Wilkes University
Education Department
EDSP 389E: Issues & Topics in Special Education
Fall 2011
Teacher Education Program Mission
The mission of the Teacher Education Program (TEP) is to provide the educational community
and society at large with competent, caring, and ethical educators who are life-long learners,
reflective practitioners, and effective communicators. The Teacher Education Program provides
opportunities for students to grow academically and professionally. The program promotes an
appreciation for diversity, as well as a regard for research-based and innovative practices. The
ethic of service and dedication are expected of graduates to meet the diverse needs of all students
within the learning community.
Instructor Contact Information
Instructor: Dr. Michael Garzella
Phone: 570-954-6810 (cell); 570-408-4461 (office); Education Department Main Office
E-mail: michael.garzella@wilkes.edu
Course Description:
This course will offer a colloquium for constructive exploration of specialized topics in the field
of special education. Preservice teachers will be given the opportunity to pursue independent
issues relative to their future roles as special educators, as well as finalizing Pennsylvania
Department of Education (PDE) professional competency binders. PDE competencies and
standards will guide interactions and integration of previous EDSP experiences. The course will
provide reinforcement and application of content and skills in the critical areas of assessment,
inclusion, IEP development, discipline, management, transition, organization, planning,
collaboration, and professional / personal development. Preparation for Special Education
PRAXIS tests will also be addressed.
Reference Materials from Prerequisite Courses
1. Shelton, C.F., & Pollingue, A.B. (2000). The exceptional teacher’s handbook: The first year
special education teacher’s guide for success. Thousand Oaks, CA: Corwin Press, Inc.
2. PDE Competency Binder (as started in previous EDSP courses)
3. Wilkes University Special Education Certification Program Handbook
4. Course binders and notebooks from previous EDSP courses (for PRAXIS Review)
Suggested Reference Manual: (available in Curriculum Lab:
American Psychological Association (5th ed.). APA Publication Manual.Washington,DC: APA
*** Please note that you will be expected to follow APA format, 5th edition, for citing article
references. For your convenience, examples of APA reference citations are attached to your
syllabus. APA format is important for consistency across the fields of psychology and education
and for publication in professional journals. Please understand that points will be deducted for
reference citations that do not follow APA format.
Course Objectives as Related to Pennsylvania Department of Education (PDE) Guidelines:
(Note: PDE Guidelines are indicated in brackets. Related course requirements and assessments
are indicated in parentheses)
PDE ELEMENTARY EDUCATION GUIDELINES - The students will:
1a. Plan instruction based upon knowledge of the subject matter, learning theory, classroom
environment, students, and the community [II.B];.(3,4).
2a. Select, implement and adapt effective instructional strategies, curriculum resources and
technologies in collaboration with other educators to meet the needs of diverse learners [II.B];
(3,4).
PDE SPECIAL EDUCATION GUIDELINES - The students will:
1b. Review criteria, legal / educational definitions, etiology, and prevalence for a variety of
exceptionalities [I.C]; (1,4,5)
2b. Review the characteristics of cognitive, behavior, physical/health disabled students and the
impact of their disability on academic and educational functioning [I.D]; (1,4,5).
3b. Identify and develop attitudes and behaviors that affect students with disabilities, and
communication roles and responsibilities of professionals and paraprofessionals on
transdisciplinary teams [I.I]; (4,6).
4b. Identify instructional and assistive technologies that support the teaching and
learning process [ I.J]; (4,5,6).
5b. Develop a plan that monitors student understanding of content including, formative and
summative assessments, providing feedback to students and parents, and modifying instructional
strategies [ II.A]; (4,6).
6b. Identify methods of creating a safe psychological and physical environment conducive to
student learning [ II.B]; (2,4,6).
7b. Create an instructional environment that modifies instructional strategies/ resources/
technologies to meet learning needs [II.D]; (4,6).
8b. Develop a plan to manage the educational environment to maximize opportunities for
communication and interaction [II.F]; (3,4,6).
9b. Identify professional organizations, professional literature, and resources [III.A]; (4,6).
10b. Discuss and review documentation which emphasizes the impact and importance of
decision-making, teacher behavior, ethical practice and self-reflection on professional
development [III.E]; (2,3,4,6).
NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS) - The students will:
1c. Identify and locate technology resources and evaluate them for accuracy and suitability
[II.C]; (2,3,4,6).
2c. Plan for the management of technology resources within the context of learning activities
[II.D]; (4, 6).
3c. Use technology to support learner-centered strategies that address the diverse needs of
students [III.B]; (4,6).
4c. Use technology resources to engage in ongoing professional development [III.A]; (3,6).
