University of Wisconsin-Whitewater s6

University of Wisconsin-Whitewater Curriculum Proposal Form #4A I. Change in an Existing Course

Type of Action (check all that apply)

Course Revision (include course description & former and new syllabus) Grade Basis Contact Hour Change and or Credit Change Repeatability Change Diversity Option Other: General Education Option area: * * Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Effective Term:

Current Course Number (subject area and 3-digit course number): /525

Current Course Title:

Sponsor(s): Department(s): College(s):

List all programs that are affected by this change:

If programs are listed above, will this change affect the Catalog and Advising Reports for those programs? If so, have Form 2's been submitted for each of those programs? (Form 2 is necessary to provide updates to the Catalog and Advising Reports)

NA Yes They will be submitted in the future

Proposal Information: (Procedures for form #4A)

I. Detailed explanation of changes (use FROM/TO format)

FROM: SPECED 325/525 Characteristics of CD/EBD/LD 3 u This course addresses the characteristics of cognitive disabilities, emotional/behavorial disabilities, and learning disabilities. The purpose of the course is to provide an overview of the theoretical and historical issues related to the three most common disabilities. Specific application of theory and history

1 will be applied to all three areas looking at characteristics across the life span. Inter-relationships of the characteristics, needs and implication for practice will be covered. Prereq: Special Education major and 2.75 GPA and passing two portions of PPST and SPECED 205 or Special Education minor and SPECED 205 and admission to Professional Education or Physical Education K-12 emphasis and SPECED 205 and admission to Professional Education.

TO: SPECED 325/525 Characteristics of LD 3 u This course provides an examination of the field of learning disabilities. Emphasis on the concept of learning disabilities, etiology, diagnosis, characteristics, teaching strategies, theory, historical influences, and current trends. Eligibility and models of service delivery will also be examined Prereq: Special Education major, Special Education minor, or Physical Education K-12 emphasis and 2.75 GPA and passing two portions of PPST, two sections of the CORE test, or appropriate scores on the ACT, GRE, OR SAT and SPECED 205

II. Justification for action

The Special Education program is undergoing a revision which will add courses, remove courses and change the course sequence. Changing the pre-requisites for this course will align with the new placement in the course sequence. In addition, the content will now focus specifically on learning disabilities, rather than multiple categories. This necessitates a change in more than a third of the course content.

II. Syllabus/outline (if course revision, include former syllabus and new syllabus) Former Syllabus –

III. University of Wisconsin- Whitewater College of Education and Professional Studies Department of Special Education

Instructor: Ozalle M. Toms, Ph.D. Course Title: Characteristics of CD, E/BD, LD Course Number: SPECED-325/525 Credits: 3 Semester: Fall 2013 Course time: 1:10pm-2:00pm (MWF) Sec 01 2:15pm-3:05pm (MWF) Sec 02 Email: t o m s o@u w w .e d u Office: Winther Hall 5040 Office Hours: Mon & Wed (10:00am-1:00pm) or by appointment Phone: 262-472-5813 Skype: DrOz2012

2 IV. Course Description This course addresses the characteristics of students with cognitive disabilities, learning disabilities, and emotional/behavior disabilities. The purpose of this course is to provide an overview of the theoretical and historical issues related to three high incidence disabilities. Specific application of theory and history will be applied to all three areas looking at characteristics across the life span. Inter-relationships of the characteristics, needs and implication for practice will be explored. Eligibility and models of service delivery will also be examined. Students who are not currently teaching will have to fulfill independent field experience expectations. PREREQ: SPECED MAJOR AND 2.75 GPA AND PASSING 2 PORTIONS PPST AND SPECED 205 OR SPECED MINOR AND SPECED 205 AND ADMISSION TO PROF ED OR PHYED K-12 EMPHASIS AND SPECED 205 AND ADMISSION TO PROF ED. Required Text and Readings

Raymond, E.B. (2012). Learners with mild disabilities: A characteristics approach. Boston, MA:

Pearson. Michie, G. (2009). Holler if you hear me: The education of a teacher and his students.

New York: Teachers College Press. (available at the UWW bookstore).

Website: Desire 2 Learn website: https://uww.courses.wisconsin.edu/

Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.

V. University Policies The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non- discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the “Student Academic Disciplinary Procedures” [UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]).

