Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
SYLLABUS FOR CDEC 1359
Children with Special Needs
Hybrid Course
Semester Hours Credit: 3
Lecture Hours: 48
Lab Hours: 0
Course Dates:
30 March-18 May, 2015
In Class sessions:
Mondays from 18:00 to 21:00
Class Dates:
March 30, April 13, 20, 27, May 4, 11, and 18
Location: Grafenwoehr Education Center
Instructor: Birgit Keiser
Office Hours: by appointment
Instructor Email: birgitkeiser.ctc@gmail.com
Phone: 01757683766
INSTRUCTOR BIOGRAPHY
Birgit Keiser received her undergraduate degree in Social Work from a college in Nuremberg/ Germany.
She earned a M.S. in Special Education from Portland State University. As Research Scholar in
Developmental Disabilities at the Oregon Health Sciences Universities she has had the opportunity to
work as part of a trans-disciplinary, medical team. Her passion is working with children with and without
disabilities. She has worked as an early childhood teacher in an inclusive pre-school setting. In addition,
she has provided assessment and consultation services for students with and without disabilities. She
has worked at the elementary and middle school level with students with disabilities. Over the years she
has taught a variety of parenting classes. She has five children ages 4-15.
I.
INTRODUCTION
A.
A survey of information regarding children with special needs including possible
causes and characteristics of exceptionalities, intervention strategies, available
resources, referral processes, the advocacy role, and legislative issues. The
student will summarize causes, incidence, and characteristics of exceptionalities
related to the domains of development; discuss current terminology and practices
Page 1 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
for intervention strategies; identify appropriate community resources and
referrals for individual children and families; identify legislation and legal
mandates and their impact on practices and environments; explain the role of
advocacy for children with special needs and their families; and identify
materials and resources, including current technology, to support learning in all
domains for each and every child.
II.
B.
This course is a required course for the AAS Degree and Certificates in the
Child Development field.
C.
This course is occupationally related and serves as preparation for careers in
Child Development.
D.
Prerequisite(s): None
LEARNING OUTCOMES
A. Upon successful completion of this course, The Children with Special Needs, the
students will be able to:
1.
Summarize causes, incidence, and characteristics of
exceptionalities related to the domains of development.
1. Define areas of exceptionalities and special education.
2. Discuss classification and labeling of children with special needs.
3. Identify individuals and their roles in developing and implementing
educations plans.
4. Discuss history and impact of legislation affecting children with
special needs.
5. Describe the impact of landmark court cases on special education.
6. Identify the Code of Ethics for the Division for Early Childhood
(DEC) of the Council for Exceptional Children.
2.
Discuss current terminology and practices for intervention strategies.
a.
Discuss classification and labeling of children with special needs.
b.
Identify individuals and their role in developing and implementing
educational plans.
c.
Discuss how goals from IEPs and IFSPs are written for daily
activities and routines.
3.
Identify appropriate community resources and referrals for individual
children and families.
a.
Summarize needs and challenges of families caring for children
with special needs by providing appropriate resources and
referrals.
b.
Gather information on resources available in the community.
Page 2 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
c.
Discuss referral process.
III.
4.
Identify legislation and legal mandates and their impact on practices and
environments.
a.
Discuss history and impact of legislation affecting children with
special needs.
b.
Describe impact of landmark court cases on special education.
5.
Explain the role of advocacy for children with special needs and their
families.
a.
Identify agencies which advocate for children with special
needs and their families.
b.
Explain how the code of ethical conduct applies to special
education.
6.
Identify materials and classroom resources, including current technology,
to support learning in all domains for each and every child.
a.
Create and/or modify environments, equipment, materials, supplies
and experiences to meet individual needs of all children including
children with special needs.
b.
Establish and maintain positive, collaborative relationships with
other professionals and families, and work effectively as a member
of a professional team.
INSTRUCTIONAL MATERIALS
There is NO TEXTBOOK required for this course. All required readings are contained
within the blackboard learning platform as PDF Files. Instructors and sites may
disseminate these files as needed in printed or digital formats.
