B)+Syllabus

** __SPEN 201__ ** **__ Foundations in Inclusive Education for All Learners __** **__ Patricia Williams, Ph.D. __**
 * __ Holy Family University __**

**__ I. Required Text __**
Turnbull, A., Turnbull, R., Shank, M. and Leal, D., Smith, S.J. (2006). **// Exceptional lives: Special Education in Today’s Schools (Fifth //** Readings from the Human Development Literature as assigned by the instructor.
 * // edition //** ). Upper Saddle River, New Jersey: Prentice Hall.

II. Course Description
This course will provide students with introductory information about special education and it’s role in facilitating education for students with disabilities. Topics will include history, litigation, legislation, typical development, specific characteristics of atypical development, and identification of exceptionalities as identified by IDEA. Issues such as inclusion, funding, diversity and labeling will also be discussed.

**__ III. PDE Competencies: Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting (AASD) __**
==== __ Pennsylvania Department of Education Standards/ Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting are met through this course as well as Council for Exceptional Children (CEC) Special Education Teacher Competencies. Attached is a complete listing of the course objectives that are linked to each of these competencies and standards. __ ====

__ **IV.** **Course Objectives**  __
At the end of this course the student will be able to: 1) Identify theories, philosophies, legislation and litigation that provide the basis for special education practice. 2) Define major terms and concepts related to special education. 3) Identify a typical development pattern in individuals from birth to 21 years of age. 4) Recognize the similarities and differences between the cognitive, physical, cultural, social and emotional needs of students with different disabilities who are eligible for special education and typical learners. 5) Identify general characteristics and educational needs of children with different disabilities who are eligible for special education. 6) Become familiar with the characteristics and effects of the cultural and environmental milieu of the child and the family. 7) Recognize the importance of communication and collaboration, which promotes effective interaction with students, parents, school personnel and community members. 8) Describe the roles of teachers, administrators and related service staff. 9) Identify the role of regular education and it’s place in supporting education for students with disabilities. 10) Demonstrate the skills necessary to collaborate with regular classroom teachers, parents/caregivers and other school and community personnel to integrate students into various learning environments. 11) Examine federal, state and local agencies that support people with disabilities and their families. 12) Specify the components of transition and its importance in developing effective education for students as they move from school to adulthood.

**__ V. Course Requirements __**
1) Interview, Field Observation and Observation Report- 20 points 2) Disability Review- Oral Presentation- 20 points 3) Reference Manual – 4) Class Participation- 10 Points 5) group work – 10 points 5) Midterm and Final Examination- 40 points (20 each)
 * Observation- ** Each student will conduct a 20 hour field observation/experience in a classroom that is designated as a special education classroom or that serves students who are identified as in need of special education services. The observation will include a brief interview with the classroom teacher. From the interview and observation a report and log will be completed. The report will be presented to the class. The log will be turned in at the end of the semester. See attached guidelines.
 * Disability Review- ** A comprehensive review of a disability of your choosing will be delivered in the form of an oral presentation. The review will cover prevalence, definition, characteristics, education/treatment, prognosis and long term options. Handouts of an outline or any material used during the presentation should be made for the entire class. The use of technology is strongly encouraged (power point, overhead projector, multi-media (video, audio, slides).
 * Reference Manual- ** Each student will generate a reference manual/binder The manual will be a collection of information from the semester. The sources will include information from disability reviews, online references, peer reviewed journal abstracts or full text articles, library searchers or any other place where you may collect information concerning students with disabilities. Further information will be given on how to set the manual up.
 * In Class Assignments and Class Participation- ** During the semester assignments and projects will be given during class time. These assignments can only be completed during class time. If you are absent from, class the assignments can not be made up.

