The Mission of the Education Community Is to Prepare Future Educators

ST. PETERSBURG COLLEGE

COLLEGE OF EDUCATION

The mission of the Education Community is to prepare future educators

who will promote lifelong learning and empower diverse communities.

COURSE SYLLABUS

Nature and Needs of Exceptional Students K-12 ONLINE

The syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix: / EEX 3012
Section #: / 8491 /
Credit Hours: / 3 credits
Co-requisites: / None
Pre-requisites: / Admission to Elementary Education with Infused ESOL and Reading BS, or Exceptional Student Education with Infused ESOL and Reading BS, or Middle Grades General Science Education, or Science Teacher Education Biology Teacher Education BS, or Middle Grades Mathematics Education BS, or Secondary Mathematics Education BS, or Educational Studies and Community Leadership BS.
Day, Time and Campus: / Online / Enter Time / Choose an item. /
Modality: / Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment. /
Professor: / Dr. Emily Hoeh /
Office Hours: / See Faculty Web Page / /
Office Location: / Tarpon Springs / BB 114 /
Office Phone: / 727-712-5204 /
Email Address: / MyCourses is preferred /

ACADEMIC DEPARTMENT: College of Education

Dean: / Kimberly Hartman, Ph.D.
Office Location & Number: / Tarpon Springs / BB 101

Welcome to Nature and Needs EEX 3012! This is an interactive course with plenty of opportunities to engage in the course work, with peers and the instructor. Come prepared to learn!

COURSE DESCRIPTION

This survey course uses common characteristics of students with exceptionalities to assist the teacher candidate with the implementation of teaching strategies within the framework of Universal Design for Learning, accommodations and/or modifications in the classroom. Course topics are placed in the historic and legal contexts of disability advocacy, including Multi-tiered Systems of Support initiatives. The course includes a minimum of 10 School-based hours of experience with students with exceptionalities.

MAJOR LEARNING OUTCOMES

The students will analyze the effects of state and federal legislation on current instructional practice by:

Identifying state and federal legislation
Comparing and contrasting major federal and state education law
Applying standards set forth by state and federal guidelines as to the process and procedures for educating individuals with exceptionalities
Reflecting in writing upon an authentic life experience with an individual with exceptionalities and the impact of state and federal legislation

The student will analyze student records and complete observational data collection of the type used in a multi-tiered system of support by:
Reflecting on system wide levels of support with tiered interventions based on learning outcomes and/or performance data
Describing system wide models of support for all students including those with exceptionalities given access to the general education curriculum and high academic and behavioral standards
Participating in a school-based experiences to observe teaching practices and content from campus based learning

The student will examine state and federal standards for identifying or disproportioned referrals for individuals with exceptionalities with an emphasis on the impact of teaching and learning, selection of evidence based instructional strategies, fostering inclusive practices through the use of universal teaching and assessment practices.
Selecting and describing appropriate assistive or communication based technologies to support individuals with exceptionalities
Identifying evidence based academic and behavioral characteristics for various exceptionalities under state and federal guidelines
Analyzing public data on topics such as educational placement, discipline or referrals to exceptional student education for individuals from various backgrounds

REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

Required Textbooks

Textbook(s) / Required: Turnbull, A., Turnbull R., Wehmeyer, M. and Shogren, K. (2016). Exceptional Lives: Special Education in Today’s Schools, (8th Ed.) New Jersey: Merrill Prentice Hall. (ISBN 13:978-0-13-375407-0).
Chalk & Wire (1,2,3,4+1)
Recommended:None

Students using eBooksmust have access to the eBooks during class sessions.

Supplemental Material

Resources:

“Educator Accomplished Practices: Pre-professional Competencies for Teachers of the Twenty- First Century”. Florida DOE.
Selected Disabilities:
SLD
ADHD
E/BD
InD
AUTISM
GIFTED
Materials:
Library: /

Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

Supplies

COURSE REQUIREMENTS & EXPECTATIONS

School Based Hours Course Requirements

This course requires 10 hours of observation/participation in anappropriate classroom setting as approved by the Office of School Partnerships.

