Professional Education Unit
Department of Early Childhood, Elementary, and Special Education
Education of the Exceptional Child
EDSP 230Face to Face
M/W 12:40 – 2:10 (001)
M 3:00-5:10 (002)
T/TH/F2 10:20-11:20 (003)
T/TH/F2 12:40-1:40 (004)
Fall 2012
Instructor: Paula Stokes
OFFICE HOURS:
Monday: 9:00 – 12:00;
Tuesday: 9:00 – 10:00;
Wednesday: 9:00 – 12:00;
Thursday: 9:00 – 10:00;
And by Appointment or drop in
p.stokes@moreheadstate.edu
Office: 401 E Ginger Hall
Fax: 783-5044
Course Description: EDSP 230. Education of Exceptional Children. (3-0-3); I, II.
Procedures for identification, education, and treatment of exceptional children — the gifted, those with low
intelligence, and handicapped — including behavioral deviations.
Required Field Experience Hours: Level I, 16 hours field experience
Beginning September 1, 2013, prior to admission to student teaching, each teacher candidate shall complete a
minimum of 200 clock hours of field experiences in a variety of primary through grade 12 (P-12) school
settings which allow the candidate to participate in the following:
(a) Engagement with diverse populations of students which include:
1. Students from a minimum of two (2) different ethnic or cultural groups of which the candidate would not
be considered a member;
2. Students from different socioeconomic groups;
3. English language learners;
4. Students with disabilities; and
5. Students from across elementary, middle school, and secondary grade levels.
“Community Engagement: A Light to and from the Mountains”
The Professional Education Unit at Morehead State University delivers rigorous, high quality
programs that prepare professionals informed by best national and international scholarship,
plus research, literature, and experiences specific to Appalachia- preparing professionals to
improve the schools, quality of life, and the communities in which they live and serve. This
statement is not only the strategic mission for the College, but it also incorporates the conceptual
framework that guides all our activities.
Conceptual Framework Outcomes (CFOs):
The Unit and the faculty within individual programs assess the degree to which its graduates:
1) Master the content knowledge, professional and the twenty – first century skills need to make
an optimal contribution to “whole” student learning in education settings.
2) Are competent in the collection and use of data to inform decision – making and to
demonstrate accountability for student learning.
3) Demonstrate professional dispositions
4) Are culturally competent and understand the regions from which they have come utilizing
knowledge and experiences to effectively “bridge the gaps” (economic, achievement, and
geographic) ensuring optimal learning for all students.
5) Engage in authentic field experiences in collaboration with committed school – based partners
and are empowered to improve the quality of education throughout this region and beyond.
Student Learning Outcomes (SLOs): By the end of this course, the candidate will be able to:
1. Work with students during the service learning field experience. Understanding assistive technology
and how to work with students will be an integral part of this experience.
2. Collect ongoing, continuous data on students in a variety of ways throughout the service learning field
experience .
3. Work with students in a professional manner in the public school during their service learning field
experience
4. Learn about several exceptionalities and how to adapt curricular material to students' needs so that the
gap may be bridged.
5. Collaborate with classroom teachers during the service learning field experience project in order to
develop quality instruction for students.
6. Candidates will learn to identify indicators of diverse student needs within the classroom
7. Practice behavior observations, anecdotal record keeping, and other forms of data collection within the
confines of the service learning field experience.
8. Work directly with students who are not performing at standard level, The Service Learning field
experience will provide candidates with the opportunity to help students who are at Tier II on the
Response to Intervention (RTI) model. Candidates will be involved in school settings that serve
individuals with disabilities. While the class will be focusing on specific disabilities; the models of
inclusion and accommodation can be transposed to other diverse populations within the context of the
educational system.
9. Learn the history of Special education and examine past and current practices and relationships with
education in general.
10. Examine, define, and discuss:

The major characteristics and prevalence of various types of handicapping conditions

