University of Pittsburgh
School of Education
Department of Instruction and Learning
Course Syllabus
IL 1580/2500: Foundations of Special Education
Fall 2016
Instructor: Dr. Amy Srsic
Office: 5147 Wesley W. Posvar Hall
Phone: 412-648-1998
Email:
Office Hours: By Appointment
Class Meetings: Tuesdays, 9:00-11:40 am, 5130 WWPH
Course Description
This course covers information about human exceptionality and the principles and practices of special education. Areas of content include five general areas: 1) generic/lifespan issues, 2) diversity and families, 3) high incidence disabilities, 4) low incidence disabilities, and 5) exceptional gifts and talents. The course is intended as an introductory-level survey of exceptionality focusing on special education school programs. Students will complete required text readings/related quizzes/case studies, review power points and class materials, complete and submit practices papers/presentations, complete 5 special education site visits (fall/spring sections only) with follow-up narratives, and participate in all class activities and discussions.
Course Objectives
1. Acquire general knowledge about the background of special education.
2. Acquire general knowledge about legal/regulatory requirements of special education.
3. Acquire general knowledge about multicultural/diversity issues pertaining to special education.
4. Acquire general knowledge about special education and related services for individuals with disabilities at different chronological ages.
5. Acquire general knowledge about various types of disabilities, and appropriate special education and related services practices.
6. Acquire general knowledge about parent and family involvement in special education and related services programs.
7. Acquire general knowledge about teamwork in special education.
8. Acquire general knowledge about principles and practices of assessment, instruction, curriculum design and modification, and pupil evaluation in special education.
Course Text and Organization
The course is organized into sessions corresponding to the chapters of the required text.
Hardman, M.L., Drew, C.J., & Egan, M.W. (2017). Human Exceptionality: School Community and Family. (12th Edition), Belmont, CA: Wadsworth Cengage Learning.
Course Requirements
1. Complete text readings as specified and be ready to participate in discussion in class.
2. Review PPTs, handouts, videos and any other resources posted on CourseWeb prior to class.
3. Complete quizzes as assigned.
4. Complete case study projects as assigned.
5. Write and present one APA style research paper on an evidence-based practice in special education.
6. Obtain clearances and complete 5 field experiences and submit a written reflection/response for each.
Required Readings
As indicated above, students are required to complete required text readings according to the schedule delineated below. Students are responsible for the content of the text materials and should obtain the current edition of the book in order to be sure to have access to the most current content. If, after completion of required readings, students have questions about the material they are encouraged to ask their questions in the class sessions.
Quizzes
Quizzes will be objective, consisting of true/false or multiple choice formats. Quiz content will be drawn from text chapters. The purpose of the quizzes is to check students’ understanding of various concepts and information presented within the chapters. Students are strongly encouraged to carefully read the chapters and review any supporting materials provided prior to taking a quiz. No make-up quizzes will be permitted and quizzes must be completed within the specified timeframe. If a student requires special consideration for any reason, they should talk to the instructor to determine if an arrangement can be made.
Case Studies
Students are required to respond to 2 case studies throughout the semester. Case studies will be completed in class, and students will collaborate in a discussion of each of the case studies and prepare and submit a report for each. All students are expected to participate in the development of the case study report. The purpose of the case studies is to engage in analytical thinking by applying knowledge learned in class to real situations and scenarios. It also helps the learner solidify the course’s big ideas and key concepts.
Practices Paper and PowerPoint Presentation
The purpose of this task is to engage students in analytical thinking about the linkage between a particular educational practice and its use with students with certain exceptionalities. Papers should be supported by a minimum of six current, related research studies from appropriate professional research journals (other than the text). A suggested list of journals will be provided. Papers must be typed, double-spaced, formatted according to APA style (see the Publication Manual of the American Psychological Association, Sixth Edition, Second Printing, 2010) and no longer than 8 pages, not including the title page and references. It is not necessary to include an abstract for the purposes of this assignment. More specific criteria will be distributed and discussed in class. PowerPoint presentations will be posted on CourseWeb after they are presented.
Special Education Field Experiences and Narratives
Students will be required to complete 5 field-based visits to a special education program in a local public school. These visits will involve spending 2-3 hours for each of the 5 visits at the school (not including travel time). Students must submit copies of current PA state clearances as outlined by the University prior to beginning the field experience. A completed sign-in sheet must be handed in with the last field experience narrative. Guidelines for observations and for written narratives will be provided and reviewed in class.
Assignment Submission and Grading Policies
Assignments should be submitted electronically via email by the established due date. Special circumstances will be considered if discussed with your instructor PRIOR to an assignment being late. Late assignments submitted without prior notice to the instructor will result in a grade of ZERO.
Ø All assignments should be 12 point font, Times New Roman, 1” margins, double spaced. Be sure your name is included on every document.
Ø APA style formatting should be used for citations and references.
Ø Assignments should be submitted electronically to .
Ø Please, save and attach your assignment as a Word document using the following format for both saving and for the subject line of your email: Full Name-Assignment Name (Ex. Amy Srsic-Practice Paper Draft).
Ø Please, do not include any other correspondence in your message unrelated to the specific assignment being submitted. Any other course related messages or questions should be sent in a separate message.
