Faculty Contact Information:
| ssobon1@faculty.ed.umuc.edu | |
Consultation:
| Phone appoinment or via WebTycho | |
Required Texts and Readings:
American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC.
Smith, D.D. (2007). Introduction to Special Education: Teaching in an Age of Opportunity. (6th ed.). Boston, MA: Allyn & Bacon. | |
Supplementary Readings:
All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
Also, there are SUGGESTED AND RECOMMENDED readings in the DSM-IV that correspond with the readings in the text. These readings are not required, although they offer more depth for each topic. | |
Recommended Journals:
A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the Counseling Webboard at http://www.ed.umuc.edu/graduate/webboards/
Ask your librarian for assistance, if needed, locating these articles. | |
Course Description:
| Students examine the historical development, the philosophies, research, legislation, and current difficulties that have emerged relative to the education of exceptional children. The characteristics of children with disabilities and the principles of effective instruction, management, and intervention are addressed as they apply to special education. Family empowerment concepts are explored relative to the diversity of our schools and communities. Professional, community, and parent organizations; local, state, and federal agencies dealing with exceptional children are also identified. | |
Course Goals:
| The course focuses on theory and the development of skills related to the philosophical, historical, and legal foundations of special education. The class examines the characteristics of learners with exceptional learning needs, including those from culturally and linguistically diverse backgrounds; the implications of those individual differences; and the effects of the child’s cultural milieu. Information is provided on effective collaboration approaches among professionals, community and family members and particularly between general and special education professionals. | |
Course Objectives:
At the conclusion of this course, the student will be able to:
- demonstrate a knowledge of the models, theories and philosophies of special education practice;
- begin to formulate a personal philosophy of special education;
- identify and define individuals with disability, including those from culturally and linguistically diverse backgrounds, from developmental, psychological, social-emotional, and educational perspectives;
- describe examples of differing learning styles of diverse learners and appropriate strategies and learning environments for addressing these styles;
- identify basic research-based classroom management theories and practices used to establish and maintain a safe, equitable, positive, and supportive learning environment;
- apply knowledge of ethics, laws, policies and programs related to behavior management implementation to a variety of situations;
- identify roles and responsibilities of families, school and community personnel, and individual learners in the planning an individualized program;
- be familiar with local professional agencies and parent organizations, which serve mildly and moderately disabled children;
- demonstrate an enhanced self-awareness of personal strengths, interests, and abilities. | |
Grading Information:
Students who wish to excel in this course must give evidence of ctitical thinking and demonstrate an ability to thoughfully compose and carry out the written assignments. Students should interact with their fellow students in the WebTycho Topic Areas. Diversity of opinion is encouraged; it will serve our learning if we respect each other and the values and opinions of each of us. If we cultivate an atmosphere in which we can challenge ourselves and each other supportively, we all learn and grow!
Grading summary:
A 90 - 100%
B 80 – 89%
C 70 – 79%
F 69% and Below
Please note that Bowie State University does not use "D" for graduate students. The grade "F" is used to designate academic failure. "FN" is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs. | |
Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to complete all assignments:
The Point Breakdown:
WebTycho Assignments-22 pts
Discussion Participation (respond to at least 2 other students comments and post own answers to questions every week)-33 pts
Term Papers-20 pts
Final Project-25 pts
Total=100 pts | |
Description of Course Requirements:
|
Successful graduate students in American universities dedicate approximately three hours of preparation/study time for every hour spent in the onsite classroom. Thus, the following course requirements were developed on the assumption that students would be prepared to spend approximately 150 hours of their own time working on them. In an eight-week term, that is the equivalent of a half-time job. Most fourteen-week graduate distance education courses require at least ten hours per week of dedicated time, plus time spent in the virtual classroom.
Participate in classroom discussions:You are expected to come to class prepared to engage in all discussions in a professional and informed manner.
Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. APA style is mandatory for all graduate counseling course work. Plan on committing approximately 150 hours over the duration of this course to producing professional level work. "Due Date" means midnight, on the due date, according to NorthEastern US time zone.
Term Paper 1: There is an abundance of information available on the Internet related to special education currently. However, some of the available information is incorrect or gives a skewed view of a disorder. Choose one topic of your choice out of the DSM-IV or your text book. Research 3 websites that focus on this topic and write a brief 5-7 page paper. Review these websites and interpret how they present the issue. Next, locate empirical articles from scholarly journals that discuss the same issue. Compare and contrast the two presentations of the same topics. What are the similarities? Any differences? If so, why do you think the differences or similarities exist?
