In Class Day In Class Dates Class Time In Class Location. 6/28/14, 8/2/ Chemetketa Center for Business and Industry - Salem

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1 Materials linked from the February 20, 2012 Curriculum Council agenda. TCE 548 Special Education Issues in Counseling Counseling Academic Unit Department of Teacher and Counselor Education Oregon State University College of Education nota bene: This syllabus was created using the CAU s master syllabus file and thus possess the same content, student learning outcomes, and contact hours as on-campus sections. The content and student learning outcomes have CACREP, NCATE, and TSPC approval. In reference to on-campus sections, there are no additional pedagogical components. Instructor: Chris Moore, Ed.S. Phone: moore.osu@gmail.com> Schedule: Hybrid Format 6.0 asynchronous hours via Blackboard, 8.0 synchronous hours via Adobe Connect & 16 hours in-class at Chemeketa Community College Chemeketa Center for Business and Industry In Class Day In Class Dates Class Time In Class Location Saturday Quarter: Summer, 2014 Credits: 3 6/28/14, 8/2/ Chemetketa Center for Business and Industry - Salem Methods of Instruction: Hybrid-- asynchronous web, synchronous web, and in-class segments. Direct Contact Hour Distribution: Delivery Modality Weekly Multiplier Total In Class: CCC-CCBI TCE 548 Special Education Issues in Counseling Page 1-2 days * 8 hours 16 Synchronous Web via Adobe Connect Bi-weekly 4 x Asynchronous Web via Blackboard 8 weeks *.75 hours 6 Total Direct Contact Hours 30

2 Course Description: Overview of the exceptional child in contemporary educational settings. Provides a basic understanding of special education law and public policy related to the age birth-to-three early intervention, pre-school, K-12, and vocational/transition populations. Exceptionalities studied include communication disorders, learning disabilities, mental retardation, emotional disturbance, behavioral disorders, orthopedic impairments, other health impairments, traumatic brain injuries, hearing and vision impairments, and giftedness. Students gain a systemic understanding of practical problem-solving and intervention frameworks designed to support the free and appropriate public education (FAPE) of exceptional children. Required Text: Heward, W.L. (2009), 9 th Edition. Exceptional Children; Introduction to Special Education. Prentice Hall. Dardig, J.C. (2008), 1st Edition. Involving Parents of Students with Special Needs: 25 Ready-To- Use Strategies. Corwin Press. (CACREP) Related Standards: School Counseling: C.2.d.2. issues that may affect the development and functioning of students (e.g., ADHD, special education, 504, IDEA) Link to Conceptual Framework, Knowledge Base, and National and State Accreditation: The Professional Teacher and Counselor Education (PTCE) unit Conceptual Framework is based on four foundational or core values that are listed below. To find out more about how the knowledge base relates to the National Council for Accreditation of Teacher Education (NCATE) guidelines, review the Conceptual Framework at the Web site: 1. Ethics and Professionalism 2. Reflective Practitioner 3. Lifelong Learners 4. Diversity and Equity With respect to national standards, this course includes application of NCATE content knowledge, professional and pedagogical knowledge and skills, dispositions, and student learning. NCATE Unit Standards: State Standards: TSPC OAR ,2,7, & 13. TCE 548 Special Education Issues in Counseling Page 2-

3 University, College, and Program Mission Objectives: University: Oregon State University aspires to stimulate a lasting attitude of inquiry (U.1), openness (U.2) and social responsibility (U.3). To meet these aspirations, we are committed to providing excellent academic programs (U.4), educational experiences and creative scholarship (U.5). College: The mission of the College of Education is to prepare, inspire and support teachers, counselors, educational leaders, researchers, and volunteers to promote lifelong learning (C.1) in schools, colleges, universities, communities, and workplaces. Embracing an innovative spirit (C.2) in teaching, research, service, and knowledge dissemination (C.3), we are committed to the values of diversity (C.4) and social justice (C.5) in a global society. Department: None. Program Area: The mission of the Oregon State University graduate program in Counseling is to prepare professional leaders who promote the social, psychological and physical well-being (P.1) of individuals, families, communities and organizations. We believe that such professional leaders stand for social, economic and political justice (P.2) and therefore must be prepared to be proactive educators, change agents and advocates (P.3) in the face of injustice. Professional leaders are sensitive to life span developmental issues (P.4), demonstrate multicultural awareness (P.5), and recognize a global perspective (P.6) as integral to the preparation of professional leaders. Learning Objectives: At the end of the course students will be able to: Describe various educational disability categories Describe the fundamentals of special education law Compare/contrast Section 504 regulations and special education law Describe the special education assessment process Describe the IEP process Describe the differences between DSM-IV and the special education definition of emotional/behavioral disorders Describe and demonstrate how a school counselor can support children with special education needs. Learning Objectives by Assignment Matrix: I II III IV V X X X X X X X X X X X X X X X X X X X X X X TCE 548 Special Education Issues in Counseling Page 3-

