SPED 7729, No1 & No2, Spring 2013
SPECIAL EDUCATION LAW
SPED 7729
Semester/Year
Spring 2013
Time/Location
Online
Instructor
Kimberly Grantham Griffith, Ph.D.
Office Location
210 Education Annex
Office Hours
Monday & Tuesday: 2:00 – 4:00
Thursday: 9:00 – 12:00; Friday 12:00 – 3:00
Online Hours
By appointment
Telephone
Direct Line: 678-839-5521
Department Line: 678-839-6567
Fax: 678-839-6162
Email
kgriffit@westga.edu
Online Support
CourseDen Home Page
https://westga.view.usg.edu/
CourseDen Help & Troubleshooting
http://www.westga.edu/~distance/webct1/help
UWG Distance Learning
http://distance.westga.edu/
UWG On-Line Connection
http://www.westga.edu/~online/
Distance Learning Library Services
http://westga.edu/~library/depts/offcampus/
Ingram Library Services
http://www.westga.edu/library/
University Bookstore
http://www.bookstore.westga.edu/
COURSE DESCRIPTION
This course provides public school administrators and teachers the opportunity to examine the statutory and
case law requirements of educating special populations.
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SPED 7729, No1 & No2, Spring 2013
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which programs, courses,
experiences, and outcomes are created. With the goal of Preparing Exemplary Practitioners, our programs
incorporate ten descriptors (knowledgeable, reflective, inquisitive, decisive, adaptive, proactive, leading,
collaborative, culturally sensitive, empathetic), clustered into three interrelated and overlapping themes, that
demonstrate our commitment to (a) Professional Excellence; (b) Field-Based Inquiry; and (c) the Betterment of
Society. These themes and descriptors are integral components of the conceptual framework and provide the
basis for developing exemplary practitioners who are prepared to improve schools and communities. National
and state standards include the national standards from the Council for Exceptional Children (CEC) - Advanced
Preparation Standards and the National Board for Professional Teaching Standards – Exceptional Needs
Standards also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to provide excellence in the initial and advanced preparation of
professionals for a variety of settings, to foster an innovative learning community, and to empower a faculty
committed to teaching and the dissemination of knowledge. This course’s objectives, activities, and assignments
are related directly to the conceptual framework and national standards, as identified below.
APPROACHES TO INSTRUCTION
This class will draw upon lectures, independent readings, interactive technology, small group discussion, and
case studies.
This course will be delivered approximately 100% online. This requires the online equivalent of
2250 minutes of instruction and an additional 4500 minutes of supporting activities.
As such, you will be required to complete the following online activities during this course:
Activity
Discussion posts
Audio/video instruction
Online assignments
Article/Case Reviews
Final Project
Instructional Equivalent
500 minutes
200 minutes
300 minutes
500 minutes
750 minutes
Additionally, it is anticipated that students will need to work independently for twice the number
minutes listed above to complete the online activities.
COURSE OBJECTIVES
Students will:
1. understand the role of the federal government and federal courts in the law and administration of special
education (Alexander & Alexander, 2009; Alexander & Alexander 2012; LaMort 2012; Latham, Latham,
& Mandlawitz, 2008; Underwood & Mead, 1994; Yell, 2012) (UWG College of Education’s Conceptual
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SPED 7729, No1 & No2, Spring 2013
Framework - Knowledgeable, Reflective, Culturally Sensitive; CEC Advanced Preparation Standards 3
& 6; NBPTS EN 2)
2. become familiar with the landmark decisions of the United States Supreme Court and the federal
appellate courts and the impact of these decisions on the law and administration of special education
(Alexander & Alexander, 2012; Bartlett, Etscheidt & Weisenstein, 2007; Imber & van Geel, 2005;
LaMorte, 2012; Underwood & Mead, 1994; Yell, 2012) (UWG College of Education’s Conceptual
Framework - Knowledgeable, Reflective, Culturally Sensitive; CEC Advanced Preparation Standards 3
& 6; NBPTS EN 2)
3. develop an understanding of the judicial and appellate process at the federal and state levels and how that
relates to special education law (Alexander & Alexander, 2009; LaMorte, 2012; Lathen et. Al., 2008)
(UWG College of Education’s Conceptual Framework – Knowledgeable; CEC Advanced Preparation
Standard 6)
4. develop the ability to read a court decision and brief in order to demonstrate an understanding of its
implications for special education (Alexander & Alexander, 2009; Alexander & Alexander, 2012;
LaMorte, 2012; Valente & Valente, 2005) (UWG College of Education’s Conceptual Framework –
Knowledgeable; CEC Advanced Preparation Standards 3 & 6)
5. acquire an understanding of legal terminology and procedures as it relates to special education law
(Alexander & Alexander, 2012; Imber & van Geel, 2005; LaMorte, 2012; Latham et al., 2008; Valente &
Valente, 2005) (UWG College of Education’s Conceptual Framework – Knowledgeable; CEC Advanced
Preparation Standards 3 & 6)
6. acquire an understanding of the use of technology as a means of compliance with the mandates of the
IDEA and Section 504 of the Rehabilitation Act of 1973 in the delivery of educational services to
