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University of Arizona

DEPARTMENT OF DISABILITY & PSYCHOEDUCATIONAL STUDIES


SERP 403: SPECIAL SERVICES IN THE SCHOOLS Spring Semester 2012 3 Semester Credits CLASS SESSIONS: Tuesday, 4:00 p.m. 6:30 p.m. CLASS LOCATION: Rm 333 INSTRUCTORS: Carl Liaupsin, Ed.D. Denise Whitford, M.S.W., M.A. Candace Gann, M.S. Ed. OFFICE HOURS: 2:30 p.m. 4:00 p.m. and by appointment. CONTACT INFORMATION: Liaupsin Whitford liaupsin@email.arizona.edu denisew@email.arizona.edu Office Phone: 954-0612 Email is the best way to reach your instructor. COURSE DESCRIPTION SERP 403: Information to aid teachers in dealing with responsibilities and concerns in school settings with regard to the Federal Regulations for the implementation of the Individuals with Disabilities Improvement Act (November 2004), Section 504 of the Rehabilitation Act (of 1973), the Family Educations Rights and Privacy Act, and other legal issues. PURPOSE SERP 403 is designed to prepare educators and school personnel to: Understand the purposes of special education services; Become familiar with how special education services are delivered in the nations schools; Understand the laws, regulations, statues, and rules regarding the provision of special education services in schools; Understand the rights of students, parents, and educators with respect to special education services; Understand the roles and responsibilities of general education teachers, special education teachers, administrators, students, and parents in special education; Develop skills in writing Individualized Education Programs (IEPs) and interacting on decision-making teams. Develop appropriate conflict resolution/collaboration skills and related language usage and vocabulary. Gann candace@email.arizona.edu

University of Arizona
DEPARTMENT OF DISABILITY & PSYCHOEDUCATIONAL STUDIES

COURSE OBJECTIVES A. Students will demonstrate knowledge of the key principles, concepts and terminology regarding the following: 1. Purposes, definitions, and general provisions of the Individuals with Disabilities Education Improvement Act (November 2004). CEC Standard 1 CC1K4, CC1K6; CEC Standard 9 CC9S4; AZ Standards 8.12, 9.2. 2. The referral and identification of students with disabilities. CEC Standard 1 CC1K5, CC1K6, GC1K4. AZ Standards 9.2, 9.4. 3. Prior Notice and Parental Consent requirements. CEC Standard 1 CC1K4, CC1K7; AZ Standards 5.1, 8.13, 9.2. 4. Individualized evaluation of students with disabilities. CEC Standard 1 - CC1K6. AZ Standards 9.2, 9.4. 5. Multi- Disciplinary Teams and conferences. AZ Standards 5.1. 6. Writing Individualized Education Plans, including defensible IEP Goals. AZ Standards 9.2, 9.5. 7. Least Restrictive Environment, Related Services, Section 504 of the Rehabilitation Act of 1973. CEC Standard 1 GC1K5, GC1K8. AZ Standards 8.13, 9.2. 8. Independent School Districts, Charter Schools, Private Schools, Parochial Schools and special education. CEC Standard 1 GC1K5, GC1K8. AZ Standards 5.3, 9.2. 9. Data Practices requirements including Parents Rights under FERPA; formal and informal dispute resolution and conflict management (Due Process Hearings, Mediation, Conciliation, etc.). CEC Standard 1 CC1K4, CC1K7; CEC Standard 9 CC9S2. AZ Standards 5.1, 8.12, 9.2. B. Students will demonstrate knowledge of key interpersonal communication skills and group dynamics. CEC Standard 9 CC9S5; CEC Standard 10 CC10S2 through CC10S10. AZ Standard 5.5. C. Students will demonstrate knowledge of common school organizational patterns and processes. D. By the end of the course, each student will articulate and write down his/her personal philosophy of teaching and his/her anticipated special education practice in the public schools.

