California Baptist UniversityEdu341/541

CALIFORNIA BAPTIST UNIVERSITY

EDU 341/541 The Exceptional Child Hybrid

Syllabus

Spring 2013

Instructor: Doreen J. K. Ferko, Ph.D.

E-mail: lass Location: YCTR B221

Office: James 471Class Day: Wed.

Phone: 951.343.4238Class Time: 7.05-9:30 pm

Office hours CBU Campus:

Th. 12:45 – 2:45 pm (may be subject to change) or by appointment

Office hours On-Line: see The Hallway on Blackboard

Colossians 2:7 & 8 (NASB)

“…having been firmly rooted and now being built up in Him and established in your faith, just as you were instructed, and overflowing with gratitude. See to it that no one takes you captive through philosophy and empty deception, according to the tradition of men, according to the elementary principles of the world, rather than according to Christ.”

Mission Statement of School of Education
It is the mission of the Metcalf School of Education of California Baptist University, a Great Commission University, to prepare professionals of high moral character and ethical behavior to serve in the diverse schools throughout the world. As part of the Great Commission, the faculty and staff are dedicated to their Christian responsibility outlined in Matthew 28: 19-20:
Go ye therefore, and teach all the nations ...and lo, I am with you always, even unto the end of the world.

Course Description

The nature, determinants, adjustments, and problems of persons with intellectual gifts, intellectual disabilities, physical disabilities, specific learning disabilities, health problems, and emotional problems will be studied in conjunction with appropriate educational interventions in the general education classroom and other settings. It is approved by the California Commission on Teacher Credentialing to meet requirements for the Professional Clear Credential. It is cross-listed with SPE 541 at the graduate level and as EDU 341 at the undergraduate level.

Course Objectives: Teacher candidates will:

  1. Identify and define foundational models, theories, philosophies, and terminology used in the field of special education, the major principles and practices of legislation, including the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the American Disabilities Act. (*CEC CC1K1, CC1K2, GC1K1, GC1K3)
  1. Demonstrate understanding of key concepts such as special education and related services, disability definitions, free appropriate public education, least restrictive environment, continuum of services, due process, parent participation and rights, and nondiscriminatory assessment. (*CEC GC1K4, CC1K2, CC1K4, CC1K6, CC1K7, GC1K5, GC1K8)
  1. Demonstrate understanding of the purpose of the Individual Education Plan (IEP), its components, how it is developed, due process, and the rights and responsibilities of the members of the IEP team, including the person with special needs and the parents. (*CEC CC1K4, CC1K6, CC1K7)
  1. Describe and recognize the characteristics and behaviors typically associated with giftedness, learning disabilities, emotional and behavioral disorders, mental retardation, communication disorders, hearing impairment, vision impairment, physical handicaps, and severe disabilities. (*CEC CC2K5, CC2K6, CC2K1, CC2K2)
  1. Identify appropriate instructional strategies, materials, and activities to use in assisting all students to achieve learning goals using state-adopted academic content standards. (TPE 1, 8, 9) (*CEC CC7S2, GC4K1, GC4K3, CC4S3, CC4S4)
  1. Adapt instructional strategies, materials, and activities to provide access to state-adopted academic content standards for student with special needs or abilities. (TPE 4, 5, 6, 7) (*CEC CC4S1, CC4S2, GC4S1, GC4S2, GC4S13)
  1. Identify appropriate developmental milestones and describe how to use them in informal assessment of student learning. (TPE 2, 3) (*CEC CC2K1, CC8K1, CC8K2, CC8K3, CC8S1, CC8S2, GC8K4)
  1. Survey tools and techniques to use in assessing learning in exceptional children. (TPE 2, 3) (*CEC CC8K1, CC8K3, CC8K4, GC8K4, GC8K4)
  1. Discuss the advantages and disadvantages of including students with special needs and abilities in general education, as well as alternative placement options. (TPE 10, 11, 12) (*CEC GC1K5, GC1K8, GC3S1, CC4S1)
  1. List a number of ways to establish rapport and encourage students with special needs and abilities to strive for excellence. (TPE, 4, 6, 11) (*CEC CC5K5, CC5S7, CC5S8, CC5S9)
  1. Articulate a personal philosophy about teaching students with special needs and abilities. (TPE 13)
  2. (*CEC CC1S1)
  1. Give examples of how assistive technology can be used to facilitate learning in students with special needs and abilities. (*CEC CC6K4, GC5S2, GC6K2, CC7S9)
  1. Demonstrate responsibility in meeting deadlines for course assignments (TPE 12) (*CEC CC9K2, CC7S12)