students with disabilities (Yell, 2012) (UWG College of Education’s Conceptual Framework –
Knowledgeable; CEC Advanced Preparation Standard 3)
LINKS TO PROFESSIONAL STANDARDS
CEC Advanced Preparation Standards:
http://www.cec.sped.org/~/media/Files/Standards/ProfessionalStandards/Advanced_Preparation_Standards.pdf
National Board for Professional Teaching Standards – Exceptional Needs Standards (NBPTS EN)
http://www.nbpts.org/userfiles/File/ecya_ens_standards.pdf
LINK TO THE UNIVERSITY OF WEST GEORGIA’S CONCEPTUAL FRAMEWORK.
University of West Georgia – College of Education Professional Framework
http://www.westga.edu/coe/
TEXTS, READINGS, INSTRUCTIONAL RESOURCES, AND REFERENCES
Required Text(s)
Yell, M. L. (2012). The law and special education (3rd ed.) Upper Saddle
River NJ: Pearson
Suggested Text(s)
None
Required Instructional Resource: Tk20 Subscription – Your Final Project must be uploaded into
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SPED 7729, No1 & No2, Spring 2013
]
TK20 to receive a grade for the course. You will receive a grade of F
for the course if your Final Project is not uploaded into TK20.
These subscriptions are available at the University Bookstore or at
http://westga.tk20.com/campustoolshighered/start.do.
If you have purchased a subscription previously, DO NOT resubscribe. For more information about this resource, see
http://www.westga.edu/coe/index_550.php.
For assistance, email tk20@westga.edu.
Course References
Alexander, K. & Alexander, M. D. (2012) American public school law (8th ed.). Belmont, CA:
Wadsworth
Alexander, K. & Alexander, M. D. (2009) The law of schools, students and teachers in a nutshell (4th
ed.) Belmont, CA: Thomson/West.
Bartlett, L.D., Etschedidt, S. & Weisenstein, G. R. (2007). Special education law and practice in public
schools (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Imber, M & van Geel, T. (2005) Education law (3rd ed.). Mahwah, NJ: McGraw-Hill.
LaMorte, M. (2012) School law: Cases and concepts (10th ed.). Boston: Pearson/Allyn & Bacon.
Latham, P. S., Latham, P. H. & Mandlawitz, M. R. (2008) Special education law. Boston:
Pearson/Allyn & Bacon.
Underwood, J. & Mead, J. (1994). Legal aspects of special education and pupil services. Boston:
Allyn & Bacon.
Valente, W.D. & Valente, C. M. (2005). Law in the schools (6th ed.). Upper Saddle River, NJ: Merrill.
Periodicals and Databases
Because of the rapidly changing nature of special education law, periodicals are suggested sources of reference
for supplemental reading and research. These include:
American Law Reports
GLRS Journal
Journal of Law and Education
Lexis Data Base
Special Educator
United States Law Weekly
West’s Education Law Reporter
Journal of Law and Education
Hofstra Labor & Employment Law Journal
Georgia State University Law Review
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SPED 7729, No1 & No2, Spring 2013
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING
Link to Conceptual Framework: The assignments are designed to make the students more knowledgeable
about the law of special education and to link it to practice. Students will reflect upon the law and make
decisions based on what they have learned and how to apply it to the P – 12 school environment. Students will
become more culturally sensitive about the impact of the law upon students with disabilities and students of
color. The three descriptors are reflected in all the assignments and activities.
LINK TO THE UNIVERSITY OF WEST GEORGIA’S CONCEPTUAL FRAMEWORK.
University of West Georgia – College of Education Professional Framework
http://www.westga.edu/coe/
Assignments
1. Module Discussion Questions : You are expected to read the Module reading assignments (which are
subject to change if new information becomes available in the area of special education law), and the
court cases. Be prepared to actively participate in the 13 discussion postings. In Thirteen of the
modules, students will be expected to respond to a discussion prompt provided by the instructor.
Students are expected to read and participate in all online discussions. You are expected to make an
initial posting by the middle of the week (Wednesday), and follow up with your your remaining posts
no later than the Module due date. Each discussion is worth five points : posting your initial thoughts
(3 points), responding to at least two other posts (2 points). A reflective response includes new
information, personal perspectives, or other input that shows thought and consideration of the issue. It
goes beyond simple agreement or endorsement of responses that already have been posted. Your
discussion question grades will be based on two considerations : active contributions to discussion and
obvious preparation. You are also expected to respond to your classmates in an objective and
professional manner.
(Objectives 1 – 6 ; instructor observation ; CourseDen D2L readings and postings; online discussions;
rubric)
2. Article/Case Reviews : You are expected to complete five (5) article/case reviews related to the
assigned topic. Articles should not exceed three pages per assignment. (Objective 4 ; written product;
rubric)
3. Quizzes : Complete 6 online quizzes made available through CourseDen D2L related to the topics and
information covered in the modules.
(Objectives 1 -6; quizzes)
4. Final Project : Select an appropriate topic of relevant interest (approved by the instructor) for the
