1.	WAYLAND BAPTIST UNIVERSITY
SCHOOL OF Education 
Virtual Campus

2.	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.

3. COURSE PREFIX, NUMBER, & NAME:	EDSP 5304 – Survey of Exceptionalities
4. TERM AND YEAR:   	  			Summer, 2025 – (June 2 – July 26, 2025)
5. FULL NAME OF INSTRUCTOR:     		Dr. Jo Beth DeSoto
6, OFFICE PHONE & WBU EMAIL:	          	806-291-1051; desotoj@wbu.edu
7. OFFICE HOURS, BUILDING & LOCATION:   Office Hours By Appointment
8. CLASS MEETING TIME & LOCATION:	Online Via Blackboard
9. 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:  4 hours of online observations via videos posted in Blackboard Modules.  
10. Prerequisites:  none
11. REQUIRED TEXTBOOK & RESOURCES  
A.	Student Textbook:
a.	Kirk, S.  (2015).  Educating exceptional children.  14th ed.  Cengage Learning.  ISBN:  9781285451343.  
  B.  Requirements for Technology:
	1)  Access to WBU Learning Resources www.wbu.edu/lrc
12. Optional Materials:
13. Course Outcome Competencies

Student Learning Outcomes:  
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.
4.	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.
5.	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.
6.	The student will research the various teaching strategies and methodologies available for teachers to use in special education.
7.	The student will read and analyze state and federal laws as they pertain to special education on specific issues such as transition.
8.	The student will identify specific programs and services available to students with disabilities and their families.

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.
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.

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.

EdTPA Rubrics and Requirements

Planning Rubric 2: Planning to Support Varied Student Learning Needs

EL2: How does the candidate use knowledge of his/her students to target support for students' literacy learning? 
The Guiding Question 
The Guiding Question addresses how the candidate plans to support students in relationship to students' characteristics. This includes using the candidate's understanding of students to develop, choose or adapt instructional strategies, learning tasks and materials. 
Key Concepts of Rubric: 
	Planned Supports include instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus. 

Primary Sources of Evidence: 	
Context for Learning Information (required supports, modifications, or accommodations) Planning Commentary Prompts 2 and 3 	
Strategic review of Lesson Plans & Instructional Materials to clarify planned supports. 	

Unpacking Rubric Levels 
Level 3 
Evidence that demonstrates performance at Level 3: 
	Candidate explains how planned supports for students address the learning needs of the whole class while assisting them in achieving the learning objectives. 
	Candidate addresses at least one of the requirements from IEPs and 504 plans as described in the Context for Learning Information. 
	Requirements must be explicitly addressed in the commentary and/or the Planning Task 1 artifacts. List of requirements and/or accommodations in the Context for Learning Information document is not sufficient by itself.

Below 3 
Evidence that demonstrates performance below 3: Candidate plans insufficient instructional supports to develop students' learning relative to the identified learning objectives or the central focus. Evidenced by ONE or more of the following: 
	Candidate does not plan instructional supports for students. 
	Planned supports are not closely tied to learning objectives or the central focus. 
	Evidence does not reflect ANY instructional requirements in IEP or 504 plans. 

What distinguishes a Level 2 from a Level 3: At Level 2, 
	Plans address at least one of the instructional requirements set forth in IEPs and 504 plans. However, it is not clear that other planned supports will be helpful in supporting students to meet the learning objectives. 
	The supports would work for almost any learning objective. Therefore, supports are not closely connected to the learning objectives or central focus (e.g., pair high and low students during partner work without a specific description of how that supports students with a specific need, check on students who are usually having trouble, without any specific indication of what the candidate might be checking for (e.g., using picture/context cues to infer word meaning or applying a previously modeled strategy for organizing writing). 
	Supports are tied to learning objectives within each lesson, but there is no central focus for the learning segment. 

What distinguishes a Level 1 from a Level 2: At Level 1, 
	Evidence of intentional support for students' needs as described by the candidate is absent. 

Automatic Score of 1: 
	If IEP/504 requirements are described in the Context for Learning or commentary but none are included in the planned support, then the rubric is scored as an Automatic Level 1, regardless of other evidence of support for the whole class or groups or individuals in the class. If the candidate describes one or more of the IEP or 504 plan requirements for any student in the lesson plans or commentary, then the score is determined by the Planned Support criterion. (If there are no students with IEPs or 504 plans, then this criterion is not applicable.) 

