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1 Please Note: This Class Syllabus is an important step in updating the format of our distance courses. If for any reason the Class Syllabus does not match the print Course Guide or online course information, the Class Syllabus shall be taken as correct. CLASS SYLLABUS COURSE TITLE: History and Philosophy of Special Education COURSE CODE: EPSE 500 TERM: Fall COURSE CREDITS: 3 DELIVERY: Online COURSE SECTION: W01 START DATE: September 3, END DATE: December 8, Course Description History and Philosophy of Special Education will provide an understanding of foundational beliefs and practices that underpin modern special education. Models, theories, and philosophies that provide the basis for special education will be examined. This course includes an historical profile of special education legal mandates and service provision within Saskatchewan, across Canada, and internationally. Social, cultural, and familial contexts of exceptionality are also examined. Prerequisite(s): EPSE 390 and 414 Course Objectives By the end of this course, students should be able to: 1. Outline the forces and events that have shaped special education thinking and practice. 2. Identify the international, national, provincial and local influences upon the current legal framework for special education services and practices. 3. Describe special education categorical systems from historical and contemporary perspectives. 4. Articulate the changes or shifts that have occurred over the last twenty years in assessment practices for exceptional students. 5. Identify how special education differs from general education in the application of its basic operations regarding instruction. 6. Define a variety of exceptionalities and describe ways to adapt or differentiate teaching in regular classrooms. August 4, jmt ck cb

2 Course Overview The course is designed around six themes central to the field of special education: 1. Philosophy and context (social, cultural, and familial) 2. Legislation, policy, and finance 3. Service delivery 4. Identification, assessment, and measurement 5. Instruction 6. Exceptional students Students will be organized into six collaborative teams for a variety of class activities. For several themes, the teams will explore specific issues and report to the course instructor and fellow classmates Your Instructor Denise Heppner Contact Information Course Use Blackboard Mail Tool External [email protected] Office Hours To speak with Denise directly, please her to arrange a mutually convenient time to discuss the course. Profile Denise has obtained a B.A. (Psychology), a B.Ed., and a Masters of Education in Educational Psychology and Special Education from the University of Saskatchewan. She was awarded a prestigious Social Sciences & Humanities Research Council of Canada (SSHRC) grant for her Masters thesis, which addressed integrative service provision for students with behavioral disorders. Denise has experience teaching in a variety of cultural settings and grade levels and was previously employed as the Director of Special Education in a northern community. In addition, she has taught a variety of courses as a Sessional Lecturer and Online Facilitator at the University of Saskatchewan since May Denise has been invited to partner with the University of Saskatchewan and the University of Toronto to work on their longitudinal study funded by a Partnership Social Sciences and Humanities Research Council grant (SSHRC), entitled Assessing and Supporting Children's Oral Language and Writing Development Through Play in Classrooms, Daycares and Homes in Northern Communities, as well as pursue her Ph.D. at the University of Toronto commencing in the fall of Denise is the proud mother of Luke (9), Sasha (7), and Jake (4). She lives on a farm in rural Saskatchewan. Page 2 of 12

3 Required Resources Readings /Textbooks Hutchinson, N.L. (2013). Inclusion of Exceptional Learners in Canadian Schools. 4th ed. Toronto: Pearson Canada. ISBN: Textbooks are available from the University of Saskatchewan Bookstore: Other Required Materials Downloads Several of the course modules ask you to view videos. Ensure you have an updated version of Adobe Flash Player that can be found here. Supplementary Resources University of Saskatchewan. (n.d.). APA citation style. Retrieved from Page 3 of 12