IV.
COURSE REQUIREMENTS
A.
Your first responsibility is scholarship. The grade you receive for this course will
not be the grade of the instructor, but rather the grade you and you alone make.
B.
You should attend class regularly and be prepared to participate in classroom
discussions and to take unannounced quizzes relating to text assignments and lecture
material presented from the beginning of the course. Please refer to ‘Class
Attendance and Course Progress’ under the Academic Policies section in our current
Central Texas College (CTC) Course Catalog.
C.
You are encouraged to give your best effort throughout the course. From the
beginning, you should plan for a steady, organized, and continuous effort, which in
the long run will prove more effective for your final grade than a last minute crashPage 3 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
cram policy. Your course grade is not determined solely by exam grade. Such
factors as class participation, initiative, attendance, and individual research papers or
projects will be considered in grade computation.
D.
From time to time, special library and/or outside assignments will be made to
members of the class individually and/or in groups. You are expected to read all
assignments and fulfill your responsibilities to any group assignment.
E.
You are expected to read all assigned material and bring your textbook/reading
materials to class. Keep informed on all assignments, especially after an absence.
F.
Good class notes are indispensable for earning a good grade, since both the material
assigned and that discussed in class will be the basis for examination material.
G.
Scholastic Honesty: All students are required and expected to maintain the highest
standards of scholastic honesty in the preparation of all coursework and during
examinations. The following are considered examples of scholastic dishonesty:
Plagiarism: The taking of passages from the writing of others without giving
proper credit to the sources.
Collusion: Using another’s work as one’s own, or working together with
another person in the preparation of work, unless such joint preparation is
specifically approved in advance by the instructor.
Cheating: Giving or receiving information on examinations.
H.
V.
Special Work: A term paper or other project, per requirements of the instructor, will
be required. The subject must be appropriate for the course material. Check with
the instructor when you have made a selection. The value is indicated in the
semester grade computation and has considerable weight on your final average.
COURSE FORMAT – Hybrid with BLACKBOARD
This course has been developed as a hybrid course. Hybrid courses combine face-to-face
classroom instruction with assignments and interaction with instructor via CTC
Blackboard. It is the student’s responsibility to make sure that they have access to CTC
Blackboard and that they are familiar with the contents and assignments. It is also the
student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the
online class portion and to participate in the online Blackboard discussions and
assignments. Failure to do so will violate the attendance policy and will have a negative
impact on the course grade.
The course will meet for eight weeks on Mondays from 18:00 to 21:00 for face-to-face
sessions. In addition, instructional strategies will include weekly CTC Blackboard
assignments and discussion boards to accomplish the remaining instruction per week.
Page 4 of 15
Final Syllabus – CDEC 1359
VI.
Instructor: Birgit Keiser
EXAMINATIONS
A.
There will be a minimum of two major examinations and a written paper or project as
follows:
1.
Mid-term exam online (non-proctored)
(Exam will be available on blackboard between 04-21-15 to 04-24-2015
at midnight European Time)
2.
Final exam on 18 May, 2015 (proctored)
3.
Research Project due on May 10, 2015 (midnight)
4.
In-class PowerPoint presentation due on May 11, 2015
To be presented during class time.
VII.
B.
A student must be present for all examinations. Students who know in advance that
they will be absent from an examination due to valid reasons must arrange to take an
early examination. Unexpected absences due to illness or extenuating circumstances
will require the student to see the instructor about individual make-up work.
C.
Students without excused absences will be given a zero for the missed examination.
D.
Examinations will consist of both objective (true/false, multiple choice, fill in-theblank, and matching) and subjective (short answer and essay) questions. Students
must be able to communicate both orally and in written form, thus some questions
requiring the composition and writing of an essay answer will be required.
SEMESTER GRADE COMPUTATIONS
A. Your point total is determined by adding earned points on each assignment and
scored assignments.