Course grades will be determined by scores on all required course assignments as follows:
Quizzes (5 @ 10 points each) 50
Case Studies (2 @ 10 points each) 20
Field Experience Narratives (5 @ 10 points each) 50
Practices Paper Draft (1 @ 25 points) 25
Practices Paper Final (1 @ 30 points) 30
Practices Paper PowerPoint (1 @ 25 points each) 25
Attendance and Participation (15 classes @ 5 points each) 75
Letter grades will be assigned as follows:
Percentage ofPoints Earned / Letter Grade / Level of Attainment / Grade Points
94-100 / A / Superior / 4.00
90-93 / A- / 3.75
88-89 / B+ / Adequate / 3.25
83-87 / B / 3.00
80-82 / B- / 2.75
78-79 / C+ / Minimal / 2.25
73-77 / C / 2.00
70-72 / C- / 1.75
<70 / F / Failure / 0.00
Ø G and I Grades – A student may be graduated without removing G and/or I grades from the record provided all degree requirements have been met and the student's department recommends graduation. The individual school's grading policy should be consulted for regulations dealing with the removal of I grades. Students assigned G grades are required to complete course requirements no later than one year after the term in which the course was taken. Once the deadline has passed, the G grade will remain on the record, and the student will be required to re-register for the course if it is needed to fulfill requirements for graduation.
Course Session Outline
SESSION / TOPIC / READINGS / QUIZ DUE / ASSIGNMENTS DUE8/30 / Introduction to Exceptionality / Text-Chapter 1
9/6 / Legal and Regulatory Issues / Text-Chapter 2 / Case Study 1
9/13 / Inclusion and Collaboration / Text-Chapter 3 / 9/11 by 11:59 pm
9/20 / Transition to Adult Life / Text-Chapter 4 / Field Narrative 1
9/27 / Diversity / Text-Chapter 5
10/4 / Parents and Families / Text-Chapter 6 / Field Narrative 2
10/11 / Learning Disabilities/Attention Disorders
Emotional and Behavior Disorders / Text-Chapter 7
Text-Chapter 8 / Quiz – In class / Practices Paper Draft Due
10/25 / Intellectual and Developmental Disabilities / Text-Chapter 9 / Field Narrative 3
11/1 / Communication Disorders / Text-Chapter 10
11/8 / Autism Spectrum Disorders / Text-Chapter 11 / 11/6 by 11:59 pm / Field Narrative 4
11/15 / Severe and Multiple Disabilities / Text-Chapter 12
11/22 / Sensory Disabilities / Text-Chapter 13 / Final Practices Paper Due
PowerPoint Presentations
11/29 / Physical Disabilities/Health Disorders and TBI / Text-Chapter 14 / Field Narrative 5
PowerPoint Presentations
12/6 / Gifted, Talented, and Creative / Text-Chapter 15 / 12/6 by 11:59 pm / Case Study 2
General Class and University Policies
Students are expected to demonstrate professional behavior in all interactions. The faculty encourages you to approach this as a time to learn and practice using these professional behaviors. In this course, the expected professional behaviors are outlined below. Points may be deducted from your final grade due to unprofessional behavior.
· Confidentiality
o You are responsible to maintain the confidentiality of all the students you work with in field placements related to your coursework at the University of Pittsburgh. When writing or completing assignments for courses or speaking about your field experience and the students you work with, use pseudonyms (not initials) for student, teacher, and school names. In public, it is your responsibility to keep written assignments and any other materials bearing the names of students, teachers, or staff secure from the view of others.
· Academic Integrity
o Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including dictionaries and programmable calculators.
· Attendance
o Students are expected you to attend and actively participate all sessions. Attendance will be taken at the start of each class. If you are unable to attend class due to illness or other significant personal circumstances, email the instructor prior to the start of class. Students are responsible for all content covered in missed sessions.
· Participation
o You are expected to actively participate in course discussions and activities. This helps you better learn the material and it helps your instructor gain better insight into your learning. You are expected to complete all required readings according to the timeline delineated in the course syllabus so that you will be able to better participate in class discussions and activities. If you do not understand something, please, ask!
· Technology
o You are not permitted to use cell phones, laptops, etc. during face-to-face class sessions for purposes unrelated to class. If you have a special situation that needs to be considered, please, let your instructor know within the first week of the course.
· Communication
o Please communicate openly with your instructor regarding your understanding of course material, assignments, and course format. If you need assistance or wish to discuss any aspect of the course, do not hesitate to ask. You may also schedule a meeting with your instructor. Communicate with your instructor about special circumstances as soon as possible and always prior to the related class session and/or assignment due date.
· Courtesy
o You are expected to arrive to class on time and inform your instructor if you must leave early. Keep in mind that it is generally unacceptable to leave class early. Additionally, courteous behavior includes staying on-task during the class, respecting the opinions of others, and coming to class prepared.
o Additionally, you are expected to use professional language in class and in written communication (including email). Papers and emails that are written in an unprofessional manner (i.e., grammatically incorrect, typos, misspellings, overly informal) are considered unacceptable.
· Disability Services
o If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 William Pitt Union on the Oakland campus.
· Statement on Classroom Recording
o To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student's own private use.
DIL Student Grievance Procedures
The rights and responsibilities of faculty and students are described in the University’s Academic Integrity Guidelines at:
http://www.education.pitt.edu/portals/0/current%20students/Policies%20and%20Forms/graduate%20policies/academic%20integrity%20guidelines.pdf
The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. When a student in DIL believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow this procedure:
1. The student should talk directly to the faculty member to attempt to resolve the matter.