4 Class Schedule Note: The Class Schedule is a guideline to working through the course material. Please check the course calendar for a more specific timeline and evaluation due dates. Week Theme Readings Evaluation Due Date 1 Sept 3-12, Theme 1: Philosophy and Context Video: Taking Charge 3: Five Stories of Success and Self Determination. [Online] Hutchinson: (1) Introduction: So You Want to Be a Teacher; (2) Chapter 1: Educating Exceptional Students: The Canadian Experience. [Textbook] Theme 1 Assignment: Philosophy of Education Sanche R., & Dahl, H. (2006). Special education policy and practice in Saskatchewan: Looking back, looking forward. In B. Noonan, D. Hallman, & M. Scharf (Eds.), A History of Education in Saskatchewan. Vancouver, BC. UBC Press. PDF in Blackboard] Due Sept. 8, Titone, C. (2005). The philosophy of inclusion: Roadblocks and remedies for the teacher and the teacher educator. The Journal of Educational Thought, 39(1), /fulltextPDF 2 Sept Theme 2: Legislation, Policy, and Finance UNESCO World Education Forum essions/session_i-3.shtml Saskatchewan Association for Community Living (2010). Chapter 3: Education. In Saskatchewan Association for Community Living, Navigating the System: An Advocacy Handbook for Parents of Children with Intellectual Disabilities. [PDF in Blackboard] Theme 2 Assignment Appropriate Education Due Sept. 21, The following sections of The Education Act: 85(f), (g), (j), (k), (n), 141, 142, 143, 144, 148, 154, 155, 157, 168, 175, 178, 187, 231, utes/e0-2.pdf The following sections of The Education Regulations, pursuant to the Education Act: 48, 50, 50.1, 52, 58, 59; Regulations/E0-1R1.pdf The Independent Schools Regulations 29(2)(e). Regulations/E0-1R11.pdf Distribution of Provincial Funding (Funding Manual for current year). Property-Tax Page 4 of 12

5 Week Theme Readings Evaluation Due Date 3-4 Sept 20- Oct 3 Theme 3: Service Delivery Chapter 5: Collaboration and Team Building in Saskatchewan Learning, Creating Opportunities for Students with Intellectual or Multiple Disabilities. [PDF in Blackboard] Frattura, E. & Capper, C.A. (2006). Segregated programs versus integrated comprehensive service delivery for all learners. Remedial and Special Education, 27(6), [PDF in Blackboard] Theme 3 Assignment Skrtic Critique Due Oct. 5, Simonsen, B., Shaw, S.F., Faggella-Luby, M., Sugai, G., Coyne, M.D., Rhein, B., Madaus, J.W., Alfano, M. (2010). A schoolwide model for service delivery: Redefining special educators as interventionists. Remedial and Special Education, 31(1), [PDF in Blackboard] Leyser, Y., & Kirk, R. (2004). Evaluating inclusion: An examination of parent views and factors influencing their perspectives. International Journal of Disability, Development and Education, 51(3), [PDF in Blackboard] Video: Skrtic (1994) [Blackboard] Skrtic, T.M. (2005). A political economy of learning disabilities, Learning Disability Quarterly, 28(2), [PDF in Blackboard] Mock, D.R. & Kauffman, J.M. (2002). Preparing teachers for full inclusion: Is it possible? The Teacher Educator, 37(3), [PDF in Blackboard] Zigmond, N. (2003). Where should students with disabilities receive special education services? Is one place better than another? The Journal of Special Education, 37(3), [PDF in Blackboard] 5-6 Oct 4-17 Theme 4: Identification, Assessment, and Measurement Hutchinson: (1) Chapter 2: The Teacher's Role in an Inclusive Classroom; (2) Chapter 8: Adapting Assessment and Using Assessment to Differentiate Teaching [Textbook] Philpott, D. (2007). Assessing without labels: Inclusive education in the Canadian context. Centre of Excellence for Children & Adolescents with Special Needs. [PDF in Blackboard] Theme 4 Assignment Alternative Assessment Due Oct. 19, Song, Y., Heo, M., Krumenaker, L., & Tippins, D. (2008). Cartoons: An alternative learning assessment. Science Scope, 31(5), [PDF in Blackboard] Page 5 of 12

