Sped 410 Fall 2014 1

Special Education 410, Fall 2014

Exceptional Learners
Elizabeth Talbott, PhD
Associate Proessor and Depart!ent "hair
Special Education at #$"
etalbott%uic&edu
Ofce: EPASW 3448
Ofce Hours: Available by email at all times. Expect 24 hour (or less) response time, except
on weekends. In person appointments are also available, by appointment.
Ofce Phone: (312) 413-8745
Course Web page:
o! into the course webpa!e at" http"##blackboard.uic.edu
Course Description:
$he course addresses the psycholo!y o%, identi%ication o%, and methods o% instruction %or
exceptional learners served under all cate!ories reco!ni&ed by %ederal law. 'ield work re(uired
()* hours).

UIC Special Education Program Principles:
$he course content, activities, and assi!nments are desi!ned to rein%orce the %ollowin!
principles.
earnin! about teachin! is embedded in scholarly understandin!s and activities. It re(uires
the ability to think about teachin! and learnin! throu!h multiple lenses, with particular
attention to the theories o% behaviorism, in%ormation processin!, co!nitive, and sociocultural
perspectives.
+entral to learnin! about teachin! is learnin! about e%%ective instruction %or students with
disabilities, with an understandin! o% the interactive in%luences o% culture, lan!ua!e, !ender,
and ability. $he learner is viewed as the center o% the instructor,s thinkin! and decision-
makin! re!ardin! teachin! and learnin!.
earnin! to teach re(uires active learnin!--the construction o% meanin!%ul understandin!s--
not only about the educational needs o% students and how to advance students. learnin!, but
also about the moral and ethical dilemmas that o%ten con%ront special educators. earnin! to
teach re(uires analysis, examination, a re%lective stance, and a commitment to li%e-lon!
learnin! and educational re%orm.
/ecomin! a teacher is learnin! to work collaboratively with %amilies and pro%essionals in the
school and community in order to desi!n and o%%er pro!rams that meet the needs o% the
student and advocate %or the student.s ri!hts to appropriate services.
Course Objectives:
0pon success%ul completion o% the course, students will be able to"
1. 2iscuss the impact that disabilities have on the co!nitive, physical, emotional, social and
communication development o% an individual and provide opportunities that support the
intellectual, social and personal development o% all students.
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Sped 410 Fall 2014 2
2. Identi%y how students di%%er in their approaches to learnin! and create instructional
opportunities that are adapted to diverse learners. 5lan and desi!n e%%ective instruction and
services %or diverse learners based on knowled!e o% the discipline, students, community and
curriculum !oal.
). Explain the roles o% le!islation and liti!ation in the education o% diverse learners.
4. Identi%y the impact o% special education and !eneral education re%orms on students with
disabilities.
4. 2iscuss identi%ication, characteristics, etiolo!y, and prevalence o% speci%ic disabilities o%
students with disabilities.
6. 2escribe the social, co!nitive, locomotive, physical, ad7ustment, emotional, communicative,
and intellectual behavior o% children with disabilities at di%%erent a!e levels.
8. 2iscuss the relationship o% home, school and community environmental conditions to the
behavior and outlook o% students with disabilities.
3. Explain the roles o% pro%essionals in identi%ication, instruction, and services provided to
diverse learners and their %amilies.
Alignment wit te UIC Council on !eacer Education"s Conceptual #ramewor$:
$he 0I+ +onceptual 'ramework o%%ers an overarchin! !uide to the desi!n o% personnel
preparation pro!rams at the 0niversity. $he 'ramework consists o% three %undamental belie%s"
0I+ educators are committed9 0I+ educators are knowled!eable9 and 0I+ educators are
e%%ective. $he :pecial Education 5rinciples provide a detailed and speci%ic explanation o%
committed, knowled!eable, and e%%ective as they relate to the preparation o% %uture special
education teachers.
Illinois Pro%essional !eacing Standards:
:ee /lackboard course website %or list o% standards related to :5E2 41*.
!e&tboo$s and 'esources:
5urchase textbook on-line or at the 0I+ campus bookstore.
!urnbull( A)( !urnbull( *) ')( Weme+er( ,) -) . Sogren( /) A) 012345) E&ceptional
-ives: Special Education in !oda+"s Scools 06
t
Edition5) Pearson
*ardcover( -oose7lea%( e7te&t and rental versions are available) 8ou ma+ use
previous editions 09
t
or :
t
onl+5)
Additional readin!s (e.!., 7ournal articles, case studies, etc.) will be re(uired and posted on the
course webpa!e.
