SPED 202
INTRODUCTION TO SPECIAL EDUCATION
Fall, 2011
Dr. Ruth Lyn Meese
Office: Hull Bldg. Room 235
Phone: 434-395-2340 (office)
Office Hours: T/R 11:00-1:00 or by Appt.
434-983-3865 (home)
Class: T/R 2:00-3:15 Hull 129
meeserl@longwood.edu
For a copy of the syllabus, course notes and course links, please log onto Blackboard at
http://blackboard.longwood.edu.
Course Description
An introduction to all exceptionalities included in special education; the psychology of exceptional
learners and legislation pertaining to the education of individuals with disabilities. (3 credits)
Textbook
Heward, W.L. (2011). Exceptional children: An introduction to special education (9th ed.). Upper
Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Course Objectives
This course presents an introduction to the field of Special Education. Historical concepts,
legislation, and current issues in Special Education will be addressed. The major emphasis,
however, will be on the educational, psychological, medical, and sociological aspects of the various
disabilities. Students will develop course goals through lectures, media/technology, class
discussions, and projects. The general course objectives are for the student to demonstrate
competencies listed in the Longwood Conceptual Framework for Teacher Education and in the
Council for Exceptional Children Standards. Thus, at the end of this course, each student will be
able to:
Knowledge
1. Recognize the educational, psychological, medical, and sociological characteristics of
persons with exceptionalities, including those from diverse cultural and ethnic backgrounds.
(TC4, TC 7, CEC 1)
2. Trace the historical development of services for exceptional children and youth. (TC4, TC 7,
TC 9, CEC 1)
3. Understand medical, psychological, and sociological causes of various disabilities. (TC1,
(TC 2, TC4. TC 7, TC 9, CEC 2)
4. Recognize the educational, psychological, medical, and sociological characteristics of
persons with disabilities, including those from different cultural and ethnic backgrounds.
(TC1, TC 2, TC4. TC 6, TC 7, TC 9; CEC 1, 2)
5. Recognize characteristics of children and youth with disabilities relative to age, varying
levels of severity, and developmental differences manifested in cognitive, linguistic,
physical, psychomotor, social, or emotional functioning. ( TC 7, TC 9; CEC1,2)
6. Understand the ethical issues and practices of accepted standards of professional
behavior. (TC4, TC 7; CEC 9)
7. Understand the "Rights and responsibilities" of parents, students, teachers, and schools as
they relate to individuals with disabilities and disability issues. (TC 4, TC 7; CEC 9, 10)
8. Understand the roles and responsibilities of each member of the collaborative team.
(TC4, TC6, TC9; CEC 10)
9. Understand the need for involvement of families in the education of their children with
Disabilities. (TC 6; CEC 10)
10. Understand how a) age-span/development, b) levels of severity, c) cognitive
functioning, d)cultural/ethnic, and e) and socioeconomic factors influence the
education of exceptional learners. (TC 1, TC 2, TC4; CEC 2, 3, 4)
Skills
1. Describe educational services and classroom practices appropriate for children and youth
with disabilities. (TC1, TC 2, TC4. TC 6, TC 7, TC 9; CEC 5, 7)
2. Discuss contemporary issues in special education such as definitions, prevalence,
normalization and mainstreaming, attitudes, and services across the life span.
(TC 3,TC 4, TC 6; CEC 1)
3. Discuss Educational implications of the various disabilities. (TC 3, TC 4, TC 6; CEC 3)
4. Discuss Legislative and Judicial mandates related to education and special education.
(TC4, TC 7; CEC 1)
5. Discuss procedures for screening, pre-referral, referral, and eligibility determinations.
(TC4, TC 7; CEC 1, 5)
Dispositions
1. Develop sensitivity toward the impact a disability has on the exceptional individual and
those around him/her. (TC7, TC9; CEC 10)
2. Discuss the role of both the special education and classroom teacher in the Special Education
Referral and IEP processes. (TC4, TC7; CEC 1, 7))
Tentative Class Schedule
Date
Topic
8-23
8-25
8-30
9-1
9-6
9-8
9-13
9-15
Orientation, Definitions & Vocabulary,
Categories of Exceptionality
Prevalence, Historical Concepts &
Professional Organizations
Contemporary Concepts, Least Restrictive
Environment
Litigation, Legislation & Requirements of
IDEIA, 2004
The SPED Process and the IEP
The IEP & Other Federal Disability Leg.
