Education 750-850
Spring 2005 Introduction to Exceptionality
Mondays 3:40 – 6:00
Smith Hall
Sara Moor, Ph.D., Instructor
Olivia Allan, Teaching Assistant
e-mail:
sara.moor@highered.org
Olivia.allan@highered.org
Phone #:
1-800-222-5555
1-800-222-5551
Address:
Higher Ed. University
Stark Ave.
Dover, NH
(For directions click here
http://www.mapquest.com/maps/map.adp?formtype=address&addtohistory=&address=111%20Stark%
20Ave&city=Dover&state=NH&zipcode=03820%2d4279&country=US&geodiff=1)
Office hours by appointment
Course description
This course will provide students with opportunities through readings, class and Blackboard
discussion, guest presentations, and small group project work to enhance their understanding of the
personal and educational experiences of individuals with disabilities and their families. A variety of
disabilities will be explored including issues surrounding medical and family perspectives, societal and
medical constructs, access to education, and labeling. Information will be presented and discussed
within the framework of:
Medical
Family Perspectives
Societal and Medical Constructs
Access to Education
Labeling
Self-directed Services
Family-Centered Practices
Inclusive Schools
Inclusive Communities
Course requirements
 Attend class prepared (having read and thought about materials, on time completion of written
assignments)
 Actively and effectively participate in class discussions and small group project
 Complete assigned readings
 Write 5 reflection letters
 Participate in weekly Blackboard discussion (to access Blackboard go to:
http://blackboard.unh.edu/webapps/portal/frameset.jsp)
 Complete small group case study project
 Final Exam
Required readings: In addition to the titles below, a packet of readings will be disseminated
throughout the semester.
Title
Higher Ed
University Library
Audible version
(Recording for the
Blind/Dyslexic)
Purchase
in-class
Nolan, C., (1987). Under the eye of the clock: the life
story of Christopher Nolan. New York, NY, Dell
Publishing Group
PR6064.O39 U5
1988
RFB&D#: ABDL135
Yes
Simon, R., (2002). Riding the bus with my sister.
Boston, MA., Houghton Mifflin Company
PS3569.I4845 Z473
2003
RFB&D#: DTHC083
Yes
Kinsley, J., & Levitz, M., (1994). Count us in:
growing up with down syndrome. A Harvest
Original. San Diego, Harcourt Brace & Company
Not Available
Available at
Amazon.com
Yes
Biklen, Douglas (2005). Autism and the Myth of the
Person Alone. New York College Press
RC553.A88 A835
2005
Available at
Amazon.com
Yes
Ginsberg, D., (2002). Raising Blaize: Bringing up an
extraordinary son in an ordinary world. Harper
Collins Publishers. New York, NY
Not Available
Available at
Amazon.com
Yes
Treasures and Petroglyphs, Institute on Disability
Not Available
Not Available
Yes
Course Schedule: (Highlighted weeks indicate that something is due.)
Date
1/23
1/30
2/06
2/13
Topics
Introductions, review of course requirements, Activity:
First Impressions
Classmate Interviews
Pre test
Guiding principles and definitions
Family-centered practices
Inclusive schools and communities
Self-determination
Distribution of Case Studies and Small Groups
Medical and Family Perspectives on the Presence of
Disability: Pat & Betsy Matther
Living with Labels and Self-Directed Services
Mary Williams & Jeff Kinny
Completed Assignments
Assigned reading
Treasures
Petroglyphs
Blackboard posting
Riding the Bus
Assigned reading
Blackboard posting
Riding the Bus
Blackboard posting
Letter #1 Due
2/20
Living with Labels and Inclusive Schooling Hui-Hen
Chen
Under the Eye
Blackboard posting
diversityingirlscouts.com
2/27
Access to Education for Students with Disabilities
Video “When Billy Broke his head and Other Tales of
Wonder”
Assigned reading
Blackboard posting
Myth of the Person Alone
3/06
Living with Labels: Autism
Sue Tobbins
Myth of the Person Alone
Blackboard posting
Letter #2 Due
3/13
Break
Count Us In
3/20
Educational professionals experience with inclusive
education:
Mike Callehen
Assigned Reading
Count Us In
Blackboard posting
3/27
Living with Labels: Down Syndrome
Sarah MCray
Blackboard posting
Draft of presentation
Count Us In
Letter #3 Due
4/3
Living With Labels: Support with Assistive Technology
Therese Willkomm, PhD,
Assigned Readings
Raising Blaze
Blackboard posting
4/10
Living with Labels: Ex. Dir.
Alliance for Community Supports
4/17
Living Well Together is the Best Revenge of the Past
Vocational Rehabilitation
4/24
Small group work
Blackboard posting
5/1
Case study presentations
Letter #5 Due
Blackboard posting
5/8
Case study presentations
Blackboard posting
5/15
Final Exam/Course Evaluation
Draft Outline
Blackboard posting
Assigned readings
Blackboard posting
Letter #4 Due
Blackboard posting
Grading and Evaluation
5 reading reflection papers (2-4 pages) 5 pts each
To be completed in letter format to the instructor on or before the date due. Letters
MUST reflect - readings, guest speakers, class discussion, your overall impressions, and
ongoing questions. Letters do not need to be in APA format but they must be double
spaced and edited for grammar, spelling, and punctuation prior to handing in.
Class participation
Each student is responsible for being an active participant in large and small group class
discussions. Students will evaluate their own participation at the end of each class. 1 pt
for showing up and 1 pt for participation.
15 classes x 2 pts = 30
Blackboard postings
A class listserve will be established through blackboard and monitored by the instructor
and Graduate Assistant. This is a chance to pose questions and share insights and
information that might not otherwise be shared in class. Students are expected to pose a
minimum of one comment/question per class. Postings must be made prior to each class
in order to receive credit.
Small group project
Members of each small group are expected to work together to produce a presentation
designed to address the issues outlined in your real life case studies. Small groups will
be assembled during the second class and work together throughout the semester. Each
member of the group will receive the same grade for the final project. Final
presentations should teach knowledge and skills in a creative manner utilizing the
diverse talents of each member of the group. An outline is due prior to the presentation.
An annotated bibliography (APA style) must be handed in and distributed to all class
members representing the various resource materials used to develop the project.
Final “Exam”
Grading
96-100 A
92-95 A88-91 B+
84-87 B
25
pts
30
pts
15
pts
20
pts
10
pts
79-83 B76-78 C+
72-75 C
65-71 C-
If you have a formal accommodation plan developed in conjunction with Higher Ed’s ACCESS
(Disability Support Services) Office or would like to discuss with me the supports that you need in
order to learn well in this class, please contact me within the first few weeks of class. Adaptations and
instructional supports are available through consultation with the instructor, the ACCESS office, the
Center for Academic Resources, the Counseling Center, and Computing and Information Services.
(For more information go to:
http://www.highered.org/disabilityservices/rightsandresponsibilities.html)