preparation of a 12 – 15 page research paper related to special education law.
(Objectives 1 – 6 ; written product; rubric)
Specific directions will be provided for each of these requirements in the Modules.
Evaluation Procedures
Assignments will be graded by the course instructor based on the information provided in this syllabus and
through the course Modules. All assignments are due by midnight on the due date (see syllabus and CourseDen
D2L Modules for due dates). Late assignments will not be accepted unless prior approval is given by the
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SPED 7729, No1 & No2, Spring 2013
instructor. Late assignments will have up to 5 points deducted for each calendar day late (see each
activity rubric for information).
Assignment
1. Module Discussion
Questions (13)
Points
Assessment Tools
5 points
Rubric
each = up
to 65 points
(20% of the
class
grade)
2. Article/Case Reviews (5)
20 points
Rubric
each, up to
100 points
(31% of
class
grade)
3. Quizzes (6)
10 points
Rubric
each, up to
60 points
(18% of
class
grade)
4. Final Project (1)
Up to 100
Rubric
points
TOTAL POSSIBLE POINTS
UP TO
See each activity
325
Rubric for grading
POINTS
criteria.
(see
grading
scale
below)
The student will have access to all grading rubrics in CourseDen D2L.
Due Date
See assigned due dates
in the syllabus.
See assigned due dates
in the syllabus.
See assigned due dates
in the syllabus.
See assigned due dates
in the syllabus.
See assigned due dates
in the syllabus.
Grading
A
B
C
F
293 – 325 points
260 – 292 points
228 – 259 points
Below 259 points
90% - 100%
80% - 89%
70% - 79%
Below 70% or
academic
dishonesty
CLASS, DEPARTMENT, AND UNIVERSITY POLICIES
Academic Honesty: All work completed in this course must be original work developed this semester.
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a
student uses or purchases ghostwritten papers. It also occurs when a student utilizes ideas or information
obtained from another person without giving credit to that person. If plagiarism or another act of academic
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SPED 7729, No1 & No2, Spring 2013
dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in the
latest Student Handbook and the Graduate Catalog.
Disability: All students are provided with equal access to classes and materials, regardless of special needs,
temporary or permanent disability, special needs related to pregnancy, etc. If you have any special learning
needs, particularly (but not limited to) needs defined under the Americans with Disabilities Act, and require
specific accommodations, please do not hesitate to make those known, either yourself or through the
Coordinator of Disability Services. Students with documented special needs may expect accommodation in
relation to classroom accessibility, modification of testing, special test administration, etc. For more
information, please contact Disability Services at the University of West Georgia:
http://www.westga.edu/studentDev/index_8884.php. Any student with a disability documented through
Student Services is encouraged to contact the instructor right away so that appropriate accommodations
may be arranged. In addition, certain accommodations (which will be discussed in class) are available to all
students, within constraints of time and space.
Extra Credit: Opportunities for extra credit will not be provided for this class.
Late Work: Students are expected to submit assignments on time. Valid reasons for submitting work late
must be approved by the instructor in advance. Assignments will be graded by the course instructor based
on the information provided in the syllabus, CourseDen D2L and the activity rubric. Assignments are due
by 11:59 p.m. on the due date as listed in the syllabus and on CourseDen D2L. Late assignments may
have up to five (5) points deducted for each calendar day late (see rubric for more information).
Professional Conduct: Students are expected to conduct themselves in a professional manner when
completing assignments and interacting with classmates through the discussion board in CourseDen D2L.
Student Email Policy: University of West Georgia students are provided a MyUWG email account, which
is the official means of communication between the University and student. It is the student’s responsibility
to check this email account for important University related information. The student should also
periodically check their CourseDen D2L email for correspondence. The Instructor will also communicate
through CourseDen D2L email system.
CLASS OUTLINE
DATE FOR
MODULES
MODULE TOPICS
January 7 –
14
Online
Orientation to the
course and Special
Education Law
READINGS
(PLEASE READ THE CHAPTERS,
COURT CASES, AND ADDITIONAL
READINGS FOR EACH MODULE.
THE INFORATION WILL ASSIST
YOU IN THE COMPLETION OF
THE COURSE ASSIGNMENTS
Readings
http://idea.ed.gov/explore/home
Building the Legacy IDEA 2004
Cases :
* Draper v. Atlanta Indep. Sch. System 480 F.
Supp.2d 1331 (N.D. GA 2007)
7
ASSIGNMENTS
& DUE DATES
Discussion Post #1
(Your initial post
must be completed
by Wednesday.
Your responses to at
least two classmates’
posts are due by
11 :59 p.m. on
SPED 7729, No1 & No2, Spring 2013
1/14/13.
January 14 –
22
Online
January 22 –
28
Online
Introduction to the
Yell Text, Chapters 1 – 3
American Legal System
and Legal Research
Additional Readings can be found in the
Online Modules.
IDEA, Section 504 and
the ADA
Yell Text, Chapters 4 – 7
Cases :







