INTRODUCTION TO SPECIAL EDUCATION EEX3012, Fall 2011 ... · INTRODUCTION TO SPECIAL EDUCATION EEX3012, Fall 2011 2 Course Requirements: 1. Three tests will be given which will include

INTRODUCTION TO SPECIAL EDUCATION EEX3012, Fall 2011

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Instructor: Course Information: Sharron Cuthbertson Monday, periods 9-11 Norman Hall, Room 240 Norman Hall, Room 166 [email protected] Office Hours: Monday 12-3 pm Course Description: The purpose of this course is to develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. Text: Smith, D. D., & Tyler, N. C. (2010). Introduction to special education: Making a difference (7th

Ed.). New Jersey: Pearson. Additional Reading: Chapter 2 from Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building

reciprocal family-professional relationships. Baltimore: Brookes. Course Objectives: The students will

1. Explain the roles of legislation and litigation in the general and special education. 2. Identify the impact of special education and general education reforms on students with

exceptionalities. 3. Describe characteristics and classifications of students with exceptionalities and the nature

and impact of exceptional conditions (including learning disabilities, mental handicaps, sensory impairment, emotional handicaps, physical impairments, and gifted) and Limited English Proficiency on the individual.

4. Describe social, cognitive, physical, emotional, communicative, and intellectual behavior of children with exceptionalities and Limited English Proficiency at different age levels.

5. Identify populations of exceptional learners by definition, characteristics, appropriate assessments and interventions, continuum of services, related services and agency and related professionals.

6. Discuss the relationship of home, school, and community environmental conditions to the behavior and outlook of students with exceptionalities.

7. Explain the roles of inclusion and collaboration for students with exceptionalities. Course Format: Lecture, viewing of media, and presentations of article summaries. Course information is also provided via Moodle: http://online.education.ufl.edu. All assignments will be uploaded to the Moodle website. All quizzes will be available via Moodle.


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Course Requirements: 1. Three tests will be given which will include information from the textbook and class

lectures/activities. Each test is worth 50 points. The tests will be taken on the Moodle course website and will be open for a period of 4 days. If you do not take the test before it closes I will not reopen it unless there are extenuating circumstances that you have informed me about BEFORE the test opens or supply a note from your health care provider on letterhead.

2. Media Notebook: Students will compile an electronic Media Notebook with 2 entries illustrating how individuals with disabilities are portrayed in the popular media. Media will include 1 book and 1 movie. The notebook must contain each type of media and follow the instructions below. Groups of 5 will determine which movie to watch. Watch it, either individually or as a group. You must discuss it as a group. At least 1 person will take notes to share with the group as a reminder of the discussion as they write their reflection. a. Book—Book reference must follow APA guidelines. Summarize the book. Follow

your summary with a reflection discussing the article and how persons with disabilities were portrayed. You should also react to the content of the book.

b. Movie—Movie reference must follow APA guidelines. Summarize the movie. Follow your summary with a reflection discussing the movie and how persons with disabilities were portrayed. You should also react to the content of the movie.

c. Include an overall reflection to the experience of this project after reading the book, watching the movie, and discussing it as a group.

We will determine the groups for each book and movie on the first day of class and the groups will have 10 minutes to choose a movie from the list provided. We will then change groups and will have 10 minutes to choose a book from the list provided.

If you do not post your notebook on November 27th, 15 points will be deducted for each day that is late.

3. Chapter Presentations: Beginning with Speech and Language Impairments and ending with Giftedness and Talents, a pair or triad will read two articles each on the topic for their assigned week. Samples are attached to use as a guide (but you may not use these particular articles). The people assigned for the week need to meet and work together to accomplish the following: a. You may not summarize the same article b. One person presents a research based article c. One person presents a non-research based article d. For triads the third person presents a research based article

Upload the Media Notebook by 11:55 pm on November 27th in Word format and must not exceed 6 pages. The Media Notebook is worth 75 points (30 points for the book entry, 30 points for the movie entry, plus 15 points for the reflection).


