INSTRUCTOR: Dr. Clayton KellerEMAIL:

OFFICE NUMBER:CED 218OFFICE HOURS: Su., Tu., 2:30-3:30; by appt.

PHONE: 4403 5228CLASS MEETING TIME/LOCATION:Tuesday,

3:30-6:00, CED 229

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK

Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.

COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course)

Teaching

1.Content: Demonstrate a deep and thorough understanding of the key theories and concepts of the subject matter.

2.Pedagogy: Ensure effective planning for instruction and the use of multiple learning and pedagogical content strategies to maximize student learning and promote critical thinking.

3.Technology: Evaluate and use current and emerging technologies in instructionally powerful ways and to assist in the management of educational environment.

4.Diversity: Respond to every student’s uniqueness and foster successful learning experiences by meeting individual differences.

Scholarship

5.Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven decision making to maximize teaching and learning.

6.Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning objectives: process a variety of factors in identifying solutions and making sound, well-informed decisions.

Leadership

7.Ethical Values: Apply professional ethics in all educational contexts and have enduring respect for self-confidence in teaching as a profession.

8.Initiative: Demonstrate the qualities of effective leadership to plan with vision and reason, collaborate with all stakeholders, and communicate effectively in interpersonal and public contexts.

COURSE DESCRIPTION

This course aims at examining current trends and issues related to mild/moderate disabilities. It covers philosophies, theories, legislation, and perspectives from other fields of knowledge that influence the practice in the field of special education. It emphasizes educational programs and behavioral management issues in mild/moderate disabilities.

COURSE OBJECTIVES

  1. Explain current issues related to philosophies, theories, terminologies, definitions, identifications, labeling, placement, services, transition, and overrepresentation of students in programs for students with mild/moderate disabilities.
  1. Use and implement communication systems and assistive devices to meet students’ needs.
  1. Delineate parent education programs and behavior management guides, including those commercially available that address the management of several behavioral problems and facilitate communication links applicable to individuals with disabilities.
  1. Utilize publications of professional organizations relevant to individuals with disabilities and participate in their activities.

COURSE LEARNING OUTCOMES

  1. Explain current issues faced by special education in Qatar as they relate to philosophies, theories, terminologies, and definitions in special education.
  2. Summarize the laws and policies that guide the provision of special education in Qatar.
  3. Articulate your philosophy of special education for your professional position and career goals as a leader in special education in Qatar.
  4. Develop a presentation on key information for a special education or disability-related topic.
  5. Identify community and Internet-based resources that can support families of students with disabilities in Qatar.
  6. Conduct an initial review of the literature on a topic of interest to you as a special education professional.
  7. Identify what resources are available to you for your area of interest from professional organizations.

COURSE SCHEDULE

Week / Topics / Readings
1
Sept. 18 / Basics of special education
2
Sept. 25 / Legal issues in special education / Yell, Drasgow, Bradley, & Justesen from textbook
3
Oct. 2 / Equity in special education / McGlaughlin (2010)
4
Oct. 9 / International efforts
The Arab context / (Salamanca Statement and UN Convention read for SPED 602)
Al-Merekhi & Al-Buainain (2008)
Al-Thani (2006)
Brown (2009)
5
Oct. 16 / Relationship between special and general education / Fuchs, Fuchs, & Stecker (2010)
6
Oct. 23 / Smart RTI / Fuchs, Fuchs, & Compton (2012)
Oct. 30 / NO CLASS
7
Nov. 6 / Special education research and evidence-based practices
EXAMINATION PAPER DUE / Odom, Brantlinger, Gersten, Horner, Thompson, & Harris (2005)
Cook & Cook (2011)
8
Nov. 13 / Assessments / Browder, Spooner, Algozzine, Ahlgrim-Delzell, Flowers, & Karvonen, (2003)
9
Nov. 20 / Teacher preparation and professional development / Brownell, Rosenberg, Sindelar, & Smith in textbook
Billingsley (2011)
10
Nov. 27 / Diversity / Ford (2012)
11
Dec. 44 / Early intervention / Olive & McEvoy from textbook
Bruder (2010)
12
Dec. 11 / Assistive technology / To be announced
13
(Dec. 18)
TO BE RESCHEDULED / Leadership / Vaughn, Klinger, & Hughes from textbook
Crockett (2011)
14
(Dec. 25)
TO BE RESCHEDULED / LEADING A CLASS ASSIGNMENT, WITH POWERPOINT ASSIGNMENT
EXAM WEEK / LITERATURE REVIEW PAPER DUE

PLEASE NOTE: The class schedule and readings are subject to change for the improvement of the course and based on the availability of guest speakers.

assignments/assessments

  1. Examination of equity paper. In this assignment, you’ll use the different conceptions about equity in the treatment of individuals with disabilities found in U.S. special education law, international documents such as the Salamanca Statement and the UN Convention on the Rights of Persons with Disabilities to examine Qatar’s system of special education as revealed in the various policies, position papers, laws, and other documents of the country.
  1. Leading a class. You will choose a major issue or topic in special education, either one that we will examine in class or another related to your professional interests, examine how aspects of that issue or topic are currently manifesting themselves in Qatar and the Arab world (and your home country if you would like if it’s not an Arab country), and then serve as the instructor on what you have learned for a brief class. You will design the class, choosing whatever approaches and activities you think are most appropriate for helping us learn what you think is most important. Your presentation will also include information on community and Internet-based resources on this topic that would be useful to families of students with disabilities in Qatar.
  1. Powerpoint. You will prepare a Powerpoint presentation for the class you will lead, summarizing the ideas that you think are most important to present that we should know and think about.
  1. Literature review. To prepare for the class session that you will lead and to start the process of mastering a particular body of special education knowledge of interest to you. You will review the literature—from the United States, Qatar, the Arab world, and the rest of the world—on the topic or issue that is the subject of your class.

