WAYLAND BAPTIST UNIVERSITY
SCHOOL OF Education 
Virtual Campus

Mission:  Wayland Baptist University exists to educate students in an academically challenging, learning focused and distinctively Christian environment for professional success, and service to God and humankind.

COURSE NUMBER AND TITLE:	EDSP 5304 – Survey of Exceptionalities
TERM AND DATES:   	  	Spring 2014 – (February 24 to May 17, 2014)
INSTRUCTOR’S NAME:     	Dr. Jo Beth DeSoto
OFFICE LOCATION:          	VHEC 208 – Plainview Campus
PHONE                                	806-291-1051
OFFICE HOURS:                	M – F 10 a.m. to 12:30 p.m

CATALOG COURSE DESCRIPTION: This course provides an in-depth study of the13 exceptionalities recognized by federal law. Research into the stages, characteristics, and needs of children and youth with disabilities will be reviewed. Research of terminology and acronyms associated with special education, and study of transitional and family services, as they apply to students with special needs will be covered. Field experience:  8 hours.  

REQUIRED RESOURCE MATERIALS:  
A.	Student Textbook:
Special Education for Today's Teachers:  An Introduction 	Rosenberg, M.S., Westling, D.L.,  McLeskey, J 	2nd	2011 	Pearson		0137033974	

  B.  Requirements for Technology:
1)  Become familiar with the link “message the instructor “in Blackboard. This is how you will communicate with me. This is not the same as email.
2)  Access to the internet on a weekly basis is a requirement for this course; we will use Blackboard as the learning system.  Please review all the documents found in “Course Materials”. This is where you will find instructions, rubrics, assignments etc. 
	3)  Familiarity with Microsoft Word, PowerPoint, and other software 	common to 	the practice of education is required for successful completion of the course.
	4)  Access to WBU Learning Resources www.wbu.edu/lrc

COURSE OUTLINE:

A.  Becoming a Professional: What are the foundations of Special Education?
	-Teaching students with special educational needs
	-Special education today: an unfinished history

B.  Teaching effectively in the classroom:  What can you expect?
	-Accepting responsibility for the learning of all students: What does it mean?
	-Identification and planning for students with special needs
	-Effective instruction in a well-managed classroom

C.  Meeting the multiple needs of students with exceptionalities:  What is effective practice?
	-Learning disabilities
	-Emotional & behavioral disabilities
	-Intellectual disabilities
	-Attention- deficit/ hyperactivity disorders
	-Autism spectrum disorders
	-Communication disorders
	-Traumatic brain injury and & multiple disabilities
	-Sensory impairments
	-Physical disabilities, & other health impairments
	-Academically gifted and talented

D.  A Successful career:  Growing in your profession
	-Continuing a successful career:  Professionalism, Effective instruction and reflection

Student Learning Outcomes:  
Course Outlines and Competencies:  Competencies based on Special Education Standards from the State of Texas:
Standard I.  The special education teacher understands and applies knowledge of the philosophical, historical, and legal foundations of special education.
The beginning special education teacher knows and
1.1k	understands the historic foundations, classic studies including the major contributors, and major state and federal legislation that has affected knowledge and practice in the education of individuals with disabilities;
1.2k	major research, models, theories, and philosophies that provide the basis for special education practice;
1.3k	current educational terminology and definitions of a variety of disabilities, including professionally accepted classification systems and current incidence and prevalence figures;	
1.4k	issues in definition and identification procedures for individuals with disabilities, including individuals from culturally and/or linguistically diverse backgrounds;
1.5k	differing perspectives (e.g., medical, psychological, behavioral, educational) regarding the definitions and etiologies of a variety of disabilities;
1.6k	variations in beliefs, traditions, and values across cultures and their effects on the relationship among child, family, school, and community;
1.7k	the continuum of placement and services available for individuals with disabilities;
1.8k	assurances and due process rights related to assessment, eligibility, placement, and services;
1.9k	rights and responsibilities of parents/guardians, students, teachers and other professionals, and schools as they relate to individual learning needs; and
1.10k	the roles of and relationships among federal, state, and local entities with regard to the regulation and provision of special education and related services, including specialized health care services.
The beginning special education teacher is able to:
1.1s	conduct instructional and other professional activities consistent with the requirements of state and federal laws, rules and regulations, and local district policies and procedures;
1.2s	articulate current issues and best practices in the education of individuals with disabilities; and
1.3s	articulate the factors that influence the overrepresentation of minority students in programs for individuals with disabilities.
Student Learning Outcomes:
1.	The student will formulate an understanding of special education law and the historical background associated with this area of study.  
2.	The student will memorize specific terminology and definitions directly related to Special Education.
3.	The student will describe the identification procedures for individuals with disabilities.

