Instructor Information Name: Dr. G Jennifer Dalsen goff3@wisc.edu jdalsen@wisc.edu Office Hours: By Appointment By Appointment

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1 Department of Rehabilitation Psychology & Special Education University of Wisconsin Madison RP&SE 200: Foundations in Special Education (3 credits) FALL 2015 Sterling Hall 2425 Tuesday 2:25 5:25 Instructor Information Name: Dr. G Jennifer Dalsen goff3@wisc.edu jdalsen@wisc.edu Office Hours: By Appointment By Appointment Course Information & Expectations In RP&SE 200, we: (a) examine special education s historical foundations and evolution; (b) conduct in-depth examinations of educational experiences of students with disabilities and students from nonmajority backgrounds identified as needing special education services; and (c) concentrate on conceptualizations of disability, the identification process for special education services, and models and outcomes of special education instruction. Discussions and learning experiences will be informed by and expand on ideas presented in the other two FIG courses: SOC 134 Problems of American Racial and Ethnic Minorities and Com Arts 260 Communication and Human Behavior. In SOC 134 students learn about the nature of inter-group relations with an emphasis on explanations of ethnic and racial prejudice and discrimination. In Com Arts 260 students learn about communication and human behavior including approaches to communication inquiry, the dynamics of face-to-face interaction, and the pragmatic and artistic functions of public communication. At the end of this course students will be able to: 1 Articulate the meaning and significance of special education from historical and contemporary perspectives; 2 Debunk stigmas surrounding disability and special education studies; 3 Highlight special educators roles and responsibilities; 4 Understand concepts of social justice and equity and examine them relationship to education and social construction of difference; 5 Compare and contrast multiple perspectives regarding assessment and disproportionate representation of historically marginalized groups identified as having disabilities; 6 Identify current trends and critical issues in the field of special education; 7 Utilize self!reflection as a tool for examining authentic problems of practice.

2 RPSE 200 syllabus - page 2 Academic Honesty Cell phones, texting, & in-class computer use Class Policies Students are expected to do their own work, respond honestly in class, and otherwise demonstrate academic and personal integrity. Students in this class are expected to know and adhere to all relative University of Wisconsin-Madison Student Conduct Policies. The Code of Student Conduct can be found at Recycling of work from other classes, use of materials, images, or ideas conceived of by others without appropriate permission and/or citation, or otherwise assuming ownership are common, but unacceptable, infractions of student code by students across the nation. Most incidents are unintentional, but result in severe penalty. Be pro-active. If you are unsure as to whether something needs citing or how to do it accurately, check out or ask the instructor prior to handing in an assignment or making a presentation. Cell phones and other communication devices should be turned off during class not just silenced or set to vibrate, but actually turned off. If you have a critical need to receive messages or calls during class, you should communicate that to me at the start of the class and, if deemed appropriate, permission to receive communication will be granted. Should your cell phone distract you from actively engaging in class, a loss of class participation points may occur. Computer use is limited to note-taking. Using computers for anything other than note-taking and course-related activities may result in a deduction of class participation points and will result in prohibition of further use of a computer in class. Students with Disabilities Religious Observances Writing Center Late work Accommodations to curriculum, instruction, or assessment will be made for students with disabilities. To request academic accommodations due to a disability, please contact the McBurney Disability Resources Center ( ). Please present a letter of confirmation from this Center no later than the third week of the semester. Additional information is available through the UW- Madison McBurney Disability Resource Center at Students who miss course activities while electing to participate in religious activities will be allowed to make up missed work, provided that they inform the instructor of such obligations (via ) during the semester s first two weeks. Students who have difficulty writing, or who have questions about the writing process, should contact the Writing Center The Writing Center provides online and in-person assistance. Each day an assignment is turned in late, students will lose 10% of the possible points. The 10% late work penalty is applied starting immediately after the specified due date and time.

