special educators use assessment information to identify supports and adaptations
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required for individuals with ELN to access the general curriculum and to participate in school, system, and
statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in
general and special curricula. Special educators use appropriate technologies to support their assessments.
Standard 9: Professional and Ethical Practice
Special educators are guided by the profession's ethical and professional practice standards. Special educators
practice in multiple roles and complex situations across wide age and developmental ranges. Their practice
requires ongoing attention to legal matters along with serious professional and ethical considerations. Special
educators engage in professional activities and participate in learning communities that benefit individuals with
ELN, their families, colleagues, and their own professional growth. Special educators view themselves as
lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own
and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators
understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of
diversity of individuals with ELN and their families. Special educators actively plan and engage in activities
that foster their professional growth and keep them current with evidence-based hest practices. Special
educators know their own limits of practice and practice within them.
Standard 10: Collaboration
Special educators routinely and effectively collaborate with families, other educators, related service providers,
and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs
of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special
role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being
of individuals with ELN across a wide range of settings and a range of different learning experiences. Special
educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively
include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding
the laws and policies relevant to Individuals with LLN. Special educators use collaboration to facilitate the
successful transitions of individuals with ELN across settings and services.
IPSB Standards
The educator of students with exceptional needs:
1. Is well-versed in the history. philosophy, and foundations of special education as well as in current laws and
contemporary issues in the field and uses this knowledge to enhance educational opportunities for all students.
2. Is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning
opportunities.
3. Is competent in selecting, administering, and interpreting a variety of formal and informal assessment
strategies and utilizes this information to design, implement and evaluate instruction and to guide students in
self-assessment.
4. Recognizes that optimal learning relates new information to the students' prior experiences and knowledge.
5. Is cognizant of the importance of an active learning environment and desi ens a Settine which fosters and
enriching, nurturing and safe climate where diversity and risk-taking are valued.
6. Understands the developmental nature of learning and uses multiple approaches and strategies to provide a
variety of activities and opportunities to facilitate student success.
7. Understands the importance of teaching appropriate social skills and effectively applies and models these
strategies in interactions with students, families, and colleagues.
8. Understands reflective practices and the importance of ongoing professional development and applies the
knowledge gained to promote both student growth and professional outreach.
9. Is aware of the need to collaborate with families, school colleagues, and the larger community to support
students learnin2 and well being and actively cultivates these partnerships.
10. Demonstrates an awareness of a wide array of community resources and accesses these services to support
students needs.
SOE Conceptual Framework (Adopted 2/9/00): A LEARNING AND LEADERSIIIP MODEL
We in the School of Education are committed to the following conceptual framework for our programs.
1. Democracy & Community
Effective educators (1), such as teachers, counselors, and administrators need to be a part of a dynamic
educational community as a model for the climate of community they hope to create. To do this, these
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educators need an understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning community among its
students, faculty, and staff, and with all other stakeholders in the educational enterprise. (1 Educator is broadly
defined as pre-service and in-service teachers, administrators, and counselors.)
2. Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary
to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating.
Consequently, the SOE must integrate critical habits of mind in all aspects of the teaching/learning process.
3. Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the
teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to
the diverse perspectives, modes of understanding, and social circumstances that they and their students bring to
the educational setting. Consequently, the SOE needs to prepare educators to understand and use pedagogy
creatively and thereby ensure active learning, conceptual understanding, and meaningful growth.
4. Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need to
understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to teach, and
of students. Consequently, the SOE should immerse educators in nurturing learning communities that deepen
knowledge, and encourage ongoing intellectual, emotional, and personal growth.
5. Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site campus
activities and field-based experiences students will observe and emulate exemplary teaching and learning.
These educators will practice, collaborate, and interact with practitioners and their students. Consequently, he
SOE must integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools
into all aspects of the curriculum, and help educators to assess and reflect on those experiences.
6. Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical and
cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise.
Educators are enriched by the convergence of knowledge, theory, and practice as they optimistically face the
educational challenges of the twenty-first century. Consequently, the SOE must provide opportunities for
educators to develop as leaders in their profession and in their communities.
Course Objective and Associated Standard(s):
1. Review the significant federal and state laws that affect the education and community participation
of individuals with disabilities.