Biological factors related to the etiology of exceptional conditions

Socio-cultural and other environmental influences

Cognitive Development of Exceptional Children

The Rights of exceptional children and adults

The teaching of basic academic, social, and functional skills to exceptional children

Special Support services for exceptional children (physical, social, emotional, and educational)

The personal and social adjustment of exceptional children

Issues concerning educational and vocational needs of exceptional children

The increasing cultural diversity within the exceptional child population

The assessment and placement of exceptional children, including alternative delivery systems;
the Regular Education Initiative (REI), and the Kentucky Education Reform Act (KERA); the
inclusion of exceptional children and the No Child Left Behind Act.
NCATE/ EPSB Accreditation Alignment of CFOs and SLOs:
Program: Foundational
Aligned with
Assessment
(point values)
Classroom
Participation/
Activities (720)
CFO: 1, 3, 9, 10
SLO: 4, 5
Kentucky
Teacher
Standards
(KYS)
III: Creates/Maintains
Learning
Environment; IV:
Implements/Manages
Instruction; VI:
Technology;
VIII: Collaborates with
Colleagues/Parents/
Others;
IX: Evaluates teaching
and implements
professional
development
Education of the Exceptional Child (EDSP 230)
Kentucky
Education
Reform Act
(KERA)
Learning Goal 5:
Students shall
develop their
abilities to think and
solve problems in
school situations and
in a variety of
situations they will
encounter in life.
Academic
Expectation 6.3:
Students expand
their understanding
of existing
knowledge by
making connections
with new
knowledge, skills,
and experiences.
Education
Professional
Standards
Board
(EPSB)
NCATE
EPSB:
Diversity,
Closing the
Achievement
Gap,
Technology
NCATE: 1, 2, 4
Council for the
Exceptional
Students
Standards CEC)
Foundations (1);
(2) Development
and
Characteristics of
learners; (5)
Learning
environments
and Social
Interactions
Service Learning
Field Experience
(100)
CFO: 1 -5
SLO: 1-3, 5, 7, 8
Diversity
Reflections (150)
CFO: 1,3, 4
SLO: 4, 9, 10
I: Content Knowledge;
II: Plans Instruction;
III: Creates/Maintains
Learning
Environment; IV:
Implements/Manages
Instruction; V: Assess
and Communicates
results; VI:
Technology; VII:
Reflects and evaluates
teaching ;
VIII: Collaborates with
Colleagues/Parents/Ot
hers;
IX: Evaluates teaching
and implements
professional
development.
I: Content Knowledge;
VI: Technology; IX:
Evaluates teaching and
implements
professional
development
Candidates will use
the current
Kentucky program
of studies to plan
lessons.
AE 6.1: Candidates
will develop skills in
integration of
curriculum in order
to help students
make connections.
EPSB:
Diversity,
Assessment,
Closing the
Achievement
Gap,
Technology
NCATE: 1, 2, 4
AE 2.37: Students
demonstrate skills
and work habits that
lead to success in
future schooling and
work.
Learning Goal 5:
Students shall
develop their
abilities to connect
and integrate
experiences and new
knowledge from all
subject matter fields
with what they have
previously learned
and build on past
learning experiences
to acquire new
information through
various media
sources.
AE 1.2:
Students make sense
of the variety of
materials they read.
AE 1.11: Students
write using
appropriate forms,
conventions, and
styles to
communicate ideas
and information to
different audiences
for different
purposes.
EPSB:
Diversity,
Closing the
Achievement
Gap
NCATE: 1, 4
(2) Development
and
Characteristics of
learners; (3)
Individual
Learning
Differences; (4)
Instructional
Strategies;
(5)Learning
Environments;
(7) Instructional
Planning; (8)
Assessment;
(9)Ethical
Practices
Foundations (1);
(2) Development
and
Characteristics of
learners; (3)
Individual
Learning
Differences; (4)
Instructional
Strategies
Film Review (50)
CFO: 1,3, 4
SLO: 4, 9, 10
I: Content Knowledge;
VI: Technology; IX:
Evaluates teaching and
implements
professional
development
Learning Goal 5:
Students shall develop
their abilities to
connect and integrate
experiences and new
knowledge from all
