COLLEGE OF EDUCATION DEPARTMENTAL COURSE SYLLABUS DEPARMENT OF SPECIAL EDUCATION

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1 COLLEGE OF EDUCATION DEPARTMENTAL COURSE SYLLABUS DEPARMENT OF SPECIAL EDUCATION The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: 1. Course Prefix and Number: EEX Course Title: Foundations of Special Education 3. Regular Instructor(s): Dr. David Allsopp Dr. Patricia Alvarez McHatton Dr. Michael Churton Dr. Barbara Loeding Dr. Phyllis Jones Dr. Ann Cranston-Gingras 4. Course Prerequisites (if any): Taken concurrently with EEX Course Description: This course is designed to offer students a broad introduction to exceptionality, with particular emphasis on educational aspects and the field of special education. It is designed to provide students with a firm grounding in the foundations of special education and expose them to the reconstruction of the field, in order that they may better deal with new and ever-changing developments. This course is required by the state for certification in all areas of exceptional student education. 6. Course Goals 1.0 Trace the history of special education identifying how key litigation, advocacy, and legislation have impacted perceptions regarding exceptionality. CEC CC1K1, GC1K4, GC1K5; AP 8; FLESE Demonstrate a working understanding of technical terms and acronyms associated with special education. CEC GC1K1, GC3K1; AP 8; FLESE 1.3, Compare and contrast the positive and negative effects of special education classification systems and disability labels. CEC CC2K4, CC2K5, CC2S1, GC1K1, GC2K1, GC5K4; AP 1, 4, 5, 7, Demonstrate a working understanding of the nature and impact of various special education classifications systems and models that have and can be used to address identification, intervention, planning, and approaches to service delivery. AP 2, 8; FLESE 1.3, Describe the major determinants for specific exceptionalities. CEC CC2K2, CC2K3, GC2K1, GC2K3, GC2K4, GC2K6; FLESE 1.4, 1.5 Revised July

2 6.0 Chart a typical flow of events leading to the placement of a student in special education services. AP 1; FLESE 1.2, 1.3, 1.4, Contrast and critique various service delivery models for students with disabilities listing strengths and weaknesses. CEC CC2K2, CC2K3, GC2K1, GC2K3, GC2K4, GC2K5, GC1S1, GC1S3; AP Analyze and discuss national and state prevalence data to determine ethnic participation rates in special education. CEC GC1K1, GC1S2; AP 8; FLESE Analyze the IEP process from multiple perspectives that include the parent, students, and special education teacher, highlighting potential ethical issues. CEC CC2K5, CC2S1, CC7K2, CC7K3, CC7K4, GC7K5; AP 1, 4, 5, 7, Explain the major rights of students with disabilities and their families and describe the origins of these rights. AP 8; CEC CC1K4, CC1K5, GC1K4; FLESE Identify evidence-based methods teachers can use to promote successful inclusion of students with special needs in regular classrooms. CEC GC7K3, GC7K4; AP 5; FLESE 3.4, Evaluate the contributions of technological innovations for bringing about important changes in the independent living skills and employability skills of individuals with disabilities. AP Demonstrate knowledge and skills in collaborating and consulting with teachers and other professionals in the delivery of Special Education services. CEC CC7K1; FLESE Demonstrate knowledge and skills in involving families of children with disabilities in the delivery of special education services. CEC CC7K1, CC7K2; FLESE Content Outline: I. Special Education a. Historical Overview to include normalization and people first language b. Current Practices to include overview of evidence-based practices II. III. IV. IEPs a. Implementation b. Access to General Curriculumto include Universal Design for Learning High Incidence Exceptionalities: Identification, Characteristics and Evidence-Based Practices a. Intellectual and Developmental Disabilities (formerly Mental Retardation) b. Learning Disabilities c. AD/HD d. Communication Disorders Low Incidence Disabilities Sensory/Physical: Identification, Characteristics and Evidence-Based Practices a. Emotional/Behavioral Disorders b. Hearing/Visual Impairments c. Physical Disabilities V. Low Incidence Disabilities Severe/Profound & Giftedness: Identification, Characteristics and Evidence-Based Practices Revised July