B. Grading Scale:
Points:
100%-90%
89%-80%
79%-70%
69%-60%
Below 59%
Grade:
A - Superior
B – Above Average
C - Average
D – Passing, but unsatisfactory
F - Failure
C. Assignments and Points
Assignments
Plagiarism Quiz on Blackboard
Assignment 1
Due
Dates:
4-5-15
4-19-15
Points
%
20
50
2%
5%
Page 5 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
Community Resources Flyer
at midnight
Central European
Time
Assignment 2
Book Report
4-26-15
Book Report – In Class Presentation
bring your book to class and share with your peers
Assignment 3
Research Paper
4-27-15
Assignment 4
1 page hand-out on the topic of your research paper
5-10-15
Assignment 5
PowerPoint Presentation
5-11-15
Mid Term - non proctored
(Exam will be available on blackboard between 0421-15 to 04-24-2015 at midnight)
Final Exam (proctored – in class)
In-Class Attendance
20 points per in-class session (Class Session 2 will be
held on-line and the students are asked to complete
assignment 1 instead)
11 Blackboard Quizzes (20 points each)
Mandatory Discussion Board Responses
(10 points for discussion board response and 10
points for peer response)
Total:
04/2104/24 on
50
5%
20
2%
70
7%
50
5%
40
4%
80
8%
5-18-15
Weekly
100
140
10%
14%
Weekly
Weekly
220
160
11%
16%
1000
100%
at midnight
Central European
Time
in class
5-10-15
at midnight
Central European
Time
at midnight
Central European
Time
to be
presented in
class
blackboard
You will receive 20 points per in-class session for attendance.
If you are not able to attend class you will be given the opportunity to complete an additional
assignment that covers the missed class content. You can receive 20 points for this assignment.
It is the student’s responsibility to get the information from the instructor. The assignment needs
to be posted on blackboard no later than the Sunday (midnight – European time) immediately
following the class absence.
The instructor deserves the right to reduce points if students are late or leave class early.
IMPORTANT:
You are responsible for turning in your assignments on-time and complete. Your written
assignments need to be turned in on blackboard and on time. Late assignments will not be
counted. It is your responsibility to answer the weekly, on-line discussion questions. You
are expected to read and comment on your fellow students posts.
If you have to miss an assignment you need to make arrangements with your instructor
prior to, but no later than the due date of your assignment.
Page 6 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
VIII. NOTES AND ADDITIONAL INSTRUCTIONS
A. Tuition refunds are made only in the case of class cancellation or official and timely
withdrawal from CTC or from a course. Please refer to the current course catalog for
more details.
B. GoArmyEd students should contact their education counselor before withdrawing and
are required to withdraw through the GoArmyEd portal.
Please note: a military withdrawal does not override CTC’s grading policy.
For self-pay students, refunds are computed from the date the Application for
Withdrawal or Refund is filed with the CTC Field Representative or designated Student
Services Officer. Special conditions apply to students who receive federal, state, and/or
institutional financial aid.
Tuition and fees paid directly to the Institution by the Veterans Administration, Title
IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the
source rather than directly to the students.
C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to
officially withdraw from a course. The instructor cannot initiate a withdrawal based upon
a student’s request. Rather, students must initiate the withdrawal with the designated
Education Center Representative, through the CTC Field Representative or the Student
Services Officer for that region.
Applications for Withdrawal will be accepted at any time before the completion of 75%
of the course, after which time the student will be assigned an “FN”- “Failure for Nonattendance.”
D. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be
assigned by an instructor if a student has made satisfactory progress in a course with the
exception of a major quiz, final exam, or other project. The “IP” grade may also be
assigned based on circumstances beyond a student’s control, such as personal illness,
death in the immediate family, or military orders. Notice of absences, with supporting
documentation, may be required by the instructor. The instructor makes the final decision
concerning the granting of the incomplete grade. With an “Incomplete” grade, students
are required to complete a set amount of work before the instructor will submit an official
letter grade.
E. Cellular phones, beepers, and other electronic devices will be turned off while the
student is in the classroom or laboratory unless the student is using the device for class
purposes. No texting or social networking is allowed during class.
F. Instructor Discretion: The instructor reserves the right of final decision in course
requirements.