subject matter fields
with what they have
previously learned and
build on past learning
experiences to acquire
new information
through various media
sources.
EPSB: Diversity,
Closing the
Achievement
Gap
NCATE: 1, 4
Foundations (1);
(2) Development
and
Characteristics of
learners; (3)
Individual
Learning
Differences; (4)
Instructional
Strategies
AE 1.11: Students
write using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences for
different purposes.
Resource
Notebook:
Final product (50)
CFO: 1,3,4
SLO: 4, 9, 10
I: Content Knowledge;
VI: Technology; IX:
Evaluates teaching and
implements
professional
development
Learning Goal 5:
Students shall develop
their abilities to
connect and integrate
experiences and new
knowledge from all
subject matter fields
with what they have
previously learned and
build on past learning
experiences to acquire
new information
through various media
sources.
EPSB:
Diversity;
Closing the
Achievement
Gap,
Technology
NCATE: 1, 4
Foundations (1);
(2) Development
and
Characteristics of
learners; (3)
Individual
Learning
Differences; (4)
Instructional
Strategies
AE 1.11: Students
write using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences for
different purposes.
Sample Referral
(100)
CFO: 2, 4, 5
SLO: 2, 6,7, 10
V: Assess and
Communicates results;
VIII: Collaborates with
Colleagues/Parents/Ot
hers
Learning Goal 5:
Students shall develop
their abilities to
connect and integrate
experiences and new
knowledge from all
subject matter fields
with what they have
previously learned and
build on past learning
experiences to acquire
EPSB:
Diversity,
Assessment,
Closing the
Achievement
Gap
NCATE: 2, 4
2) Development
and
Characteristics of
learners; (3)
Individual
Learning
Differences; (4)
Instructional
Strategies; (8)
Assessment;
new information
through various media
sources.
(9)Ethical
Practices
AE 1.11: Students
write using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences for
different purposes.
Speaker
Reflection
(50)
CFO: 1, 3, 4
SLO: 4, 9, 10
I: Content Knowledge;
VI: Technology; IX:
Evaluates teaching and
implements
professional
development
Learning Goal 5:
Students shall develop
their abilities to
connect and integrate
experiences and new
knowledge from all
subject matter fields
with what they have
previously learned and
build on past learning
experiences to acquire
new information
through various media
sources.
EPSB:
Diversity,
Closing the
Achievement
Gap
NCATE: 1, 4
Foundations (1);
(2) Development
and
Characteristics of
learners; (3)
Individual
Learning
Differences; (4)
Instructional
Strategies
AE 1.11: Students
write using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences for
different purposes.
Quizzes (30)
CFO: 1, 2, 4
SLO: 1,4,6,9,10
I: Content
Knowledge; II: Plans
Instruction; III:
Creates/Maintains
Learning
Environment; IV:
Implements/Manages
Instruction; V: Assess
and Communicates
results; VI:
Technology; VII:
Reflects and evaluates
teaching ;
VIII: Collaborates with
Colleagues/Parents/Ot
Learning Goal 5:
Students shall develop
their abilities to
connect and integrate
experiences and new
knowledge from all
subject matter fields
with what they have
previously learned and
build on past learning
experiences to acquire
new information
through various media
sources.
AE 1.11: Students
write using appropriate
Diversity,
Closing the
Achievement
Gap;
Assessment;
Technology
(1) Foundations;
(2) Development
and
Characteristics of
learners; (3)
Individual
Learning
Differences; (4)
Instructional
Strategies;
(5)Learning
Environments;
(6) Language; (7)
Instructional
Planning; (8)
hers;
IX: Evaluates teaching
and implements
professional
development
forms, conventions,
and styles to
communicate ideas
and information to
different audiences for
different purposes.
Assessment;
(9)Ethical
Practices
AE 6.3: Students
expand their
understanding of
existing knowledge by
making connections
with new knowledge,
skills, and experiences.
Exams
(300)
CFO: 1, 2, 4
SLO: 1,4,6,9,10
Final Exam
(100)
CFO: 1, 2, 4
SLO: 1,4,6,9,10
I: Content
Knowledge; II: Plans
Instruction; III:
Creates/Maintains