University of Arizona
DEPARTMENT OF DISABILITY & PSYCHOEDUCATIONAL STUDIES

COURSE TEXTBOOK Required text, available at the UA Bookstore: Gibb, G.S. & Dyches, T.T. (2007). Guide to writing quality individualized education programs. (2nd Edition). Allyn & Bacon: Boston. (paperback). An additional recommended text may be available in the UA Campus Bookstore. More on this in subsequent class sessions. There may also be a packet of Required Readings available through FastCopy at the Student Union on the UA campus. Required reading will include journal articles from CEC publications such as Exceptional Children, Teaching Exceptional Children, and Career Development and Transition. Additional supplemental reading materials will be made available as class handouts. Students are expected to purchase the text by the first week of instruction and keep current on assigned reading material each week. Students are expected to have completed the assigned reading for each class session prior to the class meeting day. INSTRUCTRIONAL FORMAT Class sessions consist of short lectures presented by the instructor and/or guest speakers, small and large group discussions, in-class activities, self-discovery/reflection activities, video reviews, case studies, and individual and small-group assignments; some with follow-up presentations. SERP 403 instruction is designed to promote student engagement with, and reflection about, the content. Students are expected to take an active role in the development of their learning in the course. This is NOT primarily a lecture course; much of the course material is delivered through content-focused classroom activities. Some group activities follow the gather process apply model in which individuals and small groups will be expected to create a product or solve a problem that is useful in at least one culture, before sharing their work with a larger audience. ATENDANCE/GENERAL EXPECTATIONS Attendance is required. In-class activities cannot be made up if you are absent. If you are late for any reason, please enter quietly so you do not disturb class activities. Attendance will be taken at each class session and will count towards your grade. If you must miss class, you are expected to contact your instructor in advance. Please turn off cell phones during class time. As well, please refrain from using technology in any manner that may be a distraction to your classroom community. Thank you in advance for your courtesy.

University of Arizona
DEPARTMENT OF DISABILITY & PSYCHOEDUCATIONAL STUDIES

ASSIGNMENTS General Requirements If BENCHMARK assignments are submitted by 4:00 PM at least three school days PRIOR TO THE DUE DATE, students can earn three BONUS POINTS on that assignment. For example, assignments received on Thursday by 4:00 PM, before the due date on the following Tuesday, will receive bonus points. LATE ASSIGNMENTS ARE NOT ACCEPTED. Students are encouraged to maintain their own file of course assignments until final grades have been posted for the semester. If you are planning on obtaining teacher certification, you will want to maintain your course assignments for inclusion in the portfolio that you will develop during your teaching internship. LISTING OF COURSE ASSIGNMENTS Assignment 1. Comparison of IDEA and Section 504 Graphic *** Display and Narrative 2. Individualized transition Plan***: Based on Case Study in Class Narrative Background and Completed Form 3. Personal Philosophy of Teaching*** Special Education Values Based Narrative 4. Group Presentation Due Date February 21 March 27 April 24 April 24/May 1 Points 30 pts. 30 pts. 30 pts. 50 pts.

***Assignments #1- #3 are BENCHMARK assignments for SERP 403. See Rubrics for evaluation of these assignments. Weekly Class Quiz: During the week following each class, students will be required to go to the D2L site for our class and access that weeks quiz. On the class D2L page, click on the word Quizzes located on the blue tab. The start date of the quiz will be indicated in that section. This assignment will become available immediately following the end of class and will be closed by 4:00 p.m. on the following Tuesday prior to the start of our next class.