3 VI. Reasonable Modifications Requests Students in need of some reasonable modification of the instructional context are to meet with the instructor to discuss the needed modification. If the modification requires the assistance of personnel, equipment, or materials that are beyond those readily provided by the instructor, then the student is to be referred to Disabled Student Services. Upon referral to Disabled Student Services, the student must:

A. Sign a request for services based on the presence of a disability;

B. Provide appropriate diagnostic information that establishes that s/he is a qualified individual with a disability; and,

C. Request in writing the reasonable modification(s) sought to accommodate the qualifying disability.

VII. Absence for University Sponsored Events University policy adopted by the Faculty Senate and the Whitewater Student Government states that students will not be academically penalized for missing class in order to participate in university- sanctioned events. They will be provided an opportunity to make up any work that is missed; and if class attendance is the requirement, missing a class in order to participate in a university-sanctioned event will not be counted as an absence. A university- sanctioned event is defined to be any intercollegiate athletic contest or other such event as determined by the Provost. Activity sponsors are responsible for 2 obtaining the Provost’s prior approval of an event as being university sanctioned and for providing an official list of participants. Students are responsible for notifying their instructors in advance of their participation in such events.

VIII. Late Assignments Students are expected to submit assignments on the established due dates. Late assignments will be penalized 50% (i.e., a posting worth 10 points submitted the following day will only receive 5 points).

IX. General Conduct of the Course

 If at any time you have questions or are struggling with the content of the course, feel free to contact me via email or during office hours.  Students are expected to attend class, be prepared to participate in class discussion and activities, arrive on time, and respect the rights of others. This includes professional cell phone behavior, please no texting or receiving calls during class sessions. I expect that cell phones will be turned off or muted.  It is expected that all course assignments will be completed in a professional manner, which means neatly typed and edited for grammar, spelling, and punctuation. APA standards apply. All written assignments are expected to be double-spaced and in 12-point font, unless otherwise indicated. Assignments are explained in greater detail on D2L.  It is the responsibility of the student to maintain academic integrity with regard to class assignments, exams, and other course requirements. Academic integrity is essential to the existence of an academic institution. The responsibility for maintaining that integrity is shared by all members of the academic community. Further, the University of Wisconsin-Whitewater supports academic integrity and provides specific guidelines for avoiding academic misconduct. ww w . u w w .e d u / s l f y e/s t u d e n t s / c h a p te r1 4 . h t m l  All projects, quizzes, and exams are due on the specified date. All late assignments must be approved in advance of the due date to receive partial credit. If arrangements are not made in advance and the assignment is not handed in by the due date, you will not receive credit.  It is recommended that students make a copy of any submitted assignments they turn into the instructor as a record and back up of their work. Any assignment submitted via email will receive a response from the instructor when it is received. It is the student’s responsibility to X. ensure the instructor received assignments if delivered via email. Expected Dispositions of the Instructor:

 Share all notices of importance, changes to course syllabus, or other reminders at the start of  Each class period and/or on Desire 2 Learn as necessary.  Post grades on Desire to Learn in approximately three days of receipt of the assignment.  Return email or phone calls within approximately 24 hours excluding weekends.  Preserve the learning environment for the good of all learning styles and student needs.

Standard 1 -Foundations of Special Education

IGC1K1 Definitions and issues related to the identification of individuals with [intellectual disabilities, on the autism spectrum, with learning disabilities, or behavioral and emotional disabilities].

ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation.

ICC1K4 Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs.

IGC1K4 The legal, judicial, and educational systems to assist individuals with exceptional learning needs.

IGC1K7 Factors that influence the over-representation of culturally/linguistically diverse individuals with exceptional learning needs in programs for individuals with exceptional learning needs.

IGC1K9 Theory of reinforcement techniques in serving individuals with exceptional learning needs.

Standard 2 – Development and Characteristics of Learners

IGC2K1 Etiology and diagnosis related to various theoretical approaches [to intellectual disabilities, autism spectrum, learning disabilities, and with emotional and behavioral disorders].

IGC2K3 Etiologies and medical aspects of conditions affecting individuals with [intellectual disabilities, autism spectrum, learning disabilities, and emotional and behavioral disorders].

ICC2K1 Typical and atypical human growth and development.

ICC2K2 Educational implications of characteristics of various exceptionalities.

ICC2K5 Similarities and differences of individuals with and without exceptional learning needs. ICC2K6 Similarities and differences among individuals with exceptional learning needs. Standard 3- Individual Learning Differences

ICC3K1 Effects an exceptional condition(s) can have on an individual’s life.