Above 3 
Evidence that demonstrates performance above 3: 
	Plans address specific student needs (beyond those required in IEP and 504 plans) by including scaffolding or structured instructional supports that are explicitly selected or developed to help individual students and groups of students with similar needs to gain access to content and meet the learning objectives.
What distinguishes a Level 4 from a Level 3: At Level 4, 
	The candidate explains how the supports tied to the learning objectives are intended to meet specific needs of individuals or groups of students with similar needs, in addition to the whole class. Instructional supports should be provided for more than one student—either more than one individual or for a specific group of students with similar needs (e.g., pre-teaching a group of students a prerequisite skill, provide word bank for ESL students to assist in paragraph—writing, picture cues/visuals for struggling readers). 
	Differentiated instructional supports must be in addition to those for students with an IEP and/or 504 plans. 

What distinguishes a Level 5 from a Level 4: At Level 5, the candidate meets Level 4 AND
¡ Identifies common developmental approximations or misconceptions associated with the essential strategy and related skills within the central focus, and describes specific instructional approaches to identify and respond to them. 
	If the plans and commentary attend to misconceptions, developmental approximations, or common misunderstandings without also satisfying Level 4 requirements, this is not sufficient evidence for Level 5.

Planning Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

EL3: How does the candidate use knowledge of his/her students to justify instructional plans? 
The Guiding Question 
The Guiding Question addresses how the candidate justifies the ways in which learning tasks and materials make content meaningful to students, by drawing upon knowledge of individuals or groups, as well as research or theory. 
Key Concepts of Rubric: 
	Deficit thinking is revealed when candidates explain low academic performance based primarily on students' cultural or linguistic backgrounds, the challenges they face outside of school or from lack of family support. When this leads to a pattern of low expectations, not taking responsibility for providing appropriate support, or not acknowledging any student strengths, this is a deficit view. 

For the following terms from the rubric, see the handbook glossary: 
	prior academic learning 
	assets (personal, cultural, community) 
Primary Sources of Evidence: 	
Planning Commentary Prompts 2 and 3 	
Unpacking Rubric Levels 
Level 3 
Evidence that demonstrates performance at Level 3: 
	Primary Criterion: The candidate explains how the learning tasks are explicitly connected to the students' prior academic knowledge OR knowledge of students' assets (personal, cultural, community). Assets include students' cultural and linguistic backgrounds, interests, community or family resources and personal experiences. 
	Secondary Criterion: The candidate refers to research or theory in relation to the plans to support student learning. The connections between the research/theory and the tasks are superficial/not clearly made. They are not well connected to a particular element of the instructional design.

	If evidence meets the primary criterion at Level 3, the rubric is scored at Level 3 regardless of the evidence for the secondary criterion. 
	If evidence meets the primary criterion at Level 4, and candidate has NO connection to research/theory, the rubric is scored at Level 3. 

Below 3 
Evidence that demonstrates performance below 3: 
¡ There is a limited amount of evidence that the candidate has considered his/her particular class in planning. 

OR ¡ The candidate justifies the plans through a deficit view of students and their backgrounds. 

What distinguishes a Level 2 from a Level 3: At Level 2, 
	The candidate's justification of the learning tasks makes some connection with what they know about students' prior academic learning OR assets (personal, cultural, community). These connections are not strong, but are instead vague or unelaborated, or involve a listing of what candidates know about their students in terms of prior knowledge or background without making a direct connection to how that is related to planning. 

What distinguishes a Level 1 from a Level 2: At Level 1, 
	There is no evidence that the candidate uses knowledge of students to plan. 

Automatic Score of 1 is given when: 
	Candidate's justification of learning tasks includes a pattern representing a deficit view of students and their backgrounds. (See the explanation of deficit thinking listed above under Key Concepts of Rubric.) 

Above 3 
Evidence that demonstrates performance above 3: 
	The candidate's justification not only uses knowledge of students—as both academic learners AND as individuals who bring in personal, cultural or community assets—but also uses research or theory to inform planning. 

What distinguishes a Level 4 from a Level 3: At Level 4, 
	The evidence includes specific examples from students' prior academic learning AND knowledge of students' assets (personal, cultural, community), and explains how the plans reflect this knowledge. 
	The explanation needs to include explicit connections between the learning tasks and the examples provided. 
	The candidate explains how research or theory informed the selection or design of at least one learning task or the way in which it was implemented. The connection between the research or theory and the learning task(s) must be explicit. 
	Scoring decision rules: To score at Level 4, the candidate must meet the primary criterion at Level 4 and make at least a fleeting, relevant reference to research or theory (meet the secondary criterion at least at Level 3).
What distinguishes a Level 5 from a Level 4: At Level 5, the candidate meets Level 4 AND
¡ Explains how principles of research or theory support or set a foundation for their planning decisions. 
	The justifications are explicit, well-articulated, and demonstrate a thorough understanding of the research/theory principles that are evident in the plans.