University of Arizona
DEPARTMENT OF DISABILITY & PSYCHOEDUCATIONAL STUDIES

Assignment Specifics/ Directions Assignment #1: Comparison of IDEA and Section 504 of the Rehabilitation Act of 1973. Develop a graphic representation comparing and contrasting the historical/legal development, key elements, target populations, specific definitions, procedures, implementation processes and safeguards inherent in each of these federal laws. Describe fully the scope and parameters of each law and how it affects/impacts children with disabilities and their parents in the educational system. Include in your submission a narrative which describes the various components of each law and how/why it is important for teachers and parents of children and youth with disabilities. Assignment #2: Individualized Transition Plan, Based on Case Study Using the Case Study distributed in class, and Transition Plan format provided in text, create an Individualized Transition Plan, ITP, for the target student. Describe the student, the school and the home situation fully, and complete a Transition Plan. Identify all the relevant components of a plan and present the areas which your plan will address. Identify all the relevant individuals and agencies who should participate in the transition process, including the student. Create an Introductory Narrative to furnish all relevant details that should accompany the creation of the Transition Plan, including material from the students IEP. Describe how the IEP and ITP work together as complementary parts of a students overall program. Assignment #3: Personal Philosophy of Teaching and Special Education Practice Using the Values Survey completed in class, personal experiences, knowledge and skills gained through observation and practice, and individual reflection, create and articulate your own Personal Philosophy of Teaching and Special Education practice. Include your thoughts about what special education is and who it is designed for, the provision of services to children who have specific learning challenges and how best to deliver those services, your roleas you see itin the delivery of services to children and to parents, and your vision of what education is nowand should bein the future. How best do you feel you can and will make a contribution to the field of special education as a discipline? What are your hopes for this area of education? What do you see as your ideal classroom in the future?

University of Arizona
DEPARTMENT OF DISABILITY & PSYCHOEDUCATIONAL STUDIES

Directions for the Group Project Assignment Listed below are several choices for the Group Project Assignment. You may select any one of the listed options. Please be prepared to identify your choice of topic and group membership at the designated class meeting. Groups should include four to six people, but should not be larger than six. The topics listed are related to the course content of SERP 403. If your group wants to propose your own project, be ready to identify the rationale for how it relates to course content. Groups are encouraged to be creative and innovative in their presentations and to incorporate instructional technologies, when appropriate. Please talk with the instructor about specific questions regarding format. Each group will submit one copy of the final product/paper on their topic to the instructor. In this paper clearly identify the role and contribution of each group member, as well as the content covered or presented. Also, each group should prepare a one-page handout summarizing your presentation for every class member. Topics for Group Presentations 1. Create a profile of an exceptional child. Role-play a mock IEP meeting and prepare a sample IEP for your student. Be able to explain the early parts of the special education due process and the IEP development (components) as you move through the presentation. Explain the roles of the various players in the process (special education teacher, parents, student, other related school personnel, etc.). 2. Prepare a presentation on the pros and cons of labeling. Explain what the research says about labeling as an educational practice, and explain why this practice is so controversial. Give examples to illustrate your points and provide tips/strategies for preservice teachers to be more aware of their own attitudes regarding labeling. Explain how the issue of labeling may impact diagnoses and the services as specified in the IEP for a student. Describe what safeguards should be utilized regarding labeling as a practice in the schools. 3. Create a "Working with Parents" Unit for special and regular education teachers. What skills and abilities do teachers need in order to work effectively with parents? As part of your focus, include tips and strategies for teachers to use/demonstrate when talking and problem solving with parents. Pay particular attention to the language and conflict resolution strategies used by teachers and school personnel with parents and family members. Role-play a parent meeting using appropriate language and interaction skills; then role-play using inappropriate language and interaction skills. 4. Describe the transition process for an elementary age student with a severe disability transitioning to middle school. Explain what information is necessary and identify which resources could be used to assist the youngster and his/her family as they move into the middle school grade level. Explain the roles of the special education teacher, the parents, other school personnel, and the student him/herself in the transition process. Role-play the transition portion of the IEP and any other meetings relevant to this transition process.

