ESE 424 – Spring 2012 1

College of Education

Vision StatementWe develop educational leaders who create tomorrow’s opportunities.

Mission StatementOur mission is to prepare professionals to serve and lead education

ESE 424Foundations of Special Education: High Incidence Disabilities

EBD/LD/IDDSpring 2012

Department of Educational SpecialtiesGeneral Information:

College of Education, Educational Specialties Department ESE 424 – Foundations of Special Education Credit Hours: 3 credit hours Instructor’s name: Chris Lanterman Office address: 202M, College of Education, Building #27 Office hours: Tuesday/Thursday: 9:00 – 11:00, and by appointment Office phone: 928-523-3575 Office e-mail: Chris.Lanterman@nau.edu Course Evaluations: http://www.nau.edu/course_evals

Course Prerequisites:ESE 380 “Introduction to Exceptional Children”, or equivalent

Your Instructional NeedsIf you anticipate not being able to participate or effectively demonstrate learning in this class due to the instructional format or design of the class, please meet with me to discuss options or adjustments.

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“Each new experience tends to create an unsteady cognitive state or disequilibrium, which the learner seeks to resolve. As the learner experiences

each new attainment of equilibrium, the learner spirals upward to a new level of cognitive competence”

Piaget

Course Structure:

This class is taught with the underlying belief that: Content + Process + Product = Learning Experience

This course will be taught using a mixture of lecture, discussion, case study reviews, impromptu presentations, formal presentations, guest speakers, films and small group activities. Class participation is required. Course readings will be assigned to supplement class activities and the textbook. Please complete each assignment prior to the scheduled class meeting. It is my hope that you will begin to recognize special education is a service and an integral component of a child’s educational experience, rather than the child’s complete educational experience.

Conceptual FrameworkThe conceptual framework of our professional education unit, C.O.E., states that effective educators must have strong content background, professional competence, and dispositions to be confident, open-minded, ethical and empathic. These dispositions are developed through programs grounded in appropriate methodologies identified in the literature. Our philosophy calls us to hold high expectations for all candidates, our colleagues, and ourselves; to embody active respect for our colleagues and those we serve; and to provide the tenacious support needed for all to succeed. Therefore, I believe the following are appropriate guidelines to follow:

Appropriate dress is requested. You are a professional, please come to class dressed accordingly.

Advocate for yourself and take a proactive role while in and out of class. It is also expected that cell phones and other electronic devices be turned off

during class meetings, as they are disruptive to the academic and learning environment.

Should you use a laptop, the use will focus on ESE 424; no emailing, Facebook, or other class work is to be done while in class. I ask that you give 100% of your attention to class material and your colleagues.

All assignments and in-class activities should reflect an understanding and use of person-first language throughout; avoidance of “ableisms” or “handicapisms” should be clearly evident.

Timeliness speaks to you as a professional; if you are 10 minutes early you are on time!

For a three credit course, this suggests, at the least, six hours of work outside of class per week.

Attendance is mandatory; we count on you and your perspective to enhance our learning community.

Professional Development is an extremely important piece of your growth, knowledge and preparedness to teach. You will be asked to attend events outside of scheduled classroom time.

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Be pro-active, problem solve! I will be there to support you in your process. Candidates demonstrate their role as self-confident professionals in a democratic

enterprise. You will demonstrate a disposition of openness to cultures other than your own,

to new ideas, and to the role of ongoing professional inquiry and self reflection. You will demonstrate professional ethics and professional judgment. You will demonstrate empathic perspectives in your relations with those you

serve and colleagues you work beside.

You have begun your journey. Today you are the student, tomorrow the teacher, but always the professional. Teaching requires both dedication and understanding. The skills, the compassion, and philosophy of teaching that you are developing will serve you for the rest of your life. Take your time and know the importance of your every moment, your every decision. I welcome you to class and look forward to our shared learning experience. The overall purpose of this course is to provide undergraduate students with the definitions, characteristics, etiologies, legal and ethical concerns, and educational provisions for students identified with Emotional Disabilities (ED), Learning Disabilities (LD), and Mild Intellectual and Developmental Disabilities (IDD). This course is in the foundations domain, and does not generally address specific classroom strategies, materials or curriculum, which are the focus of courses in the methods domain (ESE 426, ESE 450).