Planning Rubric 5: Planning Assessments to Monitor and Support Student Learning

EL5: How are the formal and informal assessments selected or designed to monitor students' use of the essential literacy strategy to comprehend OR compose text and related skills? 
The Guiding Question 
The Guiding Question addresses the alignment of the assessments to the standards and objectives and the extent to which assessments provide multiple forms of evidence to monitor student progress throughout the learning segment. It also addresses required adaptations from IEPs or 504 plans. The array of assessments should provide evidence of students' use of the essential strategy and skills during the learning segment. 
Key Concepts of Rubric: 
	assessment (formal and informal)—"[R]efer[s] to all those activities undertaken by teachers and by their students . . . that provide information to be used as feedback to modify the teaching and learning activities."2 Assessments provide evidence of students' prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include, for example, student questions and responses during instruction and teacher observations of students as they work or perform. Formal assessments may include, for example, quizzes, homework assignments, journals, projects, and performance tasks. 
Primary Sources of Evidence: 	
Context for Learning Information (required supports, modifications, or accommodations for assessments) 	
Planning Commentary Prompt 5 	
Assessment Materials 	
Strategic review of Lesson Plans 	
Unpacking Rubric Levels 
Level 3 
Evidence that demonstrates performance at Level 3: 
	The planned assessments provide evidence of students' use of the essential strategy and skills at various points within the learning segment. The assessments must provide evidence for how students use both the essential literacy strategy and related skills. 

	Requirements from the IEP or 504 plan must be explicitly addressed in the commentary and/or the Planning Task 1 artifacts. List of assessment requirements and/or accommodations in the Context for Learning Information document is not sufficient by itself. 

Below 3 
Evidence that demonstrates performance below 3: 
	The planned assessments will yield insufficient evidence to monitor students' use of the essential strategy and conventions/skills within the learning segment. 

What distinguishes a Level 2 from a Level 3: At Level 2, 
	Assessments will produce evidence of student learning, but evidence is limited. Examples of limited assessments include a single assessment OR assessments for only skills/conventions OR the essential literacy strategy in isolation (e.g., use of worksheets to identify fact and opinion statements, informal observation to correctly sequence events). 
	Although assessments may provide some evidence of student learning, they do not specifically monitor all areas of learning (both essential strategy and skills) across the learning segment. 

What distinguishes a Level 1 from a Level 2: At Level 1, 
	The assessments only focus on rote use of conventions or skills without providing ANY evidence of students' use of the essential literacy strategy. 

Automatic Score of 1: 
	If there is NO attention to ANY assessment‐related IEP/504 plan requirements (e.g., more time; a scribe for written assignments) in either commentary or Planning Task 1 artifacts, the score of 1 is applied; otherwise the evidence for the other criteria will determine the score. (If there are no students with IEPs or 504 plans, then this criterion is not applicable.) 

Above 3 
Evidence that demonstrates performance above 3: 
	The array of assessments provides consistent evidence of the essential literacy strategy AND related skills. 
	Assessment evidence will allow the candidate to determine students' progress toward developing the essential strategy AND related skills. 

What distinguishes a Level 4 from a Level 3: At Level 4, 
	There are multiple forms of evidence, not just the same kind of evidence collected at different points in time or in different settings, to monitor student development of the essential literacy strategy and related skills for the central focus. "Multiple forms of evidence" means that different types of evidence are used – e.g., authentic reading/writing assignments, use of skills in meaningful contexts rather than in isolation, such as worksheet exercises – and not that there is only one type of evidence on homework, exit slips, and a final test or written assignment. 
	The array of assessments provides evidence to track student progress toward developing the strategy and skills defined by the standards and learning objectives.
Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 17 of 63 All rights reserved. 
	This evidence is collected for both the essential strategy and skills in every lesson OR the assessments correspond to a plan for the learning segment that builds understandings related to an essential strategy or related skills) in one lesson and uses that understanding to address the other area (either essential strategy or related skills). 

What distinguishes a Level 5 from a Level 4: At Level 5, the candidate meets Level 4 AND
¡ Describes how assessments are targeted and explicit in design to allow individuals or groups with specific needs to demonstrate their learning without oversimplifying the content. 
¡ Strategic design of assessments includes variation for students with specific needs and goes beyond, for example, allowing extra time to complete an assignment or adding a challenge question. 
	Individuals and/or groups with specific needs must be above and beyond those with IEPs or 504 plans.