4 Course Assignments: The successful completion of FOUR assignments in addition to meeting classroom participation expectations is required to earn full credit for this course. Each assignment is described below in detail and will be discussed independently during our first meeting. The selected assignments are intended to give you the opportunity to deepen your understanding of the course material as it relates to you both personally and professionally as a future counselor either working in the school setting or collaborating with school teams. All assignments are DUE August 16, 2014 to earn full credit. Five points may be deducted from your overall point total for each day past the due date you have any assignments still outstanding. Respectful feedback and questions regarding any of the assignments are always welcome. I. Class Participation: 40 points Engagement with the material presented during class and full participation in group activities is an essential part of the learning process, and is especially important given the course s condensed format. II. Presentation: 40 points Give an 8-10 minute presentation on one of the following special education disability categories: Intellectual Disabilities/Mental Retardation, Hearing Impairment AND Blindness & Low Vision, Communication Disorders, Emotional & Behavioral Disorders, Orthopedic Impairment, Low Incidence Disabilities: Severe/Multiple Disabilities Deaf- Blindness & Traumatic Brain Injury, Physical Disabilities Health Impairments & ADHD, Autism Spectrum Disorder, Learning Disabilities, Giftedness & Talent, Early Childhood Special Education, Response To Intervention (RTI), Transitioning to Adulthood. Submit the following for credit: 2-page (front/back) handout for the class titled with the disability category AND... Educational definition of the disability and prevalence according to Individuals with Disabilities Education Act (IDEA). Definition of the disability according to other prominent professional organizations if applicable, (e.g. DSM-IV TR, AMA, AAIDD, CCBD, NJCLD, NAMI, etc.). Common assessments used during evaluation. Qualification criteria for educational diagnosis. Top Ten social-emotional & academic interventions/support strategies for students with this disability. Note developmental range, i.e. early childhood, elementary, middle school, high school, transitional/adulthood. Local, State, National resource list (one local, one state and three national resources include a one-three sentence description of each). Web resources are preferred, but may not be available at the local level. Address and phone number will suffice if this is the case. Additional resource handouts that you consider indispensable are welcome, but not required. TCE 548 Special Education Issues in Counseling Page 4-

5 III. Current Issues & Future Trends: 40 points Choose, read and respond to FOUR out of ELEVEN Current Issues & Future Trends articles in your text. These are free-write reflection papers, but you may use the questions at the end of each article to structure your response. +/- 250 words. Please keep your response to one page, regardless of the length. Adjust font size and spacing as necessary. Grading: Class Participation Threaded Discussions Current Issues & Trends Presentation TOTAL = 40 points = 40 points = 40 points = 40 points = 160 points Grading Scale: A A B B B C C NP 73 and below n.b., the Graduate school does not allow grades below "C" (2.00) can not be used on a graduate program of study. Course Schedule:* Class One: 6/28/2014 Introductions. Course expectations. Review of syllabus and assignments. Experiential Learning. The Purpose & Promise of Special Education. Planning & Providing Special Education Services. Collaboration & Consultation in the Special Education Process. Reading Assignments by Class 2: REVIEW Chapters 1, 2, 9, 10, 12, 13. READ Chapters 3, 4, 5, 6, 7, 8, 11, 14, 15 READ all TEACHING & LEARNING features and all CURRENT ISSUES & FUTURE TRENDS articles. READING VOLUME: approx. 395 pages Class 2: 8/2/2014 Section 504, IDEA vs Reading and understanding diagnostic reports. Individualized Education Programs (IEP s). Emotional Disturbance vs. DSM-IV TR. Positive Behavior Support. Manifestation Deterimination. Student Presentations. *(subject to change due to learning pace, preference and/or instructor discretion TCE 548 Special Education Issues in Counseling Page 5-