Student Learning Expectations/ Outcomes for this Course

This course covers content related to the following Arizona State Teaching Standards and Council for Exceptional Children Professional Standards:

Arizona Professional Teacher Standards:

Standard 2: Creating and Maintaining a Learning ClimateStandard 3: Implements and Manages InstructionStandard 8: Demonstrates Current Professional KnowledgeStandard 9: In collaboration with other professionals and parents, the special education teacher

participates in the design, implementation, and assessment of individualized education programs

Council for Exceptional Children (CEC) Standards for Beginning Teachers:(For more information, http://ncate.org/ProgramStandards/CEC/CECStandards.doc)Standard 1: FoundationsStandard 2: Development and Characteristics of LearnersStandard 3: Individual Learning DifferencesStandard 6: LanguageStandard 8: AssessmentStandard 9: Ethics and Professional Practice

Expected Learning Outcomes:

By the end of the semester, you will…

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Identify definitions for, and key characteristics of, emotional disabilities, Intellectual and Developmental Disabilities, and learning disabilities; apply this information in developing appropriate IEP goals, accommodations, and behavioral interventions.

Identify the issues surrounding the education of students with disabilities who are culturally and/or linguistically diverse.

Identify the process involved in evaluation and placement of students with high incidence disabilities in special education.

Compare and contrast the characteristics and learning needs of students with high incidence disabilities among each other and with students who do not have disabilities.

Identify instructional, behavioral, and medical interventions used with students who have high incidence disabilities, including the use of medication, and analyze the efficacy of these interventions.

Identify and apply various perspectives and models for educating students with disabilities.

Work collaboratively to develop, implement, and evaluate a plan to achieve a common goal.

Review standards for professional practice in special education and develop a statement that assesses how you do and do not meet these standards.

Participate in professional growth activities that support students with disabilities, demonstrate interest in current issues that face students with disabilities, contribute to your growth as a professional in the field, and/or establish you as a credible special education professional.

Articulate a philosophy on your beliefs about the profession of special education, how you intend to achieve and maintain professional standards of practice, and how you will continue growing as a professional in the field of special education, from this point forward.

Access, evaluate, and synthesize information related to students with high incidence and mild disabilities.

Readings and Materials:Required Textbook: Henley, M., Ramsey, R. S., & Algozzine, R. F. (2009). Characteristics of and strategies for teaching students with Mild disabilities (6 e.). Merrill.

ISBN-10 0-205-60838-8ISBN-13 978-0-205-60838-6

This text is also available through CourseSmart as an e-text for a 180-day rental. Please visit:http://www.coursesmart.com/IR/921074/9780137147229to get your free trial!

Readings:Other required readings will be available on Blackboard Learn (see course Outline for more information).

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Course Outline:Note: Please complete assigned readings by class time of the date assigned. You should bring your text to class each meeting date.

The following is a tentative schedule for the session/semester. Changes will be conveyed through e-mail and/or in class.

Date Week Topics/Readings Assignments and Due Dates

1/17 1 Course Introduction1/19 1 Why Should We Use Person First Language?

Source Materials:BBLSnow, People First LanguageAimee Mullins: The Opportunity of AdversityHttp://www.ted.com/talks/lang/eng/aimee_mullins_the_opportunity_of_adversity.html

A Credo for SupportHttp://www.normemma.com/videos/credo.htm

The Kids Are AlrightHttp://www.thekidsareallright.org/watch.html

The Infamous Parade Magazine ArticleHttp://www.cripcommentary.com/parade.html

Student Information Survey due by midnight on 1/20

1/24 2 What Are Ableisms?

Source Materials:Henley et al.,Ending Handicappism, 9Labeling, 32Advantages of Labeling, 32Disadvantages of Labeling, 33

BBLClassification and Special Education (Hobbs)

Prior Knowledge Assessment due by midnight on 1/23

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1/26 2 How Do Laws Protect Against Disability Discrimination?

Source materials:Henley et al.,Federal Laws, 11Section 504 of the Rehabilitation Act of 1973, 11Americans with Disabilities Act, 18

BBLThe Americans with Disabilities Act of 1990Definition of a “Person with a Disability”Copenhaver, Section 504 Frequently Asked Questions

*Last Day to Drop*

1/31 3 How Does the No Child Left Behind Act Relate to Children with Disabilities?