Standard IV.  The special education teacher understands and applies knowledge of the characteristics and needs of students with disabilities.
	The beginning special education teacher knows and understands:
4.1k	differential characteristics of individuals with disabilities, including levels of severity and multiple disabilities across eligibility categories;
4.2k	human development and the effects of disabilities on developmental processes across domains (e.g., cognition, communications, motor, behavior);
4.3k	cognitive, physical, cultural, social, environmental, psychological, and emotional needs of individuals with and without disabilities;
4.4k	characteristics of normal, delayed, and disordered communication patterns of individuals with disabilities;
4.5k	physical development, physical disabilities, sensory disabilities, and health impairments as they relate to the development and behavior of individuals;
4.6k	common etiologies and the impact of sensory, physical, cognitive, and emotional disabilities on learning and experience;
4.7k	effects of dysfunctional behavior on learning, and the differences between behavioral and emotional disorders and other disabling conditions;
4.8k	the educational implications of various disabilities;
4.9k	various ways to adapt instruction to meet unique learning needs of individuals with disabilities;
4.10k	the effect that one or more disabilities may have on an individual’s life;
4.11k	effects of cultural and environmental influences (e.g., cultural and linguistic characteristics, socioeconomic level, abuse/neglect, substance abuse) on the child and family;
4.12k	the various etiologies and medical aspects of conditions affecting individuals with disabilities.
4.13k	the effects of various medications on the educational, cognitive, physical, social, and emotional behavior of individuals with disabilities;
4.14k	medical complications and their implications for student support needs, including seizure management, tube feeding, catheterization, and cardiopulmonary resuscitation (CPR); and
4.15k	laws, regulations, and policies related to the provision of specialized health care in the educational setting.
The beginning special education teacher is able to:
4.1s	access information on various cognitive, communicative, physical, cultural, social, and emotional conditions of individuals with disabilities;
4.2s	describe and define general developmental, academic, social, career, and functional characteristics of individuals with disabilities as they relate to levels of support needed;
4.3s	apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate  modifications and adaptations; and
4.4s	help students understand the characteristics of their disabilities, with emphasis on their unique strengths and learning needs.

Student Learning Outcomes:
1.	The student will describe the individual characteristics of students with disabilities for each of the 13 exceptionalities, specifying the level of severity and eligibility requirements associated with each.
2.	The student will study developmental characteristics of children and how these vary for children with disabilities, including cognitive, physical, cultural, social, environmental, psychological, and emotional needs.
3.	The student will research the various teaching strategies and methodologies available for teachers to use in special education.

Standard IX.  The special education teacher understands and applies knowledge of transition issues and procedures across the life span.
	The beginning special education teacher knows and understands:
	9.1k	state and federal laws pertaining to transition issues and services;
9.4k	the programs and services available at various levels and how to assist students and families in planning for transition;
9.7k	procedures and supports needed to facilitate transitions across programs and placements.

Student Learning Outcomes:
1.	The student will read and analyze state and federal laws as they pertain to special education on specific issues such as transition.
2.	The student will identify specific programs and services available to students with disabilities and their families.

MEANS FOR ASSESSING STUDENT ACHIEVEMENT OF THE OUTCOME COMPETENCIES:

1.	Readings/quizzes
2.	Discussions
3.	Research Project
4.	Observations – 4 hours
5.	Final Exam

METHODS OF INSTRUCTION: The delivery system for the course will consist of internet supported instruction utilizing several of the Blackboard components. Instructional methods may include, but will not be limited to, the following:  lecture & notes via PowerPoint, observation scenarios, quizzes, research article critique, and a final exam.

PARTICIPATION POLICY:  Students are expected to submit class assignments with punctuality.  Students are encouraged to communicate promptly with the professor (using the message system) when necessary, in order to keep pace with the requirements of this course.