'e;uirements: Points . percentage o% grade
;ui&&es (4) 1*
<e%lections and <esponses (14) )*
'ield Experience =ournal )*
'inal 5ro7ect )*
!O!A- 322
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Sped 410 Fall 2014 3
<rading:
>*-1** A
3*-3> /
8*-8> +
6*-6> 2
Assi!nments are due by midni!ht (11"4> pm) on the dates listed on the calendar. It is the
student,s responsibility to meet these deadlines. +heck the course webpa!e %or !radin! rubrics.
Assi!nments submitted will receive an e-mail con%irmation %rom the instructor the day a%ter the
assi!nment is due. :tudents will need to make arran!es %or assi!nments to be turned in prior to
te deadline i% unable to upload on the due date. All late assi!nments will result in a 1*? or 1
point deduction, whichever is !reater. I% you do not complete a (ui& by the deadline, students
will need to take the optional (ui&, no additional make-up or extensions are permitted on (ui&&es.
@rades will be posted on /lackboard typically within a week o% assi!nment due date.
Assi!nments will not be accepted a%ter midni!ht on 2ecember 12 and assi!nments not turned in
by that date#time will result in &ero points %or that assi!nment. Ao extra credit, alternative
assi!nments or rewrites accepted %or any assi!nment. :tudents who do not document online %ield
experience hours (with appropriate teacher#supervisor approval) usin! the 0I+ +ouncil on
$eacher Education website by 2ecember 12 will receive a de%erred !rade as their %inal course
!rade (i% not removed within a semester, the %inal !rade submitted will be one !rade lower than
the earned points). Incomplete !rades will only be approved i%, %or documented reasons beyond
the student,s control (e.!., extended hospitali&ation), re(uested by the student by 2ecember 1,
and student was in !ood standin! prior to the situation (any re(uired work that has not been
completed by the end o% the term may be considered late dependin! on reason %or not completin!
the work prior to the end o% the semester).
Assignments
=ui>>es" :tudents will take %ive online (ui&&es directly related to the topics and issues covered
in the readin! materials to document their understandin! o% the in%ormation. $he (ui&&es are
!iven throu!hout the semester (see calendar %or dates) with each (ui& worth 4 points (1**-
>*?B49 3>-3*?B49 8>-8*?B)9 6>-6*B29 4>-4*?B19 4>? or less or not completed B*). :tudents
will also have the option to take 6
th
(ui& and use the score on this optional (ui& to replace the
lowest score on a previous (ui&. ;ui& 1 covers Codules 1-), ;ui& 2 covers Codules 4-6, ;ui& )
covers Codules 8->, ;ui& 4 covers Codules 1*-12 and ;ui& 4 covers Codules 1) D14. $he
(ui&&es account %or 1*? o% the total !rade.
'e%lections and 'esponses" $hrou!hout the semester, students will view videos, visit websites,
interact with primary sources#materials, and read articles and cases related to the topics o% the
course. In order to provide opportunities to participate in scholarly conversations with peers
related to these resources and readin!s, students will en!a!e in online peer moderated
discussions with their peers usin! the course discussion board. 'or each module the instructor
will post !uidin! statements and (uestions to initiate the discussion. :tudents are to post a
scholarly re%lection (with citations) that makes an ar!ument usin! details %rom the readin!s and
online resources (include citations#(uotes with text). Eou may also include examples %rom your
own li%e experience, so lon! as you discuss them in the context o% the readin!s. $his initial
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Sped 410 Fall 2014 4
re%lection is comprehensive (minimum ?22 words) and must be posted by deadlines outlined on
the calendar. A%ter re%lections are posted, students are to respond to 4 o% teir peers" comments,
thus !ivin! them an opportunity to build on the ideas and reactions o% others. 5eer responses are
typically shorter in len!th (minimum 392 words eac), but are thou!ht%ul, pro%essional, and
move the conversation %orward while continuin! to directly address the readin! and resources,
includin! re%erences to speci%ic material. $he 14 discussion board re%lection#responses cycles are
worth 2 points each, are peer reviewed, and account %or )*? o% the total !rade.
Project: :tudents will work in multi-disciplinary teams throu!hout the course completin! three
tasks#discussions related to the modules. :tudents will then use the knowled!e !ained %rom these
interactions to prepare a !roup pro7ect that will enable them to inte!rate in%ormation obtained
throu!hout the course into a presentation that hi!hli!hts the application o% the material in a real
world situation. :tudents will prepare a narrated presentation with any accompanyin! video,
handouts, and resources and submit by 2ecember >. :tudents will then showcase their pro7ects
durin! the virtual con%erence that will take place on 2ecember 1*-12. All students will attend the
virtual con%erence and provide comments on other pro7ects. :ee assi!nment rubric %or %urther
details. $he pro7ect accounts %or )*? o% the total !rade.