(*CEC standards reflect those listed under CEC Knowledge and Skills Base for All Entry-Level Special Education Teachers of Students with Learning Disabilities found in What Every Special Educator Must Know (5th ed.) (2003). Council for Exceptional Children. Upper Saddle River, NJ: Merrill-Prentice Hall. Go to (text pages 91-96). TPEs can be found on the California Department of Education website at

Introduction

Scholarly work, while wearisome to the body (Ecclesiastes 12:12), positions one to be an effective teacher (Ecclesiastes 12:9). Those who search for the truth are considered noble-minded (Acts 17:11). In addition, those who understand the times are credited and honored for knowing what to do (1 Chronicles 12:32, Esther 1:13). While the level of work required to “master” the material will vary among individuals, the expectation is that a person is skilled in handling knowledge. In addition, this class is cross listed as an undergraduate and graduate level course. Hence, certain assignments and readings will be differentiated to meet the standard required of undergraduate vs. graduate students.

Required Texts

Heward, W. L. (2006). Exceptional Children: An introduction tospecial education (9th ed). Upper Saddle River, NJ : Perason Education, Inc. ISBN: 0-13-119170-5

Selected readings which may be found in course Blackboard site.

Course Policies

Honorable Academic Behavior refers not only to on-line behavior, but also to the quality of assignments and presentations handed in for grading. The following mandatory guidelines will help maintain a positive learning environment for all students:

I recognize that many of you have, in addition to taking this class, numerous responsibilities including work and family. I trust that you took those factors into account when you chose to take this class. The university is very clear about the expectations for the length of time class is to be held and the amount of work that should be assigned outside of class time. In addition, WASC guidelines for assignments are a two-hour minimum outside of class for every hour in class. This class is 45 hours. Thus, you will have, at minimum, 90 hours of work outside of class. Hence, plan your time accordingly. Finally, the reading assignments and outside class projects are designed to prepare you for our upcoming class session or to apply content learned in previous class sessions. I will do my best to keep our time together engaging and educational, but it will take active participation on your part to stay engaged.

Participation and Timeliness - Class participation is mandatory if you want to be as successful as possible. Given the unfortunate event of a serious emergency, please notify the instructor. Failure to participate on-line may adversely affect your success in the class.

Academic Dishonesty - Plagiarism refers to representing work as your own without giving credit to the original author. Paraphrasing or quoting another person’s work without citing the author is also plagiarism. As stated in the student handbook, “Academic work is evaluated on the assumption that the work presented is the student’s own, unless designated otherwise. Plagiarism, cheating and other forms of academic dishonesty or facilitating any such act are not acceptable conduct at California Baptist University.” All university policies pertaining to plagiarism will be enforced in this course. You can read these policies in the CBU Student Handbook.If you plagiarize in this course, you will receive a course grade of F. You may also wish to visit the following websites: and With respect to this course, turning in work that you completed for another course is also unacceptable.

Assignments - Developing as a professional includes using efficient time management skills. As adult learners, it is imperative to evaluate how to effectively meet personal and academic responsibilities. This includes submitting professionally completed assignments on-time. Failure to submit assignments on the date due may result in a lower grade for the assignment. In this case, the student must notify the professor before the date the assignment is due and develop a plan, with the course professor, for assignment submission.

Instructors are not obligated to accept make-up work and incompletes are rare and are available only in "special and unusual circumstances" as negotiated with the instructor prior to the end of the course. See Student Handbook for policies regarding withdrawals and grade record permanence.

Writing Styles - It is expected that candidates are able to meet a minimum standard write at an undergraduate level. If you need additional help with your writing skills, please contact the Academic Resource Center: 951- 343.4795.