IGC3K2 Impact disabilities may have on auditory and information processing skills.

ICC3K2 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development. ICC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling.

IGC3S1 Relate levels of support to the needs of the individual [with intellectual disabilities, on the autism spectrum, with learning disabilities, or behavioral and emotional disabilities]. XI. Course Requirements

1. Issues in the Field (40pts)

The “Issues in the Field” assignment is identified as an artifact of performance for Special Education Phase Three Portfolio (WTS 9, 10). In addition to grading for this course, it will be graded according to the Department of Special Education Assessment System. If you are seeking first certification or are adding certification and have never completed a Phase Three Portfolio, please turn in an artifact rubric when you submit the assignment for grading. Detailed information will be available on D2L. APA 6th edition format

XII. Critical Incident a. Complete an Issue Analysis utilizing an event from Holler if You Hear Me: Description of the event Perspectives of others relevant to the situation (e.g. parent, teacher, administrator, student, etc.) Your position pertaining to the topic selected for focus. Support your position with at least one peer-reviewed research article. Identify 3 specific behavioral individual behavior goals for yourself

XIII. APA 6th edition format

b. You must interview a teacher regarding the selected topic. Create 2-3 questions pertaining to your topic prior to your interview. You should target information on your topic and the relationship to students with disabilities. Integrate this information by referring to interview responses from the practitioner (See APA personal communication). Turn in a typed list of your questions; indicate the teachers name, position, district and notes about the responses. This interview is required to be a face to face meeting.

XIV. Issues in the Field Draft Due 10/25 @ Midnight- 15pts  First five WTS grid completed  Two article summaries completed / with all four citations  Critical incident completed  Reference Page

XV. Issues in the Field Final Due 12/11 @ Midnight- 25pts  All Ten WTS grid completed  Fours article summaries completed  Critical incident completed  Teacher interview  Summary of findings  Reference page (APA format)

2. Quizzes on Chapter Readings (30pts) Students will complete an online quiz for 6 of the assigned chapter readings. Each quiz is worth 5 points. Quizzes will be open at the beginning of the course and close the week of the corresponding chapter. Material will cover material from the chapters, PowerPoints provided by the professor, and discussions. Quizzes will be graded upon completion via D2L

3. Discussion Post (40pts)

Discussion Board Assignments: 4 @ 10 points; 40 points total). 9/6- List the Principles of IDEA and an explanation of each 9/27- Critical Incident Exercise 10/18- 3-5 Classroom rules with an explanation of each 11/15- Think of a skill (academic or social) that you may need to teach a student with ASD of CD. Develop a social story or task analysis to teach that skill You will not be able to see other’s post until you submit a post yourself. Be sure to read one another's posts as well! Please see Discussion Rubric under Course Information "Discussion Basics". There will be a detailed explanation of what's required in each topic forum. Discussion Postings will be graded within 48hrs after they are due. Rubric is a tt a ched

5. Mini Lesson (10pts)

See full description and rubric attached

XVI. Final Exam (20pts)

A comprehensive final exam will be administered online.

XVII. Extra Credit

*****Study Guide Questions****

You will be able to earn .5pts each time you turn in the Study Guide Questions at the beginning of class

******Best Buddies or Nursing Home

Visits************ You will be able to earn 2pts (for one time participation)

XVIII. Attendance Policy

Points will be deducted from your final grade as follows:

1) 0-2 Absences (-0) 2) 3-4 Absences (-5) 3) 5-6 Absences (-10) 4) 7 or more Absences (-15)

XIX. Grading There are 140 total possible points. The grading scale is as follows: A = 94-100% A- = 90-93% B+ = 87-89% B = 84-86% B- = 80-83% C+ = 77-79% C = 74-76% C- = 70-73% D+ = 67-69% D = 64-66% D = 60-63% F = 59% and lower Course Schedule

Anticipated Course Sequence: Any changes in sequence will be announced.

