The Ohio State University s1

The Ohio State University College of Education EDU PAES 650 (Introduction to Exceptional Learners) AUTUMN Quarter, 2004 Tuesday, 1:30 – 3:48 pm Arps 383

Professor: Pamela G. Osnes, Ph.D., BCBA Office: 356G Arps Hall Office Hours: by appointment Telephone: 292-4363 E –mail: [email protected] (Email is the best method of contacting Dr. Osnes)

Description/ This course is designed to provide an overview of Special Education. It is Rationale: appropriate for those majoring in special education and those who have related majors. Students will be given the opportunity to learn basic information about children with exceptionalities. Various categories of special education will be presented including the criteria for each category, prevalence, demographics, and typical interventions. Special education laws and important court cases will be studied. The role of families of persons with disabilities will be discussed. The information in this course should enable professionals to more effectively meet the needs of individuals with disabilities and their families. .

COURSE OBJECTIVES Knowledge/ Skills/and 1. Provide an overview of special education Dispositions: 2. Provide students with the history models, theories, and philosophies that form the basis for special education practice 3. Instruct students in the special education law and legal requirements when working with children that have disabilities. 4. Instruct students in the important court cases and the legal ramifications for educators 5. Provide students with the knowledge about the various categories for special education 7. Students will have the opportunity to gain knowledge about various agencies and how they work with individuals with disabilities and their families and the rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. 8. Students will have the opportunity to gain knowledge about typical interventions used with children with special needs.

Student Outcomes Upon completion of the course, students will: 1. Know the history, models, theories, and philosophies of special education 2. Know important special education laws and court cases 3. Know the responsibilities for teachers who work with children with exceptionalities 4. Know the rights and responsibilities of students, parents, and educational professionals as they pertain to exceptional learning needs 5. Know the various categories in special education and the selection criteria, etiology, prevalence, and typical interventions. 6. Know the guidelines for effectively working with families of students with exceptionalities 7. Know the issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds PAES 650, autumn, 2004 (Osnes) 2

8. Know basic community resources for individuals with exceptionalities

IMPORTANT INFORMATION!! ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: Accommodations will be made to meet the individual need of students with disabilities enrolled in this course. It is the student’s responsibility to make his/her accommodation needs known to the professor. If you need accommodations, speak to me privately no later than the second week of the quarter.

ACADEMIC DISHONESTY All cases of confirmed or suspected academic dishonesty will be referred to the University Committee on Academic Misconduct. This action is required of all instructors as outlined in the Faculty Handbook. Regarding the consequences of being found guilty of dishonest academic practice, The Ohio State University Bulletin states that "the student will generally be denied credit for the course and could be subject to suspension or dismissal from the University”.

DIVERSITY STATEMENT:

The School of Physical Activity and Educational Services (PAES), in which the Special Education section resides, is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the School seeks to develop and nurture diversity, believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. The School of PAES prohibits discrimination against any member of the school’s community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status, health status, or veteran status.

COURSE REQUIREMENTS

1) Weekly quizzes. Beginning with the second class, there will be a quiz covering the information from that class session and the readings in the text. Each quiz is worth 20 points. Students are responsible for the required reading and the lecture. Your lowest quiz grade will be dropped. If you miss a quiz, that will count as your dropped grade. There are 7 quizzes; 6 of which will be counted for a total of 120 pts.

a) Lecture/quiz strategy/philosophy: The traditional approach to classroom instruction uses a professor to profess at the front of the class, who covers the material s/he feels to be important and/or interesting to him/her, and who then assigns a quiz on the material for the NEXT class. So what happens? Students attend class (maybe), they appear to listen to the professor profess (hopefully), some of them read the material before the next class, and most of them bomb the quiz at the following class. So OK, we’re not going to do it that way. We’re going to use a performance management, behavioral approach. What does this mean? It means that we’re going to have the quiz in the same class as the lecture. Why? So students will study the material seriously for the quiz, and consequently they will be ready for the discussions that the professor will facilitate. Quizzes will start at the second class, October 5, 2004.