Retention of Records

You are responsible for keeping a copy of all items that you submit for this course. These may be needed in regard to possible grade questions and/or changes and for future requests regarding course content and expectations. Please make sure that you save your work in at least 2 different places to ensure no loss of data.

Emergency Procedures

Please read your student handbook for information regarding communication during a university emergency.

Expectations of Teacher Candidates

  1. Candidates are expected to actively participate in class activities. Active and prepared participation in course discussions is a significant component of collegiate level work. Articulating one’s thoughts in a public forum refines one’s mastery of the material and ability to communicate effectively.
  2. Candidates are expected to take responsibility and initiative for one’s own learning. The responsibility for learning resides with the candidate. It is incumbent upon the candidate to devote the required hours to master the concepts. Coming to “class” prepared with assignments completed and questions from the material are indicants the candidate owns the responsibility for learning.
  3. Candidates are expected to avoid plagiarism. Scholarly work is predicated on integrity and ethics. Conducting and reporting research requires honesty to report accurately and give credit to whom credit is due (err on the side of generously citing sources).
  4. Candidates are expected to maneuver through and use Blackboard. Go to ) and click on the Blackboard icon.
  5. Candidates are expected to prepare all papers using a word processor and must be submitted using Times New Roman 12 point font.
  6. Candidates are expected to submit papers and reports using APA style (6th edition) unless specifically noted otherwise in the syllabus or assignment description. All written assignments and Discussion Board postings should have limited to no grammar, punctuation, and spelling errors.
  7. Candidates are expected toconsult the syllabus and Blackboard for all due dates and course information before going to class colleagues or the course professor and you are expected to be responsible for acquiring any information or material that you may have missed.
  8. Candidates are expected to abide by all course requirement deadlines for group as well as individual assignments.
  9. Candidates are expected to produce scholarly and professional products. Scholarly and professional writing are a practiced and meticulous skill and art that need to be developed and nurtured reflected in the statement by Cicero, “If I had more time, I would have written a shorter letter” and in the words of Solomon recorded in Ecclesiastes 12:9ff. Writing and rewriting are essential to refining and perfecting these skills. At this level of professional growth you are evaluated on what you turn in, not on how hard you tried. Put in the necessary time to refine your abilities accordingly.
  10. Candidates are expected to engage in professional behavior at all times. Your behavior on-line is as much a reflection of your teaching potential as your behavior in your own classrooms. You are expected to respect what others post but are welcome to disagree in a respectful manner.
  11. Candidates are expected to speak and write in "Person First" vocabulary per APA guidelines. That means that when you are referring to a person with a disability you mention the person first and then his/her disability, for example, "a woman with autism," or "a candidate with a learning disability."
  12. Candidates are expected to use a reliable computer during the course. The computer needs to have an Internet connection that can access both e-mail and course web materials that I may have you access. The e-mail account must be capable of sending and receiving attached files. The software that you will need is Microsoft Office for Windows or Mac. In case of technical problems contact:
  13. CBU Help Desk – 951.343.4444

Technical competencies:

Use of basic word processing (typing, cut and paste, spell check, etc.) skills.

Able to use Power Point and Excel or something equivalent

Logging on and navigating the Internet, the CBU Portal, Blackboard and LiveText.

Expected Behavior in an On-line Environment

Since we will be engaging in on-line communication, it is imperative that everyone be on the “same page” regarding what is minimally acceptable on-line behavior.

The use of appropriate online behavior, netiquette is expected. In addition to the information listed below, the core rules of netiquette can be found at

  1. Do not post any messages that would not be allowed in a classroom.
  2. Be courteous and respectful of your classmates and the instructor.
  3. ALWAYS change the subject line to reflect your posting!
  4. Feel free to ask questions or suggest alternative explanations for another candidate’s interpretation of the material.
  5. Give examples from your experience or support from what you’ve learned.
  6. Answers of “I agree” count for zero credit unless you add significant content/experiential perspective to your posting.
  7. For longer postings, use your word processor so you can use spell checker and then cut and paste your response into the discussion thread.
  8. Remember –ALL CAPS is reserved for strong emphasis and may be interpreted as yelling depending on the context.
  9. Post page numbers and references when answering questions
  10. Make sure your spelling and grammar are correct.
  11. Make sure your postings are timely.
  12. You may compare and contrast various candidate points of view as a quality posting.
  13. Maintain consistency with the thread discussion. Follow the thread posting or begin a new thread.
  14. Be sure to sign your emails and use full words and sentences. When responding on-line in class you are not sending a text message.