3 a. Severe & Multiple Disabilities b. Autism/PDD c. Traumatic Brain Injury 8. Evaluation of Student Outcomes: Weighting of assignments will be determined by instructor Attendance and class participation Course Quizzes/Exams Program Key Assessment: Content Exam The Content Exam is a Program Key Assessment for Department of Special Education Undergraduate Program. This assessment is aligned with the Council for Exceptional Children Knowledge and Skill Standards, the Florida Accomplished Practices, The Florida Department of Education Exceptional Student Education Competencies and Skills, and the USF College of Education Conceptual Framework. The Department of Special Education has identified a series of Program Key Assessments throughout the program of study that will be assessed by faculty to determine if the candidate is progressing toward competency in the standards listed above. Candidates must demonstrate competency by performing satisfactorily on all standards associated with each Program Key Assessment. Satisfactory performance constitutes a score of 3 or above on each of the components in the Program Key Assessment Rubric or a score of 80% on the Foundations exam. If a candidate does not achieve competency on the first attempt, the Program Key Assessment must be re-submitted until competency is achieved. At the discretion of the department, the grade on subsequent attempts might not be used in the computation of the final grade for the course. Competency on the Program Key Assessment must be achieved by the date designated in the course syllabus. Students must achieve the required level of competency (80%) for each major area of foundations content included in the exam and prescribed by the Council for Exceptional Children (e.g., special education law; special education process) by the end of their second semester in the program in order to continue taking courses. Students have multiple opportunities to meet this requirement. If students have not met the requirement by the end of their second semester in the program, their case will be reviewed by the program Standards Committee and a decision will be made regarding support the student may require in order to meet the requirement. 9. Grading Criteria: Grading Scale: % = A 80-89% = B 70-79% = C 60 69% = D Revised July

4 Below 60% = F *Assignment of + and - grades may be implemented as per university guidelines. 10. Textbook(s) and Readings: Smith, D. (2007). Introduction to Special Education: Teaching in an Age of Challenge (6 th Boston: Allyn and Bacon. ed.). Smith, D. and Tyler, N. (2004). Student Resource Manual: Teaching in an Age of Challenge (5 th ed.). Boston: Allyn and Bacon. IRIS Modules: The IRIS Center is a national center that aims to provide high-quality resources for college and university faculty and professional development providers about students with disabilities (IRIS Website). Refer to separate document listing IRIS Modules that correlate with course objectives. 11(a). ADA Statement: Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services. Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the USF Disability Services Office must accompany this request. 11 (b). USF Policy on Religious Observances: Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting. Revised July

5 Attachment I 1. Briefly describe the nature and duration of any field-based experiences. Description of Activities: Teacher candidates are engaged in several field experiences that provide them the contexts to further develop: (1) their understanding of disability/exceptionality and its impact on the life of an individual who has a difference or disability; (2) their understanding of the special education process and how it is applied in schools. The specific activities that teacher candidates engage in from one year to the next may vary based on logistics and new opportunities that present themselves; however these experiences are designed to accomplish the two goals listed above and to extend and complement their course work in EEX For example, teacher candidates develop a relationship with a person with an exceptionality by getting to know them and spending time with them in several different settings while keeping a journal of reflections and questions. While doing this, teacher candidates learn about this person s experiences living with a disability or exceptionality and their perspective on this experience. Teacher candidates also work collaboratively with a teacher in special education to meet a need of that teacher and/or students in the particular classroom. 2. Briefly describe any experiences that include instruction, observation, practice, and/or competency demonstration in any of the following: Instructional strategies that address various learning styles, exceptionalities, achievement levels, and other specialized circumstances. Not applicable Assessment of student (PK-12) learning Not applicable Use of Technology in instruction and record-keeping. Teacher candidates are exposed to the use of technology as a tool for instruction (PowerPoint, word processing, etc.) Those who are participating in the COE laptop initiative are involved in a variety of training and application experiences related to use of their wireless laptops for both learning and teaching purposes. Examples include developing multimedia presentations; basics for using Inspiration and Kidspiration; preparing tables and graphs to display data; making digital movies that demonstrating content knowledge and critical thinking skills. 3. Describe any components of the course designed to prepare teacher candidates to help PK-12 students achieve the Sunshine State Standards. Students are introduced to how state standards (i.e., Sunshine State Standards) are integrated into Revised July

6 assessment, planning, and teaching via the IEP for students with identified disabilities as stipulated by federal law. 4. Identify any guidelines or competencies assessed from the relevant national guidelines (Council of Exceptional Children) and the manner in which they are assessed: National Guidelines - CEC CC1K1; GC1K1; GC1K4; GC1K5; GC3K1; GC1S1; GC1S3; CC1K4; CC1K5; GC7K3; GC7K; CC7K1; CC7K2; GC7K2 CC2K4; CC2K5; CC2S1; GC1K1; GC5K4 CC2K2; CC2K3; GC2K1; GC2K3; GC2K4; GC2K5; GC2S1 Assessment Strategies or Techniques Quizzes Class discussions 5. Identify any guidelines or competencies assessed from the Florida Subject Matter Content Standards (or Florida Adopted Subject Area Competencies if Content Standards are not yet developed) and the manner in which they are assessed: Florida Content Standards Assessment Strategy or Technique 1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 2.6; 3.4; 3.6; 3.7 Quizzes Class Discussions 6. Identify any Accomplished Practices assessed and the manner in which they are assessed: Florida Educator Accomplished Practices Assessment Strategy or Technique 1; 2; 4; 5; 7; 8; 12 Quizzes Class discussions Revised July

7 7. Identify any performance standards assessed from the Florida ESOL standards and the manner in which they are assessed: ESOL performance standards are addressed in other courses. Revised July

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