Counseling and Special Populations. Course Number: SPED 5301

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1 The conceptual framework of the Lamar University Educator Preparation Program illuminates the vision of the faculty as they are engaged in teaching, research, service. The undergraduate graduate programs utilize a variety of delivery systems to prepare educators leaders for a changing world by requiring them to demonstrate core knowledge, content proficiency, pedagogical techniques strategies, communication leadership skills, technological analytical abilities, professional dispositions. Lamar University educator preparation cidates develop habits of mind needed for lifelong learning respond to the ever changing diverse needs of EC-12 students the schools that serve them. Department: Counseling Special Populations Course Number: SPED 5301 Course Title: Survey of Exceptional Learners Course Description: General survey of the learning potentials of those children deficient in basic integrities which can be categorized into central peripheral nervous system dysfunction /or behavioral disorder. Virtual Office Hours: The professor will be available for questions answers during a weekly webinar. The day the time for the webinar will be posted under the Getting Started section in Blackboard, along with login information. Additionally, the instructor will hold virtual office hours. Please see the Getting Started page in the Blackboard course for additional details. Course Structure: This course is presented in an intensive five week format. Each week includes readings from assigned texts journal articles on the topic, lecture /or interviews, discussion with your colleagues, assignments for you to apply the concepts discussed in each week. It is important to review the syllabus, all course materials, due dates at the onset of the course. This is a distance education course. In order to complete this course successfully, you will need access to a computer the internet on a daily basis. The course you are taking is asynchronous. In other words, there are no real time interactions required (except during webinar participation). All instructions for your course are contained in this syllabus in the weekly overviews. Instructional Associates: You will receive an from your instructional associate (IA) which includes contact information. Make contact with your IA with questions. Please include in the subject line your Lamar ID number (L number), Course number, (SPED 5301) Course section in any communication sent to the IA or course instructor. Direct questions to your IA as this will assist in answering common questions with consistency. Questions related to content are forwarded to the professor for resolution by the IA. Direct communication will be used if several students need answers to questions. The IA serves a very important role for you the course instructor. They are coaches encouragers to students. The IA is your first contact. If your problem cannot be resolved by interaction with the IA, then contact the course instructor. Lamar University 1

2 Prerequisites: Admission to Lamar University Certificate Program, M. Ed. Teacher Leadership Program, /or M. Ed. Program. (Initial teacher certification required. Qualifying score on GRE is required if GPA is less than 3.0.) Required Textbooks The textbooks are available in digital format through Course Smart. See link after book titles. Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Recommended: American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. TK20 REQUIREMENT: TK20 is the official electronic portfolio software used by the Lamar University College of Education Human Development. You can use the following address to access TK20 All students are required to purchase TK20. Key assessment information, projects, work samples will be collected, processed, archived through the TK20 secure portal. Grading will not be completed unless selected assignments are submitted to TK20. Your Instructional Associate (IA) can assist you with the TK20 requirements uploads. You may also contact the Lamar TK20 helpdesk at In the Department of Counseling Special Populations, all students must submit key assessments in TK20 in Blackboard in order to receive a final grade for their course. Any students who do not submit the key artifact to both will receive a grade of incomplete-i for the course. The TK-20 assignment for this course is the Philosophy of. Discussion Boards: During this class, you are required to participate in discussion boards on a weekly basis. Posting requirements include one original post responding to the discussion prompt three responses to peer posts. Posts must be spread over three days throughout the week. Keep in mind, peer posts can occur before responding with original posts. Read the grading rubric for discussion board participation to become more familiar with expectations for discussion boards. Webinar Conferences: Overview: During this class, you are required to view at least one webinar conference during the fiveweek course. You will receive a participation grade for viewing one throughout the five-week course, but this is only for the first course. Please follow the assignment directions in Week 5 on how to evidence viewing of one webinar conference. You are encouraged to attend webinar conferences during the five-week session. An agenda will be followed to allow time to answer questions. Purpose: 1) Learning to operate the software hardware for an interactive webinar conference. After the first attendance, you will be comfortable with the delivery format. 2) More interaction between students faculty. 3) Clarification of SPED 5301 questions. Lamar University 2