Each candidate should become familiar with the university catalog since it is the official policy document of the university and states the condition under which a candidate will be awarded his or her degree.

What Does Your Grade Mean?

A / Superior knowledge regarding details, assumptions, implications, history; superior thinking with information relevant to application, critique, and relationship to other information.
B / More than adequate knowledge regarding technical terms, distinctions, and possesses an ability to use information.
C / Basic knowledge needed to function and carry on learning regarding major principles, central terms, major figures, also possesses an awareness of field or discipline.
D / Serious gaps in knowledge, confusion of concepts and categories, inability to recall basic information.
F / Absence of knowledge, incapable of carrying on a conversation about the subject, misunderstands most concepts, confuses all categories.

Grading:

A (95-100%) / 950-1000 points / C (75-77%) / 750-779 points
A- (90-94%) / 900-949 points / C- (70-74%) / 700-749 points
B+ (88-89%) / 880-899 points / D+ (68-69%) / 680-699 points
B (85-87%) / 850-879 points / D (65-67%) / 650-579 points
B- (80-84%) / 800-849 points / D- (60-64%) / 600-649 points
C+ (78-79%) / 780-799 points / Fail (<60%) / <600 points

Grading Components

All assignment instructions will be posted in the Assignments section of Bb unless otherwise specified.

  1. On-line Discussions/Blogs/Journals/Activities
/ 200
  1. Instructional Strategy Graphic Organizer
  2. Movie Review
/ 100
100
  1. Gifted/Talented Resource Pamphlet
  2. Social Validation Paper
  3. Fieldwork
  4. Personal Philosophy Paper
  5. Exceptional Individual Project
/ 100
100
100
100
200
Total / 1000 points

General Information:

1)Discussion Boards (Db), Blogs, Journals/Activities

a)Your class participation is important if you are to be successful in this course. Professional behavior and participation are vital to your role as a learner much of which is contingent upon on-line participation and cannot be replicated in other ways. Please be prepared to incorporate reflections on the reading, personal experiences, opinions and questions in a positive, responsible and professional manner when responding to Db prompts.

b)The following rubric may help you gauge your Db performance:

ONLINE DISCUSSION RUBRIC
Quantity / Quality
Criteria / Score / Criteria / Score / Total
The student contributed regularly. Temporal placement suggests sustained engagement with the topic of the discussion, materials, concepts. / 5 / The student showed initiative and interpreted materials, synthesized concepts, integrated various threads, backed up opinions with examples, or redirected discussion. / 5 / 9-10
The student’s level of contribution was acceptable/of average value, but not considered outstanding. / 4-3 / The student contributed more than just facts, and responded to the implications of other students’ ideas. / 4-3 / 6-8
The student rarely contributed or posts all came in final few minutes before discussion deadline. / 2-1 / The student’s contribution was minimal, and demonstrated only a cursory understanding/grappling with course material and the ideas of their peers. / 2-1 / 1-4
The student did not contribute at all. / 0 / The student was underprepared and contributions (or lack of them) suggest incompletion of the readings. / 0 / 0

Note: for the following assignments, further details will be provided on Bb.

2)Instructional Strategy Graphic Organizer

a)For this assignment you will need to examine various evidence based instructional strategies that have been used with students with mild to moderate disabilities in the areas of reading, math, and writing. You will then present them using a graphic organizer format.

3)Movie Review

a)For this assignment you will need to watch the movie I Am Sam. Aside from examining the movie with regard to perceptions of individuals with disabilities, you will also examine the movie in relation to the major principles of the IDEA.

4)Gifted/Talented Resource Pamphlet

a)This assignment requires you to examine the services provided for students with Gifts and Talents in your local school district. In general, you will create a three-fold pamphlet highlighting these services.