Instruction Rubric 6: Learning Environment
EL6: How does the candidate demonstrate a positive literacy learning environment that supports students' engagement in learning? 
The Guiding Question 
The Guiding Question addresses the type of learning environment that the candidate establishes and the degree to which it fosters positive and respectful interactions between the candidate and students, and among students. 
Key Concepts of Rubric: 
	Respect—A positive feeling of esteem or deference for a person and specific actions and conduct representative of that esteem. Respect can be a specific feeling of regard for the actual qualities of the one respected. It can also be conduct in accord with a specific ethic of respect. Rude conduct is usually considered to indicate a lack of respect, disrespect, whereas actions that honor somebody or something indicate respect. Note that respectful actions and conduct are culturally defined and may be context dependent. Scorers are cautioned to avoid bias related to their own culturally constructed meanings of respect. 
	Rapport—A close and harmonious relationship in which the people or groups understand each other's feelings or ideas and communicate well. 

For the following term from the rubric, see the handbook glossary: 
	Learning environment 
Primary Sources of Evidence: 	
Video Clip(s) 1 and/or 2 	
Instruction Commentary Prompt 2 	
Note that for the Instruction Task, the commentary is intended to provide context for interpreting what is shown in the video. Candidates sometimes describe events that do not appear in the video or conflict with scenes from the video—such statements should not override evidence depicted in the video. 	

Unpacking Rubric Levels 
Level 3 
Evidence that demonstrates performance at Level 3: In the clip(s): 
	The candidate's interactions with students are respectful (e.g., calls students by first name, use modulated voice, attentive listening by repeating or restating students' responses), demonstrate rapport (evidence of relationship between candidate and students and/or ease of interaction that goes back and forth based on relevance or engaged conversation), and students communicate easily with the candidate. There is evidence that the candidate facilitates a positive learning environment wherein students are willing to answer questions and work together without the candidate or other students criticizing their responses. 
	There is evidence of mutual respect among students. Examples include attentive listening while other students speak, respectful attention to another student's idea (even if disagreeing), working together with a partner or group to accomplish tasks. 

Below 3 
Evidence that demonstrates performance below 3: The clip(s): 
	Do not exhibit evidence of positive relationships and interactions between candidate and students 
	Reveal a focus on classroom management and maintaining student behavior and routines rather than engaging students in learning. 

What distinguishes a Level 2 from a Level 3: At Level 2, 
	Although clip(s) reveal the candidate's respectful interactions with students, there is an emphasis on candidate's rigid control of student behaviors, discussions, and other activities in ways that limit and do not support learning. 

What distinguishes a Level 1 from a Level 2: At Level 1, there are two different ways that evidence is scored: 
1.	The clip(s) reveal evidence of candidate‐student or student‐student interactions that discourage student contributions, disparage the student(s), or take away from learning. 
2.	The classroom management is so weak that the candidate is not able to, or does not successfully, redirect students, or the students themselves find it difficult to engage in learning tasks because of disruptive behavior. 

Note: Classroom management styles vary. Video clips that show classroom environments where students are productively engaged in the learning task should not be labeled as disruptive. Examples of this may include students engaging in discussion with peers, speaking without raising their hands, or being out of their seats.

Above 3 
Evidence that demonstrates performance above 3: The clip(s) 
	Reveal a positive learning environment that includes tasks/discussions that challenge student thinking and encourage respectful student‐student interaction. 

What distinguishes a Level 4 from a Level 3: At Level 4, 
	The learning environment supports learning tasks that appropriately challenge students by promoting higher-order thinking or application to develop new learning. There must be evidence that the environment is challenging for students. Examples include: students cannot answer immediately, but need to think to respond; the candidate asks higher-order thinking questions; students are trying to apply their initial learning to another context. 
	The learning environment encourages and supports mutual respect among students, e.g., candidate reminds students to discuss ideas respectfully with each other. 

What distinguishes a Level 5 from a Level 4: At Level 5, 
	The learning environment encourages students to express, debate, and evaluate differing perspectives about literature, students' writing, or other text with each other. Perspectives could be from curricular sources, students' ideas, and/or lived experiences.

14. ATTENDANCE REQUIREMENTS:    As stated in the Wayland Catalog, students enrolled at one of the University’s external campuses should make every effort to attend all class meetings.  All absences must be explained to the instructor, who will then determine whether the omitted work may be made up.  When a student reaches that number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an unsatisfactory progress report with the campus executive director.  Any student who misses 25% or more of the regularly scheduled class meetings may receive a grade of F in the course.  Additional attendance policies for each course, as defined by the instructor in the courses syllabus, are considered a part of the University’s attendance policy.