3 4) Sharing your local experiences with one another. Refer to the Getting Started section of Blackboard for webinar dates, times, login information. Always check to verify dates times, as they are subject to change. DATES AND TIME CHANGES FOR WEBINARS WILL BE POSTED IN BLACKBOARD ANNOUNCEMENTS. Learning Outcomes/National State Stards/Assignments/Assessment Educator Preparation Stards Addressed: Great care has been taken to assure students that the subject matter of this course is authoritative consistent with the State Board for Educator Certification. The content of this course is specified in the form of stards that subsume objectives calling for knowledge, application, dispositions. You should become familiar with these statements, which should guide you in your quest for learning. These objectives have been selected to equip you to teach the Texas Essential Knowledge Skills (TEKS) curriculum. TEKS can be downloaded from the Texas Education Agency website. The objectives listed below in this course syllabus stipulate content for this course. A complete list of applicable stards for each course in the program (CEC Teacher Preparation Stards, the TExES, Teacher Stards) is provided at the end of each syllabus. Lamar University 3

4 Program Outcomes Learner Outcome: At the end of the course, the learner will be able to CEC Stards TExES Domains: TExES Domains: Teacher NAGC/CEC Gifted Education Assignments/Assessments to Master Learner Outcomes 1. Examine history current issues in the field of special education 2. Define describe the specific nature, causes, characteristics of children with exceptionalities 3. Analyze assess the educational needs of exceptional learners. 4. Collaborate with families, other educators, related service providers, individuals with exceptionalities, personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. LO 1.1 Identify describe the history, legislation, current issues of special education LO 1.2 Explain trends common practices regarding special education (identification, assessment, IEPs, parental involvement) LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs LO 4.1 Analyze models of collaboration relevant to special education LO 4.2 Explain the need, requirements, rationale for all stakeholders to be collaboratively involved with exceptional learners Stard 1: Foundations Stard 9: Professional Ethical Practice Stard 2: Development Characteristics of Learners Stard 3: Individual Learning Differences Stard 10: Collaboration Foundations Stard I Stard II Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Stard IX Stard X Foundations Stard III Foundations Stard I Domain I: Understing Individuals With Disabilities Evaluating Their Need Stard IV Domain I: Understing Individuals With Disabilities Evaluating Their Need Stard II Foundations Stard III Stard II: Development Characteristics of Learners Stard III: Individual Learning Differences Read Chapters 1-3 Discussion Question #1 Timeline Project Week 1 Quiz Read Chapters 5-15 Discussion Questions #2, #3, #4, #5 Media Evaluation Project Philosophy of Special Education Paper ABC Book IEP Project Week 2-5 Quiz Read Chapters 5-15 Discussion Questions #2, #3, #4, #5 Media Evaluation Project Philosophy of Special Education Paper ABC Book IEP Project Week 2-5 Quiz Read Chapter 4 Week 1 Quiz Lamar University 4

5 Course Requirements Assignments It is very important that you keep up with the assigned readings, lectures, activities. All assignments, including weekly discussions must adhere to the American Psychological Association (APA) style 6th edition guidelines (APA, 2010). Assignment Points Per Week Total Course Points Discussion Boards 60 points 60 = 300 points Weekly Quizzes = 150 points Webinar: Webinars are held weekly. Viewing of one recorded webinar during points the course is required. Webinar participation is recommended but optional. Timeline Project points IEP Project points Media Evaluation (Any Exceptionality) points ABC Book (Any Exceptionality) points Philosophy of (Blackboard Tk20) points Total Points 1000 points Grading Process points = A points = B points = C points = D Below 599 points = F Classroom Management Policies Technology: Students must have adequate computer internet capability to complete this class. Failure to submit coursework according to the due dates because of technology difficulties will not be an appropriate excuse. It is the student s responsibility to maintain appropriate equipment connection at all times to fully participate in this course. Academic Honesty: Lamar University expects all students to engage in academic pursuits in a manner that is above reproach. Students are expected to maintain complete honesty integrity in their academic experiences both in out of the classroom. Any student found guilty of dishonesty in any phase of academic work will be subject to disciplinary action. Course Evaluation: Lamar University provides for evaluation of the course instructor. Specific directions that describe this process will be provided near the completion of the course. Students are requested to complete the course evaluation so that the information can be used for future course planning redesign based on student needs suggestions. Disability Accommodation: Lamar University is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is located in the Communications building room 105. Office staff collaborate with students who have disabilities to provide /or arrange reasonable accommodations. Lamar University 5

