University of Wisconsin-Whitewater
Curriculum Proposal Form #4A
Change in an Existing Course
Type of Action (check all that apply)
Course Revision (include course description & former and new syllabus)
Contact Hour Change and or Credit Change
Diversity Option
General Education Option
area: GS *
Grade Basis
Repeatability Change
Other:
* Note:
For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General
Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Effective Term: 2157 (Fall 2015)
Current Course Number (subject area and 3-digit course number): SPECED 205
Current Course Title:
Introduction to Special Education
Sponsor(s):
Lana L. Collet-Klingenberg
Department(s):
Special Education
College(s):
Education
List all programs that are affected by this change:
None
If programs are listed above, will this change affect the Catalog and Advising Reports for those
programs? If so, have Form 2's been submitted for each of those programs?
(Form 2 is necessary to provide updates to the Catalog and Advising Reports)
NA
Yes
Proposal Information:
I.
They will be submitted in the future
(Procedures for form #4A)
Detailed explanation of changes (use FROM/TO format) Change in course description to
include updated appropriate language and to better reflect the content of the course. No other
changes to content.
II.
FROM: SPECED 205 INTRODUCTION TO SPECIAL EDUCATION 3 u
A survey course designed to familiarize students with the psychological, physiological and
educational problems which confront persons who are cognitively disabled, gifted,
emotionally disturbed, speech impaired, auditorily impaired, visually impaired,
orthopedically and neurologically impaired.
TO: SPECED 205 INTRODUCTION TO SPECIAL EDUCATION 3 u
This survey course is designed to help students explore issues and perspectives related to
children, adolescents, and young adults with a variety of ability and disability experiences in
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educational settings. We will examine the legal, philosophic, and programmatic changes leading
toward integrated models of curriculum and instruction. The course is designed to provide
students with information and experiences that engage them in explicitly examining
conceptions, assumptions, and attitudes related to disability as well as information about the
variety of disability categories covered by federal education law.
III.
Justification for action
SPECED 205 is a lower level course that many students take prior to settling on a major. It is a required
course for most education and many human/social service majors, but those who end up with an unrelated
major, are not able to utilize the credits for their major or to meet university requirements. Making this
course a GenEd Elective option will allow students to use the course toward University requirements
regardless of their major. The course highlights diversity in regard to disability and its interaction with
other aspects of human characteristics such as race/ethnicity, culture, gender and sexuality. It is a survey
course that covers a wide breadth of material/topics.
General Education Eelctive Option Rationale - This course is similar in nature to PSYCH 211
(Introductory Psychology), SOCWORK 102 (Introduction to Social Welfare) and other introductory
level, survey courses that cover a wide breadth of content related to a particular field, thus meeting
General Education requirements for breadth. In addition, this course relates to the core courses,
specifically GENED 120 (Historical Perspectives), GENED 130 (Individual and Society), and GENED
390 (World of Ideas, particularly the Human Condition topic sections) in that topics having to do with
disability and how it shapes an indivdual’s experience (GENED 130), how those with disability have
been treated in various societies historically (GENED 120), and the intersection of race/ethnicity and
disability in history (e.g., genocide). Instructors in SPECED 205 have done linked or integrated
assignments related to these topics with instructors for GENED 120, and GENED 130 in the past. Finally,
while women’s studies and gender studies are not a focal point of the course, in addressing the
marginalization of individuals with disabilities the course does include discussion of and opportunities for
scholarship related to women’s issues (e.g., right to vote, right to work) and gender issues (e.g.,
discrimination in the work place, “don’t ask/don’t tell” policies).
IV.
Syllabus/outline (if course revision, include former syllabus and new syllabus) Please note
that the course content is not being revised, only the course description. The syllabus is
included for further elucidation of how this course meets the requirements for the General
Education elective option.
University of Wisconsin-Whitewater (Fall 2014)
College of Education
Department of Special Education
V.
I.
Descriptive Information
Course Title: Introduction to Special Education (SPECED 205; 3 credit hours)
Section: 02X & 03X
Course Time: 9:30-10:45 T/Th
Location:
2001 Winther Hall
Instructor:
Lana Collet-Klingenberg, Ph.D.
5038 Winther Hall
2
262-472-5380
e-mail: colletkl@uww.edu
Office hours: 1:00-3:00 p.m. Tuesdays & Wednesdays; or by appointment
II.