6 Appendix A: Student Notices Statement Regarding Students with Disabilities: Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS) with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at Expectations for Student Conduct: Student conduct is governed by the university s policies, as explained in the Office of Student Conduct: information and regulations. In an academic community, students and faculty, and staff each have responsibility for maintaining an appropriate learning environment, whether online or in the classroom. Students, faculty, and staff have the responsibility to treat each other with understanding, dignity and respect. Disruption of teaching, administration, research, and other institutional activities is prohibited by Oregon Administrative Rule (1) and (2) and is subject to sanctions under university policies, OSU Office of Student Conduct. Confidentiality Notice: As a reminder, all information concerning clients, supervisees, and classmates must be kept confidential. Confidentiality is a crucial element in the counseling profession and should also be upheld with clients, supervisees, and peers. Any discussion should be conducted in such a manner that persons are protected by the limits of confidentiality. Confidentiality will be broken if there is evidence that you have been or pose a potential danger to others or if you break ethical or legal standards as established by the Counseling Profession. Prior to the review of any digital video recording, the student will provide a Consent Form for recording outlining the purpose of the recording and written permission by the client/supervisee. Let your client/supervisee know who will be listening to the recordings of the sessions and the reasons for that. Be sure to respect confidentiality outside the session. Do not discuss clients/supervisees in public places where your conversation could be overheard. Do not discuss your clients/supervisees with persons outside the class such as spouses, family members, etc. Do not play your video counseling/supervision sessions when audio and visual privacy is not possible. A private earphone is recommended when listening to recordings, even at home where family members might overhear. Blackboard: This hybrid course will be delivered in part via Blackboard, your online learning community, where you will interact with your classmates and with me. Within the course Blackboard site you will access the learning materials, tutorials, and syllabus; discuss issues; submit assignments; take quizzes; other students and the instructor; participate in online activities; and display your projects. To preview how an online course works, visit the Ecampus Course Demo. For technical assistance, Blackboard and otherwise, see In-class Portion Attendance Policy: Take this course only if you can complete the in-class portion of the course. Absence from an inclass session will result in an I grade and that session will need to be made up the next time the course is offered. TCE 548 Special Education Issues in Counseling Page 6-

7 Academic Integrity: Students are expected to comply with all regulations pertaining to academic honesty, defined as: An intentional act of deception in which a student seeks to claim credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. For further information, visit Avoiding Academic Dishonesty, or contact the office of Student Conduct and Mediation at Conduct in the Online Portion of Class: Students are expected to conduct themselves in the course (e.g., on discussion boards, postings) in compliance with the university's regulations regarding civility. Students will be expected to treat all others with the same respect as they would want afforded themselves. Disrespectful behavior to others (such as harassing behavior, personal insults, and inappropriate language) or disruptive behaviors in the course (such as persistent and unreasonable demands for time and attention both in and out of the classroom) is unacceptable and can result in sanctions as defined by Oregon Administrative Rules Division 015 Student Conduct Regulations. Ground Rules for Online Communication & Participation: 1. Online threaded discussions are public messages, and all writings in this area will be viewable by the entire class or assigned group members. If you prefer that only the instructor sees your communication, send it to me by , and be sure to identify yourself and the class. 2. Posting of personal contact information is discouraged (e.g. telephone numbers, address, personal website address). 3. Online Instructor Response Policy: I will respond to course-related questions within 48 hours (weekends excluded). 4. Observation of "Netiquette": All your online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an online course. What you put into an online course reflects on your level of professionalism. Here are a couple of references that discuss a. writing online: b. netiquette: 5. Please check the Announcements area and the course syllabus before you ask general course "housekeeping" questions (e.g., how do I submit assignment 3?). If you don't see your answer there, then please contact me. Guidelines for a Productive and Effective Online Classroom Experience: 1. The discussion board is your space to interact with your colleagues related to current topics or responses to your colleague s statements. It is expected that each student will participate in a mature and respectful fashion. 2. Participate actively in the discussions, having completed the readings and thought about the issues. 3. Pay close attention to what your classmates write in their online comments. Ask clarifying questions, when appropriate. These questions are meant to probe and shed new light, not to minimize or devalue comments. 4. Think through and reread your comments before you post them. 5. Assume the best of others in the class and expect the best from them. 6. Value the diversity of the class. Recognize and value the experiences, abilities, and knowledge each person brings to class. TCE 548 Special Education Issues in Counseling Page 7-

