James Madison University
College of Education
Course Syllabus
Fall, 2008
Course: EXED 200: Nature and Issues of Exceptionalities
Instructor: Mary Slade, Ph.D.
E-mail: slademl@jmu.edu
Office: 3125B Memorial Hall
Office Hours: By Appointment (e-mail or call)
Phone: (540) 568-2886
COURSE DESCRIPTION
The nature, needs and problems of exceptional children and how these relate to educational
provisions are studied. The status of the disabled in society will be emphasized. Federal and
state laws ensuring the rights of the disabled will be emphasized.
COURSE OBJECTIVES
As a result of completing this course successfully, students will understand:
1. Models, theories, and philosophies that form the basis for exceptional education practice.
2. Rights and responsibilities of students, parents, teachers, and other professionals, and
schools related to exceptional learning needs.
3. Issues in definition and identification of individuals with exceptional learning needs, including
those from culturally and linguistically diverse backgrounds.
4. Issues, assurances and due process rights related to assessment, eligibility, and placement
within a continuum of services.
5. Educational implications of characteristics of various exceptionalities.
6. Family systems and the role of families in supporting development.
7. Similarities and differences of individuals with and without exceptional learning needs.
8. Similarities and differences among individuals with exceptional learning needs.
9. Effects on exceptional condition (or multiple conditions) can have on an individual’s life.
10. Demands of the learning environment.
11. Basic classroom management theories and strategies for individuals with exceptional
learning needs.
12. Effective management of teaching and learning.
13. Teacher attitudes and behaviors that influence behavior of individuals with exceptional
learning needs.
14. Effects of cultural and linguistic differences on growth and development.
15. Characteristics of one’s own culture and use of language and the ways in which these can
differ from other cultures and uses of languages.
16. The involvement of the individual and family in setting instructional goals and monitoring
programs.
17. Conducting professional activities in compliance with applicable laws and policies.
18. Demonstrating commitment to developing the highest education and quality of life potential
of individuals with exceptional learning needs.
19. Accessing information on exceptionalities.
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20. Concerns of families with exceptional learning needs and strategies to help address these
concerns.
21. The influence of stress and trauma, protective factors and resilience, and supportive
relationships on the social and emotional development of young children.
22. Federal and state laws relating to the education of children and youth with disabilities.
23. Legal requirements regarding student assessment.
24. The basic intent of I.D.E.A. related to due process procedures, least restrictive environment,
free appropriate education, IEP’s and nondiscriminatory evaluations.
25. Major curricular approaches.
26. Career and vocational education, life-long learning, and current research.
27. Attitudinal barriers.
COURSE POLICIES
1. Contacting the Instructor. I am most accessible by e-mail. In order to arrange a meeting,
please e-mail or call my office for an appointment.
2. Attendance. Students are expected to attend all scheduled class meetings. Students
MUST come to class prepared and ready to participate in class activity. Students who
miss class may be penalized by the deduction of a minimum of 3 points per absence
from the final grade. The instructor reserves the right to fail any student who misses
three classes or more. It is the student’s responsibility to discuss an absence with the
instructor prior to the occurrence or if absolutely necessary, immediately afterwards to
determine whether a deduction is warranted. If you must be absent from class for any
reason, please contact a reliable student for information regarding missed work and
announcements.
3. Assignment Format. All assignments must be type-written unless otherwise noted.
4. Late Work. All required assignments, including readings, must be completed as directed
unless an extension is granted prior to the due date. No work is accepted late without
PRIOR permission from the instructor.
5. Academic Honesty. All course activities must be completed in accordance with the
University Honor Code. All written work must be created by the student alone. Assignments
submitted to meet requirements in other courses will not be acceptable. Each course
requirement is submitted pursuant to the Honor Code, and shall contain the following
pledge: "This work complies with the JMU Honor Code." The pledge shall be signed.
6. Inclement Weather. JMU’s cancellation class cancellation policy can be found at
http://www.jmu.edu/JMUpolicy/1309.shtml. Please check your e-mail on the day of
scheduled classes in the event that there has been a cancellation due to reasons other than
inclement weather.