Page 7 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
G. Civility: Individuals are expected to be cognizant of what a constructive educational
experience is and respectful of those participating in a learning environment. Failure to
do so can result in disciplinary action up to and including expulsion.
IX.
COURSE OUTLINE
Note:
The instructor has the right to change the course schedule. Any changes will be
announced in class. If the student misses a class period and changes are announced, it is
the student’s responsibility to receive the missed information from a classmate or the
instructor.
Hybrid courses combine face-to-face classroom instruction with assignments and
interaction via CTC Blackboard. It is the student’s responsibility to make sure that they
have access to internet so that they may communicate, via CTC Blackboard, with the
instructor. The class is broken down into eight sessions. See below for course outline.
(Instructors may combine lessons as required to meet term dates).









Class time is always on Mondays from 18:00 to 21:00
Exception: There will be no face to face class on 04-06-2015. Instead of meeting face
to face you will be required to complete Assignment # 1 and review all course
information on blackboard.
Every week you need to respond to one discussion board question on-line and add at
least one peer response
IMPORTANT: All of your discussion board responses needs to be at least 250 words.
Your peer responses needs to be at least 150 words.
The discussion board question and peer response are due on Thursday of each week at
midnight European time. (Exception: Week 8 due date is Tuesday 05-19-2015 at
midnight European time.)
The on-line assignments are always due on Sunday at midnight European time.
All assignments need to be posted on blackboard
Exception: Assignment 6 is due to be presented in class on 05-11-2015
There are 11 quizzes that correspond with the chapters covered in class. The quiz is
always due on blackboard to be completed on Sunday at midnight during the week it is
covered.
SESSION 1 - March 30, 2015 Law and Inclusion Teaching Chapter 1
A.
Learning Outcomes: Upon successful completion of this unit, the student
will be able to:
When you successfully complete this lesson, you will be able to:
1. Define areas of exceptionalities and special education.
2. Discuss classification and labeling of children with special needs.
Page 8 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
3. Identify individuals and their roles in developing and implementing
educations plans.
4. Discuss history and impact of legislation affecting children with
special needs.
5. Describe the impact of landmark court cases on special education.
6. Identify the Code of Ethics for the Division for Early Childhood
(DEC) of the Council for Exceptional Children
SESSION 2 - SPRING BREAK WEEK
Families Chapter 2
IMPORTANT: There will be no face to face class on 04-06-2015. Instead of
meeting face to face you will be required to complete Assignment # 1 and
review all course information on blackboard.
Learning outcomes: Upon successfully complete this lesson, you will
be able to:
a.
b.
c.
d.
Identify state and local agencies which support and/or advocate for
families and children with special needs and discuss the ways in
which they support the family and children with special needs.
Discuss the effects of a child with a disability on the family and
summarize the needs and challenges of families caring for children
with special needs.
Explain the code of ethical conduct when working with families
and children with special needs.
Summarize ESL and various cultures awareness of children and
disabilities.
Learning Activities:
a.
b.
c.
d.
Read assigned course material
Class lecture/discussion
Outside class assignments
Quizzes/Exams as determined by instructor
Equipment and Material: Audio-Visual Aid and other material per instructor
needs.
Page 9 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
SESSION 3 - April 13, 2015
Intellectual and Developmental Disabilities and Learning Disabilities
Chapters 3 & 4
Learning outcomes: Upon successfully complete this lesson, you will be able to:
a. Define intellectual disabilities according to educational and
medical models.
b. Explain the causations of intellectual disabilities.
c. Discuss the incidence rate of intellectual disabilities.
d. Identify who, when and how a diagnosis occurs for children
with intellectual disabilities.
e. Summarize and discuss classroom strategies and technology
resources for students with intellectual disabilities.
f. Research and/or review parent and teacher resources for children
with intellectual disabilities.
g. Define learning disabilities according to educational and medical
models.
h. Explain the causations of learning disabilities.
i. Discuss the incidence rate of learning disabilities.
j. Identify who, when and how a diagnosis occurs for children with
learning disabilities.
k. Summarize and discuss classroom strategies and technology resources
for students with learning disabilities.
l. Research and/or review parent and teacher resources for children with
learning disabilities.
m. Discuss assessment practices professionals use with students with
learning disabilities.
n. Identify some of the psychological, behavioral and educational
characteristics of learners with learning disabilities.
