State University of New York
School of Education
Spring 2008
SEC 501: Special Education for Content Area Teachers
2 credit hours
Instructor:
Phone:
E-Mail:
Suzanne M. Lachman, MS, CAS
(607) 642-8745 (work)
(607) 777-2727 (leave message)
(607) 642-8744 (home)
slachman@nvcs.stier.org
Class Times: Wed. 7:20-9:50 PM
Meeting Place: FA -348
Course Description:
This course is specifically designed to provide secondary-level, content area teachers with necessary skills
and understandings to more effectively teach students with high incidence disabilities in an inclusionary
environment. Collaboration with the special education teacher in the modification of instruction and
assessment, cognitive strategies, the use of positive behavioral supports and the use of Individual
Educational Plans will constitute the core of this course.
Required Texts: (in bookstore)
Rodis, P., Garrod, A., Boscardin, M.L. (2001). Learning Disabilities & Life Stories.
Needham Heights, MA: Allyn & Bacon.
Lenz, B.K., Schumaker, J.B., Deschler, D.D., & Bulger, J.A. (1998). The Unit Organizer Routine.
Lawrence, KS: Edge Enterprises.
Ellis, E.S. (1998). The Framing Routine. Lawrence, KS: Edge Enterprises.
Course Objectives:
1. to inform and educate the general education teacher in instructional strategies, pre- CSE
responsibilities, and the CSE process
2. to demonstrate effective modification of instruction and testing to better accommodate the
needs of special education and low achieving students
3. to understand and apply basic communication techniques and positive behavioral supports to
deal with oppositional or negative behavior
4. to understand the role of the content area teacher working in collaboration with the special
education teacher
5. to be able to contribute to the development and implementation of an IEP
Instructional and Grading:
A variety of instructional strategies and instructional approaches will be used in this course – minilectures, small group discussions of assigned readings, modeling, and practice in instructional planning
and procedures. Small group cooperative exercises will be implemented wherever appropriate.
Grading will be on the basis of an individual project involving strategic unit and lesson planning in the
student’s content area and a presentation of the project to the class (50% of the grade, rubric to be
provided), and a take-home, short essay exam (50% of the grade). All students are expected to participate
in class discussions and activities. The instructor reserves the right to adjust the final grade on the basis of
class participation and attendance.
Classroom Environment:
The faculty and staff in the School of Education are committed to serving all enrolled students. Our
intention is to create an intellectually stimulating, safe and respectful class atmosphere. In return, we
expect that each of you will honor and respect the opinions and feelings of others.
Accommodations:
If you are a student with a disability and wish to request accommodations, please notify the instructor by
the second week of class. You are also encouraged to contact the Office of Services for Students with
Disabilities at 777-2868. Their office is LH-B51. This office makes formal recommendations regarding
necessary and appropriate accommodations based on specifically diagnosed disabilities. Information
regarding disabilities is treated in a confidential manner.
Academic Honesty:
It is the expectation that all students assume the responsibility to maintain and foster a condition and an
atmosphere of academic integrity for the academic work they submit. This requires that all classroom,
laboratory, and written work for which a person claims credit are in fact that person’s own work. Please
refer to the annual university Student Handbook publication that includes detailed information on
academic integrity.
Students are in violation of academic honesty if they incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material form the work of another (plagiarism); or if
they use, request, or give unauthorized assistance in any academic work (cheating).” (SEHD Academic
Honesty Policies) Plagiarism and cheating will not be tolerated in this class. Incidents of either will result
in a failing grade for the assignment in question. If you have any questions about what constitutes
plagiarism or cheating, please be sure to ask the instructor.
http://sehd.binghamton.edu/students/currentstudents/academichonesty.htm
Blackboard:
Course handouts will be posted on Blackboard (BB). You can e-mail classmates and discuss course
readings and class topics there. (You need a BU ID to access BB & online library journals. You may print
100 pgs/wk free in any campus computer pod).
Directions:
1. Go to http://blackboard.binghamton.edu
2. Login using the first part of your Binghamton email address
(Use BUSI to find out your BU email if you don't already know it)
http://busi.binghamton.edu/ (go to active accounts)
- you need the pac number from your BU student ID to login on BUSI
If you don’t know your PAC, contact the Registrar's Office for instructions on how to obtain
a replacement PAC --- 607-777-6871.
3. Your initial password should be the first two letters of your last name & the last four numbers
of your Soc. Sec. #. You can change your password once you are logged in.
4. Once logged in you will see a list of your classes using BB & announcements.
5. Click on the class link you want to enter. From there you can view class documents
SEC 501
Tentative Class Schedule
Spring 2008
1/28
Introduction to the class and to each other – syllabus, etc.
Special Education: What it is and the impact on content area teachers
General overview of the history, law, and delivery of services
CSE process and the general education teacher role and responsibilities
Read: Ellis, The Framing Routine
2/6
Classifications and definitions
Modification of instruction – Framing and Anchoring
F.A.T. City video
Read specific selections from Rodis, et.al. Learning Disabilities and Life Stories
2/13
Living with a disability
Panel discussion of Life Stories
Read: Lenz, et.al. Unit Organizer Routine
Project will be assigned
2/20
Accommodations and modifications
Differentiating instruction
Read assigned article #1 (see Blackboard)
2/27
Effective classroom practices
Collaboration & Co-teaching models
Guest speakers – general ed. and special ed. teacher to present opportunities and challenges faced
in a co-teaching setting at the secondary level
Assign: Read article #2 (see Blackboard)
3/5
Student project presentations
Assign take home exam
3/12
Collect take home exam
Manifestation Determination Review
Behavioral disorders – guest speaker - TBA
Course Closure