Rubrics for completing the assignments and how they will be graded are included online in the MyCourses Assignments folder.This course requires observation /participation in a classroom setting that includes students with IEPs, not including speech or gifted. Grade level selection is dictated by major: El.Ed. (K-5), ESE (6-8), Secondary (6-12). Please see School Based Expectations outline of required activities and plan the use of your time wisely.

ALL Course Assignments

Points / Title / Assignments / Submission
15 points
See session weekly session folders / Assigned Reading Summary / Assignment 1:Student will complete readingsummary on the text readings/assigned reading prior to attending or completing the online class activitiesi.e. SQ3R/HOCs & LOCs questions, Disability Summary From and/or Assistive Technology Table (see Summary template)as evidenced by participation in online discussion board/in class discussion groups. / Due:Weekly
SQ3R notes: Dropbox
Topical Discussion
5 points
See session 3 folder / Exam 1 / Assignment 2:
Chapter 1: IDEA, nondiscriminatory evaluation; LRE ADA, NCLB, public perception, minority representation, Individualized Education Plans (IEPs)
Chapter 2: Adaptation to general education curriculum, continuum of services, inclusion’s four key principles, LRE, RTI and course content) / Due date: Session 3
2 points
See Session 4 folder MyCourses / Strategy Based Instruction: MTSS / Assignment 3:
(a)Complete IRIS module on strategy based instruction/MTSS include an reference link
(b)Create/lead a role play experience demonstrating the instructional strategy (interventioncentral.org) / Dropbox
Due date: Session 4
5 points
See assignment folder MyCourses / Culturally Responsive
InstructionReflection / Assignment 4:Write a reflective paper including APA reference to all assigned readings supporting three personal conclusions on culturally responsive teaching (2-3 pages, APA)
Reading 1: Disproportionality in Special Education Identification and Placement of English Language Learners
Reading 2: Culturally Different Students in Special Education
Reading 3: CRDC-School-Discipline-Snapshot
(specifically pages: 2-4)
Reading 4: Florida Department of Education ESE Identification Rates
(General ESE statistics or by IDEIA classification per county in Florida) / Due date: Session 6
15 points
See assignment folder MyCourses
Chalk and Wire Submission
Due: 4/1/18
Presentation Disability Summary Sheet and Miller’s 9 table / *Oral Presentation: Assigned Disability
FSAC: 1.1, 1.10, 1.2, 1.3, 1.4, 1.5, 1.6, 3.4, 5.3
FEAP 2 / Assignment 5:Oral Presentation: Assigned Disability
In groups, students will plan, create and present an interactive oral presentation(rubric specifications) must include:
High quality resources
Classroom adaptations summary* - Miller’s Nine Types of Modifications
Assistive Technology appropriate to each disability/need
ESOL/ESE Comparison Chart * – For all of the disabilities, compare and contrast this disability to characteristics of ELL students.
(Reference IDEA & Florida Consent Decree).
Facilitate online discussionfor assigned disability (provide feedback to questions and comments, all presenters are expected to participate)
*** Must score above a 75% on this assignment to pass the class. / Due date: see schedule
Post Materials Sunday by noon in advance of assigned presentation date – topical discussion board
Oral Presentation:Video or voice thread technology (i.e. PowerPoint with voice)
Handouts: Disability Summary Sheet (DSS)
Presentation Facilitation: Discussion Board Q & A
Presentation materials -

Submit to discussion board Sunday by noon before scheduled presentation: Disability Summary Sheet, Accommodations table, and oral Presentation materials