Source materials:Henley et al.No Child Left Behind Act, 19

BBLEducation Trust Summary of the NCLBKey Points of the NCLBUnderstanding the NCLB and What It Means for Students with Disabilities

2/2 3 What Are the Basic Provisions of the IDEA?

Source materials:Henley et al.Individuals with Disabilities Education Act (IDEA), 12

BBLOverview of Today’s Special Education (Chapter 1 from Turnbull, Turnbull, & Wehmeyer, 2010)Summary of Key Changes in the IDEA for 2004

*Administrative Drop Deadline (2/6)*

2/7 4 What Are the Basic Provisions of the IDEA?(continued)

2/9 4 What Can We Learn From The Numbers?

Source materials:Henley et al.Students with Mild Disabilities, 30

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2/14 5 Where Do We Teach Students with Disabilities?

Source materials:Henley et al.Where to Teach Students, 36General Education Classroom Placement, 36Resource Room Placement, 36Special Class Placement, 38Special Day School Placement, 38Homebound Programs, 38Other Domiciled Settings, 38Residential Programs, 39

2/16 5 Where Do We Teach Students with Disabilities? (continued)

Source materials:Henley et al.Least Restrictive Environment, 194Inclusion, 197Organizing Inclusion Programs, 199Collaboration, 201Characteristics of Collaboration, 202Inclusion Models, 203Consulting Teacher, 204Co-Teacher Model, 205The Co-Teaching Plan, 207Tips to Remember About Co-Teaching, 208Collaborative Instruction, 208Peer Tutoring, 208Cooperative Learning, 210Common Ground, 212Teacher Expectations, 213Classroom Organization, 213Standardized Tests, 214

BBLHart, Strangman, & Meyer, Differentiated Instruction and Universal Design for Learning

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2/21 6 How Do Students Get Placed in Special education?

Source materials:Henley et al.Problems with Learning, 67Identification of Learning Problems, 67Prereferral Intervention, 69Referral to Special Education, 70Multidisciplinary Evaluation and Eligibility, 70

BBLReferral and Evaluation Procedures and Timeline

Who’s Laughing Now? Due by midnight on 2/20PDA 1 due by midnight on 2/20Current Events 1 due by midnight on 2/20

2/23 6 How Do Students Get Placed in Special education?(continued)

2/28 7 What Are the Key Elements of an Individualized Education Program (IEP)?

Source material:Henley et al.Appendix D. Sample Individualized Education Plan (IEP), 402

BBLSample IEP Form

3/1 7 How Do You Complete An IEP?

Source material:BBLAnnotated IEP ChecklistArizona and Common Core Standards

3/6 8 How do You Complete an IEP? Continued)

Source material:BBLDetermining and Writing Effective IEP GoalsWriting Annual Goals (NICHCY) Sample IEP’s

3/8 8 How Do You Complete an IEP? (continued)

Source material:

3/13-15

9 SPRING BREAK

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3/20 10 How Are Students with Mild Disabilities Similar To One Another?

Source material:Henley et al.Cross-Categorical Characteristics of Students, 44Generalities about Mild Learning Disabilities, 46Cross-Categorical Disabilities, 50Causes of Mild Disabilities, 57Organic Causes, 58Environmental Causes, 61Population at Risk, 65Infants, Toddlers, and Preschoolers, 65At-Risk School-Aged Youth, 65School Dropouts, 66

3/22 10 What Are Intellectual Disabilities?

Source material:Henley et al.Definition and Identification, 82The 6-Hour Retarded Child, 83Types of Intellectual Disabilities, 84Prevalence, 85

3/27 11 What Are Characteristics of Students with Intellectual Disabilities?

Source material:Henley et al.Characteristics, 94Cognitive, 94Mental Processing, 96Academics, 99Communication, 100Perception/Motor, 103Social-Adaptive Skills, 104Teaching Approaches, 106

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3/29 11 What Are Characteristics of Students with Intellectual Disabilities?

Source material:Henley et al.Vignette: Larry, 76

BBLEducating Peter (Streaming Video)Graduating Peter (Streaming Video)

4/3 12 What Are the Causes of Intellectual Disabilities?

Source materials:Henley et al.Causes of Mild Intellectual Disabilities, 86Organic Causes, 86Environmental Causes, 88Disproportionate Representation of Minorities, 93

PDA 2 due by midnight on 4/2Current Events 2 due by midnight on 4/2

4/5 12 There’s A Reason I’m A Teacher Conference4/10 13 What Are Emotional and Behavioral Disorders?

