Class+Syllabus


 * SPED 7000:Psycho-Educational Problems of Exceptional Children and Adults **

College of Education The University of Memphis //ICL Department //
 * SPED 7000 **
 * Dr. Kay Reeves **
 * Course Description: **Study of relevant research dealing with the physical, mental, emotional, and social traits of all types of individuals who are exceptional.Consideration of major current problems and practices in the development of various programs
 * Prerequisites: None **
 * Text(s): **Turnbull, A.P., Turnbull, H. R. & Wehmeyer, M. (2010). Exceptional Lives: Special Education in Today's Schools: 6/e. Pearson Education.


 * Support of Conceptual Framework: **The Psycho-Educational Problems of Exceptional Children and Adults course provides the knowledge base needed to serve all learners. The students, by becoming culturally responsive educators, will be able to identify the characteristics of physical, cognitive, emotional, social, and ecological development not only of individuals with exceptionalities, but ofstudents from cultural and linguistic backgrounds.

CREDE principles will serve as the primary pedagogical platform interspersed with lectures, guest speakers and technology when appropriate. The CREDE principles are:: I. Joint Productive Activity: Facilitate learning and development through joint productive activity among leaders and participants. <span style="font-family: Arial,sans-serif; font-size: 10pt;">II. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Language Development: Promote learners expertise in professional relevant discourse. <span style="font-family: Arial,sans-serif; font-size: 10pt;">III. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Making Meaning: Contextualize teaching, learning, and joint productive activity in the experience and skills of participants. <span style="font-family: Arial,sans-serif; font-size: 10pt;">IV. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Cognitive Challenge: Challenge participants toward more complex solutions in addressing problems. <span style="font-family: Arial,sans-serif; font-size: 10pt;">V. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Conversation: Engage participants in dialogue, especially the instructional conversation.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Methods of Instruction: **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">Questions1-33 assess Standard 1 (Foundations) Court Cases, Laws, and Policies includingIEP modifications and accommodations. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">Questions 34 -55 assess Standard 2 (Development and Characteristics of Learners) Learner Characteristics, Impact of Ability or Disability on Learning. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">Questions 56 – 69 assess Standard 6 (Communication) Communication Disorders, Effects ofCultural and Linguistic Differences, Diversity of the ELL student, and Technology.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Key Assessments: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A cumulative final exam is given to all students taking SPED 7000. There are 60 multiple choice items that are scored and combined to check for understanding of content in CEC and TN state standards 1, 2, and 6.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Given class discussion, readings, videos and applied experiences, the students will demonstrate an understanding of: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1.The historical and philosophical backgrounds of special education, its major contributors and current program models. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">2.The goals and values of special education and current socioeconomic and cultural issues which influence these at national and local levels. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3.The developmental needs of children & adults with disabilities including physical/motor, social/emotional, and cognitive and to recognize atypical characteristics of development in relation to those which are typical. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4.The professionalspecial education teacher in relation to children, parents, other staff, the community, and the unique personal qualities and professional qualificationsnecessary to satisfy the requirements of this role. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5.The range of special education work environments, job responsibilities and credentials, professional organizations, professional journals, and other sources of the knowledge base for special education, and the professional responsibility for life-long professional learning and leadership. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">6.The cooperative roles of regular and special education teachers in implementing the educational plans of students with special needs. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">7.The rationale for services for individuals with a disability. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">8.The different modifications/accommodations and adaptations in educational settings for individuals with disabilities.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Course Objectives **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Outline of Course Objectives Supporting State/National Standards and Pillars of Effective Practice: **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Pillar of Practice I: Content Knowledge **
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Objective ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard(s) Addressed by the Objective ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Court cases, laws, and policies ** |||| **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 1 Foundations **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Disability Legislation and Special Education Policies **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">TN Core: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1.4 Candidates understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and issues that have historically influenced the field of special education and the individualization of learning.Candidates use this knowledge to examine their personal understandings and philosophies of special education.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">TN Modified: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 1.4 Candidates understand the historical and philosophical foundations of services for individuals with mild and moderate disabilities. They know about current trends and issues in these areas.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">TN Core **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1.5 Candidates serve as a resource to others by providing current information about the laws and policies that support students with disabilities and how to access information and resources. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">LRE placement and services ** |||| **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 1Foundations **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Disability Legislation and Special Education Policies **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">TN Core: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1.3 Candidates apply appropriately the concept of least restrictive environment, using the continuum of placements and services.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">TN Modified: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1.3 Candidates apply appropriately the continuum of placement and services available for individuals with mild and moderate disabilities, including the concept of least restrictive environment. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Individual Education Plan (IEP) ** |||| **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">TN 1-D; CEC 1Foundations **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Disability Legislation and Special Education Policies ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Modifications and accommodations ** |||| **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 1Foundations **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Disability Legislation and Special Education Policies **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">TN Core: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1.2 Candidates recognize that some students require an expanded curriculum with learning goals beyond the general curriculum to meet independent and functional living goals. ||