4 points
See Session 11 folder MyCourses / Co teaching
Module / Assignment 6:Co-teaching
Watch the Power of Two video (Mycourses)
Complete a one page summary table (logistics of each co-teaching approach, pros and cons) / Drop box
Due date: Session 11
5 points
See assignment folder MyCourses / Life Encounter / Assignment 7:Life Encounter paper
Reflect on your experiencewith a person with a disability outside of a school setting, thoughtfully replying to four guide questions listed in the assignment folder, follow COE writing guidelines / Dropbox
Due date: Session 12
25 pts total / Assignment 8:School Based Experience Notebook* / Submit on ONE word doc Dropbox folder
5 points / PART A:
School Based Notebook / Include school computer printout or alternately the letter signed by school official AND signed hour sheet SHOWING ALL CLASSES SCHOOL BASED HOURS FOR THE SEMESTER. A table recording tutoring sessions, observed instructional strategies checklist and other documentation.
*** Must complete this assignment to pass the class. / Dropbox
Due date: Session 13
15 points / PART B:
ESE Case Study / Conduct a case study based on child with an IEP (other than gifted or speech), use Case Study Rubric and self-evaluation rubric. Complete a records review and one hours of tutoring. Obtain permission from the school to review cumulative records during the beginning of the field placement. If you have problems with this, please see your instructor. Course supplement has a permission form for you to give to parents if the school requires you to do so. (2-3 pages) / Dropbox
Due date: Session 13
5 points / Part C:
Anecdotal Records / Observe a student with a disability over three 15-20 minute sessions with varying instructors/settings/content delivery. Complete an anecdotal record to include: student behaviors, verbal exchanges with peers/adults and nonverbal body language to reflect the student’s disposition across a variety of experiences (2-3 pages) / Dropbox
Due date: Session 13
0 points / Record of Hours / Post your record of hours using the integrated chalk and wire link in the school based experience assignment folder / Chalk and Wire
Due date: Session 13
4 points
See Session 15 folder MyCourses / Assistive
Technology
Module / Assignment 9:Assistive Technology
Complete IRIS module assessment questions 1-4
Using the AT project template
Infuse ATduring group presentation
(2 pages, reference links) / Drop box
Due date: Session 15
15 points
See Session 16 folder MyCourses / Final Exam / Assignment 10: Chapters 1-16 and inclusion, collaboration, co-teaching, and disability etiquette. Exam is open-resource guide, but not open text
Note: Review guidelines for your Resource Binder using Live Binder (online 3 ring binder) / Digital Resource Binder- use on final exam
Due date: SPC Finals Schedule
5 points / Active
Attendance / Participation
Complete interactive activities throughout the sessions to demonstrate your knowledge of key concepts covered during the course. / Participation is the key to success! Stay engaged with your instructor and peers!
100 TOTAL POINTS

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.

UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element]in order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.

For courses with lesson planning:

Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work.This applies to all COE lesson plans unless the instructor directly specifies otherwise.

SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

COE SYLLABUS STATEMENTS

SPC Syllabus Statements

Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.