Required Course Materials
This is a "clicker" course; if you do not already have one, you may pay purchase a new or used
clicker at the university bookstore. In lieu of purchasing a clicker, you may install a clicker App
on your smart phone or tablet. Go here for more info:
https://wiki.uww.edu/dept/instructional/index.php/ResponseWare:_Students
Hallahan, D. P., Kauffman, J. M., & Pullen P. C. (2015). Exceptional Learners: An Introduction to
Special Education. (13th ed.). Boston: Allyn & Bacon.
Additional readings as assigned by the instructor.
III.
Course Description
A survey course designed to familiarize students with the psychological, physiological
and educational problems which confront persons who are cognitively disabled, gifted,
emotionally disturbed, speech impaired, hearing impaired, visually impaired, orthopedically and
neurologically impaired.
VI.
IV. University Policies
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory
learning environment. It is the responsibility of all undergraduate students to familiarize
themselves with University policies regarding Special Accommodations, Academic Misconduct,
Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events
(for details please refer to the Schedule of Classes); the “Rights and Responsibilities” section of
the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and
Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures”
(UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
If a faculty member has evidence that a student has plagiarized information or in any other way
acted in a way that is deemed worthy of disciplinary action according to the University of Wisconsin, the faculty
member will precede following the disciplinary process as detailed on the website
http://www.uww.edu/staffair/slstaff/disciplinary.htm
V.
Reasonable Modifications Requests
Students in need of some reasonable modification of the instructional context are to meet with
the
instructor to discuss the needed modification. If the modification requires the assistance of
personnel,
equipment, or materials that are beyond those readily provided by the instructor, then
the student is to be
referred to Disabled Student Services. Upon referral to Disabled Student
Services, the student must:
A. Sign a request for services based on the presence of a disability;
B. Provide appropriate diagnostic information that establishes that s/he is a qualified individual
with a disability; and
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C. Request in writing the reasonable modification(s) sought to accommodate the qualifying
disability.
Disabled Student Services arranges (in consultation with instructional staff) to provide
appropriate reasonable modifications (John D. Truesdale, memorandum, August 15, 1996)
VI.
Intended Learning Outcomes
The College of Education and Professional Studies at the University of Wisconsin-Whitewater is
committed to the development of professionals who are lifelong learners, creators of knowledge, and
leaders of character and integrity. Responding to the changing needs within our global society, our
programs prepare professionals to actively engage in an open democratic society inclusive of diverse
populations.
This course is designed to meet the following Wisconsin State Teacher Standards and the associated
knowledge and skills from the learned body in Special Education, The Council for Exceptional Children:
Competencies of the Course
Standard 1 – Foundations
Knowledge:
1.
To describe models, theories, and philosophies that provide the basis for special education
practice.
2.
Relationship of special education to the organization and function of educational agencies.
3.
Rights and responsibilities of students, parents, teachers, and other professionals related
exceptional learning needs.
Issues in definition and identification of individuals with exceptional learning needs, including
those from culturally and linguistically diverse backgrounds.
Issues, assurances and due process rights related to assessment, eligibility, and placement
within a continuum of services.
Historical points of view and contribution of culturally diverse groups.
Impact of the dominant culture on shaping schools & the individuals who study and work with
them.
Potential impact of differences in values, languages, & customs that can exist between home &
school.
Skill:
Articulate personal philosophy of special education.
4.
5.
6.
7.
8.
1.
VII.
Standard 2 – Development and Characteristics of Learners
Knowledge:
1.
Educational implications of characteristics of various exceptionalities.
2.
Characteristics and effects of the cultural and environmental milieu of the individual with
exceptional learning needs and the family. Family systems and the role of families in supporting
development.
3.
4.
Similarities and differences of individuals with and without exceptional learning needs.
Similarities and differences among individuals with exceptional learning needs.
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VIII.
Standard 3 – Individual Learning Differences
Knowledge:
1.
Effects an exceptional condition(s) can have on an individual’s life.
2.
Variations in beliefs traditions, and values across and within cultures and their effects on
relationships among individuals with exceptional learning needs, family, and schooling.
3.
Differing ways of learning of individuals with exceptional learning needs, including those from
culturally diverse backgrounds and strategies for addressing those differences.
IX.
1.
Standard 8 – Assessment
Knowledge:
Screening, pre-referral, referral, and classification procedures.
Skills:
1.
Gather relevant background information.
3.