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Pillar of Practice II: Knowledge of the Learner **
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Objective ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard(s) Addressed by the Objective ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Characteristics of learner ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 2 Individual Variations and Disability Influence on Learning **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">TN Core: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 2.1 Candidates have knowledge of the characteristics of a wide array of disabilities and the ways thatstudents' abilities and disabilities impact learning and development.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">TN Core **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 2.3 Candidates understand how a disability in one area (e.g., physical, cognitive, social, and emotional) can impact learning and development in other areas and use this knowledge to provide specialized supports. ||

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">(Person –first language) || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">(Introduction of IEP)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Pillar of Practice III: Pedagogy/Instruction **
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Objective ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard(s) Addressed by the Objective ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Role of language and exceptional learner ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 3Individual Learning Differences **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Role of Language in Learning **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Different approaches/accommodations in educational settings for individuals with disabilities. ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 3IEP **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 6Communication and ELL Students ** ||


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Pillar of Practice IV: Assessment and Responsive Practice **
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Objective ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard(s) Addressed by the Objective ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Cooperative roles of regular and special education teachers in IEP development using assessment data ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 5, 8, 10Collaboration and IEP ** ||


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Pillar of Practice V: Management of Classrooms and Individuals **
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Objective ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard(s) Addressed by the Objective ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Positive learning environment ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 5 Learning Environments and Social Interactions **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Varieties of Classroom Management ** ||


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Pillar of Practice VI: Personal and Professional Growth and Development **
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Objective ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard(s) Addressed by the Objective ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflective practitioner ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">CEC 9Professional and Ethical Practice **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Professional Behavior ** ||

<span style="font-family: Times,serif; font-size: 10pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">national, state, and local efforts to support, fund, andregulate programs serving individuals with disabilities andtheir families <span style="font-family: Times,serif; font-size: 10pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">legislation and public policy as it affects individuals with disabilities, their families, and the delivery ofservices for individuals. || <span style="font-family: Times,serif; font-size: 11pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">to be an advocate on behalf of individuals withdisabilities and their families <span style="font-family: Times,serif; font-size: 11pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">to be an active member in national, regional, state, and local professional special education communities. <span style="font-family: Times,serif; font-size: 11pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">to engage in ethical behavior in relations with children, parents, other staff and otherprofessionals serving individuals with disabilities. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">COE Diversity Performance Standards **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Performance Standards ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Topics Addressing Standard ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Candidates understand diversity, social justice, and equity in order to promote effective learning in their everyday practice. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Programs, practices, trends, issues, and problems regarding various disabilities, least restrictive environment, continuum of services, normalization,planning strategies (IEP, IFSP, Transition), community based instruction, and parent involvement. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Candidates will understand linguistic, ethnic, racial and socioeconomic, disability, religious and sexual orientation diversity and will demonstrate culturally relevant practices. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Implementing appropriate accommodations and modifications that can be utilized in regular classrooms to facilitate the education of learners with a particular exceptionality, including technological support. The will use non-discriminatory assessments when evaluating students in Special Education. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Candidates understand the relationships among various historical and present social inequities and use reflective practice to challenge their work and explicitly confront social inequality. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Special education in historical perspective including a socio-cultural history of special education programs and practices, innovations and advocacy in education. This history includes Civil Rights, Brown vs. Board of Education, and the philosophy of normalization. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Candidates understand the larger national and global contexts and demonstrate a clear sense of their own identities in relationship to social justice. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Government involvement in SPED programs and practices
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Candidates understand and value the importance of engaging in comprehensive and sustained professional growth to enhance professional practices involving diverse populations. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Becoming a professional leader in special education. The professional educator's responsibilities:

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1. Special education in historical perspective including a socio-cultural history of special education programs and practices, innovations and advocacy in education <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">2. Philosophy and values of special education <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3. Programs, practices, trends, issues, and problems regarding various disabilities, least restrictive environment, continuum of services, normalization, planning strategies (IEP, IFSP, Transition), community based instruction, and parent involvement. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4. Overview of the characteristics of students with disabilities <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5. Overview of screening, referral and placement processes used to obtain an appropriate education for exceptional learners. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">6. Implementing appropriate accommodations and modifications that can be utilized in regular classrooms to facilitate the education of learners with a particular exceptionality, including technological support. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">7. Overview of various medical procedures that may be used byteachers with students who are medically fragile orphysically challenged, including movement patterns and record keeping. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">8. Government involvement in SPED programs and practices <span style="font-family: Times,serif; font-size: 10pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">national, state, and local efforts to support, fund, andregulate programs serving individuals with disabilities andtheir families <span style="font-family: Times,serif; font-size: 10pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">legislation and public policy as it affects individuals with disabilities, their families, and the delivery ofservices for individuals. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">9. Becoming a professional leader in special education. The professional educator's responsibilities: <span style="font-family: Times,serif; font-size: 11pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">to be an advocate on behalf of individuals withdisabilities and their families <span style="font-family: Times,serif; font-size: 11pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">to be an active member in national, regional, state, and local professional special education communities. <span style="font-family: Times,serif; font-size: 11pt;">– <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">to engage in ethical behavior in relations with children, parents, other staff and otherprofessionals serving individuals with disabilities. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">I. Content Knowledge and Skills <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">A. Court Cases <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">B. Legislation <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">C. Special Education <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">1. Individual Education Plan <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">2. Manifestation Determination <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">3. Transition <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">II. Knowledge of the Learner <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">A. Developmental, Cognitive, Emotional, Social, and Ecological Adolescent Development Theories <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">B. Characteristics of Students with High Incidence Disabilities: Emotional Disabilities, Attention Deficit, Learning Disabilities, Mild Mental Retardation <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">C. Characteristics of Students with Low Incidence Disabilities: Multiple, Severe, Autism, Health, TBI <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">C.Characteristics of At Risk Students <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">D. Characteristics of Gifted and Talented Students <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">E.Characteristics of Students with Communication Disorders and Language Diversity <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">F.Effectsof Cultural and Linguistic Differences on Growth and Development <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">G.Characteristics of One’s Own Culture and Use of Language <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">H. Gender Differences on Learning <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">III. Pedagogy and Instruction <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">A. Accommodations and Modifications to Promote Learning <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">B. Learning styles and behaviors <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">IV. Assessment and Responsive Practice <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">A. IEP modifications and accommodations <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">B. Collaboration and Assessment Data <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">V. Management of Classroom and Individuals <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">A. Motivation <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">B. Behaviors <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">VI. Personal and Professional Growth and Development <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">A. Written Reflections on Case Studies <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">B. Co-teaching and Collaboration
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Major Topics **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">Detailed Course Description/Outline: **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">Field Practice: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">4 hours Clinical Experience in a non-educational setting working with one or more individuals with disabilities. Students will have to document this experience.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">Class schedule is given every semester with class dates, times and assignments explicated. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Methods and activities would include some of the following: discussion/lecture, on-site visits, guest speakers, individual learning projects, case studies, audio-visual technology, case studies, hypothetical vignettes, software/internet computer modules, hands-on interactive projects, and disability sensitivity/awareness activities.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Methods and Activities: **