6 7-8 Oct Theme 5: Instruction Hutchinson: (1) Chapter 5: Teaching for Diversity: Including Aboriginal Students, Students from Diverse Cultural Backgrounds, and Student Who Are at Risk; (2) Chapter 6: Climate, Community, and Classroom Management; (3) Chapter 7: Differentiating Teaching [Textbook] Term Paper Due Oct. 26, Videos: Curriculum Services Canada. (2006). Webcasts for Educators: Differentiated Instruction. Kauffman, J.M. & Hallahan, D.P., (2005): Chapter 4: The Nature of Special Education. In Special education: What it is and why we need it. New York, NY: Pearson Education, Inc. [PDF in Blackboard] Theme 5 Assignment Instruction Due Nov. 2, Vaughn, S. & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? The Journal of Special Education, 37(3), [PDF in Blackboard] Nov 9-14 Fall Midterm Break No evaluations 9-11 Nov 1-7 & Theme 6: Exceptional Students Hutchinson: (1) Chapter 3: Exceptional Students: High Incidence Exceptionalities; (2) Chapter 4: Exceptional Students: Low-Incidence Exceptionalities, Physical Exceptionalities, and Chronic Health Conditions. [Textbook] Theme 6 Assignment Exceptional Students Due Nov. 23, Nov 29- Dec 8 Final Exam Posted Students have seven (7) days to complete the final exam. Final Exam Posted Nov 30, FINAL EXAM Due Dec. 7, Note: If for any reason the Class Syllabus Reading List does not match the Module Reading List, the Class Syllabus shall be taken as correct. Page 6 of 12

7 Grading Scheme Term Paper 30% Theme Assignments (see breakdown evaluation components) 40% Final Exam 30% Total 100% Information on literal descriptors for grading at the University of Saskatchewan can be found at: Please note: There are different literal descriptors for undergraduate and graduate students. More information on the Academic Courses Policy on course delivery, examinations and assessment of student learning can be found at: The University of Saskatchewan Learning Charter is intended to define aspirations about the learning experience that the University aims to provide, and the roles to be played in realizing these aspirations by students, instructors and the institution. A copy of the Learning Charter can be found at: Evaluation Components CCDE Writing Centre - Quality writing help for free! Anyone taking a distance class (online, independent studies, televised, or multi mode delivery) administered by the CCDE can use this free service. The Writing Centre provides tools and support to help you write effective essays, reports, or reviews. Simply submit a project draft, and a qualified tutor will assess your work and offer advice to improve your project. Contact the CCDE Writing Centre at Term Research Paper Value: Due Date: 30% of final grade See Class Schedule Description: Students will be required to prepare an 8-10 page research paper. The intent of the paper should be to explore "big picture" issues as they impact on exceptional students and/or their parents, teachers and ancillary staff. The objective of having a term paper is to encourage students to explore a topic of their choosing that is of relevance and that will impact on personal perspectives and practices. Examples include, though are not limited to the following: Compare and contrast Aboriginal/First Nations and Eurocentric/western views of disability and the implications of these views for schools. Track a particular policy issue from international, national, provincial, school division, school and classroom perspectives. Page 7 of 12