Use assessment information in making eligibility, program, and placement decisions for
individuals with exceptional learning needs, including those from culturally and/or linguistically
diverse backgrounds.
X.
1.
Standard 9 – Professional and Ethical Practice
Skills:
Access information on exceptionalities.
XI.
Standard 10 – Collaboration
Knowledge:
1.
Models and strategies of consultation and collaboration.
2.
Roles of individuals with exceptional learning needs, families, and school and community
personnel in planning of an individualized program.
Skills:
1.
Use group problem solving skills to develop, implement, and evaluate collaborative activities.
Students Are Expected To:
1.
Arrive on time to class, ready to begin at the start of the class period.
2.
Sign in on attendance card for each class session.
3.
Bring materials necessary for active participation in the course, including clicker, text, notebook,
paper, and writing utensils.
4.
Read all assigned material prior to the class session.
5.
Complete all course assignments on time or provide advanced notice if unable to do so. All
assignments are due at the time specified in the syllabus. Late assignments will be accepted at
the discretion of the instructor and may have points deducted.
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6.
Remain actively engaged in the learning environment, meaning to refrain from:
a. Engaging in non-class related discussions or other disruptive behaviors during lecture or
other instructional activities, and
b. Turn off or mute cell phones and pagers; only emergency calls should occur during class; all
emergency calls should be taken privately outside the classroom.
c. While personal computing devices are allowed in class, if a student’s use of a device is
disruptive or distracting to others, the instructor reserves the right to ask a student to turn it
off.
XII.
1.
2.
Instructor Is Expected To:
Start class session on time.
Share important notices, changes to course syllabus, or other reminders at the start of each
class.
Post grades in a timely manner.
Use a variety of instructional techniques to facilitate student learning.
Remain available for consultation with students both in and out of class.
3.
4.
5.
XIII.
VII. Course Requirements
1. Attendance and Participation/Clicker Checks (100 points total): Attendance and participation in
all class sessions is expected. Included are class discussions, participation in small or large group
activities, and other experiences as deemed appropriate by the instructor. Students with more
than 3 unexcused absences in the course will be dropped one letter grade. In order to receive
an excused absence, students should contact the instructor PRIOR to the missed class(es).
Excused absences are defined as illness, family, or medical emergency and should be verifiable.
Note: Students participating in UW-W sponsored athletic events will not lose points for
attendance at these events. Practices for athletics are considered unexcused absences.
Attendance is taken with clickers or via group activities. Using the Student Response System
(SRS), i.e., clickers, you will be assessed each class period for reading/comprehension of
material. This may include a short quiz at the beginning or end of class. Non-attendance will
result in missing comprehension checks and will adversely affect your grade.
2. In-Class Activities (100 points total; 4 at 25 points each): There will be four in-class activities
across the course of the semester, as indicated in the syllabus. Students will receive detailed
instructions and be provided with time to complete the activities in class.
3. Learning Community Group Projects (75 points total): During the first two weeks of class, each
learning community will be given an assigned general topic. Within each learning community,
students will divide into smaller groups of 4- 5 students to complete the project. A final product
that summarizes the work of the group will be turned into the instructor and each group will
complete a short presentation to the rest of the class on an assigned date. Grades for projects
will include the following:
i. Participation/Contribution (25 points):
All group members will confidentially rate one another’s participation in developing
the project and their contribution toward the fact sheet and presentation. These
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ratings will be averaged and each individual will receive a score between 0 and 25
points.
ii. Presentation (25 points):
The presentation should clearly demonstrate what activity the group engaged in,
what was learned, and its impact on group members. Groups are encouraged to be
creative and utilize digital resources as much as possible. This may include a video,
blog, music, wiki, or other digital product or a professional poster. Presentations
should last between 10 and 15 minutes.
iii. Final Product (25 points):
The final product is meant to be a stand-alone outcome of your project about a
specific disability or topic that impacts learners with disabilities. It should provide
your peers with 1) a clear definition or description of the project you engaged in, 2)
detailed information on your topic, and 3) resources for information including
parent groups, research groups, web sites, and helpful practitioner, parent and/or
child focused readings. Resources must be included either as part of the final product
or in a separate handed in document.
4. Mid-Term/Final Quizzes (100 points total, 50 points each X2): Approximately half-way through
the course and also at the end of the course, students will be given an on-line quiz via D2L to
assess knowledge of key concepts in the course. A review sheet will be provided at least one
week prior to each quiz.