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e. Your presentations must go together (for example do not present a research article that highlights collaboration and a non-research based article that focuses on working independent of colleagues).

Points will be deducted for late summaries (10 points per day). No points will be given for presentation if you are absent on the day of your presentation. If you are unfamiliar with how to locate journals or conduct a search in a database, please let me know or ask a librarian for assistance. It is your responsibility to locate your articles but the librarians are very helpful or you can meet with me.

4. Study Guide on Culture in Special Education: Student will be provided a study guide based on questions about the Kalyanpur & Harry chapter to complete and turn in.

5. Class Attendance / Participation: Students are expected to attend class, complete the

assigned readings each week before the class session, and participate in class activities and discussion. Active involvement is the key to learning. Each class will be designed to allow participation on an individual and/or group basis. Participation includes extending ideas presented in class; presenting and supporting your own ideas and perspectives; and asking questions. Texting, checking email, surfing the web, and/or visiting social networking sites will result in not receiving participation points for that class.

Upload the typed summary for each of the two articles (one research based and one non-research based) as one Word document on the same day you present by 11:55 pm. Each article summary should be 1 page. The Chapter Presentation is worth 100 points (40 points for each: research based article, non-research based article, plus 20 article presentation).

Upload the Study Guide on Culture in Special Education by 11:55 pm on September 25th as a Word document. The study guide should not exceed 5 pages. The Study Guide Assignment is worth 25 points.

Class Attendance / Participation is worth 30 points. Each class is worth 2 points. All students are allowed one (1) absence without losing points.


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COURSE GRADES: Activity Total Points Three tests 150 (50 points X 3 tests) Media Notebook 75 (30 points for movie, 30 points for

book + 15 points for reflection) Article Summaries (written products and presentation) 100 (40 points for each article + 20

points for presentation) Study Guide on Culture in Special Education 25 points Class Attendance / Participation 30 points 380 Final course grades will be determined by the total number of points earned for the requirements described above. A >90 380-342 C 70-73 280-266 A- 87-89 341-330 C- 67-69 265-254 B+ 84-86 329-319 D+ 64-66 253-243 B 80-83 318-304 D 60-63 242-228 B- 77-79 303-292 D- 57-59 227-254 C+ 74-76 291-281 E <56 Below 254 NOTE: C- and below is not considered a passing grade.

COURSE CALENDAR Date Readings & Topics Assignment

Due Chapter

Presentation 1- Aug 22 Course Introduction

Review Syllabus

2- Aug 29 Chapter 1: Disabilities and Special Education Sept 5 Labor Day- No Class 3- Sept 12 Chapter 2: Individualized Special Education Programs 4- Sept 19 Chapter 3: Cultural and Linguistic Diversity

Kalyanpur & Harry Chapter 2 #4 9/25

5- Sept 26 Chapter 4: Speech and Language Impairments Exam 1 (Chapters 1-4, one hour online)

2 people

6- Oct 3 Chapter 5: Learning Disabilities 3 people 7- Oct 10 Chapter 6: Attention Deficit Hyperactivity Disorder 2 people 8- Oct 17 Chapter 7: Emotional and Behavioral Disorder 3 people 9- Oct 24 Chapter 8: Intellectual Disabilities or Mental

Retardation 2 people

10- Oct 31 Chapter 9: Physical or Health Disabilities Exam 2 (Chapter 5-9, one hour online)

2 people

11- Nov 7 Chapter 10: Deaf and Hard of Hearing 2 people 12- Nov 14 Chapter 11: Low Vision and Blindness 2 people 13- Nov 21 Chapter 12: Autism Spectrum Disorder #2 11/27 3 people 14-Nov 28 Chapter 13: Very Low-Incidence Disabilities 2 people 15- Dec 5 Chapter 14: Giftedness and Talents 2 people


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Finals Week Exam 3 (Chapters 10-14, one hour online) Books/Fiction for Media Notebook