University of Arizona
DEPARTMENT OF DISABILITY & PSYCHOEDUCATIONAL STUDIES

5. Identify and describe in detail the transition process for a student with a disability who is leaving high school and entering the adult world. Explain what information is necessary and identify what resources are currently available in the Tucson area to assist this young person to make a smooth transition. Explain the roles of the special education teacher, the parents, related school personnel, community based personnel, and the student himself/herself in the transition process. Role-play the transition portion of IEP development for this student. 6. Identify the components of and processes guaranteed in FERPA. Explain how FERPA impacts a teacher's role in the educational enterprise and what safeguards are present in FERPA. Explain how FERPA came to be and why/how it became federal law. Role-play an interaction with a parent/family members in which you explain to them their rights under FERPA. 7. PROPOSE YOUR OWN PROJECT with detailed rationale and how it connects to the contents of the SERP 403 class. This needs to be written out and explained in detail prior to receiving the instructor's approval. COURSE EVALUATION SCALE Daily Class Quiz (15) Attendance (15) 504 / IDEA Pamphlet Philosophy of Teaching Transition Plan Presentation TOTAL POINTS 15 points 15 points 30 points 30 points 30 points 50 points 170 points A = 153 - 170 B = 136 - 152 C = 119 - 135 D = 102 - 118 F = Below 102

University of Arizona
DEPARTMENT OF DISABILITY & PSYCHOEDUCATIONAL STUDIES

Session #
Jan. 17 Jan. 24 Jan. 31 Feb. 7 Feb. 14 Feb. 21 Feb. 28 Mar. 6 Mar. 13 Mar. 20 Mar. 27 Apr. 3 Apr. 10 Apr. 17

Topic
Introduction to Course, Introductions, Q & A IDEA: History, Development & Relevant Case Law IDEA, continued, Components/ LRE In Class Activity: Case Study Section 504 of the Rehabilitation Act of 1973 In Class Activity: Case Study FERPA: Description/Case Study **Distribution of Midterm Evaluation IEP Development: Writing Annual Goals & Objectives ** Assignment 1 Due in class TBD Transition: Requirements Under IDEA In Class Activity: Case Study NO CLASS: Spring Recess Transition: Writing Transition Goals & Objectives In Class Activity: Case Study Schools as Social Organizations; Personnel roles and responsibilities **Assignment #2 Due in class Conflict Resolution Skills/Language of Collaboration/ Consultation In Class Activity: Role Plays Working w/Parents to promote Positive Student Outcomes In Class Activity: Role Plays Personal Philosophy of Teaching and Special Education Practice In Class Activity: Values Survey **Distribution of Final Exam Group Presentations: Group 1-3 ** Assignment #3 Due in class Group Presentations; Groups 4-6; Course Wrap-Up and Evaluation

Rdg. Due
None Text, pp 1-7 Handouts/ Rdgs. Handouts/ Rdgs. Handouts/ Rdgs. Text, 47-88

Text, 89-93

Text, 89-93, 37-8 Handouts/ Rdgs. Handouts/ Rdgs. Handouts/ Rdgs. Handouts/ Rdgs.

Apr. 24 May 1

University of Arizona
DEPARTMENT OF DISABILITY & PSYCHOEDUCATIONAL STUDIES

Additional Course Considerations Accommodations for Persons with Disabilities: Students with disabilities who require reasonable accommodations to fully participate in course activities or to meet course requirements are encouraged to register with the Disability Resource Center and to discuss access concerns with the instructor. If you are eligible for/or request any accommodations; please submit the appropriate documentation from the DRC to the Course Instructor as soon as possible. Student Participation: Students are encouraged to engage in discussions in a positive manner, to express their points of view clearly, and to respect and consider opinions that differ from their own. Academic Honesty: Individually submitted papers should be the student's own work. Work found to be plagiarized will not be accepted for assignment or exam credit and will result in an automatic failing grade for this course. Assignments submitted for this course must not have been used to meet the requirements of any other course. Students are expected to have personally completed all work on which they place their names. Course Modification Disclaimer: The instructor reserves the right to modify the syllabus through academic discretion and to adapt the course schedule to meet evolving needs of the class.

NOTE TO STUDENTS IN THE CROSS-CATEGORICAL TEACHER LICENSING PROGRAM: One of the last major assignments in your program will be the development of a professional portfolio based on the ten CEC special education standards. You are encouraged to keep assignments from this course and other classes, as some of them may be useful when you assemble your professional portfolio during your teaching internship (usually your last semester before graduation). Also, students are encouraged to keep all Benchmark Assignments for this, and other special education courses in a separate file; the Cross Categorical Program will hold semester reviews and records checks to determine student progress throughout the Cross Categorical Preparation Program.