Proposal for New Course
I.
EDU 5xx Seminar: An Introduction to Teaching in Special Education
II.
Marge Terhaar-Yonkers
terhaary@meredith.edu
III.
Course description
A. Title: Seminar: An Introduction to Teaching in Special Education
B. Number: EDU 5xx
C. Credit hours: 1
D. Prerequisites: Junior or Senior status.
E. Catalogue description: (6 weeks second SU session) This seminar focuses on special
education as a career and a field of study. It is designed to help the student
examine self in relation to special education. It includes an overview of disabilities,
special educators’ multiple roles, legal and ethical issues, services and programming
for students with disabilities, and advocacy for the students and their families.
F. Learning outcomes: Reflection journal entries and research paper (see syllabus).
IV.
Rationale
A. Justification for addition of course:
The primary purpose is to serve as a recruitment tool. The seminar is designed to
expose students to the field of special education and consider it as a career. The
secondary purpose is to target students from across the triangle area and allow
them access to our MAT program in their senior year, taking one graduate course in
the fall, another in the spring. Upon successful completion, they may apply to the
MAT program.
B. Application to graduation requirements: This course counts as an undergraduate
elective at the students’ respective IHEs.
C. Means of assessment: Students complete weekly reflections (graded for content
and writing mechanics) and complete a topical paper
D. Expected enrollment: 30 each summer.
V.
Impact Statement
A. Primary catalogue changes: Add course description to undergraduate catalogue.
B. Students: Meredith students pay tuition for one additional credit.
Tuition for non-Meredith students is paid by their respective IHEs through
the CRC program.
C. Budget: An instructor is assigned to teach during second summer session.
D. Outline of resulting catalogue changes. See A above.
E. Other departments and programs: None.
VI.
Support Documentation
A. Statements from other programs that may be affected: none.
B. List of references
Proposal for New Course
Many IHEs offer one credit seminars as an introduction to education. Three examples are
presented below, with the first example most closely aligned with the purpose of EDU 5xx.
Example #1 Saginaw Valley State University
Available from: http://catalog.svsu.edu/preview_program.php?catoid=10&poid=1051&returnto=140
TE 100 - Exploring Teaching: K-12
This course provides students with exploratory experiences of teaching as a profession. It is designed to
help the student examine self in relation to education. Field-based experiences in surrounding school
districts including observations in urban and suburban schools are required. TE 100 must be completed
prior to admission to College of Education. Note: Students may not enroll in any 300-level Education
courses until they have been formally admitted to the College of Education or have been given special
permission to enroll in a specific course. Details and forms regarding admissions procedures are
available in the Admissions and Certification Office. Credits: 1
Example #2 Swarthmore
Available from: http://www.swarthmore.edu/cc_educationalstudies.xml
EDUC 014F. First-Year Seminar: Introduction to Education
This seminar will draw on materials from the disciplines of psychology, sociology, philosophy, history,
and political science to address questions about American education. Topics are examined through
readings, software, writing, discussion, and hands-on activity. Fieldwork is required. This course fulfills
the prerequisite for further coursework in educational studies and provides an opportunity for students
to explore their interests in educational policy, student learning, and teaching. 1 credit.
Example #3 NCSU
Available from http://www2.acs.ncsu.edu/reg_records/crs_cat/ECI.html#ECI%20102
ECI 204 Intro to Teaching UNITS: 1-2 - Offered in Fall and Spring Prerequisite: Sophomore standing;
Corequisite: ED 204 For prospective teachers in Middle and Secondary Business and Marketing, English,
Foreign Languages, Language Arts, and Social Studies. Emphasis on what it means to be an educator as
well as differing aspects and procedures of instruction and analysis of competencies required of
teachers. The course has a required fieldwork component in local K-12 school, and students are
responsible for their own transportation to and from the schools. Students are required to purchase
internship liability insurance to participate in this course. Contact University Insurance & Risk
Management for details on acquiring the insurance and the current charge. This course is restricted to
Teacher Education majors.
Proposal for New Course
Seminar: Introduction to Teaching in Special Education
EDU 5xx
Syllabus
Meredith College
Department of Education
Developing teachers who appreciate their significant role in a diverse society.

demonstrates leadership
 understands content
 practices connected pedagogy
 engages in reflective teaching
 exhibits culturally relevant and inclusive teaching
 utilizes continuous assessment
Instructor:
Name:
Phone:
Office Hours:
Office:
Email:
Course Description:
(6 weeks second SU session) This seminar focuses on special education as a career and a field of study.