**__<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Special Education Department Policy and Procedures __** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Attendance is mandatory and class attendance and participation (e.g., discussions, activities, and assignments) is expected. In a class which meets weekly for one three-hour session, each class session missed without a verifiable and legitimate excuse results in a decrease of a letter grade for the course. Two unexcused absences can result in a decrease of two letter grades and so on. For a class which meets more often, the professor will designate how many points will be deducted from the final grade for each absence. **The legitimacy of the excuse is solely the judgment of the professor. Students who leave a class without prior consent of the professor before the class is formally dismissed are considered absent for the __entire__ class session.**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Attendance Policy **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">:

__<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> are accountable for content, assignments, and announcements made during class and should make arrangements (e.g., with a classmate) to get the information whenever absent.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The responsibility for class attendance and participation is considered an important element of the student's development and training. Class attendance and participation in class activities cannot be duplicated in any other fashion. Moreover, absence negatively affects the colleagues with whom a student(s) works, interacts, and learns. In this regard, **__both__** class attendance and participation are critical for the successful completion of this course.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **Tardy Policy:** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Unless there is an understandable weather or health related reason, each tardy to class – not being physically present at the start of class- is one percentage point taken off of the final cumulative grade. Professionals, particularly teachers charged with the safety of youngsters, must be both prepared and punctual.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Unless there is a verifiable and legitimate excuse, class assignments are not accepted after published due date. The legitimacy of the excuse is solely the judgment of the professor. There is no make up work allowed nor is extra credit available in any special education course.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Late Work: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students who are failing will be notified by email or personally about their grade in the seventh week of class in the long semesters or midterm in any semester. The professor will be available to meet with the student to devise an individual academic plan at the request of the student.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Failing Students: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 100-93 = A; 85-92 = B; 75-84 = C; 70-74= D; <70= F. A grade of incomplete (I) is rarely allowed. The professor must notify the Special Education program coordinator if a grade of I is being considered for a student.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Grading: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">In keeping with the provisions of the Family Educational Rights and Privacy Act, it is the policy of the Department of Instruction and Curriculum Leadership that student grades are not publicly posted.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">FERPA: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **Students with Disabilities:** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">It is the policy of the University of Memphis to accommodate students with disabilities pursuant to federal law, state law, and the University's commitment to equal educational opportunities. Any student with a disability who needs accommodation, for example in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. Reasonable and appropriate accommodations will be provided to students with a disability who present a memo from the Student Disability Services. Students with disabilities are encouraged to contact Student Disability Services, 215 Scates Hall, phone 678-2880.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **Academic Integrity and Student Conduct:** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Expectations for academic integrity and student conduct are described in detail on the website of the Office of Student Judicial and Ethical Affairs ==<span style="font-family: 'Arial','sans-serif';">[|//http://saweb.memphis.edu/judicialaffairs//]//.Please read in particular, at the sections about “Academic Dishonesty,” “Student Code of Conduct and Responsibilities,” and “Disruptive Behaviors.” Students must be aware of these guidelines and conduct themselves accordingly.// ==

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The College of Education has approved a list of professional dispositions expected of all students while enrolled in undergraduate or graduate courses in the College of Education.You are expected to familiarize yourself with the College of Education's Professional Dispositions at the beginning of this course by going to []. Failure to demonstrate the College's dispositions in class or field experiences can <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">affect your continuance in a course or program of study.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Professional Dispositions: **