Mills v. Bd. Of Educ. Of Columbia,
348 F. Supp. 866 (D.D.C. 1972).
Southeastern Community College v.
Davis, 442 U.S. 397 (1979).
Grube v. Behlehem Area Sch. Dist.,
550 F. Supp. 418 (E.D. Penn. 1982).
Sch. Bd. Of Nassau County v. Arline,
480 U.S. 273 (1987).
Rothschild v. Grottenthaler, 907 F.
2d 286 (2nd Cir. 1990).
Davis v. Francis Howell Sch. Dist.,
138 F.3d 754 (8th cir. 1998).
Sutton v. United Airlines, 527 U.S.
471 (1999).
Additional Readings can be found in the
Online Modules.
January 28 –
February 4
Online
Zero Rejection
Cases :





Pennsylvania Ass’n for Retarded
Citizens (PARC) v. Pennsylvania,
334 F. Supp. 1257 (E.D. Pa. 1971).
Green v. Johnson, 513 F. Supp. 965
(D. Mass. 1981).
Doe v. Belleville Public Schools
Dist. No. 118, 672 F. Supp. 342
(S.D. III 1987).
Timothy W. v. Rochester Sch. Dist.,
875 F.2d 954 (1st Cir. 1989)
Handberry v. Thompson, 92F. Supp.
2d 244 (S.D.N.Y. 2000)
Additional Readings can be found in the
8
Discussion Post #2
(Your initial post
must be completed
by Wednesday.
Your responses to at
least two classmates’
posts are due by
11 :59 p.m. on
1/22/13.
1st Article/Case
Review - Due by
11 :59 p.m. on
1/22/13.
Discussion Post #3
(Your initial post
must be completed
by Sunday. Your
responses to at least
two classmates’
posts are due by
11 :59 p.m. on
1/28/13.
Quiz #1 – the quiz
will be open from
midnight on 1/22/13
to 11 :59 p.m. on
1/28/13. You will
have a two (2) hour
period to take the
quiz.
Discussion Post #4
(Your initial post
must be completed
by Sunday. Your
responses to at least
two classmates’
posts are due by
11 :59 on 2/4/13.
SPED 7729, No1 & No2, Spring 2013
Online Modules.
February 4 –
11
Online
Testing, Classification,
and Placement
Yell Text, Chapter 9
Cases :