Source material:Henley et al.Definition and Identification, 121Issues and Concerns, 123Levels of Emotional Disturbance, 124Prevalence of Emotional/Behavioral Disorders, 124

4/12 13 What Are Causes of Emotional and Behavioral Disorders?

Source material:Henleyet al.,Causes of Emotional Disturbance, 134Biophysical Causes, 135Psychodynamic Causes, 137Psychoeducational Causes, 138Behavioral Causes, 139Disturbed or Disturbing?, 141The Ecological Model, 143

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4/17 14 What Are Characteristics of Students with Emotional and Behavioral Disorders?

Source material:Henley et al.Characteristics, 145Cognitive, 146Academic, 147Communication, 149Social-Adaptive, 150Positive Behavior Support, 151Treatment Approaches, 153

4/19 14 What Are Characteristics of Students with Emotional and Behavioral Disorders?

Source material:Henley et al.Vignette: Problem Behaviors, 117

Main Course due by midnight on 4/18

4/24 15 What Are Specific Learning Disabilities?

Source material:Henley et al.Causes of Learning Disabilities, 166Definition and Identification, 167Major Concepts and Key Phrases, 168Prevalence of Learning Disabilities, 172

4/26 15 How Are Students with Specific Learning Disabilities Identified?

Source material:SLDHenley et al.The Discrepancy Controversy, 170Response to Intervention, 170

BBLNational Joint Center on Learning Disabilities, Responsiveness to Intervention and Learning Disabilities

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5/1 16 What Are Characteristics of Students with Learning Disabilities?

Source material:Henley et al.Characteristics, 173Cognitive, 173Mental Processing, 175Academics, 175Communication, 178Perceptual-Motor, 179Social/Adaptive, 180

5/3 16 What Are Characteristics of Students with Learning Disabilities?

Source material:BBLLast One Picked, First One Picked On (Streaming Video)

5/10 17 10:00 – 12:00Final Exam Meeting Time

Assessment of Student Learning Outcomes

Methods of Assessment:Each assignment has been aligned to one or more of the standards and course goals listed above. For all assignments, a rubric will be provided that outlines the criteria upon which each assignment will be evaluated.

General Class Assignment Information:As the syllabus suggests, each of the assignments in this course are connected with essential standards for Arizona teacher preparation, as well as council for Exceptional Children (CEC) standards for initial licensure for beginning teachers.

Due to these critical connections, it is imperative that all students in this class meet these expectations in order to move forward in their program of study. As a result, it is the expectation that each student will complete all

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assignments with a passing grade of 70 percent, or better, in order to pass this class.

Students are expected to have completed reading assignments prior to class meetings. Materials covered during class may not duplicate reading content. In many instances, class activities are designed to expand upon concepts presented in readings.

All assignments must be submitted by midnight on, or before, the designated date due. Late assignments will receive a ten percent penalty, and assignments will not be accepted more than two weeks beyond the original due date. All assignments must be submitted via e-mail attachment, in Microsoft Word or Rich Text Format (RTF, unless otherwise noted). Please be sure to convert your file to a .doc, .docx, or .rtf format prior to sending it to me or attaching it in Blackboard or TaskStream.All assignments and in-class activities should reflect an understanding and use of person-first language throughout; avoidance of “handicapisms” should be clearly evident. If you are unfamiliar with these concepts, please be sure to discuss them with me in class or in my office.

Assignments submitted as a requirement for another course should not be submitted for this class. All assignments should reflect independent and original effort and content. Although students are encouraged to use all resources possible to complete their assignments, plagiarism will not be tolerated (see Academic Dishonesty in Course Policies). Any evidence of plagiarism will result in a grade of ‘0’ on the assignment in question. For more information on plagiarism, go to:What Is Plagiarism?http://www.mantex.co.uk/2009/08/24/writing-essays-plagiarism/

Course Assignments:The 5-Course ApproachAccording to Wikipedia (yes, I do occasionally use Wikipedia), the following represents the stages of a multi-course meal…Entrée

The meal begins with an entrée, a small serving that usually does not include red meat. It is sometimes referred to as a soup course, as soups, bisques, and consommés are popular entreés. In Italian custom, antipasto is served, usually