Title Author Topic

Affliction Russell Banks Ellen Foster Kaye Gibbons Foster care and neglect Family Pictures Sue Miller Family life of a child with autism. Icy Sparks Gwen Hyman Rubio Young girl with Tourette’s Syndrome growing up

during the 1950’s in a small Kentucky town. I Know This Much Is True Wally Lamb Schizophrenia Jewel Brett Lott Family with child with Down Syndrome in 1940’s-

60’s My Name is Asher Lev Chaim Potok Life of a gifted artist whose mother is mentally ill. Summer of the Swans Betsy Byars Family life of a girl growing up with a brother with

Down Syndrome The Broken Cord Michael Dorris Fetal Alcohol Syndrome The Reader Bernard Schlink Illiteracy White Oleander Janet Fitch Mental Retardation Of Mice and Men John Steinbeck Mental Retardation Yellow Raft in Blue water Michael Dorris Fetal Alcohol Syndrome Like Normal People Karen Bender Mental Retardation Flowers for Algernon Daniel Keyes Mental Retardation A Bed By the Window M. Scott Peck Physical Disability Wild Child Elaine Landau Child growing up without human contact YOUNG ADULT The Running Dream Wendelin van Draanen Loss of limb Freak the Mighty W. Rodman Philbrick Two friends both with differences Accidents of Nature Harriet McBryde

Johnson Cerebral Palsy

T4: A Novel in Verse Ann Clare LeZotte Deaf girl in 1939 Rules Cynthia Lord Autism Of Sound Mind Jean Ferris Deaf The Curious Incident of the Dog in the Nighttime

Mark Haddon From the perspective of a 15 year old boy with Autism


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Movies for Media Notebook Title Topic Sean’s Story ABC News Special Inclusion Common Miracles ABC News Special Educational Reform How Difficult Can This Be? The F.A.T. City Workshop

PBS Learning Disabilities

Educating Peter Gerardine Wurzburg Mental Retardation A Beautiful Mind Ron Howard Schizophrenia Tic Code Gary Winick Tourette Syndrome Twitch and Shout Emmett Williams Tourette Syndrome Simon Birch Mickey Gilbert Abnormally small boy in 1960’s New England Children of a Lesser God Randa Haines Auditory Impairment/Deafness Radio Michael Tollin Mental Retardation/Normalization Forrest Gump Robert Zemeckis Mental Retardation I Am Sam Jessie Nelson Mental Retardation Lorenzo’s Oil George Miller Family deals with son’s terminal disease Mask Peter Bogdanovich Low Vision & Blindness My left Foot Jim Sheridan Man with cerebral palsy Rainman Barry Levison Autism The Miracle Worker Arthur Penn Helen Keller What’s Eating Gilbert Grape Paramount Shine Scott Hicks Pianist with mental illness As Good As It Gets James L. Brooks Obsessive compulsive disorder Mr. Holland’s Opus Stephen Herek Music teacher has hearing impaired son One Flew Over the Cuckoo’s Nest Milos Forman Mental ward The Other Sister Garry Marshall Sister is mildly retarded and wants to marry Hillary and Jackie Anand Tucker Brilliant cellist has mental problems The Madness of King George Nicholas Hytner Alan Bennett La Ceremonie (subtitled) Claude Chabrol Illiteracy and Violence Sound and Fury Josh Aronson Deafness, families, & culture Girl Interrupted James Mangold Mental illness Bennie and June Jeremiah S. Chechik Waterdance Neal Jimenez Being paralyzed To Kill A Mockingbird Robert Mulligan Multicultural and Bilingual Special Edu. The Milagro Beanfield War Robert Redford Multicultural and Bilingual Special Edu. Stand and Deliver Ramón Menéndez Multicultural and Bilingual Special Edu. The Hero Who Couldn’t Read Robert Chenault Learning Disabilities World According To Garp. George Roy Hill Speech or Language Impairments A Fish Called Wanda Charles Crichton Speech or Language Impairments Primal Fear Gregory Hobilt Speech or Language Impairments Charly Ralph Nelson Mental Retardation L’enfant Sauvage (Wild Child) François Truffaut Mental Retardation Being There Hal Ashby Mental Retardation Of Mice and Men Gary Sinise Mental Retardation


