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Orientation
Information
Dear
student:
Welcome
to Open College's Introduction
to Special Education
!
The purpose of
this site is to explain how this Open College course works and to provide you
with the information you will need to complete it successfully. I recommend
that you visit this site throughout the semester.
Sylvia
K. Goncz, MS. Ed
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Instructor:
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Sylvia K. Goncz, MS.Ed
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MDC
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School
of Education
Miami-Dade
College
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Dept
and Number:
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EEX-2000
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Phone
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(305) 325-1818 ext.328
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Mail:
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Linda
Ray Intervention Center
750 NW 15th Street, Miami FL, 33136
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E-mail:
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EEX2000@aol.com
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Text:
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Heward,
W. (2002). Exceptional Children. An Introduction to Special
Education, 7th edition, Prentice Hall, Inc.
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Credits:
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3
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COURSE
DESCRIPTION
UP
Students
will become familiar with pieces of laws and litigation that have
historically influenced special education and children with disabilities
in the United States. Characteristics, prevalence, causes, educational
placement options, prognosis and learning strategies of each of the
thirteen categories of disabilities under the law (IDEA '97) will be
examined. Students will become familiar with the Individual Education
Plan (IEP) and the Individual Family Support Plan (IFSP) that mandate
services for children with disabilities.
PREREQUISITE:
NONE
COURSE
OBJECTIVES / CONTENT:
UP
The
student will be able to
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Define
and provide examples for the following terms: exceptional student,
disability, handicap, at risk and special education. |
| v |
State
the percentage of the school age population receiving special
education services. |
| v |
Explain
the legislation and litigation that govern the education of
exceptional children. |
| v |
List
and describe the six major principles of the IDEA. |
| v |
Describe
the court cases that preceded the IDEA, and the court cases that
challenged the IDEA. |
| v |
Explain
the purpose of prereferral and referral intervention. |
| v |
Define
and discuss early intervention for children with special needs. |
| v |
Explain
the importance of teaming and collaboration. |
| v |
Identify
the members of the IEP team and describe the seven components that
must be included on the IEP. |
| v |
Describe
the components found on the IFSP. |
| v |
Define
the continuum of services and list the special education placement
options from least to most restrictive. |
| v |
List
and describe three factors that may account for disproportionate
placements of culturally diverse students in special education. |
| v |
Describe
appropriate assessment practices for students from culturally
diverse backgrounds. |
| v |
Describe
various learning strategies used with special needs children. |
| v |
Discuss
related services as they apply to children with disabilities under
the IDEA law. |
| v |
Explain
the characteristics for all thirteen categories of disabilities
under the IDEA law. |
| v |
Identify
the prevalence of children with disabilities under the IDEA law. |
| v |
Explain
the causes of children with disabilities found under the IDEA law. |
| v |
Explain
the educational placement alternatives for children with
disabilities. |
| v |
Explain
the prognosis for children with disabilities. |
Florida
Educator accomplished practice emphasized in this course
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#2
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Communication-
uses effective communication techniques with students and all
other stakeholders.
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#5
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Diversity
- uses teaching and learning strategies that reflect each
student's culture, learning styles, special needs, and
socioeconomic background.
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#8
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Knowledge of Subject Matter - demonstrates
knowledge and understanding of the subject matter.
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#9
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Learning Environments - creates and maintains
positive learning environments in which students are actively
engaged in learning, social interaction, cooperative learning and
self motivation.
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COURSE
REQUIREMENTS
UP
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1. |
Assignment
#1:
Review
the following pieces of legislation: PL 93-112 (The Rehabilitation
Act of 1973-Section 504; PL 105-17 (The IDEA Amendments of 1997),
including Part “B” & “C”, PL 101-336 (The Americans
with Disabilities Act). Prepare a Newsletter that you would
send to parents informing them of their rights
and responsibilities
according to the above pieces of federal legislation. In the
newsletter you would want to highlight the provisions of the
above. The newsletter must be attractive, free from
grammatical, spelling and other errors. It must be inviting
and informative. Include in your newsletter 5 (five) websites
that pertain to children with disabilities, parents of children
with disabilities, organizations and/or chat rooms for parents.
Prepare a bibliography
(APA style) of at least 5 (five) articles to accompany the
newsletter.
This
assignment is due on September 27th, 2004. It will count
for 25% of your final grade. |
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2. |
One
take home exam will be given.
It will count for 20% of your final grade.
This
examination is due October 18th, 2004. |
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3. |
Assignment
# 2:
You
will observe a classroom for a minimum of two hours. At
least 10% of the classroom should be disabled. You will be
required to submit a written description of what you observed
(minimum 3 pages). Some of the information may require you
to speak to the educator. Please include the following
information: |
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A.
Describe the classroom setting (arrangement, size, student/teacher
ratio, environment). |
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B.
What is the classroom management system? What is the daily
schedule? |
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C.
Describe the interaction you observed. Detailed. |
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D.
Ask the teacher: What is the criteria for entrance into this
program? Why did he/she choose this type of class? How does he/she
feel about mainstreaming the children into regular classes? What
is the prognosis for the children with disabilities in the
classroom? |
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E.