Applicable NCATE/ICEC Standards: 1,2,5,7, 8, 9
Conceptual Framework: Habits of Mind, Knowledge
2. Describe the elements of current "state of the art" services for individuals with disabilities.
Applicable NCATE/CEC Standards: 1, 2, 4, 5, 7, 8,9
Conceptual Framework: Habits of Mind, Knowledge, Experience
3. Identify key issues associated with current topics in special education (e.g. labeling, assessment,
placement, instruction, early intervention, family involvement, etc.).
Applicable NCATE/CEC Standards: 1,2,3.4,5,6,7,8,9
Conceptual Framework: Habits of Mind, Knowledge, Pedagogy, Experience
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4. Actively participate in discussions, and complete written assignments that demonstrate an
understanding of course content
Applicable NCATEICEC Standards: 1
Conceptual Framework: Knowledge, Habits of Mind, Experience
5. Select a topic of interest and develop an extensive review of the literature and a plan for research
implementation.
Applicable NCATEICEC Standards: 1, 2, 5,
Conceptual Framework: Democracy & Community, Pedagogy, Knowledge
Course Policies:
1. Attendance is expected at each class. This is a very interactive course and much of
what you learn will be from in-class activities.
If a student is unable to attend class for health or emergency reasons, it is expected that
the instructor will be notified of the absence prior to the evening of the class meeting.
You are responsible for the course content presented during the time that was missed.
Two or more absences from class will result in an automatic lowering of your final
grade by one level. If a student misses half of two classes, that will be counted as one
total class period missed. Your final grade will, in part, reflect your participation in
class activities. Attendance will be taken at each session.
2. All assignments are due at the BEGINNING of the class (20% of the points will be
deducted for each day or partial day the assignment is late).
3. Be respectful of your classmates and the instructor by following these expectations.
1) Do not converse with others during lecture time or while others are
speaking.
2) Turn off all cell phones and PDAs. Do not text message during class.
3) Take care of personal business before class starts, do not leave the room and
return during class time.
4) If you must arrive after class has begun or leave once class has started, please do
so quietly.
5) Each person in this course has unique prior experiences and a unique viewpoint
to share. This offers a great opportunity for us to learn from each other. Though
disagreement and even conflict may occur, I expect your cooperation in
maintaining an atmosphere of mutual respect. When participating in discussions,
it is perfectly acceptable to have strong opinions – in fact, I encourage you to do
so. I also encourage you to discuss your own personal experience and relate it to
that of others. In the process, however, I expect you to respect the basic
intelligence and humanity of each participant in the discussion. Conflict is not
necessarily a bad thing, as long as there is a commitment to mutual respect.
Hateful and demeaning speech will not be tolerated.
4. The instructor adheres to all university standards including attendance, testing,
cheating/ plagiarism, withdrawals, incompletes, and other published university
practices. Students are expected to be familiar with these standards of practice.
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5. The instructor reserves the right to change the contents of the course syllabus and
activities, as needed, to enhance student learning.
6. If
you have a disability and need assistance, special arrangements can be made to
accommodate most needs. Contact the Director of Services for Students with
Disabilities (Walb Union, Room 113, telephone number 481-6658) as soon as possible
to work out the details. Once the Director has provided you with a letter attesting to
your needs for modification, bring the letter to me. For more information, please visit
the web site for SSD at http://www.ipfw.edu/ssd/.
7. All written papers are expected to be written using professional terminology, using the
3rd person writing style and the APA format (e.g., 12 pt. font, one-inch margins, double
space, citations, and reference list in a correct format). If you are not familiar with the
writing style or format, please ask for help through the Writing Center in Kettler Hall
G19, Center for Academic Support and Advancement (CASA) www.ipfw.edu/casa, and
Course Specific Tutoring Kettler Hall G 21. Points will be subtracted from the total
scores for assignments if the proper writing style and format are not followed.
IPFW Plagiarism Information (see Walter E. Helmke Library website):
“Plagiarism in any form always has a negative impact on the educational process. Not
only does it affect the person who commits the act, but it also affects the one who
discovers it.”
Definitions of plagiarism
The Random House Dictionary of the English Language, 2nd ed., s.v. "Plagiarism."
"The unauthorized use or close imitation of the language and thoughts of another author
and the representation of them as one's own original work."
IPFW Student Handbook Planner, (2010-2011), s.v. "Plagiarism."