1. Module 1: Learning Disabilities and Attention Disorder Week Date Focus Assignment 1 Sept 4 and Sept 6 Introduction to course 1. Complete syllabus quiz on D2L by Sept 6 @11:59pm Review of IDEA 2. Complete Discussion Post on D2L by 11:59pm 2 Sept 9 Learning Disabilities Chapter 5 Study Guide Questions Sept 11 Learning Disabilities Eligibility and Placement Sept 13 Complete Chapter 5 Quiz on Online via D2L D2l 3 Sept 16 Attention Disorders Chapter 7 Study Guide Questions Sept 18 Use this time to Read the Michie Book Sept 20 Attention Disorders Complete Chapter 7 Quiz Standards Grid on D2L by 11:59pm 4 Sept 23 Strategies for Students with LD Sept 25 Strategies for Students with Attention Disorders Sept 27 Complete Discussion Post on Online via D2L Critical Incident D2L by 11:59pm

2. Module 2: Emotional or Behavioral Disorders and Social Emotional Week Date Focus Assignment 5 Sept 30 Emotional and Behavioral Disorders Chapter 6 Study Guide Questions Oct 2 Emotional and Behavioral Disorders Eligibility and Placement Oct 4 Complete Chapter 6 Quiz Online via D2L on D2L by 11:59pm 6 Oct 7 Social Emotional Chapter 12 Study Guide Questions Oct 9 Social Emotional ...continued Issues in the Field Topics Due w/ citations Oct 11 Complete Chapter 12 Quiz on D2L by 11:59pm Online via D2L 7 Oct 14 Strategies for students with Emotional and Emotional Disorders Oct 16 Writing Summary Paragraphs APA Format Bring one Journal Article Oct 18 3-5 Classroom Rules with an Completes Discussion Post Online via D2L explanation of each on D2L by 11:59pm 8 Oct 21 Applying What We Have Learned "Case Study" Oct 23 Guest Speakers (Jimmy and Kellyan) Oct 25 Issues in Field Draft due by Work on Draft 11:59pm to Dropbox 3. Module 3: Cognitive Disabilities and Autism Week Date Focus Assignment 9 Oct 28 Cognitive Disabilities Study Guide Questions Chapter 4 Oct 30 Cognitive Disabilities Eligibility and Placement Nov 1 Complete Chapter 4 Quiz Online via D2L on D2L by 11:59pm 10 Nov 4 Autism Spectrum Disorder Study Guide Questions Chapter 8 Nov 6 Autism Spectrum Disorder Eligibility and Placement Nov 8 Complete Chapter 8 Quiz Online via D2L on D2L by 11:59pm 11 Nov 11 Strategies for Students with CD Nov 13 Strategies for Students with ASD Nov 15 Complete Discussion Post Online via D2L Teaching Academic/Social Skills on D2l by 11:59pm

4. Module 4 Application

12 Nov 18 Early Childhood and LD,CD, EBD Nov 20 Transition and LD, CD, EBD Lesson Topics Nov 22 Work on Mini Lessons 13 Nov 25 Applying What We Have Learned "Case Study" Nov 27 Thanksgiving Break Nov 29 Thanksgiving Break

1Readings should be complete on the day listed in the syllabus

**The instructor reserves the right to change the course calendar at any time, including topics covered, reading assignments, and due dates for assignments. As much notice as possible will be given for such changes. If students do not understand an assignment or if they have an unusual circumstance that should be brought to the instructor’s attention, it is their responsibility to meet with the instructor.

XX. Week 16 Final Exam 1:10pm-2:00pm Dec 16 by 3:00pm 2:15pm-3:05pm Dec 13 by 5:15pm

New Syllabus –

University of Wisconsin-Whitewater College of Education and Professional Studies Department of Special Education

Instructor: Ozalle M. Toms, Ph.D. Course Title: Characteristics of Students with Learning Disabilities (LD) Course Number: SPECED-325/525 Credits: 3 Office: Winther Hall 5040 Office Hours: Mon & Wed (10:00am-1:00pm) or by appointment Phone: 262-472-5813 Skype: DrOz2012

CATALOG DESCRIPTION This course provides an examination of the field of learning disabilities. Emphasis on the concept of learning disabilities, etiology, diagnosis, characteristics, teaching strategies, theory, historical influences, and current trends. Eligibility and models of service delivery will also be examined

COURSE OBJECTIVES Upon completion of this course, the successful student will:  State definitions of key terms in the field of learning disabilities  State definitions of learning disabilities  Make LD eligibility decisions based on hypothetical case descriptions  Identify the various disciplines involved in the study of LD and the contributions of each discipline  Explain the stages in the assessment process and assessment instruments used for each stage  Describe characteristics of learning disabilities and related behaviors  Make decisions about curricular, instructional, and technological modifications based on typical LD characteristics and behaviors  Explain educational implications of the major LD theories  Identify appropriate placement options given descriptions of children with LD  Explain educational implications of historical trends and current issues in the field

PREREQ: SPECED MAJOR AND 2.75 GPA AND PASSING 2 PORTIONS PPST AND SPECED 205 OR SPECED MINOR AND SPECED 205 AND ADMISSION TO PROF ED OR PHYED K-12 EMPHASIS AND SPECED 205 AND ADMISSION TO PROF ED

Required Text and Readings

Mercer, C. D., & Pullen, P. C. (2009). Students with learning disabilities (7th Ed.). Upper Saddle River, NJ: Pearson Prentice hall.