**<span style="font-family: 'Arial','sans-serif';">//CEC Code of Ethics for Educators of Persons with Exceptionalities// **
<span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">1. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Special education professionals are committed to developing the highest educational and quality of life potential of individuals with exceptionalities. <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">2. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Special education professionals promote and maintain a high level of competence and integrity in practicing their profession. <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">3. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects. <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">4. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Special education professionals exercise objective professional judgment in the practice of their profession. <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">5. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities. <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">6. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Special education professionals work within the standards and policies of their profession. <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">7. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession. <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">8. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">We declare the following principles to be the Code of Ethics for educators of persons with exceptionalities. Members of the special education profession are responsible for upholding and advancing these principles. Members of The Council for Exceptional Children agree to judge and be judged by them in accordance with the spirit and provisions of this Code. **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Bauer, A.M. & Kroeger, S. (2004//). Inclusive classrooms: Video cases on CD-ROM activity and learning guide.// Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Short Bibliography: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Gargiulo, R.M. (2004). //Special education in contemporary society: An introduction to exceptionality.// Belmont, CA.: Wadsworth/Thompson Learning.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Hallahan, D.P. & Kauffman, J.M. (2006). //Exceptional learners:// //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Introduction to special education //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">. (10th ed.). Boston: Allyn and Bacon.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Heward, W.L. (2007). //Exceptional Children: An Introduction to special education.// Upper Saddle River, NJ: Merrill/Prentice-Hall.(8th ed.)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teaching Exceptional Children.Presents articles suggesting classroom teaching strategies, reports of materials, a teacher idea exchange, and other information designed to assist the teacher of exceptional children. Published quarterly by the Council for Exceptional Children, 1920 Association Drive, Reston, VA 22091-1589.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Exceptional Children.The official journal of the Council for Exceptional Children.Publishes articles on professional issues of concern to special educators and articles on the education and development of exceptional students.Designed to assist all professionals who work with exceptional children. Published six times per year bythe Council for Exceptional Children, 1920 Association <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Drive, Reston, VA 22091-1589.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Journal of Learning Disabilities.Published 10 times a year by PRO-ED, 8700 Shoal Creek Boulevard, Austin, TX 78758-6897.Publishes research and theoretical articles relating to learning disabilities.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Journal of Special Education.A quarterly journal that publishes articles from all disciplines; deals with research, theory, opinion, and reviews of the literature in special education.Published by PRO-ED, 8700 Shoal Creek Boulevard, Austin, TX 78758-6897.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Assignments:

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Assignments should be uploaded into your ecourseware dropbox.


 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mini Project (20)
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3 Web Assignments (5 pts. each = 15 pts total)
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Case Studies (1 pt. each = 5 pts total)
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Wiki Case Collaborative Project ( 20)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Total100 pts.
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment (exam) (40)


 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">The Instructor reserves the right to make any adjustment to the assignments and activities. **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">You will use your ecourseware dropbox to submit all assignments. You can also view your assignments on this medium. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[|http://ecourseware.memphis.edu] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Click on your course SPED 7000 <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Top of the homepage you will see “dropbox” <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Click on dropbox and you will be able to view your assignments. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">You are responsible for completing all the assignments.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**If you have difficulty with the uploading process or you just do not understand how to do it, then you can bring in a hard copy.**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">All assignments are due on the assigned dates. I will not be accepting late assignments unless there is an absolute emergency. The instructor reserves the right to determine if the situation constitutes an emergency. **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mini Projects (20 points)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Project 1 Movie Activity (10)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Adapted from IRIS: **//Do perceptions matter?//
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Watch one of the movies from the list below. Even if you already have seen it, you will get more out of this activity if you watch it again. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Directions: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Write out each question or direction and then write your answer. ** · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">From the film or book you have chosen, describe the character who has a disability. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Was the person with disabilities portrayed in a positive or negative light? Explain your answer. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How did you feel about the way the character(s) was depicted? Explain. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">After seeing the film or reading the book, do you believe audiences or readers come away having a better understanding of the disability and the challenges it presents? Why or why not? · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How will the insights you gained from this movie help you to teach children with disabilities? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Movie List <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Mercury Rising <span style="font-family: Arial,sans-serif; font-size: 10pt;"> The Boy Who Could Fly || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> As Good as it Gets || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Children of a Lesser God || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> What's Eating Gilbert Grape <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> I am Sam <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Radio || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> The Bone Collector <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Tuesdays with Morrie <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Awakening <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Elephant Man <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mask || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">My Left Foot <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> The Piano || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> The Majestic <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Regarding Henry || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Scent of a Woman || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Amadeus ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Autism ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Rain Man
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Emotional or Behavioral Disorders ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A Beautiful Mind
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Deafness and Hard of Hearing ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mr. Holland's Opus
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mental Retardation ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Forrest Gump
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Physical Impairments and Other Health Impairments ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Notting Hill
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Speech and Language Impairments ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Nell
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Traumatic Brain Injury (TBI) ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Bourne Identity
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Visual Disabilities ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Daredevil
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Gifted ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Searching for Bobby Fisher