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
COURSE REQUIREMENTS AND ASSESSMENTS:
1. Reflection and Review (20 pts.)
This reflection is a 2-page, informal paper, discussing “The influence of teacher attitudes, values
and behaviors on the learning of exceptional students.” Please include the item reviewed and
document your source using APA format. Due Class #4
2. Discussions (20 pts)
Two discussions will be posted and students will be responsible for submitting an original post
and responding to the original posts of at least two other students. The topics will be:
1. What are equitable grading methods that can be used for students with disabilities in
inclusive settings?
2. Is it possible to meet the needs of gifted students in the regular education (inclusion)
classroom?
3. Praxis Study guide (60 pts)
Study guides will be completed in order to help prepare for the special education portion of the
Praxis test. Students will work in teams. The three areas included on the praxis test:
Understanding Exceptionalities, Legal and Societal Issues, and Delivery of Services to Students
with Disabilities will be completed. Student will share the content in each area. Three
presentations will be scheduled, one for each of the primary areas.
4. IEP Development (25 pts)
You will be provided with a student profile, including the evaluation report and asked to develop
an IEP.
5. Co-teaching lesson plan (20 points)
Utilizing a lesson plan that you have already written, adjust your plan to include one of the coteaching models discussed in class. Re-write the lesson plan making note of your role and that of
your co-teacher. Add a brief explanation of why use chose that specific co-teaching model and
why that would be the best fit for this particular lesson.
6. Response to Intervention Glogster (25 points)
Using the RtII pyramid, create a Glogster showing the important elements of each tier of
intervention. Include at least 2 research based reading programs that can be used in each tier.
Give a brief description of the main components of each program. Incorporate music, video, and
images. Resources can be found at www.pattan.net or You Tube www.youtube.com/ or
http://www.pde.state.pa.us/special_edu/site/ or http://fcrr.org/ (Florida Center for Reading
Research)
7. Layered Curriculum Assignment (20 Points)
Each student will identify a textbook chapter and modify a chapter using the Layered Curriculum
Model (Watch videos posted on Wiki). C Layer: Basic knowledge, understanding. The student
builds on his/her current level of core information. B Layer: Application or manipulation of the
information learned in the C layer. A Layer: Problem solving or other higher level thinking tasks
can be placed here.
8. Differentiation lesson planning (20 points)
Using the grade level, subject matter and formal curriculum of your choice, design a
differentiated lesson plan using the Wilkes lesson plan. The plan should address above
level/gifted students, on-level students and students needing remediation. These students are at
least 2 years below grade level.
9. Behavior Intervention Plan (BIP) (20 points)
Select a case study and develop a BIP
10. Case Study Reflection Paper: (40 pts.)
Case Studies are designed to promote synthesis of knowledge and skills important for future
special education teachers. Refer to attached Case Study Reflection Rubric for specific
instructions.
Attendance and Assignment Completion Policies
If you need to miss a class for a valid reason, please contact me by phone or email PRIOR to the
time that the class is scheduled (leave a message if necessary). Examples of valid reasons include
illness, inclement weather, and family emergencies.
Late arrivals or early departures from class will also be factored into the final grade and may be
counted as an absence at the discretion of the instructor.
Assignments and preparations should be completed by the due dates listed on the course agenda.
Late assignments will warrant a deduction of ONE POINT for each day past the due date. Please
e-mail assignments as soon as they are completed.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Wilkes Teacher Education Course Grading Scale
Percentages
Grade
Points
100-94 %
4.0
282-300
93-87 %
3.5
281-261
86-80 %
3.0
260-240
79-75 %
2.5
239-225
74-70 %
2.0
224-210
69-65 %
1.5
209-195
64-60%
1.0
194-180
59-0%
0.0
179-0
Wilkes Teacher Education Program Policies
(Also refer to TEP, Special Education Program Handbooks, and Wilkes Student Handbook for
more specific policy information)
Academic Honesty: Academic Honesty requires students to refrain from cheating and to provide
clear citations for assertions of fact, as well as for the language, ideas, and interpretations found
within the works of others. Failure to formally acknowledge the work of others, including
Internet resources, written material, and any assistance with class assignments, constitutes
Plagiarism. Cheating and plagiarism are serious academic offenses that cannot be tolerated in a
community of scholars. Violations of academic honesty will be addressed at the programmatic
and university levels and may result in a decision of course failure or program dismissal.
Academic Support: The Learning Center, housed on the third floor of Conyngham Hall,
provides free tutorial services to all Wilkes students. To contact the Learning Center: Extension
4150 or 4153 or www.wilkes1.wilkes.edu/ The Writing Center, located in the lower level of
Breiseth Hall, is available to all Wilkes students and provides free assistance in all aspects of
writing and communication, including the required APA format. To contact the Writing Center:
Extension 2753 or 4536 or www.wilkes1.wilkes.edu/writing
Disability Services: If a student has a disability that qualifies under the Americans with
Disabilities Act and Section 504 of the Rehabilitation Act and requires accommodations, he/she
should contact the Disability Support office within University College for information on
appropriate policies and procedures. The Disability Support office is located on the third floor of
Conyngham Hall, Room 311 (sandra.rendina@wilkes.edu).