8 Compare what various human service professions have to contribute to classroom and school practices. Develop a personal professional database on sources of reliable, useful information related to a special education teacher s responsibilities based on our history, and emerging priorities in the educational programming for students with special needs. Do not hesitate to consult with the course instructor regarding proposed term paper topic. The paper must be prepared in APA format. An APA manual is a useful resource because it will be the standard for all courses in the certificate program. Check out the Libraries online journals. The term paper is to be submitted via Blackboard Mail Tool to the course instructor by the due date listed in the course calendar. Theme Assignments Value: Due Date: 40% of final grade See Class Schedule Purpose: The concept of active learning is encouraged and these assignments ask you to think critically about the readings and in the case of group assignments, give you a better understanding of the complexity of group decision-making. Description: Each theme will have, as a learning activity, an individual or group exercise that must be completed within the suggested time frames. Think of these assignments as replacing the approximately 36 hours you would have spent sitting in a classroom and not as homework. How you report on the results of the group assignments is a group decision. (An important realization for people in this field is "There is more than one way to demonstrate knowledge!") Timeliness, as well as quality, are evaluative criteria. This may be challenging to persons in full time employment. It is advised to complete assignments early rather than wait until the last minute. Within our experiences as humans, especially in the world of teaching, we know "something can come up" and find us struggling with deadlines. Theme Title Weight Theme 1 Theme 2 Theme 3 Philosophy of Education: Write, maximum two pages, your current philosophy of education with specific reference to special education. Send via Blackboard Mail Tool to the course instructor by the due date listed in your Class Schedule. "Appropriate" Education: Develop a statement (maximum two pages) that reflects your group's understanding of an "appropriate" education for students with exceptional needs in light of legal requirements. Post one document from your group in the Discussions under the thread "Appropriate Education" by the due date in the Class Schedule. Skrtic critique: Watch: Skrtic (1994) video 1. Read: (Online resource) Skrtic, T.M. (2005). A political economy of earning disabilities. Learning Disability Quarterly, 28(2), Find it. 4% 6% 8% Page 8 of 12

9 2. Read: (Online resource) Mock, D.R. & Kauffman, J.M. (2002). Preparing teachers for full inclusion: Is it possible? The Teacher Educator, 37(3), Read: (Online resource) Zigmond, N. (2003). Where should students with disabilities receive special education services? Is one place better than another? The Journal of Special Education, 37(3), a. Examine, within your groups, the differing perspectives of Skrtic and Mock & Kauffman/Zigmond (e.g., special education creates stigma vs. recognizes areas of need; diagnosis harmful vs. useful; full inclusion essential vs. illegal; homogenous instructional grouping unproductive vs. beneficial, etc.). b. Discuss the relevance of Skrtic's critique to your situations in schools and to the general situation in education today. c. Develop a three to four page summary of your group's consensus (or points where you cannot come to consensus). Send via Blackboard Messages (Course Mail) Tool to the course instructor by the due date listed in your calendar. Theme 4 Theme 5 Theme 6 Alternative Assessment: Read: (Online resource) Song, Y., Heo, M., Krumenaker, L., & Tippins, D. (2008). Cartoons: An alternative learning assessment. Science Scope, 31(5), With your assigned group, discuss how to put this alternative assessment technique into practice in the classes and subjects that you teach. Develop a two to three page summary of your group's ideas and post in the Discussion forum under the thread labeled, "Cartoons: Alternative Learning Assessment" by the due date listed on the Class Schedule. Instruction: As a group discuss how special education differs from general education in the application of its basic operations (review Kauffman and Hallahan, Chapter 4; review Vaughn & Linan-Thompson article): (1) Pacing or rate, (2) intensity, (3) relentlessness, (4) structure, (5) reinforcement, (6) pupil: teacher ratio, (7) curriculum, (8) monitoring or assessment. Summarize your group's findings in each of the eight areas. Send via Blackboard Messages (Course Mail) Tool to the course instructor by the due date listed in your Class Schedule. Exceptional Students: For this theme groups will be assigned the following topics: Group 1: Gifted or developmentally advanced Group 2: Learning disabilities Group 3: Attention deficit hyperactivity disorder Group 4: Communication exceptionalities Group 5: Behavior and emotional exceptionalities Group 6: Mild intellectual disabilities As a Group: 1. Describe a student with your group's assigned exceptionality. 2. Use a variety of resources to provide a rationale for differentiating instruction in general. 6% 8% 8% Page 9 of 12