Summary. What is your overall impression of the classroom? What
did you like or dislike about the program? How you might have done
it differently. |
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This
assignment is due November 8th, 2004.
Please
email it to EEX2000@aol.com.
It will count for 20% of your final grade.
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4. |
Assignment
# 3:
Portfolio -Prepare a portfolio of all your
notes and key terms. It must be typewritten. Divide it into different sections
(i.e. Hearing Impaired, Learning Disabilities, etc) and place it
in a binder neatly. Please include additional information found in
websites, handouts, etc. This assignment is due December 7th, 2004. It will count for 30% of your final grade.
Please
include the following in your Portfolio:
1.
Binder with title Portfolio EEX2000 and Name of
student in front / last
name on the side of the binder
2.Organized
into sections with Title Sheet
3.Include
(3-5) website articles and journal articles of interest (hard
copies) pertaining to each section
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You
can make your portfolio as creative as you would like.
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Please
organize your material appropriately.
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Make
the portfolio easy to understand to the reader.
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It
should be attractive and informative.
This
portfolio is a product of all your hard work and effort in class.
Please value the experience of creating something that is for you
and others to read.
Evaluation
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Information
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40
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typed
notes and website / journal articles
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Organization
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30
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Attractiveness
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20
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Overall
Presentation
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10
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Total |
100
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The
portfolio must include all your ‘typed’ notes from each chapter
(3-5 pages for each chapter).
Follow
the Assigned Readings/Portfolio Requirements found in your
syllabus!
Incomplete
and limited information will result in a lower grade. |
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5. |
All
assignments must be typed and submitted with a cover sheet as
follows: (No plastic covers, please)
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 Title
of Assignment |
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Your
Name and Class |
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Semester
and Date |
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Abstract
(if necessary) |
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All references must conform to APA style. If you
are not familiar with this format, purchase a manual in the
bookstore or find it online. |
Instructional
Methods/Strategies:
UP
A
variety of methods and strategies will be used to help students
accomplish their objectives. This includes mandatory review sessions,
discussion, website searches, ongoing email contact.
Honor
Code Policy:
All
aspects of the Miami Dade County College Honor Code Policy will be
followed and enforced.
Office
Hours:
By
appointment only and scheduled by phone or email contact.
Attendance:
Class
attendance for orientation and review sessions is mandatory and expected
at the undergraduate level.
Late
Assignments:
In
the event that an emergency arises preventing students from meeting
assignments and course requirements, the professor may grant approval
for a late submission. If permission is not granted, the late assignment
will be dropped one grade per day for each day submitted late.
Date
of Course Outline Development/Revision:
July
2004
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Date
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Topic
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Reading
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Assignment
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8
/ 31
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Syllabus
Overview
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Chapter
1
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Orientation
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9 / 7
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Special
Education
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Chapter
2
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9 / 13
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Culture
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Chapter
3
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9
/ 20
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Families
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Chapter
4
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9
/ 27
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Early
Childhood
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Chapter
5
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Assignment
# 1
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10
/ 4
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Mental
Retardation
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Chapter
6
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10
/ 11
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LD
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Chapter
7
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10
/ 18
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M
I D T E R M E X A M
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10
/ 18
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Emotional/Behavioral
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Chapter
8
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10
/25
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Communication
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Chapter
9
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11
/ 1
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Hearing
Impaired
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Chapter
10
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11
/ 8
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Visually
Impaired
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Chapter
11
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Assignment
# 2
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11
/ 15
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Physical/Health
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Chapter
12
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11
/ 22
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Severe
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Chapter
13
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11
/ 29
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Gifted/Transition to Adulthood
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Chapter 14& 15
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12
/ 7
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FINAL
MEETING
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Portfolio
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| Orientation:: |
Discuss Syllabus and Course Requirements.
Tuesday August 31th, 2004 >
4:30-5:30 p.m., Room 7128
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| Assignment #1: |
is due September
27th, 2004 |
| Midterm Exam: |
is
due October 18th, 2004 |
| Final Meeting:
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Portfolios are due and reviewed. |
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Tuesday, December 7th,
4:00-6:30 p.m., Room 7128 |
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IMPORTANT:
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THE
PROFESSOR WILL NOT BE ACCEPTING PORTFOLIOS AFTER TUESDAY DECEMBER
7th, 2004 |
>
> ALL SESSIONS WILL BE HELD AT WOLFSON CAMPUS
ASSIGNED
READINGS AND PORTFOLIO REQUIREMENTS
UP
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Chapter
1: |
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1.
Define and provide examples for the following terms: exceptional
children, disability, handicap, and at risk.
2.
State the percentage of the school age population receiving
special education services, and the four largest disability
categories.
3.
Explain the advantages and disadvantages of labeling.
4.
Explain why laws governing the education of exceptional children
are necessary.
5.
List and describe the six major principles of the IDEA.
6.
Describe the court cases which preceded the IDEA, and the court
cases which challenged the IDEA.
7.
Define special education and describe the three levels of
intervention efforts.