2) Final Reflection Paper and Class Discussion. In lieu of a final exam in the last class, students will write a final reflection and will participate in class discussion in which the reflection is shared. The reflection should be no more than 2 pp double-spaced, and should contain the following information: a) 2-3 most significant “learnings” from the class; b) future goals and how these “learnings” are applicable; and c) information that was not provided in the class that would be helpful, if any. In order to receive points for the paper, class attendance is mandatory. The final reflection and class discussion is worth 50 points. PAES 650, autumn, 2004 (Osnes) 3

3) Community Mapping Project (OPTIONAL ACTIVITY; IF DONE, POINTS WILL BE PROVIDED IN LIEU OF TWO QUIZZES): Community mapping will be discussed in conjunction with Chapter 3, Special Education in a Culturally Diverse Society. It is a method by which teachers and professionals can learn about the various aspects of the communities in which their students and consumers of their services live. Students will work in teams of 4-5 to complete the project, which will be implemented in areas of Columbus to be determined by the students and the instructor. A report of the project will be due on October 28. The project is worth 40 points.

4) Research Article Review. Students must write a 3-4 pp review of a research article on a current topic in one of the classification areas of special education [see the chapter headings in Heward (2002) for special education classification areas]. Research topic must be emailed to the instructor for approval. Due date: October 19, 2004. Meeting deadline: 10 points.

The article must be from a current (1995 or later) academic journal. The journal must be one of those listed in the syllabus, and must utilize single subject research design. Articles that use group research designs will not be accepted. Citations must be used, and a reference page must be included that lists all citations. The paper must be doubled spaced, 12 pt. font and with 1” margins, and written in American Psychological Association (APA) style (i.e., include cover page with name, email address, date; use page numbers, headers, and a complete reference page). Late papers have an automatic 2 point reduction for each day the paper is late. If a paper is not turned in by the following week’s class, it will not be accepted. Due date: November 9, 2004. Article Review: 50 points

Task Analysis of Journal Article Review:

Activity Deadline Pts Approval of topic via email 10/19/04 10 Article citation (authors, year, title, journal, volume number, pages) Research question Description of importance of research area Description of research design (how was experimental control demonstrated?) THE ARTICLE MUST USE SINGLE SUBJECT RESEARCH DESIGN Summary of methods Summary of results 50 Key discussion points Limitations (conceptual and methodological) Use of American Psychological Association (APA) style (include cover page with name, email address, date; use page numbers in header, and a complete reference page). If you’re unfamiliar with APA style, check the APA website for basic information and FAQs. 3-4 pp, double-spaced, 10-pt font minimum Scholarly treatment of subject (defined as correct spelling, grammar, punctuation, sentence structure, and development and integration of information) Paper final deadline and total points 11/9/04 60 Bonus points will be given if paper is turned in 1 week or more 10 before the deadline a) Journals from Which Journal Article for Review Can Be Selected:

Behavior Analyst Today (online journal: www.behavior-analyst-online.org ) Behavioral Developmental Bulletin Behavioral Disorders Behavioral Interventions Behavior Modification Communication Disorders PAES 650, autumn, 2004 (Osnes) 4

Education and Training in Mental Retardation Education and Treatment of Children Exceptional Children (http://journals.cec.sped.org/) Gifted Child Quarterly ( http://www.nagc.org/Publications/GiftedChild) Journal of Applied Behavior Analysis Journal of Deaf Studies and Deaf Education Journal of Early Intervention Journal of Learning Disabilities Journal of Visual Impairment & Blindness Journal of Special Education Learning Disabilities Research and Practice Physical Disabilities-Education and Related Services Teaching Exceptional Children (http://journals.cec.sped.org/) Young Exceptional Children

5) Attendance, Punctuality, Participation, and Response Cards: Attendance and punctuality are expected at each class, unless illness or an emergency situation arises. (In these cases, the student is required to contact the instructor by phone or email PRIOR TO THE CLASS.) A sign-in sheet will be used at each class; it is the student’s responsibility to sign the sheet as soon as s/he comes to class.

Participation: Students are encouraged to volunteer questions and answers. Additionally, students are required to use response cards in each class and will receive 10 points per class for doing so.

Explanation: The use of response cards to structure student participation was pioneered by some creative folks at The Ohio State University years ago. At the first class, you will be given four cards of different colors: Hot pink = YES; fluorescent yellow = NO; outrageous orange = MAYBE; literally lime = I DON’T HAVE A CLUE, HELP ME PLEASE! During each class, the instructor will ask RCQs (response card questions) and will prompt the use of the cards, as necessary. Please remember that your instructor LOVES prompt-independence, though, so not waiting to be prompted to respond with a RCQ is always a great idea!

N = 8 classes @ 10 points per class = 80 total points possible.