CALENDAR AND TOPICAL OUTLINE

.
EEX 3012 Nature and Needs of Exceptional Students
Subject to change per instructor
Session / To Do PRIOR to Session / Topical Session Agenda / MLOs
Getting Started
1/5-1/9 / Review Syllabus
Explore MyCourses content
Complete Read Me First module (Complete 2 Discussions)
Review ESE Terminology
Review oral presentation assignment
Review Resource Binder
Review Weekly Chapter Summary- SQ3R; Folder 1
Review Culture Reaction Paper Folder 2
Review: Life Encounter PaperFolder 6 / Course Introduction: MyCourses
Complete: Start Here: Course Overview Discussion Board
Complete: Start Here: Initial Course Introductions Discussion Board
1/12/18 Last day to drop, receive or change classes, see SPC academic calendar
1
Legislation
ESE Terminology
1/9-1/14 / Review Session 1 agenda EEX 3012 Online / Sign up: Oral Presentation Topic
Review: Class 1 Introduction PowerPoint
Review: Bloom’s Taxonomy PowerPoint
Complete: Around the world discussion using the ESE terminology handout (Getting Started)
Review: Legislation handouts
Complete: Legislative compare and contrast activity / #1 A
#1 B
#1 C
#1 D
2
Taxonomy of Learning
Legislative Review
1/15-1/21 / Read Chapter 1 & complete SQ3R
Review Session 2 agenda EEX 3012 Online / Review: Chapter 2 PowerPoint
Review: Model of Learning Objectives
Complete: Bloom’s Revised Taxonomy Planning Guide
Review: IEP templates in Florida
Complete: IEP Discovery Activity / #1 A
#1 B
#1 C
#1 D
1/15/18 MLK Jr. Day SPC Closed see SPC academic calendar
3
Culture, Curriculum & ESE
1/22-1/28 / Review Session 3 agenda EEX 3012 Online
Read Chapter 2 and Submit SQ3R notes / Complete: Accommodations and Modifications sorting activity
Complete: People First Language IRIS Discussion Board
Complete: Exam 1 (Chapters 1 & 2 and course content) / #1 A
#1 B
#1 C
#1 D
4
MTSS: RTI & PBS
1/29-2/4 / Chalk and Wire - post Exam 1
Read Chapter 3 & complete SQ3R
Review: Session 4 agenda EEX 3012 Online / Review: Chapter 3 PowerPoint
Review: MTSS materials
Complete: Strategy Based Instruction Assignment
Complete: MTSS Overview Florida
Sign up: MTSS Strategy Instruction
Complete: MTSS Strategy Instruction Video Discussion Board / #1 C
5
Specific Learning Disabilities
2/5-2/11 / Download SLD Presentation materials off discussion board
Complete Chapter 5 Reading and SQ3R notes
Review Session 5 agenda EEX 3012 Online
SLD Presenters: Post Materials by 2/4 noon / Review: RTI viewpoints reading
Complete: SLD discussion board and respond to 2 peers
Watch: FAT CITY video
Complete: clozed notes / #2 A
#2 B
#3 A
#3 B
#3 C
6
ADHD & SMD
2/12-2/18 / Download ADHD Presentation materials off discussion board
Complete ADHD Reading and SQ3R notes
Download SMD Presentation materials off discussion board
Complete SMD Reading and SQ3R notes
Review Session 6 agenda EEX 3012 Online
ADHD & SMD Presenters: Post Materials by 2/11 noon / Complete: ADHD discussion board and respond to 2 peers
Complete: SMD discussion board and respond to 2 peers
Complete: Culturally Responsive
InstructionReflection / #2 A
#2 B
#3 A
#3 B
#3 C
7
CD & EBD
2/19-2/25 / Download CD Presentation materials off discussion board
Complete CD Reading and SQ3R notes
Download EBD Presentation materials off discussion board
Complete EBD Reading and SQ3R notes
Review Session 7 agenda EEX 3012 Online
CD & EBD Presenters: Post Materials by 2/18 noon / Complete: CD discussion board and respond to 2 peers
Complete: EBD discussion board and respond to 2 peers / #2 A
#2 B
#3 A
#3 B
#3 C
School Based Placements: Please let me know if you haven’t received a placement with a ESE certified teacher in your content area (ESE majors- Middle school placement) with an exceptional education student OTHER THAN speech and language or gifted
8
InD & PD/OHI
2/25-3/4 / Download InD Presentation materials off discussion board
Complete InD Reading and SQ3R notes