"The adoption or reproduction of ideas or statements of another person as one's own
without acknowledgment."
8. You are responsible for information covered in assigned readings, class lectures,
handouts, out-of-class assignments, and in-class discussions and activities. IF you are
absent from class, it is your responsibility to get the material missed. Find a "buddy"
who can pick up handouts or copy notes for you if you are not there.
9. All assignment guidelines and supplemental materials will be posted in the course
blackboard (elearning). You will be able to check/download the syllabus, supplemental
materials, assignment guideline/grading rubrics, and /or announcements from the site.
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Assignment Descriptions for EDUC K 500-01: Current Trends in Special Education:
For Thesis
1. Investigate current trends in special education to discuss with classmates and the
instructor.
2. Complete the Collaborative Institutional Training Initiative (CITI) On-line training
courses/test and obtain CITI certification (5%):
Deadline- 09/14
According to the Office of The Vice President for Research at Purdue University (2010),
Purdue University's Education Policy requires that all investigators involved in research
involving human subjects take trainings for their research activities.
The Office of Research & External Support (ORES) at IPFW (http://www.ipfw.edu/ores)
includes the following statement on their website: “Investigators, key personnel, and
graduate students involved in the use of human subjects are required to complete the CITI
on-line tutorial to be certified as eligible to engage in human subject research. See the
VPR Education Policy for additional details on this requirement. Visit the CITI On-line
Training Course website https://www.citiprogram.org/default.asp.”
3. Complete the Institutional Review Board (IRB) Procedures –a unit of the Human
Research Protection Program (HRPP)- to perform a research project. The draft
application should be as written as a final draft. That means it should not contain any
mechanical errors and no first-person statement. (10%):
Deadline- 09/14 (draft) & 09/28 (finalized application)
The purpose of the IRB is to protect the rights and welfare of human subjects. This is
done by reviewing all human subject research engaged in by Purdue University. The
Office of Research & External Support (ORES) at IPFW (http://www.ipfw.edu/ores)
includes the following statement in their website:
“All IRB applications must be submitted through ORES, and not directly to the IRB in
West Lafayette. The IRB will not act on any application from IPFW faculty and/or staff
without ORES endorsement. Send your applications to: Jane Markin KT 252.” All
researchers on an IRB protocol must complete the CITI training BEFORE the IRB
protocol will be approved.
***If your study is not approved by the IRB, you will not automatically move on to the
next class (K599). You will need to take K500-01 again.***
4. Complete the development of the timeline for the research project (e.g., participant
recruitment, data collection, data analysis, final revision, submission of the thesis)
Deadline- 9/21
5. Submit a 5-page research proposal (a brief summary of the proposed thesis) to the special
education faculty and present it to the class. The draft proposal should be as written as a
final draft. That means it should not contain any mechanical errors and no first-person
statement. (20%):
Deadline- 9/28 (draft) and 10/05 (final proposal)
The proposal should include the following components:
1) Project Title page
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2) Introduction
a. Statement of the problem
b. Significance of the study/topic
c. Purpose of the study
d. Research approach
3) Literature Review
a. Description of research that has been done in the past on your topic (peer
reviewed research article)
b. Research questions
4) Methodology (Plan of Research)
a. Participants
b. Setting
c. Research Designs
d. Recruitment and Data collection procedures/methods
e. Data analysis procedures/methods
f. Timeline
6. The first 5 pages of literature review (10%):
Deadline-10/19
1) You need to submit the title page, the first 5 pages of your literature review, and the
reference list (submit electronically on blackboard AND a hard copy to the instructor
by 10/26).
2) The first 5 pages of your literature review should not be a summary of your final
paper. It should include (1) an introduction, (2) a purpose statement, and (3) a
beginning of your literature review. The draft should be written as a final draft. That
means it should not contain any mechanical errors or first-person statements.
3) The list of references should include at least seven data based and empirical studies
selected from peer reviewed journals.
7. The first 5 pages of methodology (10%):
Deadline-11/02
The first 5 pages of methodology should include (1) description of the research
methodology, (2) how your research will be conducted, (3) research design
(4) participants, (5) setting, and (6) data sources such as surveys, interviews, observation,
and school records.