6 If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact the DRC at or drc@lamar.edu to arrange a confidential appointment with the Director of the DRC to explore possible options regarding equitable access reasonable accommodations. If you are registered with DRC have a current letter requesting reasonable accommodations, we encourage you to contact your instructor early in the semester to review how the accommodations will be applied in the course. Drop: If, at any point, you decide to not participate in this course, it is your responsibility to officially drop or withdraw from enrollment. Failure to do so may result in a failing grade. A student may recover all tuition for the current course when proper documentation is received prior to the third day of the current course. Late Policy: You are expected to complete turn in assignments on time. Sexual Harassment: It is the policy of the university that no faculty or staff member, student, or contractor may sexually harass any guest or visitor on the campus or any member of the university community, including faculty, staff, students. Such acts will not be tolerated on campus or at Lamar University programs off campus. Any faculty, staff member, or student will be subject to disciplinary action for violation of this policy. Syllabus Subject to Change: While information assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research literature events beyond the control of the instructor. Students will be informed of any substantive occurrences that will produce syllabus changes. Course Requirements Assignments: It is very important that you keep up with assigned readings, lectures, activities. All assignments, including weekly discussions, must adhere to the American Psychological Association (APA) style 6th edition guidelines (APA, 2010). Getting Started in the Course: Please follow these steps to begin the course: 1. Logon to Lamar University Blackboard at 2. If this is your first course, view the tutorial on how to use Blackboard. It can be found if you scroll down the page where you logon to the course. 2. Select SPED 5301 Survey of Exceptional Learners from the list of courses. 3. On the left side of your computer screen, you will see a column. Find click on the Getting Started link. 4. Print out read the document Getting Started With SPED Read this first! 5. Introduce yourself to your classmates where it says Introductions. 6. The rest of this course syllabus provides you with a list of all activities events in the course. Keep this syllabus hy use it as a checklist as your progress through the course. Lamar University 6

7 SPED 5301 Survey of Exceptional Learners Week-by-Week Schedule of Activities Assignments Before You Begin: Please read the directions for all of the assignments in this course which can be found on the Getting Started section of the course. Week 1: History, Trends, Issues in After completing the Things To Do for the week, students will be able to: LO 1.1 Identify describe the history, legislation, current issues of special education LO 1.2 Explain trends common practices regarding special education (identification, assessment, IEPs, parental involvement) LO 4.1 Analyze models of collaboration relevant to special education LO 4.2 Explain the need, requirements, rationale for all stakeholders to be collaboratively involved with exceptional learners CEC Teacher Preparation Stards Stard 1: Foundations Stard 9: Professional Ethical Practice Stard 10: Collaboration TExES Stards, Domains, Foundations Professional Roles Stard I, II, III Things To Do in Week 1 To master the learning objectives for Week 1, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 1-4) 2. View Videos for Week 1 History Trends Eligibility/Parental Rights/Assessments/IEPs Collaboration 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 1 discussion board before midnight Day 4 (Thursday) of the week 5. Complete Week 1 Quiz before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 1 discussion board before midnight Day 7 (Sunday) of the week 7. Submit Timeline Project before midnight Day 7 (Sunday) of the week Reading Assignment for Week 1 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 1: Understing Chapter 2: The Personnel Procedures of Chapter 3: Multicultural Perspectives Teacher TExES Stards, Domains, Foundations Stard I III Lamar University 7