Other Disability Legislation & Litigation
After PL 94-142, Current Trends in Leg.
Collaboration & Inclusion
Readings/Assignments
Chapter 1
Chapter 2
Paper on Professional Organization
Chapter 15
This I Believe Blog: Historical
9-20
9-22
Test 1
Teaching Students with Learning Disabilities
9-27
9-29
10-4
10-6
10-11
10-13
Teaching Students with Learning Disabilities
Teaching Students with LD and ADHD
Chapter 11 (pp. 420--426)
Teaching Students with LD and ADHD
Teaching Students with Intellectual Disabilities
FALL BREAK—NO CLASS
Teaching Students with ID
Chapter 4
This I Believe Blog: Contemporary
Teaching Students with ID
Teaching Students with Emotional/
Chapter 6
Behavioral Disorders
Teaching Students with E/BD
Teaching Students with E/BD
Students with Autism Spectrum Disorders
Chapter 7
Students with Communication Disorders
Chapter 8
10-18
10-20
10-25
10-27
11-1
11-3
11-8
11-10
11-15
11-17
11-22
Students with Orthopedic Impairments
Students with Other Health Impairments
& Students with Traumatic Brain Injury
Students with Hearing Impairments
Students with HI & Students with Visual Imp.
Students with Visual Impairments
11-24
THANKSGIVING HOLIDAY—NO CLASS
11-29
Collaborating with Parents and Families
12-1
12- 7
Closure and Exam Review
Final Exam 11:30-2:00
TEST 1
Chapter 5
Chapter 11 (omit pp. 420--426)
Chapter 12
This I Believe Blog: Personal
Chapter 9
Chapter 10
Chapter 13 (G & T not covered
in class but on exam)
Chapters 3 & 14
Class Notebooks Due!
EXAM
Course Requirements
1. Complete all reading assignments by the date due and complete one test and one cumulative
exam covering the material from the reading assignments and classroom activities.
2. Summary on a Professional Organization—Students will be assigned one of the following
professional organizations to research:
Council for Exceptional Children
American Psychological Association
American Speech-Language-Hearing Association
Learning Disabilities Association of America
Autism Society of America
American Association on Intellectual and Developmental Disabilities
Students are to research the assigned organization online (see topics below) and to review any
publications produced by the organization. Papers are to be approximately 2-3 double-spaced,
typed pages and free from errors of spelling and grammar. Papers are due on 9-6 and are
worth 25 points.
Professional Organization Papers will be graded as follows:
On Time and Free from Errors in spelling and grammar (5 points)
Summary of Purpose (s) and Services of the Organization (5 points)
Membership Requirements and Types of Members (5 points)
Summary of Publications Offered (5 points)
Reflection on Advantages of Becoming a Member (5 points)
3. Three Blog Project
Students will enter the Longwood Blog for SPED 202 to make three posts at assigned times
during the semester. The instructor will provide sample postings on the Blog.
A. The first Blog posting will make a “This I Believe” statement from the perspective of an
historical figure in special education. (You may choose from among the following historical
figures: Eduoard Seguin, Phillipe Pinel, Dorothea Dix, Samuel Gridley Howe, Thomas
Hopkins Galluadet, Alexander Graham Bell, Annie Sullivan Macy, Samuel Orton, Elizabeth
Farrell, Wolf Wolfensberger, Loretta Bender, William Cruickshank, Samuel Kirk, William
Morse, William Rhodes, Nicholas Hobbs.) Research the individual. Your statement must
capture the philosophy and professional beliefs of that individual during his/her life.