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finger food that does not contain pasta or any starch. In the United States the term appetizer is usually used in place of entrée, as entrée refers to the main course. RelevésThis may be followed by a variety of dishes, including a possible fish course or other relevés (lighter courses), each with some kind of vegetable. The number and size of these intermittent courses is entirely dependent on local custom. Main CourseFollowing these is the main course or central part of the meal. This is the most important course and is usually the largest. The main course is called an entrée in the United States. SaladNext comes the salad course, although salad may often refer to a cooked vegetable, rather than the greens most people associate with the word. According to The Joy of Cooking, greens serve "garnish duty only" in a salad course. Note that in the United States, Canada, Great Britain, and parts of Europe, the salad course (usually a green salad) is served at some point before the main course. Sometimes, the salad also accompanies the cheese course. DessertThe meal will often culminate with a dessert, either hot or cold, sometimes followed with a final serving of hot or cold fruit and accompanied by a suitable dessert wine. Cheese, Wine & NutsThe meal may carry on with a cheese selection, accompanied by an appropriate selection of wine. In many countries cheeses will be served before the meal as an appetizer, and in the United States often between the main course and dessert, just like in Western European countries. Nuts are also a popular after-meal selection (thus the common saying "from soup to nuts," meaning from beginning to end). Sorbet or other palate cleansers might be served between courses.

So, why food? Well, we all like it, but we all like something different, right? We will use a “5-course” model for the assignments in this class. You will choose options from each of the courses to complete the requirements and competencies for this class. You must complete assignments equal to the value for each course of the meal. Some assignments will be required, though you may have options for how you complete them. Other assignments will be an option on your menu. In general, the menu will be:

Appetizers/SoupStudent Information Survey (required, format optional)Prior Knowledge Assessment (required)

SaladProfessionalism and Dispositions (100 points) (required, format TBD as a class)Learning Exercises and Activities (option)Quizzes (option)

Main Course

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Research Project (option)Case Study (option)Film or Literature Analysis (option)

DessertWho’s Laughing Now? (option)Current Events and Trends in Special Education (option)Professional Development Activities (Option)

Cheese & NutsLearning Acquisition Assessment (required)

More specific information for each assignment can be found below, and most instructions and grading rubrics are located in the Blackboard shell for this class.

Appetizers/SoupStudent Information Inventory (25 points)Chickering and Gamson (1987) identified seven key principles of good practice in undergraduate education. These principles are: 1) encourage student-faculty contact, 2) encourage cooperation among students, 3) encourage active learning, 4) give prompt feedback, 5) emphasize time on task, 6) communicate high expectations, and 7) respect diverse talents and ways of learning (Chickering & Gamson, 1987). Notably, the first principle is to encourage student-faculty contact or interaction. As it takes time to develop rapport between faculty and students, I believe in sharing information to get a sense of who each of you are.

I will ask you to complete an online survey to share some of this information with me. The survey, or inventory, will ask you a bit about your interests, your experiences, your goals, etc. The survey may take 15-30 minutes to complete, and the more clearly you complete it, the better.Alternatively, you can have a personal conversation with me to share some of this information. You will simply need to make an appointment to see me before the survey is due, and plan on about 15-30 minutes to chat. It might be helpful to review the key questions below to help you prepare. A third option is to prepare a narrative that tells me about you, your experiences, and how your life outside of class intersects with your life inside of class. This could be an expository essay, a story, an audio recording…whatever you like. Please consider the questions below as a framework. This narrative should be submitted in the appropriate location in the Blackboard shell.

For the latter two options, the main questions I hope you will address, in detail, are:

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What is your current academic situation (e.g., what classes are you taking, what are characteristics of classes and instructors that you find helpful, and what additional information will help me understand your learning needs better)?

What are major aspects of your life outside of class (e.g., what extra-curricular activities do you engage in, how do these intersect with your academic life, and what might be important events occurring for you this semester)?

What are your goals and experiences related to this class and your program (e.g., what background do you have that will help you in this class, what other unique characteristics do you have that will contribute to this class, what are your professional goals, etc.)?