Full credit will be given to the following components of the paper:
· Give details on the websites contents
· Is there a stated audience?
· Does the website focus on any type of issue? If so, locate an article in the UMUC library that adds to your perception of each website. Reference these articles according to APA format.
· Is their any bias when discussing this issue or inaccurate information presented that you see based in your review of each individual website?
· How and for whom could each website serve a helpful purpose?
· Analyze the topic covered in the website, as well as peer-reviewed journal article from an electronic database, and formulate your views on how this topic is portrayed in the media within society. Offer and reference to specific examples (i.e., movies, commercials, magazine and newspaper articles or advertisements). Include these examples in your bibliography.
Be sure to supply a reference list in correct APA format consisting of the three website sources, electronic journals and sources of media.
Sample Web Sites:
American Association on Mental Retardation (AAMR) [http://www.aamr.org/]
The Arc (formerly Association for Retarded Citizens of the United States) [http://thearc.org/welcom.html]
Assistive Technology
[http://Peabody.Vanderbilt.edu/itc/hasselbringt/resource.html]
Children and Adults with Attention Deficit Disorders (C.H.A.D.D.) [Http://www.chadd.org/]
Council for Exceptional Children (CEC) [http://www.cec.sped.org/home.htm] CEC Division for Learning Disabilities (DLD) [http://www.dldcec.org]
CEC Technology and Media Division (TAM) [http://www.tamcec.org]
ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) [http://www.ericec.org]
ERIC/OSEP Special Project [http://www.ericec/osep-sp.htm]
Family Village: A Global Community of Disability-related Resources [http://www.familyvillage.wisc.edu/]
Federal Resource Center for Special Education [http://dssc.org/frc/]
IDEA >97 [http://www.ed.gov/offices/OSERS/OSEP/Programs]
Institute for the Study of Developmental Disabilities (ISDD) [http://www.isdd.indiana.edu/]
LD OnLine [http://www.ldonline.org/]
Learning Disabilities Association of America [http://www.idanatl.org]
National Clearinghouse for Professions in Special Education [http://www.specialedcareers.org]
National Information Center for Children and Youth with Disabilities [http://www.nichcy.org.]
Net Connections for Communication Disorders and Sciences [http://www.mankato.msus.edu/dept/comdis/kuster2/welcome.html]
This paper is due June 30 and is worth 10 points.
Term Paper 2: Research (including the text, at least 2 peer-reviewed journal articles and website sources) and write a paper, 10 pages (double spaced, New Times font) in length, on ANY topic of your choosing that relates to Special Education and/or Counseling. You may choose from the numerous topics discussed in the text and throughout class. If you are unsure of a chosen topic or the breadth of your topic, please ask for assistance. This topic should be related to a condition or disorder listed in the DSM-IV, and should be cited in the paper also. This paper should be written and referenced according to APA standards. The paper must be submitted into the Paper Assignment Folder, is due on July 28th and is worth 10 points.
Orally/visually present prepared material: You are required to present your research in a professional manner. In an onsite course, this typically means an oral presentation accompanied by appropriate visual material. In an online class, this means creating a visual/textual presentation for your instructor and classmates.
Final Project: Imagine a coordinator for a week summer camp has asked for your expertise. There have been a few parents of students with special needs that have inquired about the summer camp and are interested in registering their children for this summer. However, the staff of this camp has received little training on students with special needs. The coordinator asks you to create a short Power Point presentation that will be presented to the staff members for additional training. Your task is to choose 3 disorders/conditions and create a Power Point. You will need to define each disorder, give details of characteristic behaviors and strategies/modifications/accomodations used to assist children with these disorders/conditions be successful in a camp environment. This presentation is due August 19 and is worth 25 points. | |
Course Schedule:
This schedule presents 11 units or modules, with each unit corresponding to a regular three-hour weekday meeting, a half-day on weekends, or a full week of DE.
Initial meeting (June 1-6):
Introductions-introduce yourself in the CyberCafe, what field you are interested in, any professions, careers, or jobs that you have had or have that you think will add to the discussion of the course, why you are taking this course. The Cybercafe serves as a place where questions can be asked, terms can be defined more clearly, and general topics brought up by all members of the class are discussed amongst each other. I will be a full participant in the CyberCafe as well.