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Suggested Journals for Chapter Presentation Some suggested journals that you might want to use from the UF Library System are shown in the table below. However, there are many other journals that you can use to find your articles. Topics for Summaries Sample Journals from the UF Library System Speech and Language Impairments Language, Speech and Hearing Services in the

Schools; Communication Disorders; Communication Disorders Quarterly; Journal of Communication Disorders; Topics in Language Disorders

Learning Disabilities Journal of Learning Disabilities; Learning Disabilities Quarterly; Topics in Learning and Learning Disabilities

Specific Reading Disability Reading and Writing Quarterly; Overcoming Learning Disabilities; Journal of Reading, Writing, and Learning Disabilities International

Attention Deficit Hyperactivity Disorder (ADHD)

Behavioral Disorders; Journal of Emotional and Behavioral Disorders

Emotional and Behavioral Disorder Behavioral Disorders; Journal of Emotional and Behavioral Disorders

Intellectual Disabilities or Mental Retardation Mental Retardation; Intellectual and Developmental Disabilities; Journal of Intellectual Disabilities

Deaf and Hard of Hearing Volta Review; American Annals of the Deaf; Sign Language Studies; American Journal of Audiology; Journal of Speech, Language, and Hearing Research; Language, Speech, and Hearing Services in Schools

Physical or Health Disabilities Intellectual and Developmental Disabilities Low Vision and Blindness Intellectual and Developmental Disabilities;

Journal of Visual Impairment and Blindness Very Low-Incidence Disabilities Intellectual and Developmental Disabilities;

Blindness, Visual Impairment, and Deaf-Blindness

Giftedness and Talents The Gifted Child Quarterly, Gifted Education International, Gifted Child Today


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May 20,2010Chapter 6 Article Review

Knight-McKenna, M. (2008). Syllable types: a strategy for reading multisyllabic words.Te a ching Exc ept ional C hil dren, 40(3), p. | 8 -24.

Objective & Supporting E]'idencqThe focus ofthis article is on helping students decode multisyllabic words.

Students often have trouble figuring out how to decode the multisyllabic words and relyon other people to just tell them the word. The goal ofthis article is to providc teacherswith a research based strategy to teach students how to decode multisyllabic words, The

authors' suggest to teach studcnls how to "chunk" words according to six syllable types,According to the research, the knowledge ofsyllable rypes benelits all readers, HnglishIanguage leamers and teachers.

The Strateg'The arlicle recommends the syllable types to be taught in this order closed, open,

vowel-consonant-silent e, vowel team, r-con8olled and final stable syllables.

Four Steps Explicitly'I'eaching Syllable Types: (combine these steps with comprehensionpractice & syllable division)

1. Recognize the Characteristics of the Syllable Type (use manipulatives & makechats)

2. ll.ead Numerous Single-Syllable Words with the Syllable Type (word sortswith singlc syllable words to learn the syllable types)

3. Read'Iwo, Then Three Syllable Words of the Syllable Type in Lists and thenin Connected 'l'ext (gradually increase syllable length for practice)

4. Read fl'wo, T'hen'Ihree, Syllable Words of Mixed Syllable Types in Lists thenin Comrected Text (words that combine the syllable types)

ConQl.usionThis strategy aims to help students take control oftheir reading and reduce

anxiety towards reading multisyllabic words. This shBtegy also positively affects the

students' reading fluency, vocabulary and comprehension.

I,mpr,qssionsAs a feature teacher, I fbund this research based article and strategy very useful. I

do not remember ever leaming these specific syllable types and rules so, it was helpful

for me to get a short lesson on them. This article inspires me to research more

information about syllable types and division. I have had many students in my intemships

ask me to tell them ths multisyllabic word instead of sounding it out on their own. I want

my future students to feel conficlent in their ability to real multisyllabic words so, I will

definitely use article's $trategy.