PASE v. Hannon, 506 F. Supp. 831
(N.D. Ill. 1980).
Larry P. v. Riles, 793 F. 2d 969 (9th
Cir. 1984).
Georgia State Conferences of
Branches of NAACP v. Georgia, 775
F.2d 1403 (11th Cir. 1985).
Georgia State Conferences of
Branches of NAACP v. Georgia,
1986 U.S. Dist. LEXIS 16962 (S.D.
Ga. 1986).
Doe v. Bd. Of Educ. Of Connecticut,
753 F. Supp. 65 (D. Conn. 1990).
Wenger v. Canastota Sch. Dist., 961
F. Supp. O416 (N.D.N.Y. 1997).
Additional Readings can be found in the
Online Modules.
February 11
– 18
Online
February 18
– 25
Online
Free Appropriate Public Yell Text, Chapters 8 & 10
Education (FAPE)
Additional Readings can be found in the
Online Modules.
FAPE continued and
the IEP
Cases :



Bd. Of Educ. Of the Hendrick
Hudson Central Sch. Dist. V.
Rowley, 458 U.S. 176 (1982).
Georgia Assoc. Of Retarded Citizens
v. McDaniel, 716 F. 2d 1565 (11th
Cir. 1983).
Burlington Sch. Committee V.
Massachusetts Dep’t of Educ., 471
U.S. 359 (1985).
9
Discussion Post #5
(Your initial post
must be completed
by Saturday. Your
responses to at least
two classmates’
posts are due by
11 :59 p.m. on
2/11/13.
Possible Topic for
Final Project Due by
11 :59 p.m. on
2/11/13
2nd Article/Case
Review - Due by
11 :59 p.m. on
2/11/13.
Discussion Post #6
(Your initial post
must be completed
by Saturday. Your
responses to at least
two classmates’
posts are due by
11 :59 p.m. on
2/18/13.
Quiz #2 – the quiz
will be open from
midnight on 1/28/13
to 11 :59 p.m. on
2/18/13. You will
have a two (2) hour
period to take the
quiz.
Discussion Post #7
(Your initial post
must be completed
by Saturday. Your
responses to at least
two classmates’
posts are due by
11 :59 p.m. on
2/25/13.
SPED 7729, No1 & No2, Spring 2013