#ield E&perience @ournal" 2urin! the %ield experience, students will observe and interact with
students with disabilities, as well as %amilies, teachers and other pro%essionals providin!
instruction and services to students. :tudents will maintain an online 7ournal o% these experiences
which will allow them to discuss and re%lect on their %ield experience activities and observations.
In addition, students are provided with a list o% activities to en!a!e in while in their placement
site, o% which students will select at least 4 to complete, and will incorporate descriptions o%
these experiences in the 7ournal entries. :tudents are re(uired to submit at least 4 7ournal
re%lections (minimum o% 4** words each) usin! their online 7ournal to write re%lections and
experiences throu!hout the semester. :tudents also need to submit 4 activity write-ups ()**
words minimal %or each). :tudents are encoura!ed to submit 7ournal entries throu!hout the
semester. :ee rubric %or %urther details. 'ield experience hours and 7ournal entries account %or
)*? o% the total !rade.
#ield E&perience:
All students are re(uired to complete )* %ield experience hours in a settin! where children and#or
adolescents with disabilities are receivin! educational services. $his is a sel%-placement %ield
experience where students will need to identi%y a site on their own that meets the re(uirements o%
this course. :tudents are to %ollow all the early %ield experience !uidelines outlined on the 0I+
+ouncil on $eacher Education, https"##cte.uic.edu#pro!ram-re(uirements#early-%ield-experiences.
2o keep in mind that i% you have not completed the F+learance 5rocess %or <eportin! to
:choolsG prior to this semester, you may need to do so be%ore be!innin! your %ield experience
hours. In order to lo! your %ield experience hours, you need to take steps to input in%ormation
re!ardin! your F+ooperatin! $eacherG into the online system. 'ollow the steps on the 0I+
+ouncil on $eacher Education %or enterin! in%ormation into the system. $he F+ooperatin!
$eacherG is re(uired by the last day o% class, 2ecember 2, to lo! into the system and veri%y the
hours completed. It is recommended that students be!in this process early in the semester to
allow su%%icient time %or the in%ormation to be processed and %or F+ooperatin! $eachersG to
receive the email lettin! them know how to complete the approval task by the deadline. It is the
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Sped 410 Fall 2014 5
students, responsibility to %ollow-up with F+ooperatin! $eachersG to ensure that the hours are
veri%ied by the deadline. 5lease note that social work students and other students not in teacher
education pro!rams will use an alternative veri%ications system (see /lackboard %or detail).
:tudents have some %lexibility re!ardin! their %ield experience placement and should care%ully
consider a placement that most closely ali!ns with their pro!ram o% study and %uture career !oals.
$here%ore, students may complete their %ield experience in one o% a number o% sites such as early
intervention#early childhood pro!rams9 elementary, middle, or hi!h schools9 therapeutic day
schools and pro!rams9 and alternative and residential schools. :tudents are responsible %or
%ollowin! all re(uirements re!ardin! placement locations and types that their pro!ram o% study
re(uire. 'or the purpose o% this class, the placement site must provide educational services to
students with disabilities who are between the a!es o% ) and 21. 'ield experience hours may be
completed in a number o% special education settin!s (e.!., inclusion class, resource class, sel%-
contained special education classes) with students bene%itin! %rom observin! and en!a!in! with
individuals with disabilities in a variety o% settin!s at their one placement site.
:tudents who are enrolled in a licensure or endorsement pro!ram at 0I+ are re(uired to
complete )* hours o% %ield experience durin! this course in order to %ul%ill their pro!ram
re(uirements. However, i% a student is not in a licensure or endorsement pro!ram at 0I+ (e.!.,
elective course9 non-de!ree), students may petition the instructor %or a reduction o% re(uired %ield
experience hours. :tudents will need to complete the petition %orm that is available online by the
end o% the %irst week o% semester i% they wish to be considered %or this reduction o% hours.
Aorms %or <roup Discussion:
5lease note that a key to the success o% an online course is e%%ective !roup discussion. $here%ore,
I have established the %ollowin! norms %or !roup discussion, and thank the 0I+ o%%ices o%
diversity and dialo!ue initiative %or these normsIthey are truly pro%essional words to live by.
3) We are all colleaguesB let"s respect eac oter)
1) !r+ to understand eac oter"s perspective rater tan jump to conclusions)
4) It"s o$a+ to disagree respect%ull+ and openl+)
?) I% +ou want to callenge someone"s ideas( do so respect%ull+) Callenge te idea and
not te person)
9) -isten as a colleague and wit an open mind)
:) Enjo+ learning %rom one anoter)
Plagiarism:
5la!iarism is de%ined as passin! o%% someone else,s ideas, words, or research as your own. It
violates research ethics, as well as 0I+,s +ode o% Academic Inte!rity. It is a serious o%%ense.