EVALUATION: University Grading System:
A	90-100		Cr	for Credit
B	80-89			NCR	No Credit
C	70-79			I	Incomplete*
D	60-69			W	for withdrawal
F	below 60		WP      Withdrawal Passing
                                           	WF	Withdrawal Failing									X	No grade given
					IP	In Progress

A grade of “CR” indicates that credit in semester hours was granted but no grade or grade points were recorded.
*A grade of incomplete is changed if the work required is completed prior to the date indicated in the official University calendar of the next long term, unless the instructor designates an earlier date for completion.  If the work is not completed by the appropriate date, the I is converted to the grade of F.  An incomplete notation cannot remain on the student’s permanent record and must be replaced by the qualitative grade (A-F) by the date specified in the official University calendar of the next regular term.

Course grading criteria:
This course consists of many assignments.  In order to avoid falling behind, all assigned work must be submitted when due.  Late work will not be accepted. In extreme circumstances, an exception may be made only if permission is obtained from instructor prior to the assignment due date, and there will be a decrease in point value. There will be no point value given after seven days. I do not give extra credit work if/when you score poorly on an assignment or test; always submit your best work. 

Chapter Quizzes 	10 @ 30 ea	300	
Discussion Questions	16 @ 20 ea	320	
Observations 	4 hrs @ 50 ea	200	
Research Project on Transitional Services OR Ancillary Services	200	200	
Final Exam	100	100	
TOTAL POINTS	1120	1120	

Grading Scale

1120	-	1008	=	A
1007	-	896	=	B
895	-	784	=	C
783	-	672	=	D
Less than 671	=	F

ACADEMIC HONESTY:

Wayland “expects students to be honest in all of their academic work. By enrolling, students agree to adhere to the highest standards of academic honesty and integrity and understand that failure to comply with this pledge may result in academic and disciplinary action.”
Plagiarism
“Plagiarism — The attempt to represent the work of another, as it may relate to written or oral works, computer-based work, mode of creative expression (i.e. music, media or the visual arts), as the product of one’s own thought, whether the other’s work is published or unpublished, or simply the work of a fellow student. When a student submits oral or written work for credit that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references, and, if verbatim statements are included, through use of quotation marks as well. By placing one’s name on work submitted for credit, the student certifies the originality of all work not otherwise identified by appropriate acknowledgements. A student will avoid being charged with plagiarism if there is an acknowledgement of indebtedness. Examples
include:
1. Quoting another person’s actual words.
2. Using another person’s idea, opinion, or theory, even if it is completely
paraphrased in one’s own words.
8.	Drawing upon facts, statistics, or other illustrative materials — unless the
information is common knowledge.
4. Submitting a paper purchased from a term paper service as one’s own work.
5. Failing to accurately document information or wording obtained on the World Wide Web.
6. Submitting anyone else’s paper as one’s own work.
7. Violating federal copyright laws, including unauthorized duplication and/or distribution of copyrighted material.
8. Offering, giving, receiving or soliciting of any materials, items or services of value to gain academic advantages for yourself or another.”
Source: http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag

Disciplinary action for academic misconduct is the responsibility of the faculty members assigned to the course. The faculty member is charged with assessing the gravity of any case of academic dishonesty, and with giving sanctions to any student involved. Penalties may be applied to individual cases of academic dishonesty.  See catalog for more information about academic dishonesty.
 
Services for Students with a Disability: In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of Wayland Baptist University that no otherwise qualified person with disabilities be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University. The Coordinator of Counseling Services serves as the coordinator of students with a disability and should be contacted concerning accommodation requests at (806) 291-3765. Documentation of a disability must accompany any request for accommodations.

It is the responsibility of the student to inform the instructor, during the first week of class, if accommodation arrangements have been made with the coordinator of Counseling Services.