Learning
Environment; IV:
Implements/Manages
Instruction; V: Assess
and Communicates
results; VI:
Technology; VII:
Reflects and evaluates
teaching ;
VIII: Collaborates with
Colleagues/Parents/Ot
hers;
IX: Evaluates teaching
and implements
professional
development
Learning Goal 5:
Students shall develop
their abilities to
connect and integrate
experiences and new
knowledge from all
subject matter fields
with what they have
previously learned and
build on past learning
experiences to acquire
new information
through various media
sources.
AE 1.11: Students
write using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences for
different purpose.
AE 6.3: Students
expand their
understanding of
existing knowledge by
making connections
with new knowledge,
skills, and experiences.
EPSB:
Diversity,
Closing the
Achievement
Gap;
Assessment;
Technology
I: Content
Knowledge; II: Plans
Instruction; III:
Creates/Maintains
Learning
Environment; IV:
Implements/Manages
Instruction; V: Assess
and Communicates
Learning Goal 5:
Students shall develop
their abilities to connect
and integrate experiences
and new knowledge from
all subject matter fields
with what they have
previously learned and
build on past learning
experiences to acquire
new information through
EPSB:
Diversity,
Closing the
Achievement
Gap;
Assessment;
Technology
NCATE: 1, 2, 4
NCATE: 1, 2, 4
Foundations (1);
(2) Development
and
Characteristics of
learners; (3)
Individual
Learning
Differences; (4)
Instructional
Strategies;
(5)Learning
Environments;
(6) Language; (7)
Instructional
Planning; (8)
Assessment;
(9)Ethical
Practices
(1) Foundations;
(2) Development
and
Characteristics of
learners; (3)
Individual
Learning
Differences; (4)
Instructional
results; VI:
Technology; VII:
Reflects and evaluates
teaching ;
VIII: Collaborates with
Colleagues/Parents/Ot
hers;
IX: Evaluates teaching
and implements
professional
development.
Required Assignment &
Points Possible
various media sources.
AE 1.11: Students write
using appropriate forms,
conventions, and styles
to communicate ideas
and information to
different audiences for
different purpose.
AE 6.3: Students expand
their understanding of
existing knowledge by
making connections with
new knowledge, skills,
and experiences.
Strategies;
(5)Learning
Environments;
(6) Language; (7)
Instructional
Planning; (8)
Assessment;
(9)Ethical
Practices.
Description
Observations; 160 pts.
This assignment is
required in order to pass
this class.
Observations: NO MORE THAN two hour blocks.
FIELD EXPERIENCE GUIDELINES AND FORMS CAN BE FOUND ON
BLACKBOARD
Title page is APA style only.
(no abstract!)
Complete Folio 180 Form
Speaker: Jerry W. Brunker
Field Experience
Need to be here so you can fill out forms for FIELD EXPERIENCE
Date: TBA
Chapter Homework
200 pts. (estimated)
Chapter homework will be assigned in class as the semester progresses.
Chapters will be assigned during the semester.
Tests/Quizzes; 200 pts.
Chapter tests/quizzes will be assigned as the semester progresses.
This includes possible “POP” quizzes.
Outside Assignments
Description
What is Special Education?
20 pts.
Write a paper about what you think Special Education is or should be. APA
A. Paper will be evaluated with the rules of APA style of paper writing.
B. Thoroughly explain your thoughts on this issue.
Please write this paper before reading any chapters or looking up anything about
Special Education.
Article Reviews
Two for each chapter,
Chapters 6-14
20 pts. Each
A. Research articles that relate to the chapter
B. Articles must have strategies that can be used in the classroom
C. Be able to discuss the article and strategies in class as the chapter is being
reviewed
Read and Review: Article
Jillian THE MAGNIFICENT
(article posted on Black
Board): 20pts
Article review
Major Projects
Description
Evaluate a Case Study: REVIEW THE RUBRIC FOR PROJECT!
Sample Referral
A. Review the case study independently and as a group.
CRITICAL
PERFORMANCE
RTI; 150 pts.
B. Determine whether or not STUDENT will need to proceed into Tier IV or to
stay in Tier III with a written defense for your group decision.