Comments:
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Rubric for Movie Review __**
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3 ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Total ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflection ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Writing indicates reflective thinking and describes how information relates to other ideas, courses, educational and professional experiences.Written in a coherent manner. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Writing indicates reflective thinking but no description of how information relates to other ideas, experiences and classes is included. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Writing indicates that there is no reflective thinking. ||  ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3 ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1 ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mechanics ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Exemplary use/application of grammar and mechanics. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Minor errors are present but they do not detract from the readability of the critique. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Errors distract from readability ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Total ** ||  ||   ||   || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">10 ** ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Go to a mall, airport or public place that will loan you a wheelchair for one hour. You are to navigate around and interact with people. You also should try to visit the restroom while in the wheelchair. **You must photograph yourself in the wheelchair to verify it** and **write a 2 page paper describing your experience,** **how people reacted to you, what you learned, and how you will use what you learned in the future.**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Project 2: Wheelchair activity (10) **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Wiki Project (20 pts.) **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Amber McCullough - facilitator **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">You will be developing a case study based on your own teaching experience or from a scenario from a website. See instructions below.

<span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">You will be posting your case on your Wiki site and you will go to ecourseware Chat to discuss the cases of your group. Chat is part of the collaborative process of this class. <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">Actual Real Life Teaching Scenarios <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">I have included a sample in the attachment box in eCourseware.For the Wiki project, you will be given the questions that you should include at the end of each section of your case. You will write out facilitator notes to go with your case. <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">In this assignment, I want you to reflect upon the classes that you have taught and choose one that stands out in your mind as being the most challenging. You are going to write a case study based on this class. It will be written in narrative form so feel free to use humor in your descriptions. <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">First page: You will first write a short introduction of the class or of you preparing for the class, or even your getting ready to go to work for the day - however you want to write it up. <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">Write out facilitator notes. <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;"> Page 2 <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">Proceed with the class and the problems encountered. <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">Write out facilitator notes.

<span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;"> Page 3 <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">Continue with your scenario. <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">Write out facilitator notes. <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">I want anyone who reads this case, to be able to use his/her critical thinking skills based on class discussions, experience, outside readings, etc. <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;"> ***If you are not teaching and have no classroom teaching experience then I want you to go to the following URL and choose a behavior that you believe that you would have the most difficulty with - [|www.disciplinehelp.com]**
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">click on classroom behaviors and then click on View all behaviors- read through the list and find one that you like **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">3 pages **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 8.5pt;">There are no right or wrong answers to this assignment. **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Web Activities (3 @ 5 pts each = 15 pts. total)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Go to: [|http://ecourseware.memphis.edu] **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">You will see activities that you are to complete. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">They correspond to Chapters 5, 8, and 9 **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Case Studies (5 @ 1 pt each = 5 pts total) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">You are required to complete each assigned case. If you choose not to do one or more, 5 points will be deducted from each case that you omit. These points will be deducted from your final grade.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[]