2.
Learning Activities:
a.
b.
c.
d.
3.
Read assigned course material.
Class lecture/discussion.
Outside class assignments.
Quizzes/Exams as determined by instructor.
Equipment and Material: Audio-Visual Aid and other material per
instructor needs.
Page 10 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
SESSION 4 April 20, 2015
Attention Hyperactive Deficit Disorder: Chapter 5
1. Learning outcomes: Upon successfully complete this lesson, you will be able to:
a. Define ADHD according to educational and medical models.
b. Explain the causations of ADHD.
c. Discuss the incidence rate of ADHD.
d. Identify who, when and how a diagnosis occurs for children with
ADHD.
e. Summarize and discuss classroom strategies and technology resources
for students with ADHD.
f. Research and/or review parent and teacher resources for children with
ADHD.
g. Summarize the different types of medicines and therapies for children
with ADHD.
2.
Learning Activities:
a.
b.
c.
d.
3.
Read assigned course material.
Class lecture/discussion
Outside class assignments.
Quizzes/Exams as determined by instructor.
Equipment and Material: Audio-Visual Aid and other material per
instructor needs.
MIDTERM EXAM
You will take your midterm exam on Blackboard. You will have
access to the exam from midnight April 21st (Tuesday) to midnight
April 24th (Friday). The midterm exam needs to be completed within
two hours. Once the exam is started it needs to be completed. You
have only one opportunity to complete the exam.
SESSION 5: April 27, 2015
Emotional Behavioral Disorder and Autism: Chapters 6 & 7
Learning Outcomes : Upon successful completion of this unit, the
student will be able to:
Emotional Behavioral Disorders
a. Define emotional and behavioral disabilities according to educational
and medical models.
Page 11 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
b. Explain the causations of emotional and behavioral disabilities.
c. Discuss the incidence rate of emotional and behavioral disabilities.
d. Identify who, when and how a diagnosis occurs for children with
emotional and behavioral disabilities.
e. Summarize and discuss classroom strategies and technology resources
for students with emotional and behavioral disabilities.
f. Research and/or review parent and teacher resources for children with
emotional and behavioral disabilities.
g. Discuss the society perception of mental health and the issues that
families face.
h. Discuss classroom behavior management strategies and Applied
Behavior Analysis techniques.
a.
b.
c.
e.
f.
g.
h.
i.
Autism
Define autism spectrum according to educational and medical
models.
Explain the causations of autism.
Discuss the incidence rate of autism and various theories of why
the rate is increasing.
Identify who, when and how a diagnosis occurs for children
with autism.
Summarize and discuss classroom strategies and
technology resources for students with autism disorders.
Research and/or review parent and teacher resources for children
with autism.
Discuss some of the behavioral characteristics of autism spectrum
disorders.
Explain how the concepts of bullying in schools affect
students in general and those with autistic spectrum disorders.
Learning Activities:
b.
c.
d.
e.
Read assigned course material.
Class lecture/discussion
Outside class assignments.
Quizzes/Examinations as determined by instructors.
Equipment and Material:
Audio-Visual Aid and other course material per instructor
needs.
SESSION 6: May 4, 2015
Communication Disorder and Deaf and low of Hearing: Chapters 8 & 9
Page 12 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
Learning Outcomes: Upon successful completion of this unit, the student
will be able to:
.
a.
b.
c.
d.
e.
2.
Define communication disorders according to educational and
medical models noting the difference between speech and language
disorders.
Explain the causations of communication disorders.
Discuss the incidence rate of communication disorders.
Identify who, when and how a diagnosis occurs for children
with communication disorders.
Summarize and discuss classroom strategies and
technology resources for students with communication
disorders.
Learning Activities:
a.
b.
c.
d.