EDSP 5304	-  Spring, 2013 VC 01 via Blackboard
Course Schedule

Date/Week	Classwork	Reading Assignment	Products Due This Week	
Feb 24 – Mar 3	Teaching Students with Special Needs: Professional Roles and Responsibilities
Special Education Today: An Unfinished History	Ch. 1 & 2	•	Answer Discussion Board Question 1 & 2
•	Take Ch. 1/2 Quiz	
Mar 3 – 10	Accepting Responsibility for the Learning of All Students
Identification and Planning for Students with Special Needs	Ch. 3 & 4	•	Answer Discussion Board Questions 3 & 4
•	Take Ch. 3-4 Quiz	
Mar 10 – 17	Spring Break		•	Begin working on your Research Project – It is DUE on or before April 22, 2013!	
Mar 17 – 24	Effective Instruction in a Well-Managed Classroom	Ch. 5	•	Answer Discussion Board Questions 5
•	Take Ch.  5 Quiz	
Mar 23 - 31	Learning Disabilities
Emotional and Behavioral Disorders
	Ch. 6 & 7	•	Answer Discussion Board Questions 6 & 7
•	Take Ch. 6 & 7 Quizzes	
Mar 31 – Apr 7	Intellectual Disabilities
Attention Deficit Hyperactivity Disorder	Ch. 8 & 9	•	Answer Discussion Board Question 8 & 9
•	Take Ch. 8/9 Quiz	
Apr 7 - 14	Autism Spectrum Disorder	Ch. 10	•	Answer Discussion Board Questions 10
•	Take Ch. 10 Quiz	
Apr 14 - 21	Communication Disorders
Severe and Multiple 	Ch. 11 	•	Answer Discussion Board Questions 11 
•	Take Ch. 11 Quiz
•	TURN IN your Research Project	
Apr 21 - 28	Disabilities and Traumatic Brain Injury
Sensory Impairments
	Ch. 12 & 13	•	Answer Discussion Board Questions 12 & 13
•	Take Ch. 12/13Quiz	
Apr 28 – May 5	Physical Disabilities and Other Health Impairments
Academically Gifted and Talented	Ch.  14 & 15	•	Answer Discussion Board Questions 14 & 15
•	Take Ch. 14/15 Quiz	
May 5 - 12	Continuing a Successful Career: Professionalism, Collaborative Support, and Professional Development	Ch. 16	•	Answer Discussion Board Questions 16
	
May 12 - 17	FINAL EXAM – Complete the final exam on or before May 15, 2013.		•	Take Final Exam on or before May 15, 2013!!!
•	Submit Field Experience Journal	

EDSP 5304
Directions for Research Project
200 points 

•	Choose your topic – either Transitional Services OR Ancillary Services for students in special education.
•	Once you’ve chosen your topic, begin collecting research articles. You must have a minimum of 5 sources from peer-reviewed, Educational journals that have been published in the last 5 years (2008 or later).
•	You are to write a 5 – 8 page research paper over your chosen topic.  You are to follow APA 6th edition format.
•	Along with your research paper, you are to create a PowerPoint slide show that gives an overview of your study.  It is to have at least 10 slides, with pictures and clip art that will enhance it.  *Imagine that you are the Director of Special Education and you are presenting a conference for special education teachers, to train them about your chosen topic.  Include the information in this slide show that you feel will be necessary for training them to implement these strategies within their own classrooms and schools.
•	If you have problems with basic writing components, such as spelling, grammar, and punctuation, YOU ARE TO CONTACT THE Wayland Baptist University Writing Center for assistance.  I will NOT edit your paper for these types of errors because this is a graduate course and you are expected to write on a graduate level.  The Writing Center offers FREE SERVICES for all Wayland students and you are to contact them if you have problems with the basic components of writing.  They can be contacted as follows:  Go to www.wbu.edu; click on “Academics” then click on “Writing Center” and follow the directions for obtaining assistance.

Grading Rubric for Research Project
200 Points

•	Correct number of sources from peer-reviewed educational journals published within the last 5 years					50 points possible
•	Covered chosen topic accurately and in detail, correct length of paper (5 – 8 pages)							100 points possible
•	Followed APA 6th edition format				50 points

*IF you submit a paper with grammatical, spelling, or punctuation errors, it will be returned to you and will NOT be graded.
**You are allowed to submit portions of your paper throughout the term for my edits.  I will be more than glad to edit your paper and return it to you for corrections, BUT the last day to ask for edits is April 1, 2013!!!!

Field Experience Requirement
EDSP 5304

•	The purpose of the Field Experience component in this course is to expose you to what it’s like to be in a special education classroom.
•	You are to spend a total of 4 hours throughout the term observing in a special education classroom.  
•	Some of the things you need to watch for during this observation time include:
o	Types of disabilities represented in the classroom where you are observing?
o	Types of services offered to the students with disabilities – is there an inclusion teacher present?  Did the classroom teacher make any modifications or changes to the presentation of material for these students?
o	Behavior of students in the classroom – did the behavior of the students in special education differ from the rest of the class?
o	Instructional strategies used by the teacher?  Did the teacher address any of the multiple intelligences throughout the lesson?  Was the lesson visual, auditory, and kinesthetic?
•	How many students were in the class?
•	How was the room arranged?
•	Were there any students with behavioral issues – especially students NOT in special education?

Keep a log of the hours, dates, and times you are in the classroom.  Write a journal of your experience – in narrative format.  Submit under the “Lessons” link on or before May 18th, 2013.