Review of syllabus
Clarification of goals, objectives and requirements Orientation to subject
Week 1: June 3-9
Read Chapters 1 and 2
Post Question 1: In the Topic Area, answer the following question: Why is it important to study Special Education, even if you may not be in the classroom? What are the most important steps (or elements) of an IEP, in your opinion? Explain why.
Post Question 2: Explain the differences between the various types of placement options for students with disabilities. List the benefits and challenges for each. Further explain which students do you think would best be served in which type of class environment and why.
NOTE: QUESTIONS FOR SUE: This phrase indicates any questions about the readings, terminology, general concerns, or topic of interest in the Cybercafe for all to view and discuss to the instructor of the class. These questions may be answered for someone else with the same question as well.
POST QUESTIONS: These questions are (1) to be answered by each student; and (2) each student is to respond to two of their peer responses with questions or comments to further enhance classroom discussion. These postings are placed in the Topic Area of and are due at the end of each corresponding week.
Week 2: June 10-16
Read Chapter 3
QUESTIONS FOR SUE, if any
Post Question: Describe the cultural and linguistic environment of where you work, or with the students/clients you work with. Give examples of how the key features of multicultural education are present in your work/classroom environment. If there are none present, give suggestions for how these features mentioned in the readings can become evident in that environment. Furthermore, defend why or why not you think it is necessary to receive multicultural training for working with children.
TOPIC FOR TERM PAPER 1 DUE-write a 3 paragraph essay that will discuss the topic of your choosing, websites, and journal disussions.
Week 3:June 17-23
Read Chapter 4
QUESTIONS FOR SUE, if any
Post Question: Discuss the prevalence of speech and language impairments, and indicate how the prevalence of this type of disability is related to that of learning disabilities. Secondly, suggest how this topic and concern would be introduced to a parent of a 3 year old who has just been diagnosed with a speech or language impairment. How would you go about discussing this with a parent(s)?
WORK ON TERM PAPER 1
Recommended reading-DSM-IV, pages 49-69 covers Chapters 4 and 5
Week 4:June 24-30
Read Chapter 5
QUESTIONS FOR SUE, if any
Post Question: Case Study Question-Sam is a 12-year African American boy, who has trouble reading on grade level. He is in seventh grade at a local middle school in an inner-city area of Chicago. He does not enjoy reading and often gives excuses in order to get out of the classroom (i.e., Can I go to the bathroom? I need to sharpen my pencil.). The teachers sometimes make note of fidgety behavior, unmotivated school attitude, and at times an unwillingness to follow simple directions. Sam is reading at the beginner reader level (Pre-K) and working on simple phoneme segmentation of basic consonants, vowels, digraphs, simple consonant blends and two-closed syllable words (i.e., fishnet). Also, his IEP goals for math are the following: telling time to the nearest 5 minutes, counting coins, making change, measuring to the nearest inch, and giving correct change. What are some accommodations and modifications you would suggest for his grade level homework and classwork in the regular ed content areas (i.e., math, reading, Language Arts, science, etc.). If you were a regular education teacher, how can you try to assure that Sam is successful in the classroom with his peers?
JUNE 30-TERM PAPER 1 DUE
WEBTYCHO ASSIGNMENT: Look at the Powerpoint presentation on Adapting Instructional Activities. Use the information from this presentation and the text to help you answer the case study question above.
Week 5:July 1-7
Read Chapter 6
QUESTIONS FOR SUE, if any
Post Question: Look at the PowerPoint presentation labeled ADHD and give a summary of the presentation. Be sure to include who can diagnose ADHD, the different subtypes, what IDEA classification is ADHD covered under, and so on.
WEBTYCHO ASSIGNMENT: Under the Supplementary Resources at the end of the chapter and other ones from the Internet, find an article relating to ADHD. Cite it, give a brief summary, and your personal interpretation of this article in relation to what it means for students with ADHD. Also, the following websites are other suggestions:
Children and Adults with Attention Deficit Disorders (C.H.A.D.D.) [Http://www.chadd.org/]
CEC Division for Learning Disabilities (DLD) [http://www.dldcec.org]
Recommended reading in the DSM-IV, pages 41-48, covers Chapters 6 and 7
Week 6: July 8-14
Read Chapter 7
QUESTIONS FOR SUE, if any
Post Question: Give a further understanding of this unclear definition of and how students with this disorder are identified. Why is it important to have a unified definition of this condition? Suggest an example of a clear definition for this disability. What type(s) of classroom placement do you think is best for students with ED? Explain why. Remember to use text sources to further support your answer. What strategies improve learning outcomes and postsecondary outcomes for these students?