Read assigned course material.
Class lecture/discussion
Outside class assignments.
Quizzes/Examinations as determined by instructors.
SESSION 7: May 11
Blind and low vision, Physical Impairment, and Traumatic Brain Injury
(TBI), and Other Health Impairments (OHI): Chapters 10 &11
Assignment 5 (PowerPoint Presentation) due today and to be presented
during class time.
1. Learning Outcomes : Upon successful completion of this unit, the student
will be able to:
a.
Define blindness and low vision impairments according to
educational and medical models.
b.
Explain the causations of blindness and low vision impairments.
c.
Discuss the incidence rate of blindness and low vision
impairments.
d.
Identify who, when and how a diagnosis occurs for children with
blindness and low vision impairments.
e.
Summarize and discuss classroom strategies and technology
resources for students with blindness and low vision impairments
Page 13 of 15
Final Syllabus – CDEC 1359
2.
and how these affect the classroom as a whole.
f.
Research and/or review parent and teacher resources for children
with blindness and low vision impairments.
g.
Discuss deaf-blindness and explain some unique educational
considerations and/or problems it entails for both the classroom
teacher and the student.
h.
Define physical impairments, TBI and OHI according
to educational and medical models.
i
Explain the causations and different types of physical impairments
and OHI.
J.
Discuss the incidence rate of these different disabilities.
k.
Identify who, when and how a diagnosis occurs for children with
some of the common types of impairments for these disabilities.
a.
Discuss the incidence rate of these different disabilities.
b.
Identify who, when and how a diagnosis occurs for children with
some of the common types of impairments for these disabilities.
c.
Summarize and discuss classroom strategies and technology
resources for students with physical, TBI and OHI types of
disabilities.
d.
Research and/or review parent and teacher resources for children
with these disabilities.
Learning Activities:
a.
b.
c.
d.
3.
H.
Instructor: Birgit Keiser
Read assigned course material.
Class lecture/discussion.
Outside class assignments.
Quizzes/Examinations as determined by instructors.
Equipment and Material: Audio-Visual Aid and other course material
per instructor needs.
Emotional Behavior Disorders
1.
Learning Outcomes : Upon successful completion of this unit, the
student will be able to:
a. Define emotional and behavioral disabilities according to educational
and medical models.
b. Explain the causations of emotional and behavioral disabilities.
c. Discuss the incidence rate of emotional and behavioral disabilities.
d. Identify who, when and how a diagnosis occurs for children with
emotional and behavioral disabilities.
e. Summarize and discuss classroom strategies and technology resources
for students with emotional and behavioral disabilities.
f. Research and/or review parent and teacher resources for children with
emotional and behavioral disabilities.
Page 14 of 15
Final Syllabus – CDEC 1359
Instructor: Birgit Keiser
g. Discuss the society perception of mental health and the issues that
families face.
h. Discuss classroom behavior management strategies and Applied
Behavior Analysis techniques.
2.
Learning Activities:
a.
b.
c.
d.
3.
Read assigned course material.
Class lecture/discussion.
Outside class assignments.
Quizzes/Examinations as determined by instructors.
Equipment and Material: Audio-Visual Aid and other course material
per instructor needs.
SESSION 8: May 18, 2015
Class Review and Final Exam
1.
Learning Outcomes: Upon successful completion of this unit, the
student will be able to:
a. Summarize causes, incidence, and characteristics of exceptionalities
related to the domains of development.
b. Identify exceptionality as to genetic versus environmental
causes.
c. Discuss the prevalence/incidence rate of the disability.
d. identify materials and classroom resources, including current
technology to support learning in all domains for each and every child.
e. Create and/or modify environments, equipment, materials, supplies and
experiences to meet individual needs of all children including children
with special needs
2.
Learning Activities:
a.
b.
c.
d.
3.
Read assigned course material.
Class lecture/discussion
Outside class assignments.
Quizzes/Examinations as determined by instructors.
Equipment and Material: Audio-Visual Aid and other course
material per instructor needs.
Page 15 of 15