**__ VI Policies __**
A. ** Disability Accommodations ** : any student who has a need for an accommodation based on the impact of a physical/psychological, and/or learning disability **must** contact the Disability Services Office at 215-637-7700 (x3231), located at the Northeast Philadelphia Campus, Campus Center, room 222. Please contact this office as soon as possible, as eligibility determination requires submission of documentation by the student and review by the Disability Eligibility Committee prior to any accommodation authorization. Accommodations for individual students **can not be provided by the instructor** without letters of authorization from the Disabilities Services Office. B. Late assignments will result in one grade deduction per week that the assignment is late. C. Grading- This course follows the Holy Family University Code for grading. Consult the student handbook for further information. D. ** Academic Honesty: ** the University’s policy on academic honesty is available for review in the current //Undergraduate Catalog and Graduate Catalog.// Both of these documents are available in print (School Office) and on the University’s website: [|http://www.holyfamily.edu]. Violations of the University’s standards in any form (including but not limited to plagiarism) as described therein or otherwise identified will not be tolerated. Proven incidents of academic dishonesty are subject to progressive sanctions. Responsibility for knowing and understanding the University’s position and policies on academic integrity rests with each student.  __ IIIE __ || __ CC1K1 __ __ CC1K2 __ __ CC1K3 __ __ CC1K4 __ ||  __ Class Participation __ __ Reference Manual __ __ Final Examination __ ||  __ Observation (Instructor notes) __ __ Rubric for manual guidelines __ __ Correct/Incorrect on Final Examination __ || __ IIE1, IIG2 __ __ IIIE __ || __ GC1K1 __  ||  __ Class Participation __ __ Reference Manual __ __ Final Examination __ __ Disability Review __ ||  __ Observation (Instructor notes) __ __ Rubric for manual guidelines __ __ Correct/Incorrect on Final Examination __ __ Rubric for Disability Review __ || __ IIA3, IIA5, IIE1, IIF, IIG6 __ __ IVB __
 * VII. Course Objectives by Grading Instruments and Evaluation Methods **
 * ** __ Course Outcome Objectives __ ** || ** __ PDE/ AASD Competencies __ ** || ** __ CEC Standard __ ** || ** __ Evaluation Methods __ ** || ** __ Grading Instruments __ ** ||
 * __ Identify theories, philosophies, legislation, and litigation that provide the basis for special education practice. __ ||  __ IA, IB, IC __
 * __ Define terms and concepts related to special education. __ ||  __ IA __
 * __ Recognize the similarities and differences between the cognitive, physical, cultural, social and emotional needs of students with different disabilities who are eligible for special education and typical learners. __ ||  __ IA __

|| __ CC1K5 __ __ CC1K10 __ ||  __ Disability Review __  ||  __ Rubric for Disability Review __  || __ IIA5, IID, IIE2 __ __ IVB, IVF __ ||    ||       __ Disability Review __  || __ Rubric for Disability Review __ || || __ IC __ __ IIG6, IIG7, IIG8 __ || __ CC1K7 __ __ CC1K8 __ __ CC1K9 __ __ CC1K10 __ __ CC753 __ || __ Class participation __ __ Interview and Observation Report __ ||  __ Instructor observation and notes __ __ Rubric for Interview and guidelines for report __ || || __ CC7S2 __ __ CC1K1 __ __ CC10K3 __ __ CC10S9 __ ||  __ Class participation __ __ Interview and Observation Report __ ||  __ Instructor observation and notes __ __ Rubric for Interview and guidelines for report __ || || __ CC10K1 __ __ CC10S7 __ __ CC10S9 __ ||  __ Class participation __ __ Interview and Observation Report __ ||  __ Instructor observation and notes __ __ Rubric for Interview and guidelines for report __ || || __ CC10S9 __ __ LD10K1 __ ||  __ Class participation __ __ Interview and Observation Report __ ||  __ Instructor observation and notes __ __ Rubric for Interview and guidelines for report __ || __ IIC __ || __ CC10S6 __ __ CC10S8 __ __ CC10S9 __ || __ Class participation __ __ Interview and Observation Report __ ||  __ Instructor observation and notes __ __ Rubric for Interview and guidelines for report __ || || __ GC4K1 __ __ LD10S6 __ ||  __ Reference Manual __  ||  __ Rubric for Reference Manual __  || __ IIIE __ || __ LD10K2 __  ||  __ Reference Manual __ __ Class Participation __ ||  __ Rubric for Reference Manual __ __ Instructor observation and notes __ || 
 * __ Identify general characteristics and educational needs of children with different disabilities who are eligible for special education. __ ||  __ IA __
 * __ Identify typical development patterns in individuals from birth to 21. __ ||  __ IIA2, IIA5, IIB, IIE1, IIE2 __  ||     ||  __ Disability Review __  ||  __ Rubric for Disability Review __  ||
 * __ Become familiar with the characteristics and effects of the cultural and environmental milieu of the child and the family. __
 * __ Describe the roles of teachers, administrators and related service staff. __ ||  __ IIG4 __
 * __ Recognize the importance of communication and collaboration, which promotes effective interaction with students, parents, school personnel and community members. __ ||  __ IIG2, IIG5 __
 * __ Identify the role of regular education and it’s place in supporting education for students with disabilities. __ ||  __ IIG2, IIG4 __
 * __ Demonstrate the skills necessary to collaborate with regular classroom teachers, parents/caregivers and other school and community personnel to integrate students into various learning environments. __ ||  __ IIG1, IIG4, IIG5 __
 * __ Examine federal, state and local agencies that support people with disabilities and their families. __ ||  __ IIG8 __
 * __ Specify the components of transition and it’s importance in developing effective education for students as they move from school to adulthood. __ ||  __ IIG4 __