3 RPSE 200 syllabus - page 3 Course Concerns Health Concerns Course Website Please inform the instructor of any concerns or questions you might have throughout the course. Visit the instructor during office hours or make an appointment should you experience difficulty in this course. Students should frequently log on to Learn@UW to access course information. In the event that you experience flu-like symptoms that include sore throat, fever of 100 degrees or higher, and/or cough, please DO NOT come to class and risk spreading any virus that you may have. Instead, me immediately (goff3@wisc.edu or jdalsen@wisc.edu). All necessary class materials you miss will be made available on the Learn@UW website. In the unlikely event that the campus closes due to a widespread infection, we will continue our class online via the Learn@UW website. I will send an giving specific information about how we will proceed in that situation. Therefore, in the event of a campus closure, check your often. The course website can be accessed via Learn@UW, which can be located by visiting and following the directions below. 1)! Find a quick link to Learn@UW in the My UW-Madison section in the righthand side of the page, under Campus Quick Links. Alternately, you can access Learn@UW directly at 2)! Once in Learn@UW, enter your net ID and password. This ID and password are the same as those you use to access your My UW account (my.wisc.edu). 3)! After logging in, select RP&SE 200. This will bring you to the course home page. This home page is where I will post messages to the class as necessary. 4)! First-Year Interest Groups College of Letters and Science at Format and Structure This class incorporates several learning formats including: lecture, large group discussion, small group discussion, partner work, guest speakers, and specialized learning experiences. It is important that students arrive on time and stay for the duration of the class session. Equally important is that students actively participate in class, which includes contributing to discussions and group assignments. Course Texts Harry, B., & Klingner, J. (2014). Why are So Many Minority Students in Special Education? 2 nd ed. New York, NY: Teachers College Press. Other readings will be disseminated via Learn@UW

4 RPSE 200 syllabus - page 4 Course Requirements Class Attendance and Participation You should demonstrate understanding and familiarity with course readings during class meetings by contributing to class discussions and activities. Complete readings prior to coming to class. Presentations and discussions will provide you with information not found in the text. Therefore, it is critical that you attend each class meeting and stay for its entirety. Quizzes (20 Points) Course quizzes are designed to assess students understanding of basic concepts contained in the course texts. Research Paper (30 Points) Students will be expected to complete a 5-6 page research paper related to course content. A rubric specifying grading criteria will be provided in class. In Class Presentation (10 Points) The culminating course experience will be an in class presentation. Students will present information from their research paper. More detail including a rubric specifying grading criteria will be provided in class. Self-Reflection (40 Points) Students will be expected to complete a 2-3 page reflection that explains how information from this course has impacted their academic journey. These reflections should examine your past and present perspectives in the field of special education. For example, has your opinion of special education services changed over the semester? Alternatively, how may your future vocational career be linked to individuals with disabilities in an educational setting? A rubric with specific grading criteria will be provided in class. Grading The total number of points for this course is 100. Grades will be assigned based on the following distribution: A % points C 70-77% points AB 88-92% points D 60-69% points B 83-87% points F 0-59% 0-59 points BC 78-82% points

5 RPSE 200 syllabus - page 1 Schedule Date Theme Readings Assignments/Notes 9/8/15 9/15/15 Course Introduction Guest: Dr. Dan Timm (Department of Kinesiology) Yesterday s Special Education 9/22/15 Today s Special Education -! Harry & Klingner (2014)! Chapter 11 -! Trent, Artiles, & Englert (1998) -! Principles of People First Language (2014) -! UDL Handout (2010) -! Turnbull, Turnbull, Wehmeyer, & Shogren (2013) Chapter 1 9/29/15 Introduction to Conducting Research in Merit Library Culturally Relevant/Responsive Education -! Gay (2002) 10/06/15 & -! Ladson-Billings (1995) The Posture of Cultural Reciprocity -! Kalyanpur & Harry (2012) 10/13/15 Psychosocial Aspects of Disability and Special Education 10/20/15 Individual Conferences 10/27/15 Special Education and Technology 11/03/15 Multicultural Issues in Special Education Guest: Vaunce Ashby (Disproportionality Technical Assistance Network) 11/10/15 Identifying and Referring Students for SPED Film & Media Packet (Learn@UW) -! WATI Checklist -! Accommodation Video (Learn@UW) Harry & Klingner (2014)! Chapter 1! Chapter 7 Harry & Klingner (2014)! Chapter 3! Chapter 6 Completed Writing Center Visit Research Paper Outline (by Tuesday 2:25 pm) Brian Stevenson Visits Campus (10/26/15)

6 RPSE 200 syllabus - page 2 11/17/15 11/24/15 12/01/15 The IEP Process Guest: Yasmeena Ougayour (Fall 2014 FIG Student) Special Education and Literacy Guest: Rachel Gold (Fall 2014 FIG Student) Self-Determination and Transition Guest: Meghan Hickey (Fall 2014 FIG Student) 12/08/15 In Class Presentations 12/15/15 In Class Presentations Gothberg, Peterson, Peak & Sedaghat (2015)! Deno (1970)! Dunn (1968)! Halpern (1994)! Shogren et al. (in press) Research Paper (by Tuesday 2:25 pm) Self-Reflection (by Friday 2:25 pm) Class schedules, policies, and assignments are subject to change as instructors deem appropriate.