8. Final Project: Introduction, literature review and methodology sections of research- select
a topic of interest and write a 15-page review of the literature on that topic. All written
papers must conform to current American Psychological Association (APA) publication
guidelines. Design and prepare to implement the methodology for the research project
(see the Thesis: Guideline Handout provided by the instructor and also posted in the
course blackboard). The draft should be as written as a final draft. That means it should
not contain any mechanical errors and no first-person statement. (30 %):
Deadline- 11/16 (draft) and 11/23 (final project)
9. Final powerpoint presentations of the research paper- chapters 1, 2, and 3 (10 %):
Deadline- 11/30
You need to prepare copies of your powerpoint presentation for your audience.
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For Special Project
1. Investigate current trends in special education and discuss with classmates and the
instructor.
2. Complete the Collaborative Institutional Training Initiative (CITI) On-line training
courses/test and obtain CITI certification (5%):
Deadline- 09/14
According to the Office of The Vice President for Research at Purdue University (2010),
Purdue University's Education Policy requires that all investigators involved in research
involving human subjects take trainings for their research activities.
The Office of Research & External Support (ORES) Website at IPFW
(http://www.ipfw.edu/ores) includes the following statement in their website:
“Investigators, key personnel, and graduate students involved in the use of human
subjects are required to complete the CITI on-line tutorial to be certified as eligible to
engage in human subject research. See the VPR Education Policy for additional details on
this requirement. Visit the CITI On-line Training Course
https://www.citiprogram.org/default.asp.”
3. Complete the Institutional Review Board (IRB) Procedures –a unit of the Human
Research Protection Program (HRPP)- to perform a special project. The draft application
should be as written as a final draft. That means it should not contain any mechanical
errors and no first-person statement. (10%):
Deadline- 09/14 (draft) & 09/28 (finalized application)
The purpose of the IRB is to protect the rights and welfare of human subjects. This is
done by reviewing all human subject research engaged in by Purdue University. The
Office of Research & External Support (ORES) Website at IPFW
(http://www.ipfw.edu/ores) includes the following statement in their website:
“All IRB applications must be submitted through ORES, and not directly to the IRB in
West Lafayette. The IRB will not act on any application from IPFW faculty and/or staff
without ORES endorsement. Send your applications to: Jane Markin KT 252.” All
researchers on an IRB protocol must complete the CITI training BEFORE the IRB
protocol will be approved.
***If your study is not approved by the IRB, you will not automatically move on to the
next class (K500-02). You will need to take K500-01 again.***
4. Complete the development of the timeline for the project (e.g., participant recruitment,
completion of each chapter/section, data collection/consultation with experts, final
revision, submission of the final product) (5%)
Deadline- 9/21
5. Submit a proposal (a brief summary of the proposed special project) to the special
education faculty and present it to the class. The draft proposal should be as written as a
final draft. That means it should not contain any mechanical errors and no first-person
statement. (20%):
Deadline- 9/28 (draft) and 10/05 (final proposal)
The proposal should include the following components:
(1) Project Title
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(2) Introduction
a. Statement of the problem
b. Significance of the study/topic
c. Purpose of the study
d. Research approach
(3) Literature Review
a. Description of research that has been done in the past on your topic
(peer reviewed research article)
b. Research questions
(4) Outline for Development of the Special Project
a. Narrative of description of the special project (e.g., description of target
population/audience, target setting, expected procedures, detailed
description of your project, and a table of contents for your project)
b. Descriptions and examples of formats of the specific project (i.e., teacher
handbook, DVD)
c. Timeline of the project development
6. The first 5 pages of literature review (10%):
Deadline-10/19
1) You need to submit the title page, the first 5 pages of your literature review, and
the reference list (submit electronically on blackboard AND a hard copy to the
instructor by 10/19).
2) The first 5 pages of your literature review is not the summary of your final paper.
It should include (1) an introduction, (2) a purpose statement, and (3) a beginning
of your literature review. The draft should be as written as a final draft. That
means it should not contain any mechanical errors and no first-person statement.
3) The list of references should include at least seven data based and empirical
studies selected from peer reviewed journals.
7. The first 5 pages of methodology (10%):
Deadline-11/02
The first 5 pages of methodology should include (1) narrative of description of the
Special Project, (2) examples of format of the Special Project (i.e., teacher handbook,
DVD of role plays), and (3) timeline of expected components of the project development.