8 Chapter 4: Collaboration in Week 2: Learning Disabilities, Intellectual Developmental Disabilities, Speech Language Disorders After completing the Things To Do for the week, students will be able to: LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs CEC Teacher Preparation Stards Stard 2: Development Characteristics of Learners Stard 3: Individual Learning Differences TExES Stards, Domains, Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Stard IX X Things To Do in Week 2 To master the learning objectives for Week 2, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 5, 8, 9) 2. View Videos for Week 2 Learning Disabilities Intellectual Developmental Disabilities Speech Language Disorders 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 2 discussion board before midnight Day 4 (Thursday) of the week 5. Complete Week 2 Quiz before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 2 discussion board before midnight Day 7 (Sunday) of the week 7. Submit IEP Project before midnight of Day 7 (Sunday) of the week Reading Assignment for Week 2 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 5: Students with Specific Learning Disabilities Chapter 8: Students with Intellectual Developmental Disabilities Chapter 9: Students with Speech Language Disorders Week 3: Emotional Behavioral Disorders, Autism Spectrum Disorders, Gifted Talented Teacher TExES Stards, Domains, Domain I: Understing Individuals with Disabilities Evaluating Their Need Stard II IV Lamar University 8

9 After completing the Things To Do for the week, students will be able to: LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs CEC Teacher Preparation Stards Stard 2: Development Characteristics of Learners Stard 3: Individual Learning Differences TExES Stards, Domains, Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Stard IX X Teacher TExES Stards, Domains, Domain I: Understing Individuals with Disabilities Evaluating Their Need Stard II IV After completing the Things To Do for the week, students will be able to: NAGC/CEC Gifted Teacher Preparation Stards Stard II: Development Characteristics of Learners Stard III: Individual Learning Differences Things To Do in Week 3 To master the learning objectives for Week 3, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 7, 10, 15) 2. View Videos for Week 3 Emotional Behavioral Disorders Autism Spectrum Disorders Gifted Talented 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 3 discussion board before midnight Day 4 (Thursday) of the week 5. Complete Week 3 Quiz before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 3 discussion board before midnight Day 7 (Sunday) of the week 7. Submit Media Evaluation Project (any ) before midnight Day 7 (Sunday) of the week Reading Assignment for Week 3 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 7: Students with Emotional Behavioral Disorders Chapter 10: Students with Autism Spectrum Disorder Chapter 15: Students who are Gifted Talented Week 4: Visual Impairments, Hearing Impairments, Deaf-Blindness Lamar University 9

10 After completing the Things To Do for the week, students will be able to: LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs CEC Teacher Preparation Stards Stard 2: Development Characteristics of Learners Stard 3: Individual Learning Differences TExES Stards, Domains, Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Stard IX X Things To Do in Week 4 To master the learning objectives for Week 4, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 11, 12, 14) 2. View Videos for Week 4 Hearing Impairments Visual Impairments Deaf-Blindness 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 4 discussion board before midnight Day 4 (Wednesday) of the week 5. Complete Week 4 Quiz before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 4 discussion board before midnight Day 7 (Sunday) of the week 7. Submit ABC Book Project (any ) before midnight Day 7 (Sunday) of the week Reading Assignment for Week 4 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 11: Students with Deafness Hearing Loss Chapter 12: Students with Visual Impairments Chapter 14: Students with Severe Multiple Disabilities Week 5: Other Health Impaired, Orthopedic Impairments, Traumatic Brain Injury, Severe Multiple Disabilities After completing the Things To Do for the week, students will be able to: LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs CEC Special Education Teacher Preparation Stards Stard 2: Development Characteristics of Learners Stard 3: TExES Stards, Domains, Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Lamar University 10 Teacher TExES Stards, Domains, Domain I: Understing Individuals with Disabilities Evaluating Their Need Stard II IV Teacher TExES Stards, Domains, Domain I: Understing Individuals with Disabilities Evaluating Their Need Stard II IV

11 LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs Individual Learning Differences Stard IX X Things To Do in Week 5 To master the learning objectives for Week 5, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 6, 13, 14) 2. View Videos for Week 5 Other Health Impairments Orthopedic Impairments Traumatic Brain Injury Severe Multiple Disabilities 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 5 discussion board before midnight Day 4 (Thursday) of the week 5. Complete Week 5 Quiz which before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 5 discussion board before midnight Day 7 (Sunday) of the week 7. Submit Philosophy of Paper (to Blackboard TK20) before midnight Day 7 (Sunday) of the week 8. Complete course evaluation before midnight Day 7 (Sunday) of the week Reading Assignment for Week 5 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 6: Students with Attention-Deficit Hyperactivity Disorder Chapter 13: Students with Orthopedic Impairments, Traumatic Brain Injury, Other Health Impairments Chapter 14: Students with Severe Multiple Disabilities Lamar University 11