It is designed to help the student examine self in relation to special education. It includes an overview
of disabilities, special educators’ multiple roles, legal and ethical issues, services and programming for
students with disabilities, and advocacy for the students and their families.
Assessment:
Reflection journal
Each week, write a reflection essay addressing the topic and guided questions. Grading will be based
upon a rubric that evaluates both content and writing mechanics.
Final paper
Students will write a 5 page paper on a special education topic of their choice, approved by the
instructor.
Reflection journal entries
Final paper
Professionalism
60%
25%
5%
Proposal for New Course
Grading
A= 100-90
B=89-80
C=79-70
D=69-65
F=below 65
Schedule of Topics:
Week 1: Exceptionalities
Week 2: Teacher Roles, Professional Standards, and Code of Ethics
Week 3: Legal Issues, Rights, and Advocacy
Week 4: A Day in the Life of an Elementary School Special Educator
Week 5: A Day in the Life of a Middle School Special Educator
Week 6: A Day in the Life of a High School Special Educator
Materials/Readings:
Bureau of Labor Statistics (2100-2011). Occupational outlook handbook: Teachers-Special education.
http://www.bls.gov/oco/ocos070.htm
Wisconsin Department of Public Instruction. An introduction to special education. [ Video]
http://www.youtube.com/watch?v=MCdR2vA1g20
Websites: Careers in Special Education
Council for Exceptional Children http://www.cec.sped.org
National Clearinghouse for Professions in Special Education www.special-ed-careers.org
Personnel Improvement Center: National Center to Improve the Recruitment and Retention of Qualified
Personnel Working with Students with Disabilities http://www.personnelcenter.org
Websites: Resources in Special Education
NICHCY (National Information Center for Children and Youth with Disabilities) www.nichcy.org
Beach Center on Disability www.beachcenter.org
Family Resource Center on Disabilities www.frcd.org
ECAC (Exceptional Children's Assistance Center) www.ecac-parentcenter.org
Inclement Weather Policy:
In the event of inclement weather, the College will run public announcements on local radio and
television stations (WRAL-TV and WPTF ratio). Information about class cancellations is available on
the Meredith website: www.meredith.edu and by calling the Inclement Weather Hotline: 919832-8878. Decisions about canceling classes or delaying the opening of the College are made
available on the Inclement Weather Line (919-832-8878) typically no later than 6:00 a.m. (on the
day of cancellation or delay). Any change thereafter will be made with at least two hours notice
when possible. For those who live a long distance from campus and/or in neighborhoods impacted
differently by inclement weather, decisions about whether or not to come to campus during
inclement weather events are best made by you.
Proposal for New Course
MEREDITH COLLEGE STATEMENT OF HONOR
We, the Meredith community, are committed to developing and affirming in each student a
sense of personal honor and responsibility. Uncompromising honesty and forthrightness are
essential elements of this commitment. The honor system is a method by which individual honors
are protected and maintained. Any dishonorable action will be regarded as a violation of this
commitment and corrective action will be taken.
If I am in violation of the Honor Code, to prevent jeopardizing the honor system or weakening
our system of self-governance, I have an obligation to report myself to the proper authorities. If I
am aware of a violation of the honor system by another student, I shall call this matter to the
attention of that student as a violation of responsibility to the community.
In choosing Meredith College, I am accepting the honor system as a way of life. As a Meredith
student, I am responsible for ensuring that the honor system is at all times carried out.
Professional Expectations of the Meredith College Education program
We, at Meredith, are very proud of the professional educators we graduate. Becoming a
professional is a process that involves more than just coursework; it also involves the continual
development of behaviors and attitudes that will enable a person to make a strong positive contribution
to the teaching profession. We expect the following:
A respect for the people with whom you are working: While on campus this is reflected in
classroom behaviors such as attending classes regularly and on time, notifying the instructor of absences
and turning inadequately prepared work in a timely fashion. Such standards should also be maintained
while conducting fieldwork.
A respect for the diversity represented by the people with whom you are working: This
involves demonstrating attitudes and behaviors that indicate fairness and sensitivity to all people and
openness to other cultures and ideas.
An awareness of the significance of the individual’s role in social interactions: This involves
developing an awareness of how to communicate effectively and an understanding of how your manner
of communication affects others.
A consistent demonstration of professional behavior: This is reflected in such behaviors as
assuming responsibility for behavior, demonstrating initiative, displaying enthusiasm and a positive
attitude toward professional responsibilities, and a willingness to make ethical decisions.