C.
Film Review (20)
Speaker Reflection (20)
Determine which appropriate forms are to be completed accurately to
support the group decision.
After we have interactively used a film on learning disabilities in class, candidates will
write a reflection on the content of the film, with emphasis towards implementation of ides
and information from the film into their future classroom. The rubric will be reviewed in
class.
Candidates will reflect on information presented in class by a speaker who will share
his/her specialized knowledge, research, or experience. The Rubric will be
reviewed in class.
Final exam: (100)
Grading Scale:
Grades will be determined by the total number of points attained in meeting the course requirements. The
point values for the assignment are attached:
Your final grade will be based on your total number of points in the semester divided by the total points
possible to find your percentage. Assuming that all assignments have been completed and that the
student’s class participation has been satisfactory, the scores will be totaled using the activities identified
above and the scale identified below.
90 % - 100 % = A
80 % - 89% = B
70 % - 79 % = C
60 % - 69 % = D
0 -59% = F
Required Textbooks:
Gargiulo, R. M., (2012) Special Education in Contemporary Society: An Introduction to Exceptionality,
Fourth Edition.
If this course requires field experience and/or a critical performance, then students are
required to purchase a Folio 180 account.
To purchase Folio180 online or through the MSU Bookstore:
1. Purchase Folio180 at the MSU Bookstore and follow the instructions included with that purchase.
2. To purchase online, go to www.folio180.com/msuky/coe <http://www.folio180.com/msuky/coe>
3. Complete registration and payment information. Your login information will be emailed to you.
4. Note: if you have a Tk20 account, you will NOT need to purchase Folio180--we will provide your
Folio180 account information to you via email. Announcements and instructions will also be made on the
CoE Facebook page.
5. You will be able to continue using your Folio180 account through any graduate programs you might
enroll in through MSU.
6. NOTE: students must have purchased or activated their Folio180 account by midterm or they will
receive an "E" at midterm per TEP policy.
Course Evaluation:
The candidate’s course evaluation will be determined by in – class and out – of class assignments, to
include: lesson plans / reflections, quizzes, projects, research, and exams. All assignments are due at the
start of class on the date assigned. Pop Quizzes will be given at the end of class and may not be made up.
Please read and understand the attendance policy.
*** Explanation of assignments and their point values are explained in the following two tables:
Attendance Policy:
Class attendance is mandatory. Attendance and participation contribute toward marks for this class.
Unexcused absences will negatively affect the student’s mark. Illness requires a doctor’s excuse.
Appropriate documentation for funerals must be presented. Legitimate absences do not excuse the student
from class responsibilities. Send in an assignment with another student or bring it in as soon as possible.
Should a student miss on the day of an exam or presentation, the student must provide written verification of
the excused absence. There will be no making up without a written, excused absence. Examples of reasons
that might be excused by the instructor are illness, accident, death or an authorized university function for
which the student’s presence is required (these should be discussed with the instructor as early as possible.
If a student misses for any reason, he/she should call the instructor before class and let the instructor know
that he/she will not be there. Communication is the most important tool; please talk to me as soon as
possible.
Academic Honesty
Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated.
Academic dishonesty will result in severe disciplinary action including, but not limited to, failure