Day Care Services: To preserve the adult learning environment of the university classroom,
young children should not be in class with parents or caregivers. Children should also not be left
to wait in the lounges or halls on the campus. The University provides partially subsidized day
care services with a group of approved local providers to full-time students. The service offers
regular day care services at a reduced fee to students. Children must attend on a scheduled basis
to be eligible for the reduced rate. Day care services are coordinated through the Learning Center
located on the third floor of Conyngham Hall.
Inclement Weather: Call 570-408-SNOW or visit the Wilkes Website (www.wilkes.edu) for
cancellation and compressed schedule information. Announcements will also be indicated on
local television and radio stations. If classes are not officially canceled but an individual faculty
member cannot conduct class, the faculty member will contact the Education secretary.
Approved Journals and Publications for Assignments
(* Available in the Special Ed. Curriculum Lab, CNB 314)
* Teaching Exceptional Children
* Exceptional Children
* Creative Classroom
* Teaching K - 8
* Dishkin Annual Editions (compilations of educational articles in book form)
* ADHD Report
* Attention Magazine
* Council for Exceptional Children (CEC) Newsletters
* Pennsylvania Training and Technical Assistance Network (PATTAN) Publications
* Bureau of Special Education / Office of Special Education Publications
* Educational Law Updates and Newsletters
Journal of Special Education
Mental Retardation Journal
Journal of Learning Disabilities
Learning Disabilities Quarterly
Journal of Speech and Hearing Research
Education of the Visually Handicapped
Volta Review (Hearing Impairments)
Journal of Rehabilitation
Journal of American Academy of Child Psychiatry
Gifted Child Quarterly
Cognitive Technology Journal
Journal of Educational Psychology
Others as discussed with and approved by instructor
Approved Websites for Assignments
Select at least 1 from Group A:
PA. Training and Technical Assistance Network
PA Dept. of Education
PA Educational Law Center
Council for Exceptional Children
U.S. Office of Spec. Ed.
U.S. Dept. of Education
Parent Education Network
Parents Resources
Teachers as Leaders
Inclusion
No Child Left Behind Law
www.pattan.k12.pa.us
www.pde.psu.edu
www.elc-pa.org
www.cec.sped.org
www.ed.gov.offices.OSERS
www. ed.gov
www.parentednet.org
www.parentscount.net
www.leadershiphelp.com
www.inclusive-education.com
www.nochildleftbehindhelp.com
Select at least 1 from Group B (or add one that you find and is approved by instructor):
The Master Teacher
Kathy Schrock’s Guide for Educators
The Preschool Zone
Internet Library Resource Center
Cut and Paste Materials
Crayola Creations
Ideas for Enhancing Learning
www.masterteacher.com/
www.capecod.net/schrockguide
www.mcps.k12.md.us/curriculum/pep/pz.html
www.inetlibrary.com
www.mtcutandpaste.com
www.crayola.com
www.enchantedlearning.com
Learning Puzzles
Behavioral/Discipline Suggestions
Behavior Disorder Programs
Emotional Disorders
Amer. Assoc. for MR
Mental Retardation in Society
LD Association
Council for LD
LD Online Resources
Nat’l Assoc. for the Deaf
Nat’l Center on Deafness
Amer. Society for Deaf Children
Assoc. for Severe Disabilities
Asperger’s Homepage
Autism Society
Nat’l Federation for the Blind
Amer. Foundation for the Blind
Low Vision Land
Center for Accessible Technology
Orton Dyslexia Society
Attention Deficit Disorder Org.
Gifted Child Society
Nat’l Assoc. for Gifted
Brain Related Therapies
www.puzzlemaker.com
www.disciplinehelp.com
www.-vms.uoregon.edu/~sugai/BD1.HTM
www.gwu.edu/~ebdweb/edblinks.htm
www.aamr.org
www.bestbuddies.org
www.ldanatl.org
www.cldinternational.org
www.ldonline.org
www.nad.org
www.gallaudet.edu
www.deafchildren.org
www.tash.org
www.aspergers.com
www.autism-society.org/
www.nfb.org
www.afb.org
www.community.net/
www.wl.net/CAT
www. ods.org/
www.ns.net/
www.gifted.org
www.nagc.org
www.brainconnection.com
WEBSITE FOR FULL-TEXT ARTICLES AND ABSTRACTS:
(Start at Wilkes homepage and click on “Library” then click on “Databases” then click on
“EBSCOHOST” to search for articles. Authorization code is “wilkes”. Password is “farley”)
Website to Assist with APA Reference Citations:
www.citationmaster.com
Free Online Subscriptions for Educational Current Events: (helpful for Booster Boards)
www.EDWEEK.org
www.ASCD.org
www.CEC.SPED.org (newsletter devoted to special education topics and updates)
EDSP 389 CASE STUDY REFLECTION RUBRIC
1. Background Knowledge
- Review the important elements of your case study. If not stated in the case study,
give a possible disability and corresponding characteristics that support your
diagnosis.