8 7. Disagree with ideas, but do not make personal attacks. Do not demean or embarrass others. Do not make sexist, racist, homophobic, or victim-blaming comments at all. 8. Be open to be challenged or confronted on your ideas or prejudices. Technical Assistance: If you experience computer difficulties, need help downloading a browser or plug-in, assistance logging into the course, or if you experience any errors or problems while in your online course, contact the OSU Help Desk for assistance. You can call (541) , osuhelpdesk@oregonstate.edu or visit the OSU Computer Helpdesk online. Electronic Device Notice: As a matter of courtesy to your classmates and the instructor, please turn off your beepers, cell phones, and any other electronic toys that make any noise. Laptop/PDA Policy: Excluding students with a documented disability, the use of laptops and PDAs during the in class portion is prohibited without prior permission of the instructor. Recording Policy: Excluding students with a documented disability, the use of electronic recording devices in class are prohibited without prior permission of the instructor. Also, the recording of clinical material present in the in class portion is prohibited to all students. Use of Research Data (i.e., CACREP Standard II.I) Faculty will disseminate and students will discuss current published research as part of class activities. Class Visitor Policy Due to the clinical nature of this course in this curriculum, visitors of any age are not allowed without prior permission of the instructor. TCE 548 Special Education Issues in Counseling Page 8-

9 Appendix B: Rubrics Rubric #1: Classroom Participation Name: Quarter: Week 3 8 Level Of Engagement Listening Skills Behavior Preparation Total Key: Level Of Engagement: Range Descriptor Student proactively contributes to class by offering ideas and asking questions more than once per class Student proactively contributes to class by offering ideas and asking questions once per class Student rarely contributes to class by offering ideas and asking questions Student never contributes to class by offering ideas and asking questions. Listening Skills Range Descriptor Student listens when others talk, both in groups and in class. Student incorporates ideas of others Student listens when others talk, both in groups and in class Student does not listen when others talk, both in groups and in class Student does not listen when others talk and often interrupts when others speak. Behavior Range Descriptor Student almost never displays disruptive behavior during class Student rarely displays disruptive behavior during class Student occasionally displays disruptive behavior during class Student almost always displays disruptive behavior during class. Preparation Range Descriptor Student is almost always prepared for class with assignments and required class materials Student is usually prepared for class with assignments and required class materials Student is rarely prepared for class with assignments and required class materials Student is almost never prepared for class with assignments and required class materials. TCE 548 Special Education Issues in Counseling Page 9-

10 Rubric #2: Threaded Discussion Student s Name: Total Score (A+B): Week: Quarter: Score A. Post Construction 0 Poor spelling and grammatical errors. Short 1 or 2 sentences. Lacks structure or flow. Written in informal language, abbreviations or txt. 1 Some poor spelling and grammatical errors. Has some structure, but the entry does not flow. May contain a link or image. The reply contains several sentences. The text construction is mainly formal containing few abbreviations or txt style language. 2 Few spelling and grammatical errors. Has structure and the entry flows. Contains an appropriate links, uploaded files or images. These are referred to within the text. Refers to other posts. The reply contains sentences or paragraphs. 3 Spelling and grammatical errors are rare. The reply has structure and is formatted to enhance readability. Contains an appropriate links, uploaded files or images. Sources are acknowledged. Images and links are referred to within the text. Refers to other posts and builds on these. Week s Score: Score B. Understanding 0 Simple reply or comment which lacks insight, depth or is superficial. The entry is short and frequently irrelevant to the key question, original post or concept. Does not express opinion clearly. Shows little understanding. 1 Simple reply or comment showing some insight, depth and are connected with original post, question, topic or concept. The replies are short and may contain some irrelevant material. Some personal comments or opinions these may not be on task. Shows some understanding. 2 Replies show insight, depth and are connected with thread, topic or post. Entries may contain some irrelevant material. Personal opinion is expressed in an appropriate style. Shows a good depth of understanding. 3 Replies show insight, depth and understanding. They are connected with thread, topic or post. Entries are relevant with links to supporting material. Personal opinion is expressed in an appropriate style and is clearly related to the thread or post. The reply or post shows a high level of understanding, it shows a depth of understanding in matters relating to and surrounding the original post. Week s Score: Threaded Discussions: 8 total posts at 6 points available per week = 48. Your final point total will be multiplied by 40/48 in calculating your final grade. TCE 548 Special Education Issues in Counseling Page 10-