8. Final Project: Introduction, literature review and methodology section of research- select
a topic of interest and write a 15 page review of the literature on that topic. This literature
review must conform to current American Psychological Association (APA) publication
guidelines. Design and prepare to implement the methodology/ product for the special
project (see the Thesis: Guideline Handout provided by the instructor and also posted in
the course blackboard). The draft should be as written as a final draft. That means it
should not contain any mechanical errors and no first-person statement. (30 %):
Deadline- 11/16 (draft) and 11/23 (final project)
9. Final powerpoint presentations of the special project - chapters 1, 2, and 3. (10 %):
Deadline- 11/30
You need to prepare copies of your powerpoint presentation for your audience.
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Grading:
A+
A
AB+
B
BC+
97-100
93-96
90-92
87-89
83-86
80-82
77-79
C
CD+
D
DF
73-76
70-72
67-69
63-66
60-62
59
*** IMPORTANT: If you do not submit the completed chapters 1, 2, and 3 in K500-01, you
will not automatically move on to the next class (K500-02 or K599). You will need to take
K500-01 again.***
Grading Scales:
Assignments
CITI On-line training courses/test
and CITI certification
IRB application
Timeline for the project
Proposal for the special education
faculty
Due dates
09/14
Points
5
09/14
(Draft)
5
09/28
(Final Application)
5
9/21
5
9/28
(Draft)
5
10/05
(Final Proposal)
15
The first 5 pages of literature
review
10/19
10
The first 5 pages of methodology
11/02
10
Final Project
11/16
(Draft)
5
11/23
(Final Project)
25
11/30
10
Final powerpoint presentation
Total
My points
100
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EDUC K500-01: Current Trends in Special Education
Tentative Schedule: The instructor reserves the right to change the contents of the course
syllabus and activities, as needed, to enhance student learning.
Date
Topic
Reading and Assignments
1.
Introduction to course
8/24/10
2.
 Due: your research or special project
8/31/10
 Introduction of Institutional Review
topic
Board (IRB) process/paperwork
 Complete IRB/CITI on-line training
course/test and obtain CITI
 Discussion of format and projects
certification
3.
 Reading 1: Exceptional Children
9/07/10
Journal Research Articles download
from Blackboard (elearning)
 Begin Institutional Review Board
(IRB) applications
 Discussion of format and projects
 Begin development of proposal
(outline) for the project (Thesis or
Special Project) and timeline
 Peer Review of the draft IRB
application
6.
9/28/10
 Development of proposal (outline) for
the project and timeline continued
 Present preliminary research
project/special project proposal to
class
 Individual or group meeting
7.
10/05/10
 Complete IRB/CITI on-line training
course/test and obtain CITI
certification
 Work on your literature review and
methodology
 Due: Bring the draft IRB application
for peer review
4.
9/14/10
5.
9/21/10
 Reading 2: Creswell Chapter 2
 Research/Project work
 Due: Complete IRB/CITI on-line
training course/test and obtain CITI
certification
 Reading: Creswell Chapters 2-5
 Work on your literature review and
methodology
 Due: Timeline
 Work on your literature review and
methodology
 Due: IRB application
 Due: Draft proposal
 Work on your literature review and
methodology
 Due: Proposal for the special
education faculty
 Work on your literature review and
14 of 14
methodology
Fall Break: NO CLASS
10/12/10
8.
10/19/10
 Research/Project work
 Individual or group meetings with
instructor
9.
10/26/10
10.
11/02/10
11.
11/09/10
12.
11/16/10
 Research/Project work
 Individual or group meetings with
instructor
 Research/Project work
 Individual or group meetings with
instructor
 Research/Project work
 Individual or group meetings with
instructor
 Research/Project work
 Individual or group meetings with
instructor
 Peer review of chapters 1-3
13.
11/23/10
14.
11/30/10
15.
12/07/10
&
12/14/10
 Research/Project work
Presentation
Presentation continued
 Due: the first 5-page literature review
 Work on your literature review and
methodology
 Work on your literature review and
methodology
 Due: the first 5-page of methodology
 Work on your literature review and
methodology
 Work on your literature review and
methodology
 Due: Draft of chapters 1-3
 Work on your literature review and
methodology
 Due: Final Project - Chapters 1-3
(Introduction, literature review and
methodology for research or design for
the special project)
 Due: Powerpoint presentations
 Present research project/ special
project to class
 Present research project/ special
project to class