B. The second Blog posting will make a “This I Believe” statement from the perspective of a
contemporary special education professional. To complete this statement, you are to
construct a set of 5-10 questions to be used to interview a current special educator. The
questions must be approved by the instructor in advance. Interview the special educator and
write the philosophy and professional beliefs of that individual. Be sure to gain approval from
the teacher you interview for the statement you will post PRIOR to the posting (Suggestion:
Have the teacher read and comment on your posting through e-mail before you post it.)
Take care to protect the identity of your interviewee! (Do not include his/her name or
the name of his/her school or school division!)
C. The third Blog posting will consist of your own personal “This I Believe” statement.
What are your beliefs about special education? For example, you might discuss your beliefs
regarding effective special education instruction, inclusion, standards and accountability, etc.
This statement will represent your developing philosophy of special education as you begin
your professional career.
Remember: Blogs are PUBLIC and may be viewed by anyone! Do your best work!
Your Blog postings are to be 3-4 paragraphs each and must be free from errors of spelling
and grammar. Each Blog entry must be posted by the assigned date due as follows:
This I Believe Historical
9/13
This I Believe Contemporary
10/13
This I Believe Personal
11/10
Each Blog will be graded as follows: (15 points each for a total of 45 points)
On Time
(5 points)
Free from Spelling/Grammar Errors
(5 points)
3-4 Paragraphs with Well-Developed Ideas (5 points)
4. Class Notebooks—Students are to type assigned focus questions found at the beginning of each
chapter in the Heward text, and then after reading the chapter, students are to type a thoughtful
response to each question. Responses will be discussed periodically in groups during selected
class sessions. Answers to focus questions will be collected on the assigned due date for each
chapter (See class schedule above) and will be given a 0, ½ or 1 point grade for each set of
answers. (See attached list of assigned focus questions.)
Students are to keep all of the graded focus question answers in chapter order (1-15) in a 1”
loose-leaf notebook. Class notebooks are due on 11-29 and will count as a 15 point quiz grade.
Do your best work on each set of answers—previously submitted answers will not be
re-graded on 11-29! Each set of answers will be graded according to the following criteria:
0 points—frequent errors of spelling/grammar; not all questions answered, lacks depth, not typed
½ point—some errors of spelling/grammar, all questions answered, most answers are thoughtful
1 point—very few errors of spelling/grammar, all questions answered, all answers are thoughtful
Grading Summary: (Note--Special Education Faculty grade on a six point scale:
95-100% = "A", etc.)
Assignment
Date Due
Professional Organization Paper
9-6
Test 1
9-20
3 Blog Project
9/13, 10/13, 11/10
Class Notebooks
11-29
Cumulative Exam
12-7
Total Points
Points
25
25
45
15
25
135
Attendance
Students are expected to attend all class sessions. You must notify the instructor in advance if
you must miss a class for illness, participation in a college-sponsored activity, or for a recognizable
emergency. You must provide a written note from your doctor or other appropriate person if makeup privileges are to be granted. Late work will not be accepted without prior approval from the
instructor and reasonable justification for lateness. If you miss over 10% of the class sessions for
unexcused absences, the instructor may lower your grade by one letter. A grade of F may be
assigned if you miss 25% of class sessions for any combination of excused or unexcused absences.
Honor Code
Students are expected to abide by the Longwood University Honor Policy. All tests and
assignments are to be pledged.
Disability Policy
Students requiring modifications may submit a plan from the Longwood Disability Resources
Center. The instructor will provide necessary accommodations to assist students with disabilities.
It is the student’s responsibility to register with the Disability Services Office and to notify the
instructor.
Cell Phone Policy
Cell phones are to be on silent and placed out of sight during all class sessions.
Suggested Readings
Hallahan, D.P., Kauffman, J.M. & Pullen, P. C. (2011). Exceptional learners: Introduction to
special education(12th ed.). Boston, MA: Pearson/Allyn & Bacon.
