I. PREREQUISITES For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

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1 Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course materials.

2 COURSE SYLLABUS EDSP 360 LEARNING AND BEHAVIOR PROBLEMS COURSE DESCRIPTION The characteristics of children and adolescents, with disabilities in the area of learning and behavior, will be explored with the goal of remediation. This course will further include techniques for dealing with these diverse learners in a variety of settings as well as our Christian mission in providing for all of God s children. RATIONALE Teachers of students with mild and moderate disabilities need to delve into foundational issues of dealing with such students. Specific learning disabilities and behaviors can affect oral language, reading, written language, and mathematics. Teachers need to be aware of the wide spectrum of these disorders and how it affects the education of these students. I. PREREQUISITES For information regarding prerequisites for this course, please refer to the Academic Course Catalog. II. III. REQUIRED RESOURCE PURCHASES Click on the following link to view the required resource(s) for the term in which you are registered: ADDITIONAL MATERIALS FOR LEARNING A. Computer with basic audio/video output equipment B. Internet access (broadband recommended) C. Microsoft Office IV. MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. Identify key historical events and legal provisions in the special education field as they pertain to students with mild disabilities in K-12 classrooms. B. Determine educationally relevant characteristics of students with mild disabilities. C. Identify needs of students with mild disabilities. D. Choose remediation methods based on student characteristics. E. Apply biblical ideals to the inclusion of students with mild disabilities. Page 1 of 4

3 V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings and lecture presentations/notes B. Course Requirements Checklist After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1. C. Discussion Board Forums (4) There will be 4 Discussion Board Forums throughout the course. The purpose of Discussion Board Forums is to generate interaction among students in regard to relevant current course topics. The student is required to post 1 thread of at least 300 words. The student will then post 2 replies of at least 100 words each to other classmates threads. D. Project 1: Timeline The student will create a timeline of 7 10 special education laws and explain the major provisions of each. The student must present his/her findings in table format and must use 2 references in APA format. E. Case Studies (3) The student will read and respond to 3 different Case Studies. The student must answer all required questions in a 1 2-page APA-formatted document. F. Project 2: Annual Goals The student will review a provided sample Present Level of Performance. The student will write 4 goals based on this information: 2 for math and 2 for written language. G. IEP Concept Match Up The IEP (Individualized Education Program) contains many different pieces that are important in the education of a student. Oftentimes, the concepts of accommodations, services, and good instructional strategies are confused; therefore, the student will be required to match examples to the appropriate concept. H. Project 3: Lesson Plan The student will complete a lesson plan showing 5 differentiations for student needs, based on a mock classroom. This must be a new lesson plan not used from a previous course. I. Article Review The student will research content that focuses on educational strategies for students with ADHD or autism. The student will select a full-text, scholarly journal article that has been published in the last five years. The paper must include a title page, word summary, word reflection, and reference page in current APA formatting. Page 2 of 4

4 J. Project 4: Behavior Intervention Plan The student will prepare an individual behavior intervention plan for a specific student with a disability that is causing a behavioral challenge in his/her classroom. This can be a fictitious student or a student that he/she actually knows. The student may use the required texts, journal articles, and personal research to complete the provided template. K. Quizzes (4) There are four open-note/open-book quizzes, which contain 25 multiple-choice and true/false questions, and have a 1-hour time limit. VI. COURSE GRADING AND POLICIES A. Points Course Requirement Checklist 10 Discussion Board forums (4 at pts ea) 200 Project 1: Timeline Case Studies (3 at pts ea) 225 Project 2: Annual Goals IEP Concept Match Up 25 Project 3: Lesson Plan Article Review Project 4: Behavior Intervention Plan 100 Quizzes (4 at pts ea) 200 Total 1010 B. Scale A = B = C = D = F = C. LiveText Submission Policy Assignments that are to be submitted to LiveText must be submitted there in order to receive credit for them. This includes assignments that are also submitted in Blackboard, including those submitted to SafeAssign. D. Late Assignment Policy If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by . Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions: 1. Late assignments submitted within one week of the due date will receive a 10% deduction. 2. Assignments submitted more than one week late will receive a 20% deduction. 3. Assignments submitted two weeks late or after the final date of the course will not be accepted. 4. Late Discussion Board threads or replies will not be accepted. Page 3 of 4

5 Special circumstances (e.g. death in the family, personal health issues) will be reviewed by the instructor on a case-by-case basis. E. Disability Assistance Students with a documented disability may contact Liberty University Online s Office of Disability Academic Support (ODAS) at LUOODAS@liberty.edu to make arrangements for academic accommodations. Further information can be found at Page 4 of 4

6 COUR ### Course Schedule COURSE SCHEDULE EDSP 360 Textbooks: Raymond, Learners With Mild Disabilities:A Characteristics Approach (2012). Ackerman, PRAISE: Effectively Guiding Student Behavior (2007). WEEK/ MODULE READING & STUDY ASSIGNMENTS POINTS 1 Raymond: ch. 1 3 presentations Course Requirements Checklist Class Introductions DB Forum 1 Project 1: Timeline Raymond: ch. 2 1 case study DB Forum 2 Case Study 1 3 Raymond: ch. 3 Sample Present Level of Performance Project 2: Annual Goals IEP Concept Match Up Quiz Raymond: chs presentations Project 3: Lesson Plan Quiz 2 5 Raymond: chs. 6, 12 2 case studies DB Forum 3 Case Study 2 6 Raymond: chs website Case Study 3 Quiz 3 7 Raymond: chs presentations Article Review Quiz 4 8 Ackerman: full text 2 presentations DB Forum 4 Project 4: Behavior Intervention Plan 100 TOTAL 1010 DB = Discussion Board NOTE: Each course week (except week 1) begins on Tuesday morning at 12:00 a.m. (ET) and ends on Monday night at 11:59 p.m. (ET). The final week ends at 11:59 p.m. (ET) on Friday.