12 Stards for Teacher Preparation in SPED 5301 Specific to this Course CEC Stards TExES Domains: TExES Domains: Special Education Teacher NACG/CEC Stards for Gifted Talented Education Stard 1: Foundations Philosophies: evidence-based principles theories, relevant laws policies, diverse historical points of view, historical future influence on special education treatment of individuals with exceptional learning needs (ELN) in school society. Professional practice: assessment, instructional planning, implementation, program evaluation. Human diversity: impacts on families, cultures, schools; delivery of special education services Relationships: Sp. Ed. organizations to organizations functions of schools, school systems, other agencies Stard 2: Development Characteristics of Learners Respect for unique human beings: similarities differences in human development characteristics between among individuals with without exceptional learning needs Exceptional conditions with human development: responding to varying abilities behaviors of ELN Impact on families: individual s ability to learn, interact socially, live as fulfilled contributing members of the community Foundations Stard I: The educational diagnostician understs applies knowledge of the purpose, philosophy, legal foundations of evaluation special education. Domain I: Students With Disabilities Stard V: The educational diagnostician knows eligibility criteria procedures for identifying students with disabilities determining the presence of an educational need. Foundations Stard I: The special education teacher understs applies knowledge of the philosophical, historical, legal foundations of special education. Domain I: Understing Individuals With Disabilities Evaluating Their Need Stard IV: The special education teacher understs applies knowledge of the characteristics needs of individuals with disabilities. Stard II: Development Characteristics of Learners Educators of the gifted know demonstrate respect for their students as unique human beings. They underst variations in characteristics of individuals with without exceptional learning needs capacities. Educators of the gifted can express how different characteristics interact with the domains of human development use this knowledge to describe the varying abilities behaviors of individuals with gifts talents. Educators of the gifted talented also underst how families communities contribute to the development of individuals with gifts talents. K1, K2, K3, K4, K5 Stard III: Individual Learning Differences Educators of the gifted underst the effects that gifts talents can have on an individual s learning in school throughout life. Moreover, educators of the gifted are active resourceful in seeking to underst how language, culture, family background interact with an individual s predispositions to impact academic social behavior, attitudes, values, interests. The understing of these learning differences their interactions provides the foundation upon which educators of the gifted plan instruction to provide meaningful challenging learning. K1, K2, K3, K4 Lamar University 12

13 Stard 3: Individual Learning Differences Effects exceptional condition has on individual s learning in school life. Beliefs, traditions, values across within cultures affect relationships among between students, their families, the school community. Primary language, culture, familial backgrounds interact with the individual s exceptional condition to impact academic social abilities, attitudes, values, interests, career options Stard 9: Professional Ethical Practice Ethical professional practice stards, legal matters, ethics. Multiple roles complex situations across age developmental ranges. Engage in professional activities that benefit ELN, families, colleagues, their own professional growth; practice lifelong learning. Professional growth; current on evidence-based best practices; Knows own limits of practice practice within Domain III: Curriculum Instruction Stard IX: The educational diagnostician addresses students behavioral social interaction skills through appropriate assessment, evaluation, planning, instructional strategies. Stard X: The educational diagnostician knows understs appropriate curricula instructional strategies for individuals with disabilities. Foundations Stard I: The educational diagnostician understs applies knowledge of the purpose, philosophy legal foundations of evaluation Domain I: Understing Individuals With Disabilities Evaluating Their Need Stard II: The special education teacher applies knowledge of professional roles responsibilities adheres to legal ethical requirements of the profession. Foundations Stard I: The special education teacher understs applies knowledge of the philosophical, historical, legal foundations of Lamar University 13

14 them. Stard 10: Collaboration Collaborate with families, other educators, related service providers, individuals with exceptionalities, personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. special education. Stard II: The educational diagnostician understs applies knowledge of ethical professional practices, roles responsibilities. Foundations Stard III: The educational diagnostician develops collaborative relationships with families, educators, the school, the community, outside agencies related service personnel. special education. Foundations Stard III: The special education teacher knows how to communicate collaborate effectively in a variety of professional settings. Lamar University 14