Prior Knowledge Assessment (25 points) This brief assessment is designed to establish a baseline of your knowledge and skills as you begin this course. Information from this assessment may be used to guide course information and instruction, as well as activities and future assessments. Your completion of this assessment by the assigned due date will earn you full credit. Please use this as representative of your current knowledge, so do not look up answers. The assessment is located inside of the Blackboard shell for this class. There are 25 questions, and you will have 45 minutes to complete the assessment.

Salad Professionalism and Dispositions (100 points)As noted earlier in this syllabus, the College of Education has established a conceptual framework for its programs, and how effectively they prepare you for the challenges of your professional teaching practice. Among the criteria established for assuring your preparation is the development of professional dispositions. These dispositions are:

Candidates demonstrate their role as self-confident professionals in a democratic enterprise.

Candidates demonstrate a disposition of openness to cultures other than their own, to new ideas, and to the role of ongoing professional inquiry and self reflection.

Candidates demonstrate professional ethics and professional judgment. Candidates demonstrate empathic perspectives in their relations with

those they serve.

The Departments of Educational Specialties and Teaching and learning in the College of Education have further elaborated standards of professionalism within

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these broad areas of disposition (see Dispositions Statement in Blackboard). This statement will be an agreement that you will make at the beginning of the term.

Part of this class will be assessing your demonstration of these standards. I am going to ask you to articulate a measure for these standards that the entire class will agree to. Once these measures are established, they will serve as the accountability and evaluation of your professionalism and dispositions for the course. Learning Exercises and Activities (60 points)Learning Exercises and Activities are designed to supplement the rest of the assessment plan for the class in a way that allows for some relatively low-stakes means for determining what you have come to understand, and where misconceptions or misunderstandings still exist. These activities and assessments are referred to as “checks for understanding” or “formative” assessments, as they may help to guide future instruction.

There will be a variety of activities and assessments over the course of the semester. Each will be worth 5 or 10 points each, for a total of no more than 60 points, overall. I may ask you to complete them in class, via Blackboard Learn, or via email, depending on the timing and purpose of the activity. They will generally not be announced ahead of time.

Quizzes (60 points)There will be four quizzes offered within the class, each worth 15 points. These quizzes will relate to readings from the text, as well as from the Blackboard Learn shell. They may also relate to class discussions and activities. Each quiz will be multiple choice, and will be delivered in the Blackboard Learn shell for the course. Quizzes are timed assessments.

Main CourseResearch Project Option (200 points) In many ways, this course operates under the presumption that each student, whether in kindergarten or graduate school, learns differently. This course is organized around thematic questions that guide the study of special education and children with mild disabilities. The manner in which you develop the understandings that help you answer these questions may be different from one person to the next. Similarly, the ways in which you demonstrate your understanding of these themes will also likely be different for each of you. You will also have a great deal of latitude for this project.

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Based on this premise, the Research Project is an opportunity for you to showcase your learning in this class by “demonstrating” your understanding of key themes and concepts addressed in the class.

You will choose a topic from the course and develop an individualized project around that theme. The format of the project is very open, and can include traditional formats, like a research paper, or something more current, such as a podcast or digital story. I will provide suggestions and recommendations as the semester progresses.

Whatever you choose, the key is to prepare a substantive and meaningful presentation on the topic with well-researched and supported documentation.

The format of this assignment is flexible, but must be comprised of a component that can be submitted to the instructor (e.g. research paper/literature review, slide presentation, annotated book reviews, digital story, video, podcast, etc.). It is appropriate to have your topic reviewed by the instructor prior to beginning your research. The core of this assignment will be the strength of your research and the clarity, cohesiveness, and comprehensiveness of your submission.

More specific information and expectations are provided in the instructions and rubric for this Main Course option.

Case Study Option (200 points)Courses in the foundations domain focus heavily on theory and

fundamental understanding of key concepts within specific areas of study. This “foundation” is critical to the effective implementation of best practice. Benjamin Bloom and his colleagues hypothesized three dimensions of learning...cognitive, psychomotor and affective. The cognitive domain, into which he classified six levels of abstraction, is widely recognized as Bloom’s Taxonomy. In 2001, researchers Anderson and Krathwohl revised Bloom’s Taxonomy to reflect the changing understanding of how students learn. In their revised taxonomy, Anderson and Krathwohl cite the following cognitive processes: remembering, understanding, applying, analyzing, evaluating, and creating.