February 25
– March 4
Online
Least Restrictive
Environment (LRE)
Alamo Heights Indep. Sch. Dist. V.
State Bd. Of Educ., 790 F.2d 1153
(5th Cir. 1986).
Polk V. Central Sasquehanna
Inmtermedicate Unit 16, 853 F. 2d
171 (3rd Cir. 1988).
Johnson v. Indep. Sch. Dist. No. 4,
921 F.2d 1022 (10th Cir. 1990).
Cypress-Fairbanks Indep. Sch. Dist.
V. Michael F., 118 F.3d 245 (5th
Dir. 1997).
M.L. V. Federal Way Sch. Dist., 387
F.3d 1101 (9th Cir. 2004).
Additional Readings can be found in the
Online Modules.
Yell Text, Chapter 11
Additional Readings can be found in the
Online Modules.
3rd Article/Case
Review - Due by
11 :59 p.m. on
2/25/13.
Discussion Post #8
(Your initial post
must be completed
by Wednesday.
Your responses to at
least two classmates’
posts are due by
11 :59 p.m. on
3/4/13.
Quiz #3 – the quiz
will be open from
midnight on 2/18/13
to 11 :59 p.m. on
3/4/13. You will
have a two (2) hour
period to take the
quiz
MARCH
4, 2013
WITHDRAWAL Last day to withdraw with a
grade of « W ».
March 4 – 11
Online
LRE continued
Cases :







Ronker v. Walter, 700 F.2d 1058
(6th Cir. 1983).
A.W. v. Northwest R-1 Sch. Dist.,
813 F.2d 158 (8th Cir. 1987).
Lachman v. Illinois State Bd. of
Educ., 852 F.2d 290 (&th Cir. 1988)
Daniel R.R. v. State Bd. of Educ.,
874 F.2d 1036 (5th Cir. 1989)
Barnett v. Fairfax County Sch. Bd. of
Educ., 721 F. Supp. 757 (E.D. Va.
1989)
Greer v. Rome City Sch. Dist., 950
F.2d 688 (11th Cir. 1991).
Oberti v. Bd. of Educ. of the
10
Discussion Post #9
(Your initial post
must be completed
by Wednesday.
Your responses to at
least two classmates’
posts are due by
11 :59 p.m. on
3/11/13.
SPED 7729, No1 & No2, Spring 2013



March 11 –
25
Online
Procedural Safeguards
Borough of Clementon Sch. Dist.,
995 F.2d 1204 (3rd Cir. 1993).
Sacramento City Unified Sch. Dist.
V. Rachel H., 14 F.3d 1398 (9th Cir.
1994).
Clyde K. v. Puyallup Sch. Dist., 35
F.3d 1396 (9th Cir. 1994).
Murray v. Montrose County Sch.
Dist. RE-IJ, 51 F.3d 921 (10th Cir.
1995).
Additional Readings can be found in the
Online Modules.
Yell Text, Chapter 12
Cases :





Goss v. Lopez, 419 U.S. 565 (1975).
Hall v. Vance Cty. Bd. of Educ., 774
F.2d 629 (4th Cir. 1985).
Max M. v. Ill. St. Bd. of Educ., 629
F. Supp 1504 (N.D. Ill. 1986).
Spielberg v. Henrico Cty. Public
Schools, 853 F.2d 256 (4th Cir.
1988).
Deal V. Hamilton Cty. Bd. of Educ.,
392 F.3d 840 (6th Cir. 2004).
Additional Readings can be found in the
Online Modules.
March 18 –
25
SPRING BREAK
UWG No Classes
SPRING BREAK
UWG No Classes
March 25 –
April 1
Online
Damages,
Reimbursement, and
Compensatory
Education
Cases :






Jefferson County Bd. of Educ. V.
Breen, 853 F.2d 853 (11th Cir.
1988).
Florence County Sch. Dist. Four v.
Carter, 510 U.S. 7 (1993).
Ms. M. v. Portland Sch. Committee,
360 F.3d 267 (1st Cir. 2004).
Reid v. District of Columbia, 401
F.3d 516 (D.C. Cir. 2005).
Ortega v. Bibb Cty. Sch. Dist., 397
F.3d 1321 (11the Cir. 2005).
Grimshaw, W., & Markus, S. (n.d.)
Board of Educ. Of the Cty. Of New
York v. Tom F. (06-637). New York :
Cornell University Law School
Retrieved from
http://www.law.cornell.edu/supct/cer
t/06-637
11
Discussion Post #10
(Your initial post
must be completed
by Wednesday.
Your responses to at
least two classmates’
posts are due by
11 :59 p.m. on
3/25/13.
Quiz #4 – the quiz
will be open from
midnight on 3/4/13
to 11 :59 p.m. on
3/25/13. You will
have a two (2) hour
period to take the
quiz.
SPRING BREAK
UWG No Classes
Discussion Post #11
(Your initial post
must be completed
by Wednesday.
Your responses to at
least two classmates’
posts are due by
11 :59 p.m. on
4/1/13.
FINAL
PROJECT
DUE- The
project must be
uploaded into
TK20 in order
SPED 7729, No1 & No2, Spring 2013