10 3. Read at least two specialized resources that focus on differentiating assessment and instruction for your student. Reflect upon what (if anything) is unique about differentiating to meet the needs of your student with his/her specific exceptionality. 4. Post your group's completed assignment in the Discussions under the thread "Exceptional Students" by the due date in your calendar. Total 40% Final Exam Value: Date: Length: Purpose: 30% of final grade See Class Schedule 1 week Take home Description: This will be a take home exam. Each question will have a maximum number of words allowed. The questions will be posted one week in advance of the due date in your Course Calendar. Answers are to be submitted to the course instructor via Blackboard Mail Tool. Assignment Guidelines You are required to complete and submit assignments as the course progresses. The assignments will be described in the list of learning activities located in the content area of this website. Consult the course calendar to find out the exact due dates for the assignments. Be sure that you read the weighting and grading of requirements and guidelines for submitting assignments before preparing your assignments and final paper. Carefully read the instructions below so that you know what we expect in each assignment. Each assignment must be written in the format specified in the assignment. 1. Assignments must be typed and double-spaced and use the APA style. Leave one-inch margins on all sides to allow for instructor comments. Your assignments must be submitted electronically as attachments to Follow the instructions for each assignment very carefully to ensure that you have included everything that is expected of you. Check to see that you have the required number of pages or words as set out in the instructions. 3. Proofread your assignments to ensure proper mechanics and that you have included everything that is expected of you. 4. Plagiarism is a serious offense. If you use resources (books, discussions with others, etc.), cite your sources. Failure to do so is plagiarism. You are expected to have read and understood the University of Saskatchewan's Guidelines for Academic Conduct. 5. If you think that your assignment will be late, contact your instructor well in advance of the assignment due date. Instructors will deduct marks for late assignments if you have not made alternative arrangements. Page 10 of 12

11 6. You are responsible for seeing that your assignments are submitted as instructed. Do not rely on others to submit your assignments for you. Keep a copy of your assignments in case it gets misplaced. Submitting Assignments All assignments and the exam will be submitted to the instructor via Blackboard Mail Tool. Additional Information Students with Disabilities If you have a diagnosed disability (learning, medical, physical, or mental health), you are strongly encouraged to register with Disability Services for Students (DSS). In order to access DSS programs and supports, you must follow DSS policy and procedures. If you suspect you may have a disability, contact DSS for advice and referrals. For more information, see or contact DSS at or [email protected]. Integrity Defined (from the Office of the University Secretary) Integrity is expected of all students in their academic work class participation, examinations, assignments, research, practica and in their non-academic interactions and activities as well. (Office of the University Secretary) It is your responsibility to be familiar with the University of Saskatchewan Guidelines for Academic Conduct. More information is available at Theme Objectives Theme 1: Philosophy and Context 1. Describe the social, cultural and familial contexts that have influenced special education. 2. Outline the forces and events that have shaped special education thinking and practice. 3. Articulate your personal belief system regarding providing support for diverse student needs. Theme 2: Legislation, Policy, and Finance 1. Identify the international, national, provincial and local influences upon the current legal framework for special education services and practices. 2. Describe the current Education Act, regulations, and policies with reference to services and programs for exceptional students. 3. Describe the basic framework of funding education. Theme 3: Service Delivery 1. Describe special education categorical systems from historical and contemporary perspectives. 2. Examine inclusive education/schools and their implications for past and present practice. Page 11 of 12

12 Theme 4: Identification, Assessment, and Measurement 1. Articulate the changes or shifts that have occurred over the last twenty years in assessment practices for exceptional students. 2. Describe how an alternative learning assessment technique may be put into practice. Theme 5: Instruction 1. Define differentiated instruction and discuss the many elements of instruction that can be differentiated. 2. Identify how special education differs from general education in the application of its basic operations regarding instruction. Theme 6: Exceptional Students 1. Define high-incidence and low-incidence exceptionalities. 2. Describe ways to adapt or differentiate teaching in regular classrooms for students with exceptionalities. Acknowledgements The content for this course was created and designed in partnership by: The Department of Educational Psychology & Special Education (EPSE), and the Centre for Continuing & Distance Education (CCDE). Page 12 of 12