The task of analyzing a situation and applying the theory and fundamentals of a discipline approaches the higher orders within Bloom’s or Anderson and Krathwohl’s taxonomies, and encourages deeper learning. For this Main Course option, you will prepare an evaluation of a case study in mild disabilities. Information about a specific student from one of the disability categories covered in the course will be provided to you. In your evaluation and analysis of the case, you will need to include a summary of the student’s background, along with key characteristics, diagnostic justification, recommended instructional/IEP goals, and suggestions for intervention.

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The rubric for this assignment provides more detail for each element of the assignment.

Film or Literature Analysis Option (200 points)The difference between having a disability and not can change in a matter

of seconds, and no one is exempt from a twist of life circumstances. Life experiences do not always discriminate between individuals who have disabilities and those who do not. We can witness this in our popular culture, through music, literature and film. However, misconceptions about disabilities can be perpetuated by misguided or stereotyped portrayals in these media. You will apply what you have learned about the disabilities in this course, and the individuals affected by them, to analyze a work of literature or film that portrays a person with a mild/high-incidence disability for its accuracy and for its similarity to our own life experiences.

Read a popular press book or view a film that depicts an individual with an intellectual disability, an emotional or behavioral disability, or a specific learning disability. You will write an analysis of the disability and its portrayal, based on your work and information presented throughout the course. The first part of this assignment is to prepare a summary of the book or film. The summary should be very thorough, and highlight important details from the media, including those that help to characterize the main character with a disability. Your full analysis should include your summary of the book/film, thoroughly compare its content to course material, and describe, in detail, the degree to which the film accurately (or does not) portray the disability. It is also appropriate to express your view of the book/film, relative to your personal experiences. Grading criteria and instructions will be provided.

DessertWho’s Laughing Now? (50 points)

Disability has had a checkered past in popular media. This includes comics, cartoons, and other media widely viewed by children and adults alike. How disability is portrayed in humor plays a role in how society views disability, and so, how disability is portrayed in humor. It is cyclical and perpetuating.

You will find a comic or cartoon, a YouTube video, scene from a movie or TV show, or other piece of media that portrays disability in a humorous light. Given the context of this course, choose media that represents one of the disabilities we discuss in this course. Please prepare an analysis in which you will share the media and how you believe it perpetuates the negative stereotypes of disability that we will discuss at the beginning of the course. The scope of the assignment suggests a very short (2-3 minute) clip from YouTube or other video format, if you use a video.

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Professional Development Activities (25 points each)You will attend professional development events related to your field of

study, but that have some potential for application in the field of mild/high-incidence disabilities. Each event may be one or more hours in length, and must provide knowledge or training that supports your growth as an educator, therapist, or other professional. There will be a required explanation of the event and its relationship to your professional growth and to this class.

Current Events and Trends in Special Education (25 points each)The knowledge and skills acquired in your teaching preparation program

are critical to your success as a professional in your field. Your coursework establishes a solid grounding for your future practice, which is why you are held to many standards of professional knowledge, skills, and dispositions even before you become a teacher. Even so, the information you gather through your classes and experiences in schools leaves many potential stones unturned.

With this in mind, you will be asked to prepare a review of current trends or events in special education, using the Council for Exceptional Children’s RSS feed, CEC SmartBrief. This news source provides a five-times-a-week review of news stories in special education from around the U.S., Canada, and Great Britain. You will need to subscribe to the feed by going to:http://www.smartbrief.com/cec/

Once you have successfully established your free subscription to the newsletter, you can begin to peruse stories of interest to you. Whether you are interested in current technology trends, issues in curriculum development, educational policy, or one of many other areas of special education, you will find links to a variety of stories from news publications.

Please choose three related news stories to review. Provide a synopsis of each story, outline the common theme among all three stories, and provide an analysis of how you believe this information supports or contradicts your understanding of the topic. If you choose a topic about which you have no prior knowledge, please provide an analysis of what new understandings you have come to, given your readings.

You may review the news stories in the SmartBrief over multiple issues and analyze trends that you observe in these news stories. You will often be directed to access stories through publications like newspapers and online education journals. Some of these will require registration, and some may ask for a registration fee. I DO NOT ask that you access the stories from those sources that require a fee, but be flexible about registering for the free sites, if necessary.