$he careers o% some promisin! students and prominent researchers and scholars have been
ruined by inadvertent pla!iarism. 5lease note that pla!iarism becomes more o% a challen!e and
temptation today, when one can readily cut and paste %rom articles %ound online. A'($D doin)
this* +ou should al,a-s paraphrase ,hat -ou read and then cite the or)inal authors. or
exa!ple, $n a recent stud-, Talbott and collea)ues ound dierent patterns in parent /!other
and ather0, teacher, and -outh ratin)s o antisocial beha1ior /Talbott, 2arabatsos, 3
4urheide, 20140. 5la!iarism, whether intentional or not, will result in sanctions ran!in! %rom a
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Sped 410 Fall 2014 6
reduced !rade to a %ailin! !rade in class. $o help you avoid pla!iarism, read the document posted
on our /lackboard website.
Help%ul websites" http"##ti!!er.uic.edu#Jedelber!#creditin!Kothers#index.htm l9
http"##www.uic.edu#depts#dos#studentconduct.html 9
http"##www.indiana.edu#Jwts#pamphlets#pla!iarism.shtml
Americans wit Disabilit+ Act 0ADA5:
In accordance with the Americans with 2isability Act, students with a documented disability
may re(uest reasonable accommodations that they mi!ht need to participate %ully in class.
:tudents may be eli!ible %or" exam modi%ications, alternative print %ormats, si!n lan!ua!e
interpretin!, real-time captionin!, class relocations, assistance with academic modi%ications,
access problem solvin!, advocacy and re%errals, or other reasonable accommodations.
I% you have (uestions or need assistance in ac(uirin! access and accommodations, the L%%ice o%
2isability :ervices is available to assist %aculty and students at ()12) 41) 213) (voice) or ()12)
41) *12) ($$E only). $he L%%ice o% 2isability :ervices works to ensure the accessibility o% 0I+
pro!rams, classes, and services to students with disabilities. :ervices are available %or students
who have documented learnin! disabilities, vision or hearin! impairments, emotional or physical
disabilities. Misit the website %or %urther in%ormation"
http"##www.uic.edu#index.html#disability.shtml
Cideo and Audio 'ecording:
:tudents are not permitted to audio record, video record, screen capture, or upload course
material or class interaction without direct consent o% the instructor, speaker, and other students.
Written and Oral -anguage:
A5A :tyle 6.* Edition is the standard %ormat %or any written work in the course. I% students are
un%amiliar with A5A, it would bene%it them to purchase the 5ublication Canual o% the American
5sycholo!ical Association (6th ed.). :tudents are re(uired to use A5A 6.* %ormat. 5lease use the
%ollowin! website %or A5A %ormat !uidelines"
ttps:DDowl)englis)purdue)eduDowlDresourceD9:2D23D. Ne will use person-%irst lan!ua!e in our
class discussions and written assi!nments (and ideally in our pro%essional practice). Ne will also
strive to replace the term FCental <etardationG with FIntellectual 2isabilitiesG in our oral and
written communication in accordance with terminolo!y choices in the disability community.
'or example, we describe Fstudents with autismG instead o% Fautistic students,G and Fstudents
with learnin! disabilitiesG instead o% Fthe learnin! disabled.G
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Sped 410 Fall 2014 7
SPED ?32 Course Calendar
Wee$ ,odule . !e&tboo$ !as$s and Assignments
Wee$ 3
Au!ust 24-:ept.1
Introduction to the +ourse
'eading: Aathan Heller (1>
Aov., 2*12)" ittle :tran!ers.
The New Yorker.
Introductions D :urvey
5erceptions o% students with disabilities and
their %amilies D special education
Discussion Eoard O <e%lection to the
readin! due (no peer responses) Con. :ept.
1 (abor 2ay), or be%ore.
Wee$ 1
:eptember 2-
:eptember >
,odule 3: Lverview o%
:pecial Education
!e&tboo$" +hapter 1
2iscussion /oard O <e%lection due
F Sept) 0,on)5
2iscussion /oard O 5eer <esponses due
G Sept) 0!ues)5
Wee$ 4
:eptember 1*-16
$his week" si!n up
%or your
multidisciplinary
team.
,odule 1" Individuali&ed
Education 5ro!rams
!e&tboo$: +hapters 1D 2
2iscussion /oard O <e%lection due
39 Sept) 0,on)5
2iscussion /oard O 5eer <esponses due
3: Sept) 0!ues)5
Wee$ ?