8.
Explain the major challenges special education currently faces.
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Chapter
2: |
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1. Explain the purpose of prereferral intervention.
2. Explain the importance of collaboration and teaming.
3. Describe the three models for teaming: multidisciplinary,
interdisciplinary, and transdisciplinary.
4. Identify the members of the IEP team.
5. List and describe the seven components that must be
included on an IEP.
6. Explain what is meant by least restrictive environment.
7. Define continuum of services, and list the special
education placement options from least to most restrictive.
8. Discuss the controversy of inclusive education.
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Chapter
3: |
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1. Identify the prevalence of culturally diverse students placed
in special education.
2. List and describe three factors that may account for
disproportionate placements of culturally diverse students in
special education.
3. Explain the steps teachers should take to become
culturally responsive educators.
4. Describe appropriate assessment practices for students
from culturally diverse backgrounds.
5. Describe strategies for designing and implementing a
culturally responsive curriculum.
6. List and define the four approaches to bilingual special
education.
7. Explain how teachers can implement culturally responsive
instruction in their own practice. |
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Chapter
4: |
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1. Discuss the various benefits of early intervention.
2. Explain the IDEA mandates for providing services to young
children.
3. Describe how an IFSP differs from an IEP.
4. Describe the four major types of assessment used in early
childhood special education.
5. Explain the goals around which early intervention programs
should be based.
6. Explain what is meant by developmentally appropriate
practice.
7. Explain how IEP/IFSP objectives for infants and young
children should be evaluated.
8. Discuss the various types of intervention strategies used
in early childhood special education.
9. Identify the types of service delivery programs for young
children, and tell the advantages and disadvantages of each.
10. Describe the various types of professionals who are
involved in the education of young children with disabilities.
11. Discuss how parents can make the greatest
contributions in an early intervention program.
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Chapter, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14: (for
each chapter)
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Definition of the Disability (IDEA
definition) –there might be more than one definition!
Prevalence
Causes
Characteristics
Identification/Assessment
Educational Placements/Alternatives
Learning Strategies
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Chapter
15
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1. Summarize the data on how former special education students
fare as adults regarding employment, postsecondary education,
incarceration, and quality of life.
2. Describe the various models and services for transition
from school to adult life.
3. Discuss how secondary school programs can enhance
competitive employment prospects for young adults with
disabilities.
4. Explain what is meant by
supported employment.
5. Explain the role of the employment specialist.
6. Describe how self-management can be implemented to promote
successful employment.
7. Describe the limitations of sheltered workshops.
8. Describe the following types of residential alternatives:
group homes, foster homes, apartment living.
9. Discuss the importance of recreation and leisure in the
lives of individuals with disabilities.
10. Explain how handicapism affects the quality of life
for individuals with disabilities.
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http://www.prenhall.com/heward/
*
Include information from Websites (look in back of each chapter)
www.nichcy.org is a great source! |
EVALUATION
UP
All assignments will be graded using and A - F system as follows:
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A
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90
- 100
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B
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80
- 89
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C
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70
- 79
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D
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60
- 69
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F
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Below
59
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EEX2000 - Introduction to Special Education
Midterm Take Home Exam
Fall 2004: October 18th, 2004
You have been asked to write a paper about a
disability for a Special Education Journal.
You need to choose one of the following
disabilities: Mental Retardation, Learning Disability, Autism,
Visually Impaired or Hearing Impaired.
In your paper discuss:
A.
History (10
points)
B. IDEA Definition (5 points)
C. Prevalence
(5
points)
D. Causes (10 points)
E. Characteristics (10 points)
F. Educational Placement (5 points)
G. Learning Strategies (Include at least 5 detailed strategies
that teachers can implement in the classroom) (10 points)
For your paper, you must include:
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Title Page
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Abstract Page (5 points)
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Reference Page to support your information
(10 points)
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The paper must be a minimum of 5 pages.
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The paper must reflect an in depth understanding of the
information found in the assigned readings, websites and articles.
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Please check your spelling and grammar because this will
count towards your final grade!
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Please use APA format- (This website may help you
http://www.docstyles.com/apacrib.htm
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Make sure you cite all information!
If it is not your own thoughts or words, you must cite the
author(s).
Total Score:
/70
Please email it to:
EEX2000@aol.com
Newsletter Requirements
(Please email it to: EEX2000@aol.com)
You must include a detailed description on
the laws pertaining to children with disabilities:
1.
504 Rehabilitation Act of 1973
2. Americans with Disabilities Act (an extension of
504 Rehabilitation Act of 1973)
3. IDEA Individuals with Disabilities Education Act (formerly
known as PL 94-142-The Education of All Handicapped Children’s
Act of 1975)
4. Part C of IDEA (birth to two)
5. Part B of IDEA (3-5 years)
6. Websites (5)
7. Articles and Books (5)
Be Creative! Have Fun! I hope that the
information you receive will benefit the parents of the children
you teach!
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When we cast our bread upon the waters, we can presume that someone downstream
whose face we will never know will benefit from our action... — Maya Angelou
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