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">do not click from this link – you will need to copy and paste or type. If this does not work, then go to Google and type in: special education case studies usf and scroll down until you see a link similar to the one above.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">You are to answer the 3rd question. You do not have to answer the Additional Questions. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Answer in full sentences and have at least 1 page. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Write a question that you would like to have answered by this case. **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Is This Child Mislabeled? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Placement Issues **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Learning Disabilities **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A Broken Arm **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ADHD **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Back to Square One **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Family Issues **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Ginny **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Co Teaching **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">You’re a Disgrace **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Final Exam is a COEAS Assessment (40 points)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Key Assessments: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A cumulative final exam is given to all students taking SPED 7000. There are 69 multiple choice items that are scored and combined to check for understanding of content in CEC and TN state standards 1, 2, and 6. **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">Questions 1 -23 assess Standard 1 (Foundations) Court Cases, Laws, and Policies includingIEP modifications and accommodations. **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">Questions 24 -55 assess Standard 2 (Development and Characteristics of Learners) Learner Characteristics, Impact of Ability or Disability on Learning. **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; layout-grid-mode: line;">Questions 56 – 69 assess Standard 6 (Language) Communication Disorders, Effects ofCultural and Linguistic Differences, Diversity of the ELL student, and Technology. **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">REQUIRED FIELD EXPERIENCE

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Field Experience **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> (volunteer experience; this is not to be completed in a school setting).

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Part of this course includes a required 4 hour field experience. You may not be exempt from this experience. Upon completion of your hours, you are to write a Description/Analysis (1 page) and Reflective Summary (1 page) paper on your experience/s (see directions below). 2 pages total. 1 inch margins left and right, double spaced, and 12 point font.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">This experience/s must be documented. Have the contact person sign a paper stating the number of hours you were there.




 * __<span style="font-family: 'Arial','sans-serif';">If you fail to do your field hours you will automatically fail this class regardless of your academic work/grade. __**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Description/Analysis and Reflective Summary of the Field Experience:


 * //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Description and Analysis: //**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A description of the activity (field experience) that explains why it is significant in your teaching context and what impact it will have on student learning.1 page - double spaced, 1” margins


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Use these questions for your Description and Analysis **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> (write each question and then answer below it).

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">a. //What is the nature of this activity?// Be very specific //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">b. Why is the activity significant? //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> To be significant, it must be an important effort that demonstrates your work as a partner with students. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">c. How does this activity have an impact on students’ learning? //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> You need to connect your activity to the learning of students in your classroom or soon to be classroom.

<span style="font-family: Arial,sans-serif;">1. **//<span style="font-family: 'Arial','sans-serif';">A Reflective Summary: //**<span style="font-family: 'Arial','sans-serif';">This summary should reflect the significance of the activity. The summary should not restate your description and analysis; rather, it should analyze the effectiveness of your accomplishments. 2 + page but no more than 4 pages – double space, 1” margins

<span style="font-family: Times,serif;">- //<span style="font-family: 'Arial','sans-serif';">What effort did you make to find volunteer activities? // <span style="font-family: Times,serif;">- //<span style="font-family: 'Arial','sans-serif';">What have you learned by completing this activity? // <span style="font-family: Times,serif;">- //<span style="font-family: 'Arial','sans-serif';">How will this information help you to connect with the students at your school or when you begin teaching? // <span style="font-family: 'Arial','sans-serif';">Dates to Remember: <span style="font-family: 'Arial','sans-serif';">June 811:00PC Lab Ball Hall <span style="font-family: 'Arial','sans-serif';">June 11 9:15 Jeness Roth, speaker on Autism <span style="font-family: 'Arial','sans-serif';">June 1710:30Psychology BuildingAssessment Presentation - Dr. Tom Fagan <span style="font-family: 'Arial','sans-serif';">You will write a reflection paper on this visit. Email the paper to me to be forwarded to Dr. Fagan. <span style="font-family: 'Arial','sans-serif';">June 2210:00 Jo Ann Cunningham, speaker on Severe Disabilities <span style="font-family: 'Arial','sans-serif';">June 26 9:00 Final Exam—bring a pencil and your knowledge that you have learned in this class.
 * Respond to the following questions for your reflective summary. **