:eptember 18-2)
,odule 4" 5lacement9
:upportin! D Conitorin!
:tudent 5ro!ress
!e&tboo$" +hapters 2 D )
2iscussion /oard O <e%lection due
11 Sept) 0,on)5
2iscussion /oard O 5eer <esponses due
14 Sept) 0!ues)5
5uiz 1, !odules 167
Wee$ 9
:eptember 24-)*
,odule ?: 0nderstandin!
an!ua!e 2isabilities
!e&tboo$: +hapter 6
2iscussion /oard O <e%lection due
1G Sept) 0,on)5
2iscussion /oard O 5eer <esponses due
42 Sept) 0!ues)5
Wee$ :
Lctober 1-8
,odule 9" 0nderstandin!
earnin! 2isabilities
!e&tboo$" +hapter 4
2iscussion /oard O <e%lection due
: Oct) 0,on)5
2iscussion /oard O 5eer <esponses due
6 Oct) 0!ues)5
Wee$ 6
Lctober 3-14
,odule :" 0nderstandin!
/ehavior and Emotional
2isabilities D A2H2
!e&tboo$" +hapters 8 D 3
2iscussion /oard O <e%lection due
34 Oct) 0,on)5
2iscussion /oard O 5eer <esponses due
3? Oct) 0!ues)5
5uiz 2, !odules 4-8
#inal Project" +ollaboration $ask 1
Wee$ F
Lctober 14-21
,odule 6: Explorin! Autism
!e&tboo$: +hapters 11
2iscussion /oard O <e%lection due
12 Oct) 0,on)5
2iscussion /oard O 5eer <esponses due
13 Oct) 0!ues)5
Submit 'ield Experience =ournal (at least 2
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Sped 410 Fall 2014 8
entries)
Wee$ G
Lctober 22-23
,odule F" Explorin!
Intellectual D Cultiple
2isabilities
$extbook" +hapters > D 1*
2iscussion /oard O <e%lection due
16 Oct) 0,on)5
2iscussion /oard O 5eer <esponses due
1F Oct) 0!ues)5
Wee$ 32
Lctober 2>-Aov 4
,odule G: Explorin! @i%ted
D $alented earners
!e&tboo$" +hapter 16
Additional readin! on
supportin! !i%ted and
talented students o% color
Due: 4 Aov) 0,on)5
2iscussion /oard O <e%lection
Due: ? Aov) 0!ues)5
2iscussion /oard O 5eer <esponses
5uiz 7, !odules 96:
#inal Project O +ollaboration $ask 2 due
Wee$ 33
Aovember 4-11
,odule 32: earnin! about
5hysical 2isabilities D Lther
Health Impairments
!e&tboo$" +hapter 12
Due: 32 Aov) 0,on)5
2iscussion /oard O <e%lection
Due: 33 Aov) 0!ues)5
2iscussion /oard O 5eer <esponses
Wee$ 31
Aovember 12-13
,odule 33" earnin! about
Misual Impairments
!e&tboo$" +hapter 14
Due: 36 Aov) 0,on)5
2iscussion /oard O <e%lection
Due: 3F Aov) 0!ues)5
2iscussion /oard O 5eer <esponses
Wee$ 34
Aovember 1>-24
,odule 31: earnin! about
Hearin! Impairments
!e&tboo$: +hapter 14
Due: 1? Aov) 0,on)5
2iscussion /oard O <e%lection
Due: 19 Aov) 0!ues)5
2iscussion /oard O 5eer <esponses
5uiz 4, !odules 10612
#inal Project" +ollaboration $ask )
Wee$ 3?
Aovember 26-
2ecember 2
,odule 34: +ollaboratin!
with 'amilies and
5ro%essionals (5art 1)
!e&tboo$" +hapter 49
Carilyn 'riend D ynne
+ook, $/A
Due: 3 Dec) 0,on)5
2iscussion /oard O <e%lection
Due: 1 Dec) 0!ues)5
2iscussion /oard O 5eer <esponses
Wee$ 39
2ecember 2- 2ec.
>
,odule 3?: +ollaboratin!
with 'amilies and
5ro%essionals (5art 2)
=ui> 9( modules 3473?
2iscussion /oard O <e%lection (no peer
responses) due Dec) F
#ield E&perience @ournal due (all 4
entries)
Wee$ 3:" 'IAA:
NEEP
'inal 5ro7ect :howcase Due: #inal Project due December GB
Peer sowcase and re%lections Dec) 32731
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Sped 410 Fall 2014 9
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