2.
Instructional Strategies
-Develop at least 3 instructional techniques or strategies that would be helpful for
your student. Fully describe each strategy and explain why it would be appropriate
for your student. These ideas may be from information learned in your research,
websites or strategies learned in your other classes.
3. Case Study Questions:
-Respond to all included case study questions, utilizing your own ideas and any
relevant research findings from journal articles or websites.
4. Curriculum Item
-Utilize an item from the curriculum lab, or design your own item that would be
helpful in the instruction of your student. You may use an item and adapt or modify
it as necessary to fit the needs of your case study. This item must be handed in with
your final project and demonstrated during your presentation.
**Specific Requirements:
a. Utilize at least 2 articles from the approved journal list.
b. Utilize information from at least 2 of the approved professional websites
-paper should be written using Microsoft Word, double spaced and be at least 5 pages
in length
-APA format should be followed
Course Schedule
Dates
Week 1
Assignments Due Today
Tuesday – 8/30
Introductions, Course Overview & Requirements
Survey
Glogster
Teams for Praxis Study Guide
Thursday – 9/1
Reading Disabilities Presentation
Perception
Week 2
Tuesday – 9/6
Inclusion
(Student Profiles – How to Adapt?)
Response to Discussion #1: What are
equitable grading methods that can
be used for students with
disabilities in inclusive settings?
Thursday – 9/8
Discuss Discussion #1
Co-Planning/Collaboration/Gifted
Week 3
Tuesday – 9/13
Managing Discipline
Behavior Intervention Plans
Functional Behavioral Assessment
Thursday – 9/15
Discuss Discussion #2
BIP Presentations
Week 4
Tuesday – 9/20
Presentations and Discussion – Understanding
Exceptionalities
Thursday – 9/22
The Special Education Process
Evaluation/Reevaluation Process
Week 5
Tuesday – 9/27
IEP Development
Writing Goals and Objectives
Thursday – 9/29
Response to Discussion #2: Is it
possible to meet the needs of gifted
students in the regular education
(inclusion) classroom?
Behavior Intervention Plan (BIP)
Present on Understanding
Exceptionalities – Praxis Prep
Transition from School to Life
Week 6
Tuesday – 10/4
IEP Presentations
Thursday – 10/6
Assessment/Data Driven Decision Making
RtII
Week 7
Tuesday – 10/11
Legal Issues
Thursday 10/13
Fall Recess
Week 8
Tuesday – 10/18
Co-Teaching
Week 9
Thursday 10/20
Presentations and Discussion
Tuesday – 10/25
Response to Intervention and Instruction (RtII)
Thursday 10/27
Week 10
Week 11
Week 12
IEP Presentations
Present Transition Plans
Reflection and Review - “The
influence of teacher attitudes,
values and behaviors on the
learning of exceptional students.”
Present on Legal and Societal Issues –
Praxis Prep
Co-Teaching Lesson Plan
Presentations
Co-Teaching Lesson Plans
Tuesday – 11/1
Differentiating Instruction
Thursday 11/3
Presentation Glogs - RtII
Tuesday – 11/8
Layered Curriculum – View Videos
Thursday 11/10
Presentations - Differentiating Instruction Lesson
Plans
Tuesday – 11/15
Modifications and Adaptations
Presentation Glogs - RtII
Differentiating Instruction Lesson
Plans
Thursday 11/17
Layered Curriculum Presentations
Presentations and Discussion Layered Curriculum
Week 13
Tuesday 11/22
Thanksgiving Recess
Thursday 11/24
Thanksgiving Recess
Week 14
Tuesday 11/29
Presentations - Delivery of Services to Students with
Disabilities
Thursday 12/1
Technology for Special Education
Guest Speaker – Assistive Technology
Week 15
Present on Delivery of Services to
Students with Disabilities – Study
Guide
Case Study Reflection Paper
Tuesday 12/6
Review for Praxis Test – Sample Praxis Questions
Tuesday 12/13
Final – Praxis Prep Test
Final – Praxis Prep Test
Assignment Points
Discussion Posts (2) - 10 Points Each
Reflection & Review
Study Guide Presentations (3) - 20 Points Each
20
20
60
IEP Development
Co-Teaching Lesson Plan
Response to Intervention Glogster
Differentiation lesson planning
Layered Curriculum Assignment
Behavior Intervention Plan
Case Study Reflection Paper
Praxis Prep Test
25
20
25
20
20
20
40
30
TOTAL
300