Kauffman, J.M. (2005). Characteristics of emotional and behavioral disorders of children and
youth (8th ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Lerner, J. W. & Kline, F. (2006). Learning disabilities and related disorders: Characteristics and
teaching strategies (10th ed.). Boston, MA: Houghton Mifflin Company.
Lewis, R.B., & Doorlag, D.H. (2011). Teaching special students in general education classrooms
(8th ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Mastropieri, M.A., & Scruggs, T.E. (2007). The inclusive classroom: Strategies for effective
instruction. Upper Saddle River, NJ: Pearson/Merrill/Prentice.
Meese, R.L. (2001). Teaching learners with mild disabilities: Integrating research and practice
(2nd ed.). Belmont, CA: Wadsworth/Thomson Learning.
Major Journals in our Field
Behavioral Disorders
Beyond Behavior
Exceptional Children
Exceptional Parent
Focus on Exceptional Children
Gifted Child Quarterly
Intervention in School & Clinic
Language Speech & Hearing Services in Schools
Learning Disability Quarterly
Learning Disabilities Research & Practice
Journal for the Education of the Gifted
Journal of Learning Disabilities
Journal of Special Education
Journal of Visual Impairment and Blindness
Remedial and Special Education (RASE)
Teaching Exceptional Children
The Journal of Speech and Hearing Disorders
Assigned Chapter Focus Questions for Notebooks
Chapter One (3 questions)
When is special education needed? How do we know?
If disability labels do not tell us what and how to teach, why are they used in special education?
What do you think are the three most important challenges facing special education today? Why?
Chapter Two (2 questions)
Why do collaboration and teaming impact the effectiveness of special education?
Is the least restrictive environment always the general education classroom? Why?
Chapter Three (2 questions)
In what ways is a child’s disability likely to affect the family system and roles of parents?
How can a teacher communicate effectively and meaningfully with families from diverse cultures?
Chapter Four (1 question)
What is most important in determining a person’s level of adaptive functioning: intellectual
capability or a supportive environment? Why?
Chapter Five (1 question)
Are the achievement deficits of most students diagnosed with learning disabilities the result of
neurological impairment or poor instruction? Justify your answer.
Chapter Six (2 questions)
What factors might account for the disparity between the number of children receiving special
education under the emotional disturbance category and researchers’ estimates of the prevalence of
emotional/behavioral disorders?
Whose disability is more severe: the acting out, antisocial child or the withdrawn child?
Chapter Seven (2 questions)
What factors might account for the enormous increase in the prevalence of autism spectrum
disorders in recent years?
Why are fads and unproven interventions so prevalent in the education and treatment of children
with autism spectrum disorders?
Chapter Eight (1 question)
How does the role of the speech-language pathologist change as a function of the educational
setting in which a child with communication disorders is served?
Chapter Nine (2 questions)
What implications for a child’s education result from the type of hearing loss and age of onset?
How might a student’s and his/her family’s perspective and wishes regarding educational
placement be influenced by their membership in the Deaf culture?
Chapter Ten (1 question)
How might the fact that visual impairments are a low-incidence disability affect a child’s access to
special education and related services?
Chapter Eleven (2 questions)
What does a classroom teacher need to know about physical disabilities and other health
impairments in children?
Why do you think attention deficit hyperactivity disorder (ADHD) is not included as a separate
disability category in IDEA? Justify your answer.
Chapter Twelve (1 question)
How can a teacher assist a child who has been hospitalized with a traumatic brain injury (TBI) to
return to school?
Chapter Thirteen (0 questions)
OMIT
Chapter Fourteen (2 questions)
Why is it so difficult to measure the impact of early intervention?
How can we provide early intervention for a child whose disability is not yet present?
Chapter Fifteen (1 question)
Should quality of life for adults with disabilities be the ultimate outcome measure for special
education? Why or why not?