WEBTYCHO ASSIGNMENT: Can you find any examples of behaviors in American culture, or any other culture, that would give evidence to a behavior disorder? Give examples and reasoning to support your defense.
**Term Paper 2 topic Due** Write a 1 page paper indicating the topic and briefly describe the topic and how you plan on discussing it
Week 7: July 15-21
Read Chapter 8
QUESTIONS FOR SUE, if any
WebTycho Assignment: Watch the movie, Forest Gump, and find examples of the validated practices that make a difference in the outcomes of students with mental retardation evident in the film. Cite references from the text and quotes from the movie to support your answer.
Post Question: How is mental retardation characterized? If a student has a moderately low IQ (let’s say in the high 70’s) and they have academic test scores with similar scores, what classification do you think they would fall under? Why? Is there enough information to answer this questions accurately? If not, what else would you need to know? Why?
Recommended readings in DSM-IV, pages 85-134, covers Chapters 8 and 9
WORK ON TERM PAPER 2
Week 8: July 22-28
Read Chapters 9 and 10
QUESTIONS FOR SUE, if any
Post Question 1: Reviewing the Accomodations PowerPoint and the information given in the text, what are some accommodations to the classroom and modifications to assignments that will allow a student with a physical, health or hearing disability to be successful in the classroom? Explain fully how this can be collaborated between the regular education, special education, and all the members of the CSC team of that student, so that these suggestions can be carried across environments (use information from the text to support).
Post Question 2: Do you know anyone who is deaf? Hearing impaired? Explain the difference between these two phenomena, based on your personal experience, and how this effects people socially?
TERM PAPER 2 DUE-JULY 28TH
Week 9: July 29-August 4
Read Chapter 11 and 14
QUESTIONS FOR SUE, if any
Post Question 1: Look at the Power Point presentation of Environmental Supports. Discuss and summarize the similarities presented in the Power Point with what the text illustrates on page 417 and 418. Talk about the pros and cons of altering the classroom environment within an inclusive environment. According to your opinion, what are some aspects that may need to be in place in order to make environmental modifications successful?
Post Question 2: Explain the procedure, if one exists, for identifying students who are gifted in your school district (or simply a school in general). Are the steps that are presented in the text present in the described procedure? If not, what is missing and how can it be amended?
BRIEF DESCRIPTION OF POSSIBLE FINAL PROJECT DUE- 1-2 PAGE PAPER
Week 10: August 5-11
Read Chapter 12
QUESTIONS FOR SUE, if any
Post Question:Explain the difference between Asperger’s Syndrom and Autism? Do you know anyone with ASD? If not, read a biography of someone off the Internet, newspaper, article, or book (cite source in post). What are some of the characteristics this person displays regularly? WebTycho Assignment: Look at the Power Point of Social Stories and answer the following questions in this Topic Area:
What are social stories?
What perspective are they usually written in?
What type of language is used when writing a social story? Explain why.
What are some ideas for social stories? When can a teacher use them?
What are two main components of social stories?
Recommended readings in DSM-IV, pages 69-84, covers Chapters 12 and 13
WORK ON FINAL PROJECT
Week 11: August 12-19
Read Chapter 13
QUESTIONS FOR SUE, if any
Post Question: What are alternative assessments? In your opinion, when should they be used? What should be the criteria (in your opinion) for a student to be exempt from state and federal testing? Use the text to support your argument (cite sources).
FINAL PROJECT POWER POINT PRESENTATION DUE-AUGUST 19TH | |
Academic Policies:
Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center. | |
Faculty Bio:
| I have a wide range of teaching experience with students with special needs. Some examples are: OHI (ADHD specifically), severely behaviorally disturbed, or emotionally disturbed, learning disabled in math, written expression, and/or reading, children with ASD, or those that fall on the Autism Spectrum, and those with multiple disabilities. I have previous experience teaching college courses in the area of special education. I have an Associates degree in Math/Science, a Bachelor's degree in Psychology and Elementary Education, a Masters degree in Special Education, and I am working on my dissertation for my Ph.D. in Child and Family Studies research. Currently, I reside in Italy working with students with special needs from grades 1-6. | |