of the student assessment item or course, and/ or dismissal from MSU. If you are not sure what
constitutes academic dishonesty, read the Eagle: Student Handbook or ask your instructor. An
example of plagiarism is copying information from the internet when appropriate credit is not
given. The policy is located at
http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html
Americans with Disabilities Act (ADA)
In compliance with the ADA, all students with a documented disability are entitled to reasonable
accommodations and services to support their academic success and safety. Though a request for
services may be made at any time, they are best applied when requested at or before the start of
the semester. To receive accommodations and services the student should immediately contact
the Disability Services Coordinator at: 204-E ADUC, 606-783-5188, or
e.day@moreheadstate.edu
Campus Safety Statement
Emergency response information will be discussed in class. Students should familiarize
themselves with the nearest exit routes in the event evacuation becomes necessary. You should
notify your instructor at the beginning of the semester if you have special needs or will require
assistance during an emergency evacuation. Students should familiarize themselves with
emergency response protocols at http://www.moreheadstate.edu/emergency
Course Calendar
Your course calendar with details of assignments and due dates will be found on a separate link
available on blackboard.
Resources
 Teacher education program policies handbook:
http://www.moreheadst.edu/colleges/education/esu/tephandbook2004.pdf
Blackboard: http://online.moreheadstate.edu
 Conceptual Framework for Teacher Education at MSU: http://www.msu.org
o Kentucky Department of Education: http://www.kde.state.ky.us
 Education Resources Information Center-ERIC: http://eric.syr.edu
 American Federation of Teachers: http://www.aft.org
 http://www.kyepsb.net/teacherprep/standards.asp This site contains the revised KY Teacher
Standards
 http://www.education.ky.goy/KDE/Instructional+Resources/Curriculum+Documents+a
nd+Resourees/Teaching+Tools/Combined+Curriculum+Documents/defaulthtm
This site contains the KERA Combined Curriculum Documents 4.1 (Academic
Expectations, Program of Studies, and Core Content for Assessment with DOK Levels).
 Cohen, B. (2008). Front of the class: how Tourette syndrome made me the teacher I
never had. St. Martin's Press: New York.
 Fiedler, C., Chiang, B., Van Haren, B., Jorgensen, J., Halberg, S., & Boreson, L. (2008).
Culturally Responsive Practices in Schools. Teaching Exceptional Children, 40(5),
52-9. Retrieved from Education Full Text database
 Grandin, T. (2008). The way I see it: A personal look at autism and Asperger's.
Future Horizons, Arlington, TX.
 Hart, J. (2009). Strategies for Culturally and Linguistically Diverse Students With
Special Needs. Preventing School Failure, 53(3), 197-206. Retrieved from
Education Full Text database
 Levine, M.D. (2002). A mind at a time. Simon & Shuster, New York.
 Levine, M.D. (2003). The myth of laziness. Simon & Shuster, New York
 Kalyanpur, Maya, Beth Harry, and Torn Skrtic. "Equity and advocacy expectations of
culturally diverse families' participation in special education." International Journal
of Disability, Development, and Education 47.2 (2000): 119-36. Education Full
Text.
 McIntosh, P. (1990) White Privilege: Unpacking the Invisible Backpack. Independent
School.
 Nicholson, Karen, Judith F. Evans, and Dora Tellier-Robinson. "Allowing the voices of
parents to help shape teaching and learning." The Educational Forum 65.2
(2001): 176-85. Retrieved from Education Full Text.
 Notbohm, E. (2002). Ten things your student with autism wishes you knew. Future
Horizons, Arlington, TX.
 Silverman, L. K. (2002). Upside down brilliance: the visual spatial learner. DeLeon
Publishing, Boulder, CO.
 Skiba, Russell, Ada Simmons, and Shana Ritter. "The Context of Minority Disproportionality:
Practitioner Perspectives on Special Education Referral." Teachers College Record
108.7 (2006): 1424-59. Education Full Text.