Cheese and NutsLearning Acquisition Assessment (25 points)

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This is the post-test for the course, and is based on the questions from the Prior Knowledge Assessment at the beginning of the course. It is designed to assess your growth from the beginning of the semester to the end. You will receive a score based on the number of questions you answer correctly.

Proposed Grading System:You will receive a grade based on accumulated points accrued on assignments as a percentage of the total points possible for the course. The grading scale is as follows:

90 – 100% = A70 – 89% = BBelow 70% = F

Course Policies:Assignments

All assignments are expected to be submitted by class time on, or before, the designated date due.

You are responsible to record all of your grades and assignments, you are a preservice teacher and grading will be part of your job responsibilities… start now!

All assignments should be proof read for spelling and grammatical errors prior to being submitted.

Assignments submitted as a requirement for another course should not be submitted for this class.

AttendanceYou will be expected to follow the NAU policy governing class attendance. It is strongly recommended that you attend each class, as information will be presented which will be necessary to complete exams and class projects. Class participation and attendance are part of the grade for this course.Should you need to miss a class, it is your responsibility to obtain class notes and handouts from other students. Should you need additional clarification, please contact me.Attendance is expected each meeting day during the semester. The instructor and the University are cognizant that circumstances arise that require class members to be absent on occasion. Academic DishonestyAll work submitted must be original work. If a student is guilty of academic dishonesty, NAU policy (in the Student Handbook) will be applied, resulting in automatic failure of this course. Candidates are expected to have completed reading assignments prior to class meetings. Although candidates are encouraged to use all resources possible to complete their assignments, proper credit and attribution must be provided for all resources. Plagiarism will not be tolerated (see Academic Dishonesty in Course Policies). Any evidence of plagiarism will result in a grade of ‘0’ on the assignment in question. For information on what constitutes plagiarism, see the “What is Plagiarism?” page from Georgetown University (http://gervaseprograms.georgetown.edu/hc/plagiarism.html).

Electronics and E-MailPlease contact me using this email address only – Chris.Lanterman@nau.edu I will be using either a class listserv or email to communicate with you. You must have a DANA email account issued by the university in order to receive these messages. You may choose to have these messages forwarded to an email address issued by your ISP (AOL, Hotmail, Yahoo, etc.), but it will be necessary to use the Vista e-mail function, if communication is going to be handled via the course management system (CMS).

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It is expected that you will check your university email account regularly. This will facilitate communication between you and me. Occasionally, urgent issues arise with regard to assignments, and email is the most efficient way of contacting you.It is also expected that cell phones, pagers, IPOD’s, or other electronic devices be turned off during class meetings, as they are disruptive to the academic and learning environment. You may check for messages during assigned breaks. Excessive or inappropriate use of these devices may result in the application of administrative action (see classroom Management Statement below).Fire AlarmsIf a fire alarm sounds, it is expected that all candidates and staff leave the building through the nearest exit. If the class is in the middle of an exam or quiz, the exam/quiz should be left face-down on the desk when leaving the classroom.Classroom DecorumIt is expected that all class members maintain a respectful and clean classroom. Although food and beverages are allowed in the classroom, it is expected that you will discard any containers, packages, cans, or bottles before leaving. Similarly, it is expected that you remove crumbs or other debris, to the best of your ability, from the area before leaving. It is a courtesy to your peers and me to push in your chairs before leaving…thank you.Classroom Management StatementMembership in the academic community places a special obligation on all members to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive.It is the responsibility of each student to behave in a manner which does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with University regulations and the course syllabus.

University Policies: For further information please visit: http://jan.ucc.nau.edu/academicadmin/policy1.htmlSafe Environment Policy

NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.You may obtain a copy of this policy from the college dean’s office. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), the academic ombudsperson (928-523-9368), or NAU’s Office of Affirmative Action (928-523-3312).Students with DisabilitiesIf you have a documented disability, you can arrange for accommodations by contacting Disability Resources at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DSS with disability related documentation and are encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must register with DR each semester you are enrolled at NAU and wish to use accommodations.

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Faculty are not authorized to provide a student with disability related accommodations without prior approval from DR. Students who have registered with DR are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed. Concerns or questions regarding disability related accommodations can be brought to the attention of DR or the Affirmative Action Office.

Instructional Review BoardAny study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.

Academic IntegrityThe university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner.

Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix F of NAU’s Student Handbook.

Academic Contact Hour PolicyThe Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.”

The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.