Website: Desire 2 Learn website: https://uww.courses.wisconsin.edu/

University Policies The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the “Student Academic Disciplinary Procedures” [UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]).

Reasonable Modifications Requests Students in need of some reasonable modification of the instructional context are to meet with the instructor to discuss the needed modification. If the modification requires the assistance of personnel, equipment, or materials that are beyond those readily provided by the instructor, then the student is to be referred to Disabled Student Services. Upon referral to Disabled Student Services, the student must:

A. Sign a request for services based on the presence of a disability;

B. Provide appropriate diagnostic information that establishes that s/he is a qualified individual with a disability; and,

C. Request in writing the reasonable modification(s) sought to accommodate the qualifying disability.

Absence for University Sponsored Events University policy adopted by the Faculty Senate and the Whitewater Student Government states that students will not be academically penalized for missing class in order to participate in university- sanctioned events. They will be provided an opportunity to make up any work that is missed; and if class attendance is the requirement, missing a class in order to participate in a university-sanctioned event will not be counted as an absence. A university-sanctioned event is defined to be any intercollegiate athletic contest or other such event as determined by the Provost. Activity sponsors are responsible for 2 obtaining the Provost’s prior approval of an event as being university sanctioned and for providing an official list of participants. Students are responsible for notifying their instructors in advance of their participation in such events.

Late Assignments Students are expected to submit assignments on the established due dates. Late assignments will be penalized 50% (i.e., a posting worth 10 points submitted the following day will only receive 5 points).

General Conduct of the Course

 If at any time you have questions or are struggling with the content of the course, feel free to contact me via email or during office hours.  Students are expected to attend class, be prepared to participate in class discussion and activities, arrive on time, and respect the rights of others. This includes professional cell phone behavior, please no texting or receiving calls during class sessions. I expect that cell phones will be turned off or muted.  It is expected that all course assignments will be completed in a professional manner, which means neatly typed and edited for grammar, spelling, and punctuation. APA standards apply. All written assignments are expected to be double-spaced and in 12- point font, unless otherwise indicated. Assignments are explained in greater detail on D2L.  It is the responsibility of the student to maintain academic integrity with regard to class assignments, exams, and other course requirements. Academic integrity is essential to the existence of an academic institution. The responsibility for maintaining that integrity is shared by all members of the academic community. Further, the University of Wisconsin-Whitewater supports academic integrity and provides specific guidelines for avoiding academic misconduct. www.uww.edu/slfye/students/chapter14.html  All projects, quizzes, and exams are due on the specified date. All late assignments must be approved in advance of the due date to receive partial credit. If arrangements are not made in advance and the assignment is not handed in by the due date, you will not receive credit.  It is recommended that students make a copy of any submitted assignments they turn into the instructor as a record and back up of their work. Any assignment submitted via email will receive a response from the instructor when it is received. It is the student’s responsibility to ensure the instructor received assignments if delivered via email.

“The UW System standard for work required per credit is that students are expected to invest at least 3 hours of combined in-class and out-of-class work per week for each academic unit (credit) of coursework; thus a 3-credit course will typically require a minimum of 9 hours of work per week (144 hours/semester).”

Expected Dispositions of the Instructor:

Standard 1 -Foundations of Special Education

IGC1K1 Definitions and issues related to the identification of individuals with [with learning disabilities].

ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation.

ICC1K4 Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs. IGC1K4 The legal, judicial, and educational systems to assist individuals with exceptional learning needs.

IGC1K7 Factors that influence the over-representation of culturally/linguistically diverse individuals with exceptional learning needs in programs for individuals with exceptional learning needs.

IGC1K9 Theory of reinforcement techniques in serving individuals with exceptional learning needs.

Standard 2 – Development and Characteristics of Learners

IGC2K1 Etiology and diagnosis related to various theoretical approaches [learning disabilities].