**__ VIII. Course Schedule __**
|| Chapter 7 || ** Disability Reviews ** ||  ** SPEN 201: ** **__Foundations in Inclusive Education for All Learners__**
 * ** Class ** || ** Topic ** || ** Reading Due ** || ** Assignment ** ||
 * 1 || Introduction/Review Syllabus ||  ||   ||
 * 2 || Characteristics of learners in special education; disability categories; Various stakeholders in special education;Basic components of IDEA; the laws that impact the lives of individuals with disabilities || // Exceptional Lives // (Chapter 1) ||  ||
 * 3 || Students with disabilities interacting within systems of accountability; Universally designed learning; Various placement options; key characteristics of inclusion; Progressing through the general education curriculum for students with disabilities || // Exceptional Lives // (Chapter 2) ||  ||
 * 4 || Diversity in today’s schools; Evaluation strategies; Effective Instructional Strategies; Culturally Responsive Pedagogy || Chapter 3 ||  ||
 * 5 || Families as Partners; The special nature of family involvement in special education; Family interactions; || Chapter 4 ||  ||
 * 6 || Educating students with Learning Disabilities; Issues in identification; Appropriate educational services and Effective Strategies: Differentiation and Embedded instruction || Chapter 5 ||  ** Reference Manual ** ||
 * 7 || Educating students with Speech and Communication Disorders; Determining the presence of a communication disorder || Chapter 6 ||  ||
 * 8 || Educating students with Emotional or Behavioral Disorders; Multi-component interventions to prevent conduct disorders; Conflict Resolution
 * ** Date ** || ** Topic ** || ** Reading Due ** || ** Assignment ** ||
 * 9 || Educating Students with Other Health impairments, including students with attention deficit Disorder: Multi disciplinary; Errorless Learning and Self Management Strategies || Chapter 8 ||  ||
 * 10 || Educating students with Mental Retardation; Prevalence and Educational Strategies; Including Students in general education settings || Chapter 9 ||  ||
 * 11 || Educating Students with multiple disabilities and students with physical disabilities; Concepts of inclusion; partial participation; student directed learning || Chapter 10; 12 ||  ||
 * 12 || Educating students with Autism and students with traumatic brain injury; Social Stories; Positive Behavior Support; Discrete Trial Training; Cooperative Learning || Chapter 11; 13 || ** Observation Report ** ||
 * 13 || Educating Students with sensory impairments; Language Rich environments; reading and writing intervention || Chapter 14; 15 ||  ||
 * 14 || ** Disability Reviews ** ||  ||   ||
 * 15 || Educating Students considered gifted; multiple intelligences; promoting creativity and critical thinking || Chapter 16 ||  ||

**__Interview and Field Observation Guidelines__** **__Interview Topics__** Type of School Observation was Conducted In (Public, Private, Charter, Technical, Parochial): Type of Class (Inclusive, Self-Contained, Regular Education, Resource Room): Number of Special Education Students/Number of Regular Education Students: Exceptionalities in the Class: Instructional Methods: Classroom Management/Behavioral Interventions: Teacher Views on Inclusion, Technology and Diversity: Develop 2 of your own questions **__Summary of Experience__** The summary should be based on your reflection log. The log will be turned in at the end of the semester and should include entries from each visit. The journal log entries should reflect your observations and your thoughts about those observations. (5 points) || No interview included || Gathered response to less than half of questions || Gathered response to most questions || Gathered satisfactory response to all questions || Gathered thorough response to all questions || (5 points) || No report included || Minimal report included || Report lacks sufficient detail || Satisfactory report || Thorough and complete report || (5 points) || No log included || Minimal log included || Log lacks sufficient detail || Satisfactory log || Thorough and complete log || Comments: _ 
 * Observation Project Rubric: 20 points **
 * || 0 points || 2 points || 3 points || 4 points || 5 points ||
 * Interview with classroom teacher included in observation
 * Observation Summary
 * Observation log
 * Presentation of report (5 points) || Did not present || Presentation needed more information || Satisfactory info but not professionally presented || Satisfactory information and presentation || Information presented thoroughly and professionally ||

Disability Review Rubric: 20 points
(4 points) || Did not include || Minimal inclusion || Some inclusion of education/treatment || Full description of education/treatment || /technology || Good use of materials/handouts/ technology ||  || __ Comments:  ___ **__ Foundations in Inclusive Education for All Learners __**
 * || 0 points || 2 points || 3 points || 4 points ||
 * Prevalence (2points) || Did not include || Satisfactory inclusion ||  ||   ||
 * Definition (3 points) || Did not include || Minimal inclusion || Fully included ||  ||
 * Characteristics (4 points) || Did not include || Minimal inclusion || Inclusion of some characteristics || Full description of characteristics ||
 * Education/Treatment
 * Prognosis/long-term options (4 points) || Did not include || Minimal inclusion || Some inclusion of prognosis/options || Full description of prognosis/options ||
 * Materials/handouts/technology use (3 points) || Did not use || Some use of materials/handouts