Forrest Grove Sch. Dist. v., T.A.,
129 S.Ct. 2484 (2009)
Additional Readings can be found in the
Online Modules.
April 1 – 8
Online
Shared Decision
Making
& Related Services
Cases :







Hjortness v. Neenah Joint School
District, 507 F.3d 1060 (7th Cir.
2007).
Irving Indep. Sch. Bd. v. Tatro, 468
U.S. 883 (1984).
Cohen v. Sch. Bd., 450So.2d 1238
(Fla. 1984)
Hurry v. Jones, 734 F.2d 879 (1st
Cir. 1984).
Detsel v. Bd. of Educ. Of the Auburn
Enlarged City Sch. Dist., 820 F.2d
587 (2nd Cir. 1987).
Babb v. Knox County Sch. System,
965 F.2d 104 (6th Cir. 1992).
Cedar Rapids Community Sch. Dist.
V. Garret F., 526 U.S. 66 (1999).
Additional Readings can be found in the
Online Modules.
April 8 – 15
Online
Discipline &
Outstanding Issues
Yell Text, Chapters 13 & 14
Additional Readings can be found in the
Online Modules.
to be graded.
Due date for the
Final Project is
by 11 :59 p.m.
on 4/1/13.
Discussion Post #12
(Your initial post
must be completed
by Wednesday.
Your responses to at
least two classmates’
posts are due by
11 :59 p.m. on
4/8/13.
4th Article/Case
Review - Due by
11 :59 p.m. on
4/8/13.
Quiz #5 – the quiz
will be open from
midnight on 4/1/13
to 11 :59 p.m. on
4/8/13. You will
have a two (2) hour
period to take the
quiz.
Discussion Post #13
(Your initial post
must be completed
by Wednesday.
Your responses to at
least two classmates’
posts are due by
11 :59 p.m. on
4/15/13.
5th Article/Case
Review - Due by
11 :59 p.m. on
4/15/13.
April 15 – 22
Online
Discipline Continued
& Outstanding Issues
Cases :




Victoria L. v. Dis. Sch. Bd., 741 F.2d
369 (11th Cir. 1984).
Honig v. Doe, 484 U.S. 305 (1988).
Light v. Parkway C-2 Sch. Dist., 41
F.3d 1223 (8th Cir. 1994).
Rodiriecus L. v. Waukegan Sch. Dist.
No. 60, 90 F.3d 249 (7th Cir. 1996).
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SPED 7729, No1 & No2, Spring 2013


Final Exam
Online
FINAL QUIZ Comprehensive
A.W. v. Fairfax Cty. Sch. Bd., 372
F.3d 674 (4th Cir. 2004).
Alex R. v. Forrestville Valley Comm.
Unit Sch. Dist. #221, 375 F.3d 603
(7th Cir. 2004).
Additional Readings can be found in the
Online Modules.
A Study Guide will be included in the
Module.
FINAL EXAM The online exam will
be open from
midnight on 4/19/13
to 11 :59 p.m. on
4/25/13. You will
have a two (2) hour
period to take the
quiz.
PLEASE NOTE THAT CHANGES CAN BE MADE TO THE SYLLABUS AT ANY TIME DURING
THE SEMESTER. THE INSTRUCTOR WILL EMAIL A COPY OF THE UPDATED SYLLABUS TO
THE CLASS WITH A NOTE TO REPLACE THE CURRENT SYLLABUS IF NEEDED.
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