11 Rubric #3: Written Assignment: Issues & Trends Unacceptable 0 INTRODUCTION No thesis No context No summary of points to be explored in body of paper BODY OF PAPER Unconnected to introduction Unsupported opinions used to develop argument No use of article references to support claims Emerging - 1 Developing - 3 Proficient - 5 Thesis stated Little or no context And/or no summary of the argument to be explored in the body of the paper Or, thesis is unclear Ideas connected to introduction/ organization is unclear Claims based on articles but ideas not explored Or, claims made but do not support an overall argument Some use of article references to support claims Thesis clear Context addresses what and why Summary of argument is included Each paragraph clearly connected to introduction or to preceding paragraph(s) Claims based on articles and the ideas are explored and developed Claims build an argument Good use of article references Introduction engages the reader and signals the intent of the paper Language is fluent and interesting Clear, relevant thesis Context is clearly developed Concession offered Summary of argument is included Parallel construction (paragraph order equals summary in introduction) Appropriate use of article references to support claims Thorough exploration of claims and possible counter-arguments to build argument Language use engaging and fluent CONCLUSION No concluding paragraph Or the paragraph introduces new information Concluding paragraph reviews some of major points No conclusion offered related to thesis Concluding paragraph reviews all major points No conclusion related to thesis Reviews major points in interesting way Offers conclusion about thesis ACCCURACY OF CLAIMS Most claims indicate lack of understanding of the articles Attempts at synthesis indicated through combining ideas from the articles. However, no conclusions or generalizations are offered. Conclusions or generalizations offered but not both Or conclusions & generalizations drawn directly from articles and do not represent ability to create new ideas The paper demonstrates Ability to create new ideas and generalizations based upon previous knowledge and experiences. Ability to relate knowledge from several areas and draw conclusions MECHANICS Many spelling errors that Spelling or grammatical errors but not both Spelling or grammatical errors that spell check Correct spelling No grammatical errors TCE 548 Special Education Issues in Counseling Page 11-

12 could have been detected by spellchecker Many grammatical errors Lack of noun/pronoun agreement Lack of subject/verb agreement could miss APA incorrect citation format Incorrect reference format Past tense not used Active voice not used Some citations in correct form Some references in correct form Past tense used Active voice used Most citations in correct form Most references in correct form Past tense used Active voice used Correct citations Correct reference list format Appropriate use of past and present tense Active voice Total 30 Your Current Trends & Emerging Issues paper will be scored on a basis of 0 30 points and then that score multiplied by 1.25 in calculating your final grade. Rubric #4: Presentation Organization Audience cannot understand presentation because there is no sequence of information Subject Knowledge Graphics Mechanics Student does not have grasp of information; student cannot answer questions about subject. Student uses superfluous graphics or no graphics Student's presentation has four or more spelling errors and/or grammatical errors. Audience has difficulty following presentation because student jumps around. Student is uncomfortable with information and is able to answer only rudimentary questions. Student occasionally uses graphics that rarely support text and presentation. Presentation has three misspellings and/or grammatical errors. Student presents information in logical sequence which audience can follow. Student is at ease with expected answers to all questions, but fails to elaborate. Student's graphics relate to text and presentation. Presentation has no more than two misspellings and/or grammatical errors. TCE 548 Special Education Issues in Counseling Page 12- Student presents information in logical, interesting sequence which audience can follow. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Student's graphics explain and reinforce screen text and presentation. Presentation has no misspellings or grammatical errors.

13 Presentation Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. You can earn up to 20 points on your presentation. Your score on the presentation will be multiplied by 2 in calculating your final grade. TCE 548 Special Education Issues in Counseling Page 13-