Download PD/OHI Presentation materials off discussion board
Complete PD/OHI Reading and SQ3R notes
Review Session 8 agenda EEX 3012 Online
InD & PD/OHI Presenters: Post Materials by 2/24 noon / Complete: InD discussion board and respond to 2 peers
Complete: PD/OHI discussion board and respond to 2 peers
Watch: Including Samuel
Complete: Padlet Discussion Board
How to add to a Padlet page video: / #2 A
#2 B
#3 A
#3 B
#3 C
Spring Break 3/4 to 3/11- SPC closed see SPC academic calendar
9
ASD & TBI
3/12-3/18 / Download ASD Presentation materials off discussion board
Complete ASD Reading and SQ3R notes
Download TBI Presentation materials off discussion board
Complete TBI Reading and SQ3R notes
Review Session 9 agenda EEX 3012 Online
ASD & TBI Presenters: Post Materials by 3/11 noon / Complete: ASD discussion board and respond to 2 peers
Watch: 20/20 interview
Complete: TBI discussion board and respond to 2 peers
Watch: Error-less learning / #2 A
#2 B
#3 A
#3 B
#3 C
Life Encounter: Plan your experience (if you haven’t done so already)
10
HI/Deafness & VI/Blind
3/19-3/25 / Download HI Presentation materials off discussion board
Complete HI Reading and SQ3R notes
Download VI Presentation materials off discussion board
Complete VI Reading and SQ3R notes
Review Session 10 agenda EEX 3012 Online
HI & VI Presenters: Post Materials by 3/18 noon / Complete: HI discussion board and respond to 2 peers
Complete: VI discussion board and respond to 2 peers
Watch: Haptic Feedback Tablet
Watch American Printing House for the Blind
Watch: The Role and Value of the Teacher on VI / #2 A
#2 B
#3 A
#3 B
#3 C
11
GT & Co-teaching
3/26-4/1 / Download GT Presentation materials off discussion board
Complete GT Reading and SQ3R notes
Review Session 11 agenda EEX 3012 Online
GT Presenters: Post Materials by 3/25 noon / Complete: GT discussion board and respond to 2 peers
Watch: Temple Grandin TED Talk
Review: Bright vs Gifted
Review: Co-teaching PowerPoint
Watch: The Power of 2 1996
Complete: Co-teaching Summary Table Assignment
Submit: Topical Presentation Materials (Chalk and Wire) / #2 A
#2 B
#3 A
#3 B
#3 C
Finish up observation hours: 10 hours
Spring Holiday 3/30-4/1: SPC closed see SPC academic calendar
12
Life Encounter
4/2-4/8 / Review Session 12 agenda EEX 3012 Online / Review: Continuum of Services
Complete: Life Encounter Assignment
Participation: Discussion board / #1 D
13
Case Study & Task Analysis
4/9-4/15 / Review Session 13 agenda EEX 3012 Online / Watch: Willow brook
Complete: Willow brook Padlet Discussion
Review: Task Analysis Materials
Complete: Task analysis template
Complete: School Based Notebook and Record of Hours (Chalk and Wire) Assignments / #2 A
#2 B
14
MTSS Case Study & Finals Review
4/16-4/22 / Review Session 14 agenda EEX 3012 Online
Review: RTI referral materials / Select and Read: One Case Study (Nick, Ellie or Megan)
Complete: FL CEC TED Data Based Decision Making form (to the best of your ability) / #2 A
#2 B
#2 C
15
AT vs IT& ESE Wrap-up
4/23-4/29 / Review Session 15 agenda EEX 3012 Online / Review: At Materials
Complete AT Module Template Assignment
Review: Let’s review PowerPoint for the Final Exam / ALL
16
Final Exam & Survey
4/29-5/1 / FINAL EXAM: SEE FINAL EXAM SCHEDULE FOR DATE AND TIME / Complete: Final Exam
Complete: Course Feedback Objectives
Apr 29, 2018 12:00 PM - May 1, 2018 11:30 PM / ALL
Course Hours / 3 hours of classroom seat time
3-6 hours outside of class: reading, projects, study and assignments / SCHEDULE your time!
START early!
ASK questions!

Uniform Core Curriculum Assignments

Assignment Title / CW / FEAP / FSAC / ESOL / OE
Accommodation Modules / 2
Assistive Technology Report / 2
Legislation Compare and Contrast / 3.1
Oral presentation on an assigned
disability / 5.1
Topical Presentation / Y / 1.1
1.10
1.2
1.3
1.4
1.5
1.6
1.9
3.4
5.3
2.i
2.e

Syllabus Coordinator: Emily Hoeh, PhDEEX 3012 84911 of 13