15.	Statement of Plagiarism and Academic Dishonesty:  Wayland Baptist University observes a zero tolerance policy regarding academic dishonesty.  Per university policy as described in the academic catalog, all cases of academic dishonesty will be reported and second offenses will result in suspension from the university.

16.	Disability Statement: 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 a disability 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.

17. COURSE REQUIREMENTS & 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 							13 @ 100 ea	1300
Video Observations – 4, 1 page papers				4  @ 50 ea	200
Research Project on Transitional Services OR Ancillary Services	1 @ 200	200
Exams									2 @ 100	200
Reflection Paper – Talk about what you learned in this class.		1 @ 100 	200

TOTAL POINTS							TOTAL PTS.	2100

Grading Scale

2100	-	1890	=	A
1889	-	1680	=	B
1679	-	1470	=	C
1469	-	1260	=	D
Less than 1259		=	F

UNIVERSITY GRADING SYSTEM:

A					CR	FOR CREDIT
B					NCR	NO CREDIT
C					I	INCOMPLETE*
D					W	FOR WITHDRAWAL
F					WP      WITHDRAWAL PASSING
                                                 		WF	WITHDRAWAL FAILING								X	NO GRADE GIVEN
					IP	IN PROGRESS

STUDENT APPEALS:  Students shall have protection through orderly procedures against prejudices or capricious academic evaluation.  A student who believes that he or she has not been held to realistic academic standards, just evaluation procedures, or appropriate grading may appeal the final grade given in the course by using the student grade appeal process described in the Academic Catalog.  Appeals may not be made for advanced placement examinations or course bypass examinations.  Appeals are limited to the final course grade, which may be upheld, raised, or lowered at any stage of the appeal process.  Any recommendation to lower a course grade must be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals Committee for review and approval.  The Faculty Assembly Grade Appeals Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation

18. EDSP 5304	-  Summer, 2021  via Blackboard
Course Schedule

Date/Week	Classwork	Reading Assignment	Products Due This Week	
Module 1			•		
June 3 – 9	Children with Exceptionalities and Their Families	Ch. 1 	•	Take Ch. 1 Quiz
•	Complete Video Analysis #1	
Module 2			•		
June 10 – 16	Children with Exceptionalities and Social institutions:  Government, Schools, and the Courts
Early Intervention Supports and Services	Ch. 2 & 3	•	Take Ch. 2 & 3 Quizzes
•	Choose Which Research Project You Plan to Complete and Begin working on it.	
Module 3			•		
June 17 – 23	Children with Intellectual and Developmental Disabilities (IDD)
Children with Autism Spectrum Disorders	Ch. 4 & 5	•	Take Ch.  4 & 5 Quizzes
•	Complete Video Analysis #2	
Module 4			•		
June 24 – 30	Children with Learning Disabilities
Children with ADHD  
Mid-Term Exam	Ch. 6 & 7	•	Take Ch. 6 & 7 Quizzes
•	Take Mid-Term Exam	
Module 5			•		
July 1 – 7	Children with EBD	Ch. 8	•	Take Ch. 8 Quiz
•	Complete Video Analysis #3	
Module 6			•		
July 8 – 14	Children with Communication, Language and Speech  Disorders	Ch. 9	•	Take Ch. 9 Quiz	
Module 7			•		
July 15 – 21	Children who Have Special Gifts and Talents
Children Who are Deaf and Hard of Hearing	Ch. 10 & 11	•	Take Ch. 10 & 11 Quizzes
•	Complete Video Analysis #4
•	TURN IN your Research Project	
Module 8			•		
July 22 - 27	Children with Visual Impairment
Children with Physical Disabilities, Health Impairments, & Multiple Disabilities
Final Exam	Ch. 12 & 13	•	Take Ch. 12 & 13 Quizzes
•	Take Final Exam
•	Submit Reflection Paper 	

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 8th 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.

Video Observation Requirement
EDSP 5304
4 @ 50 pts each = 200 points

•	The purpose of this component in this course is to expose you to what it’s like to be in a special education classroom. Because this is a Summer course and because of COVID-19, you will likely not have access to a classroom.  Instead, you will watch videos on Youtube about special education classrooms/teachers.
•	You are to spend a total of 4 hours throughout the term watching these videos.
•	Some of the things you need to watch for during this viewing 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 watching these videos.  Write 1 page per video of your experience – in narrative format and submit it on or before July 23, 2022.

Reflection Paper
100 Points

At the end of this course you will write a 1 page Reflection Paper about what you learned in the course. Please submit it no later than July 23, 2022.