**__Reference Manual__**
**__Reference Title:__** Other Information:
 * __ Source of Reference: __**
 * __ Date Reference Located: ___Date of Reference:_**
 * __ Review: __**

Reference Manual Rubric: 25 points
__ Comments:  ___ **Pennsylvania Department of Education : Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting (Attached)** **__ Council for Exceptional Children Professional Standards for Special Education Teachers__** CC1K1 Models, theories, and philosophies that form the basis for special education practice. CC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation. CC1K3 Relationship of special education to the organization and function of educational agencies. CC1K4 Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. CC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. CC1K6 Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. CC1K7 Family systems and the role of families in the educational process. CC1K8 Historical points of view and contribution of culturally diverse groups. CC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them. CC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and school. CC7S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. CC7S3 Involve the individual and family in setting instructional goals and monitoring progress. CC7S4 Use functional assessments to develop intervention plans. CC7S5 Use task analysis. CC7S6 Sequence, implement, and evaluate individualized learning objectives. CC7S7 Integrate affective, social, and life skills with academic curricula. CC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. CC8K1 Basic terminology used in assessment. CC8K2 Legal provisions and ethical principles regarding assessment of individuals. CC8K3 Screening, prereferral, referral, and classification procedures. CC8K4 Use and limitations of assessment instruments. CC8K5 National, state or provincial, and local accommodations and modifications. CC8S1 Gather relevant background information. CC8S2 Administer nonbiased formal and informal assessments. CC8S3 Use technology to conduct assessments. CC8S4 Develop or modify individualized assessment strategies. CC8S5 Interpret information from formal and informal assessments. CC8S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/orlinguistically diverse backgrounds. CC8S7 Report assessment results to all stakeholders using effective communication skills. CC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs. CC8S9 Develop or modify individualized assessment strategies. CC8S10 Create and maintain records. CC10K1 Models and strategies of consultation and collaboration. CC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. CC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. CC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members. CC10S2 Collaborate with families and others in assessment of individuals with exceptional learning needs. CC10S3 Foster respectful and beneficial relationships between families and professionals. CC10S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. CC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. CC10S6 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings. CC10S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities. CC10S8 Model techniques and coach others in the use of instructional methods and accommodations. CC10S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs. CC10S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds. GC1K1 Definitions and issues related to the identification of individuals with disabilities. GC1K2 Models and theories of deviance and behavior problems. GC1K3 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice. GC1K4 The legal, judicial, and educational systems to assist individuals with disabilities. GC1K5 Continuum of placement and services available for individuals with disabilities. GC1K6 Laws and policies related to provision of specialized health care in educational settings. GC1K7 Factors that influence the over-representation of culturally/linguistically diverse students in programs for individuals with disabilities. GC1K8 Principles of normalization and concept of least restrictive environment. GC1K9 Theory of reinforcement techniques in serving individuals with disabilities. GC4K1 Sources of specialized materials, curricula, and resources for individuals with disabilities. GC4K2 Strategies to prepare for and take tests. GC4K3 Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities. GC4K4 Prevention and intervention strategies for individuals at risk for a disability. GC4K5 Strategies for integrating student-initiated learning experiences into ongoing instruction. GC4K6 Methods for increasing accuracy and proficiency in math calculations and applications. GC4K7 Methods for guiding individuals in identifying and organizing critical content. adulthood that encourages full community participation. LD10K1 Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities. LD10K2 Services, networks, and organizations that provide support across the life span for individuals with learning disabilities. Respond to discussion questions ||  || Group activities ||  || Respond to discussion questions ||  || 
 * || 0 points || 2 points || 3 points || 4 points || 5 points ||
 * Disability reviews (5 points) || Review and information not included || Minimal review and information || Some review and information || Satisfactory review with all information included || Thorough review with all information included ||
 * Online references (5 points) || Review and information not included || Minimal review and information || Some review and information || Satisfactory review with all information included || Thorough review with all information included ||
 * Peer-reviewed journal articles (5 points) || Review and information not included || Minimal review and information || Some review and information || Satisfactory review with all information included || Thorough review with all information included ||
 * Library searches (5 points) || Review and information not included || Minimal review and information || Some review and information || Satisfactory review with all information included || Thorough review with all information included ||
 * Professional presentation (5 points) || No presentation || Presentation needed more information || Satisfactory info but not professionally presented || Satisfactory information and presentation || Information presented thoroughly and professionally ||
 * 8/30/09 || Introduction || Review of Syllabus, grading, class procedures and book ||  ||
 * || For next week: || Read chapter one
 * 9/5/09 || NO CLASS || LABOR DAY WEEKEND ||  ||
 * 9/12/09 || CHAPTER ONE || Lecture
 * 9/12/09 || CHAPTER ONE || Lecture
 * || For next week: || Read chapter two