7. Plagiarism. There is typically only one authentic owner of an idea, thought, or opinion.
When using an existing idea, thought, or opinion in one’s work, the author MUST include an
acceptable form of reference to the ownership or copyright of the work. Using existing ideas
and thoughts are often necessary if for no other reason than to indicate the validity or
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alignment of your own work to scholarly practice and theory. The omission of a proper
reference is plagiarism and will not be condoned. However, the integration of properly
referenced material in your own work is acceptable and often encouraged. The inclusion of
existing information, ideas, or beliefs in lesson plans, research papers, or other assignments
must include necessary citations. It is best to ask me if you are in doubt about the use of a
citation. Honest mistakes can always be corrected or averted.
8. Registration Deadlines. Students are responsible for registering for classes and for
verifying their class schedules on e-campus. Follow the deadlines posted for this semester
(http://www.jmu.edu/registrar/index.shtml). No exceptions will be made to these deadlines.
9. Student Work Products. Many excellent student products are generated in this course and
often serve as helpful examples in the future. The instructor would like to use copies of your
products for this purpose. Only positive examples will be shared. Please let the instructor
know if you DO NOT want your work used as a positive example in the future.
10. Students with Disabilities. If you have a documented disability and require
accommodations to obtain equal access in this course, please contact me immediately to
discuss necessary accommodations. If you have yet to do so, be sure to register with the
Office of Disability Services in Room 107 in Wilson Hall (568-6705). Once you have met
with this office, please provide me with an access plan letter outlining your accommodations.
COURSE REQUIREMENTS
1. Required Text: Heward, W. L. (2009). Exceptional Children (Ninth Edition). New York,
NY: Pearson Prentice hall.
2. Several practical assignments are required. Check the course schedule for due
dates. Late work is NOT accepted without prior permission. All assignments must be
typed-written and submitted online via BlackBoard under assignments tab (NOT by
dropbox or e-mail). ALL assignment guidelines can be found on BlackBoard under
ASSIGNMENTS. Each type of required assignments is explained below.
Required Readings and Related Classroom Activities (knowledge-base). Completing
assigned readings is absolutely necessary to building a strong knowledge-base in the study
of exceptionalities. In order to be sure effective comprehension students will be asked to
complete regular class activities presented at the start of each class. Students who are
tardy may not be allowed to complete the assignments. These assignments cannot be
completed at any other time even if an absence is excused.
Service Learning Project (service learning). In completion of this assignment, you will
complete 10 hours of community service (or volunteerism) working with children, youth, or
adults with exceptionalities. This includes persons who are ELL, gifted and talented, or
possess disabilities. The experience must involve direct contact with individuals with
exceptionalities. You are encouraged to apply for experiences through Community Service
Learning (http://www.jmu.edu/csl/serv-ops/index.html). Someone from the CSL staff will
visit our class during the first week. You may also work with the instructor for alternative
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service assignments. Following the service experience, students must complete a written
reflection.
Issues Paper (research). In completion of this assignment, students will use the
exceptionalities literature-base to respond to a question regarding a seminal or current issue
surrounding exceptionalities. A list of approved issues paper topics is provided by the
instructor and posted on BlackBoard.
Case Studies Resolutions (problem-solving). Students will be provided 10 case studies
that simulate real-world scenarios involving the study of exceptionalities. Students will read
the case studies, any related documentation, and complete a case resolution. All guidelines
for the case study and resolution, as well as the case content itself, will be posted on
BlackBoard.
STUDENT EVALUATION AND GRADING
In the case of borderline grades, the instructor will use attendance to determine the final grade
designation.
The grade distribution chart for the course is as follows when ALL required assignments
are complete. A student will not pass the course in the case of failing to complete any
one or more assignments:
65-70 points
63-64 points
55-62 points
47-54 points
39-46 points
<39
points
A
AB
C
D
F
Assignment Point Distribution
All assignments are due on the day specified on the schedule. Late work is not accepted
without advance permission.
Assignments
Readings and Class Activities (1 point each)
Point Value
15
Service Learning Project (participation and reflection)
20
Issues Paper
15
Case Study Resolutions (2 points each)
20
Total Point Accumulation
70
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