Course Grading System

Examination paper30 points

Leading a class20 points

Powerpoint10 points

Literature Review40 points

A90% to 100%

B+85% to < 90%

B80% to < 85%

C+75% to < 80%

C70% to < 75%

D+65% to < 70%

D60% to < 65%

Fless than 60%

Person First Language

All educators must practice the person-first language that places a focus on the person rather than his/her disability. In your oral and written communication, students in this program are expected to be a role model and practice such approaches.

Use of Blackboard: Students must visit the course site on Blackboard to view periodical announcements, posted course materials, grade book, and discussion board activities.

COURSE MATRIX

Unit Learning Outcomes / QNPS / Course Objectives / Course Learning Outcomes / Assessment (Tasks/Artifacts)
Content / 9 / 1 / 1, 2, 3 / Examination of equity paper
Diversity / 2 / 2, 3 / 4, 5 / Leading a class, Powerpoint, literature review
Scholarly Inquiry / 3 / 4 / 6, 7 / Literature review, leading a class, Powerpoint
Ethical Values / 8 / 1 / 1, 2, 3 / Examination of equity paper

Readings

TEXTBOOK

Sorrells, A. M., Rieth, H. J., & Sindelar, P. T. (2004). Critical issues in special education: Access, diversity, and accountability. Boston: Pearson.

ADDITIONAL READINGS

Al-Merekhi, N., & Al-Buainain, D. (2008). Statistical overview of people with disabilities in the State of Qatar. The Supreme Council for Family Affairs.

Al-Thani, H. (2006). Disability in the Arab region: Current situation and prospects. Journal for Disability and Educational Development, 3, 4-9.

Billingsley, B. S. (2011). Factors influencing special education teacher quality and effectiveness. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 391-405). New York: Routledge.

Browder, D. M., Spooner, F., Algozzine, R., Ahlgrim-Delzell, L., Flowers, C., & Karvonen, M. (2003). What we know and need to know about alternate assessment. Exceptional Children, 70, 45-61.

Brown, R. C. (2009). Inclusive education in Middle Eastern countries: The challenge of tradition. In D. Mitchell, Contextualizing inclusive education (pp. 253-278). New York: Routledge.

Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76, 339-355.

Cook, B. G., & Cook, S. C. (2011, July). Thinking and communicating clearly about evidence-based practices in special education. Division for Research, Council for Exceptional Children.

Crockett, J. B. (2011). Conceptualizing models for leading and administrating special education. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 351-362). New York: Routledge.

Eisenman, L. T., & Ferreti, R. P. (Eds.). (2010). Changing conceptions of special education [Special issue]. Exceptional Children, 76.

Ford, D. Y. (2012). Culturally different students in special education: Looking backward to move forward. Exceptional Children, 78, 391-405.

Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional Children, 78, 263-279.

Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services.Exceptional Children, 76, 301-323.

McGlaughlin, M. J. (2010). Evolving interpretations of educational equity and students with disabilities. Exceptional Children, 76, 265-278.

Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.

STUDENT POLICIES

SPECIAL NEEDS

In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities.

Special Needs Section
Student Activities building
Men’sCampus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: ; Office hours: 7:30 AM – 2:30 PM

STUDENT COMPLAINTS POLICY

Students at Qatar University have the right to pursue complaints related to faculty, staff, and other students. The nature of the complaints may be either academic or non-academic. For more information about the policy and processes related to this policy, you may refer to the students’ handbook.

ACADEMIC HONESTY

Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37in the Qatar University Student Handbook.

LEARNING SUPPORT

Qatar University operates Learning Support Centers on each campus to provide services to students to supplement their in-class instruction and ability to meet course requirements. These services include tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in conjunction with the Counseling Center), and writing labs and workshops. Information about the Learning Center may be found at

Appendix

Qatar National Professional Standards for Teachers

students in effective learning

  1. Structure innovative and flexible learning experiences for individuals and groups of students.
  1. Use teaching strategies and resources to engage students in effective learning.
  1. Foster language literacy and numeracy development.
  1. Create safe, supportive, and challenging learning environments.
  1. Construct learning experiences that connect with the world beyond school.
  1. Apply information and communication technology in managing student learning.
  1. Assess and report on student learning.
  1. Apply knowledge of students and how they learn to support student learning and development.
  1. Apply teaching/subject area knowledge to support student learning.
  1. Work as a member of professional teams.
  1. Build partnerships with families and the community.
  1. Reflect on, evaluate, and improve professional practice.

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