IGC2K3 Etiologies and medical aspects of conditions affecting individuals with [learning disabilities].

ICC2K1 Typical and atypical human growth and development.

ICC2K2 Educational implications of characteristics of various exceptionalities.

ICC2K5 Similarities and differences of individuals with and without exceptional learning needs.

ICC2K6 Similarities and differences among individuals with exceptional learning needs.

Standard 3- Individual Learning Differences

ICC3K1 Effects an exceptional condition(s) can have on an individual’s life.

IGC3K2 Impact disabilities may have on auditory and information processing skills.

ICC3K2 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development.

ICC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling.

IGC3S1 Relate levels of support to the needs of the individual [with learning disabilities].

Course Requirements

1. Article Critiques (2 @ 20 points = 40 pts)

You will choose an article about Learning Disabilities from a peer reviewed journal. You may not review newspaper articles, websites, book chapters, book reviews or articles that are reviews of the literature. The article must be a research study. Your article needs to be focused on students with Learning Disabilities K-12. Research methods used in the study may include quantitative or qualitative methods.

2. Research Paper on Learning Disabilities (30 pts)

 Research a relevant issue with regard to learning disabilities and find references:

 Use current professional journal articles  Scholarly books

 Must be a topic related to learning disabilities

 Include the following components in your paper:

 Thesis  Summary of key ideas  Discussion of all aspects of the issue  Synthesis of related literature and research  Explanation and clarification of ideas  Conclusions

3. Presentation ( 20 pts )

You are to present information that will be relevant to future teachers to supports students with Learning Disabilities. This can be information you gained from completing your article critiques or the research paper on Learning Disabilities.

4. Midterm (40 pts)

You will be required to apply content covered to this point in the semester

5. Final (40 pts)

You will be required to apply content covered from the midterm this point in the semester ** An assignment description and rubric will be provided for each assignment (1, 2, and 3)**

Extra Credit

*****Study Guide Questions****

You will be able to earn .5pts each time you turn in the Study Guide Questions at the beginning of class

******Best Buddies or Nursing Home Visits************

You will be able to earn 2pts (for one time participation)

Attendance Policy

Points will be deducted from your final grade as follows:

1) 0-2 Absences (-0)

2) 3-4 Absences (-5)

3) 5-6 Absences (-10)

4) 7 or more Absences (-15)

Grading

There are 140 total possible points. The grading scale is as follows:

A = 94-100% A- = 90-93% B+ = 87-89% B = 84-86% B- = 80-83% C+ = 77-79% C = 74-76% C- = 70-73% D+ = 67-69% D = 64-66% D = 60-63% F = 59% and lower **The instructor reserves the right to change the course calendar at any time, including topics covered, reading assignments, and due dates for assignments. As much notice as possible will be given for such changes.

Course Schedule Module 1:

Wee Date Focus Assignment k 1 Introduction to the Course Syllabus and Assignment Review

Review of IDEA

2 Definition of Learning Disabilities Article : Article about Causes and Prevalence of LD effective written language instruction for students with LD

3 Eligibility of LD and

Response to Intervention Tiers of RTI

4 Article: Article about math Present Level of Performance strategies for students with LD IEP Goals/ Benchmarks

Placement Decisions Module 2:

Wee Date Focus Assignment k 5 Written Language Graphic Organizers Punctuation 1st Article Critique Due Spelling Grammar

6 Reading Article: Article about Phonological Awareness effective reading Decoding instruction for students Fluency with LD Comprehension

7 Mathematics Applied Math Skills 2nd Article Critique Due Math Strategies

8 Oral Language Midterm Exam

Module 3:

Wee Date Focus Assignment k 9 Social Emotional Development Social Skills Training 10 Research Paper on Learning Disabilities Instructional Strategies Draft Due

11 ADHD Characteristics and Strategies 12 Accommodations and Modifications

Module 4:

Wee Date Focus Assignment k 13 Students with Learning Disabilities in the General Education Setting Research Paper on Learning Disabilities Due 14 College / Employment Outcomes for students with Learning Disabilities

Presentations 15

Presentations 16

Final Exam

1Readings should be complete on the day listed in the syllabus

 The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non- discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details, please refer to the Schedule of Classes, the “Rights and Responsibilities” section of the undergraduate catalog; the Academic Requirements and Policies and the Facilities and Services sections of the graduate catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Non-academic Disciplinary Procedures” (UWS Chapter 17).