5. Accessibility Project (25 points): Each student is expected to visit and assess a building on
campus and a business in the community to assess the buildings (i.e., you will evaluate 2
buildings) in terms of accessibility for individuals with disabilities (e.g., visually, physically). A
handout will be provided on the D2L site with the specific questions to be addressed.
6. Move Review (25 points): Each student is expected to complete a guided movie review for one
of the movies being offered during LC/205 movie nights (hosted throughout the semester in
Knilans lounge (see handout provided in class and on D2L for dates/times and details pertaining
to this assignment).
VI.
Evaluation and Grading
Evaluation criteria for this course shall include accuracy, comprehensiveness, critical thinking,
evaluation skills, and professionalism. The field of special education is, by its nature, one of
active participation and advocacy. I consider class participation, personal reflection, and
reasoned dialogue to be integral elements of a course such as this. Therefore, all students are
expected to come to class prepared to discuss the assigned readings, and to actively and
knowledgeably participate in class activities.
Grading
Assignment
Attendance & Clicker Checks
In-Class Activities
Accessibility Assignment
Move Review Assignment
100 points (10 points each; distributed throughout
semester; 1 freebie)
100 points (25 points each)
25 points
25 points
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Disability Related Project
75 points (25 points for final product, 25 points for in
class presentation; 25 points peer evaluation)
Mid-term/Final Quizzes
100 points (50 points each)
___________________________________________________________
Total Possible Points
425 points
Grading Schedule
A = 382.5 – 425 [94% or above=A, 90-93%=A-]
B = 340 – 382 [87-89%=B+, 84-86%=B, 80-83%=B-]
C = 297.5 – 339 [77-79%=C+, 74-76%=C, 70-73%=C-]
D = 255 – 297 [67-69%=D+, 64-66%=D, 60-63%=D]
F = anything below 255
Class Schedule
Date
Topic
Week One
(9/4)
Introduction and Overview
Week Two
(9/9 & 11)
Week Three
(9/16 & 8)
Week Four
(9/23 & 25)
Assignment
History of Special Education/Legislation
Chapter 1
In-Class Activity #1
(History WebQuest)
Classification and Service Delivery
Chapter 2
Multicultural & Family Considerations
Chapters 3 & 4
Project Groups/Topics Determined
Week Five
(9/30 & 10/2) Intellectual Disabilities
Week Six
(10/7 & 9)
Learning Disabilities/ADHD
Thursday – class is online via D2L
Chapter 5
In-Class Activity #2
Chapter 6 & 7
Accessibility Assignment Due via dropbox on D2L
Week Seven
(10/14)
Tuesday - Quiz #1 (Covers Chapters 1, 2, 3, 4, 5, 6, 7)
(10/16)
Emotional & Behavioral Disorders
Chapter 8
Tuesday - Group Project Presentations/Together We Teach
Thursday - Autism Spectrum Disorders
Chapter 9
Week Eight
(10/21 & 23)
Week Nine
(10/28 & 30)
Communication Disorders
Completed on-line
Chapter 10
In-Class Activity #3
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Week Ten
(11/4 & 11/6) Sensory Impairments
Week Eleven
(11/11 & 13)
Week Twelve
(11/18 & 20)
Chapter 11 & 12
In-Class Activity #4
Severe & Multiple Disabilities
Chapter 13
Tuesday – Group Project Presentations/Teachers Have Class
Thursday - Physical Disabilities / Orthopedic & OHI
Chapter 14
Week Thirteen
(11/25)
Tuesday - Group Project Presentations/Live & Learn
(11/28)
Happy Thanksgiving! No class
Week Fourteen
(12/2 & 4)
Gifted & Talented
Week Fifteen
(12/9 & 11)
Chapter 15
Movie Review Due (Thurs)
Tuesday – Group Project Presentations/For the Love of Teaching
Thursday – Wrap up & Review for Final Quiz
Attendance taken 
Quiz #2 (Covers Chapters 8, 9, 10, 11, 12, 13, 14, 15) to be completed during Final Exam Time – Online
beginning noon on 12/11 and ending at noon on 12/18; OR in class from 7:45 – 9:45 on December 18th
VIII. Modes of Instruction
50%
Direct Instruction and Discussion
25%
Alternative Activities such as Videos and Hands-On Activities
25%
Group Work
100%
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