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Arficle Revrcw

Atwill,K., Blanchard, J., Gorin, J., & Burstein, K, (2007). Receptive vocabularyand cross-language transfer ofphonemic awareness in kindergarten children,Journal of Eelucational fresearcr, 100(6), p. 336'345.

OblectiVe & Spppof"ting EvidpnseIt is well known that children form their speaking and listening vocabularies from

listening and then use this vocabulary as they enter fnrmal schooling; however, this is aproblem for the Spanish-speaking students. Many researchers believe that tlre Spanishmeta-linguistic abilities will transfer to English but this not always the case, especially forstudents witfi underdeveloped Ll meta-linguistic abilities. Ihe aim of this study is toligure out the level ofll meta-linguistic skills (receptive vocabulary) needed to transferto ll-2.gurnmary of Me$rqds

This study used sixty-eight Hispanic Kindergarteners in neighboring publicelementary schools near the U.S.- Mexico border. A1l of the participants' L1 is Spanishand have every little L2 English ability. Each pcticipant took the "Peabody PictweVocabulary Test" and the "Test de Vocabulario en Imagenes Peabody, AdaptacionHispanoamericana. The test proctor pronounced a word and the student chose a pictrre

tlat matohed the word. The sfudents' scores were grouped and compared according totheir Ll test results. To measure the students'phonemic awareness in English, theresearchsrs used the "Dynamic Indicators ofBasic Early Literacy Skills" test and tomeasure their phonemic awareness in Spanish they used the "Indicadores Dinamicos delIixito en la l-ectura."

&scults-&ga!c"htsills'Iihe receptive vocabulary results placed the students into two different ability

groups, average/above average and below average. The average/above average group alsohad higher scores on the English phonemic awareness measurement. The study indicates

that l,l phonemic awareness development does influence t}e student's ability to transferlanguage skills to the L2. The receptive vocabulary assessment served as a solid predictor

of the student's phonemic awareness skills in both their Ll and L2 ibr the average to

above average group. The researchers say thal teachers cannot assume that all English

L,anguage l,earners have the same linguistic background and teach them all the same

way. They also point out that ifthe student is lacking their L I language abilities it is

necessary to continue to develop those l, I skills.

Irn$rrcs-siotrsI learned a lot from the conclusions ofthis study. I would have ncver thought it is

irnporlant to develop a student's Ll language ability when the goal is to teach them to

read and speak another langua!ie. As a future teacher, I feel like I need to spend some

time learning the basics of Spanish and the Spanish-English conelations. lt is my iob to

meet the needs of my students and in this country knowing Spanish is beginning to be

critical.


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Additional Information: The following are specific ESOL Performance Standards and Florida Accomplished Practices that are addressed in this course. Upon completion of this course you should be able to demonstrate your knowledge and understanding of these at a basic level. These same standards and practices will be addressed in other courses as you progress through the program. The goal is that by the time you graduate with your Master’s degree you will be able to apply this accomplished practice to the needs of particular students or situations, especially in classroom settings. ESOL Performance Standard #25: Recognize indicators of learning disabilities, especially hearing and language impairment, and Limited English Proficiency (Infused). Teaching Strategies Used: Lecture, Discussion, Cooperative Learning Activities, Class Presentations ESOL Performance Standards addressed in this course

Related Course Objectives Related Readings, Class Activities, and Assignments

Related Assessment- Including Exams or Artifacts/Products that Demonstrate Mastery of ESOL Performance Standards & Indicators

Standard 25 **Describe characteristics and classifications of students with exceptionalities and the nature and impact of exceptional conditions (including learning disabilities, mental handicaps, sensory impairment, emotional handicaps, physical impairments, and gifted) and Limited English Proficiency on the individual. **Describe social, cognitive, physical, emotional, communicative, and intellectual behavior of children with exceptionalities and Limited English Proficiency at different age levels.

Smith, D. D., & Tyler, N. C. Chapter 3 Kalyanpur, M. & Harry, B. Chapter 2

Exams Study guide assignment


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ESOL Performance Standard 25

Assignment (Key Task)

Rating Guide

Recognize indicators of learning disabilities, especially hearing & language impairment & limited English proficiency.

Students will complete an examination on which they must correctly answer questions regarding ESE issues related to ELLs.

Met Met With Weakness

Not Met

Responses to exam items demonstrate ability to recall, understand, and apply information regarding ESE issues related to ELLs.

Responses to exam items demonstrate marginal ability to recall, understand, and apply information regarding ESE issues related to ELLs.

Responses to exam items DO NOT demonstrate ability to recall, understand, and apply information regarding ESE issues related to ELLs.

Florida Accomplished Practices: You will be assessed on AP 11 indicator 1 through specific questions on the exams. Results of this assessment will be recorded in the Unit Assessment System. Accomplished Practice #11: The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school. Indicator 1: Knows the laws and court decrees that address the rights and obligations of students, parents, and educators. Teaching Strategies Used: Lecture, Discussion, Cooperative Learning Activities, Class Presentations Accomplished Practice Indicator addressed in this course

Related Course Objectives Related Readings, Class Activities, and Assignments

Related Assessment- Including Exams or Artifacts/Products that Demonstrate Mastery of ESOL Performance Standards & Indicators

Indicator 11.1 **Discuss the relationship of home, school, and community environmental conditions to the behavior and outlook of students with exceptionalities **Explain the roles of inclusion and collaboration for students with exceptionalities

Smith, D. D. & Tyler, N. C. Chapter 1

Exams Disabilities in media assignment


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AP Indicator

11.1 Assignment (Key

Task) Rating Guide

Knows the laws and court decrees that address the rights and obligations of students, parents, and educators.

Students will complete an examination on which they must correctly answer questions regarding special education legislation

Met Met With Weakness

Not Met

Responses to exam items demonstrate ability to recall, understand, and apply information regarding special education laws.

Responses to exam items demonstrate marginal ability to recall, understand, and apply information regarding special education laws.

Responses to exam items DO NOT demonstrate ability to recall, understand, and apply information regarding special education laws.

Policy concerning accommodations for students with disabilities The instructor respects human diversity and provides equal opportunity and treatment regardless of race/ethnicity, gender, disability, religion, sexual orientation, or age. Any individual needing specialized assistance due to a disability should inform the professor or graduate teaching assistant of the course during the first week of class. Please bring your letter from the UF Dean of Student’s Office with you when you come to discuss your needs. Every effort will be made to ensure that appropriate accommodations are made. We want everyone to be successful! Honesty Policy As a result of completing the registration form at the University of Florida, every student has signed the following statement: “I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University.” (See Student Handbook) Meeting Accomplished Practices Key Tasks assess your mastery of knowledge, skills and dispositions that the State of Florida requires of all entry-level educators. In this course, we will cover several Accomplished Practices. We will pay particular attention to the following Accomplished Practices and indicators of your mastery of those practices. Your mastery of each indicator will be measured by your work on a Key Task. To pass this course you must successfully complete all Key Tasks and receive a rating of “Met With Weakness” or higher. No exceptions will be made to this rule, even if you do not plan to teach after graduation. Students who receive a “Not Met” rating will be offered a chance to redo the Key Task or, in some cases, to complete a comparable task assigned by the instructor. Students who do not complete their makeup work satisfactorily (with a “Met With Weakness” rating or higher) will receive either an incomplete or a failing grade in the appropriate fill-in at the instructor’s discretion. Students who fail the course must repeat it later.

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INTRODUCTION TO SPECIAL EDUCATION EEX3012, Fall 2011 ... · INTRODUCTION TO SPECIAL EDUCATION EEX3012, Fall 2011 2 Course Requirements: 1. Three tests will be given which will include