6) Optional Activity Points (OAPs) : An OAP is a point given at the discretion of the instructor for exemplary performance in class, catching the instructor in an error (NOT a student), for volunteering to assist the professor on the occasion that she requests assistance outside class, etc. OAPs provide you with a little extra flexibility on your overall points for the course and with an opportunity to earn points unexpectedly for unpredictable reasons. It’s always nice to be caught “being good”!!

Make-up Policy: As has been stated, you should arrange your personal schedule in order to meet your responsibilities for this course. If the instructor is not notified prior to class regarding a necessary absence due to illness or emergency, a score of zero will be applied for that week’s attendance, participation, response cards, and quiz points. Make-up work can only be submitted in cases of documented emergency.

GRADE EQUIVALENTS Your grade in this course will be based on the total number of points accumulated. 310 – 292 A 279 - 291 A- 269 – 278 B+ 260 – 268 B 248 – 259 B- 239 - 247 C+ 229 – 238 C 217 – 228 C- 208 – 216 D 215 & below E PAES 650, autumn, 2004 (Osnes) 5

WebCT: This course has a website on which various materials are and will be posted throughout the quarter. The website address will be provided by the instructor at the first class. The syllabus is on the website at the beginning of the course, as are guided notes for some chapters that will be covered. It is your responsibility to visit the website and print the materials.

Recommended but Not Required: Weekly Guided Notes, Guided Reviews, and Study Guides: Guided notes for each chapter will be posted on the course WebCT site (EDU PAES 650 Introduction to Exceptional Children) at least one week prior to the class in which the chapter(s) will be discussed. Also, the companion website for this course (www.prenhall.com/heward ) contains very helpful information that will help you prepare for class meetings, quizzes, reaction papers, and the final exam. You will find that completion of the specified guided notes each week may be helpful in learning the course material that is covered for the weekly quizzes and the final exam.

NOTE ABOUT THE RULES IN THIS SYLLABUS: Sorry for all the rules that you might think are utter nonsense. But I’ve found that if we get all the little details straight in the beginning of the quarter, we’ll have an almost hassle-free term. SO . . . . for you to learn the most, get the best grade, and have the most fun, and the least hassles in this course, it’s important that you understand and remember these rules (Mickey Mouse or not!). This means you should study the rules and the syllabus between now and the next class, and be prepared for questions about them on the quiz.

* The instructor reserves the right to change this schedule; however, advance notice will be given if changes are to be made.

Evaluation System At A Glance

Activity Deadline Pts possible Total course pts possible Guided Notes No pts; optional activity Weekly quizzes Weekly, 120 (6 scored @ 120 (X%) beginning 10/5 20 pts per quiz) Attendance, Participation and Response Cards Weekly 80 (8 classes @ 10 200 (X%) pts per class) Research Article Review Topic Due via email 10/19 10 210 (X%) Community Mapping Project (OPTIONAL) 10/19 40 (replaces 2 quizzes) Research Article Review 11/9 50 260 (X%) Final Reflection and Class Discussion 11/30 50 310 (24%) OAPs (Optional Activity Points) Throughout Bonus points PAES 650, autumn, 2004 (Osnes) 6

Course Schedule

Class Lecture Readings Quiz Assignments due 1 Special Education;– Chapter 1 9/28/04 History & definition; 2 Providing Services; Chapter 2; Quiz 1 10/5/04 Cultural Diversity Chapter 3 3 Mental Retardation Chapter 6 Quiz 2 Community Mapping 10/12/04 Project Due;

4 Parents & Families Chapter 4; Quiz 3 Journal Article 10/19/04 Hearing Loss Chapter 10 Review Topic Due Guest Speaker: (via email); Dr. Peter Paul Community Mapping Project Due (optional activity) 5 Early Childhood Special Chapters 5; Quiz 4 Mid-term evaluation 10/28/04 Education; Chapter 14 of instructor Gifted Education 6 Learning Disabilities; Chapter 7; Quiz 5 11/2/04 Communication Disorders Chapter 9

7 Emotional and Behavioral Chapter 8 Journal Article 11/9/04 Disorders; Review

8 Autism and Severe Chapter 13 Quiz 6 (ch 8 11/16/04 Disabilities & 13)

9 Physical Disabilities, Chapter 12 Quiz 7 11/23/04 Health Impairments, and TBI 10 Final Reflections and Course evaluation 11/30/04 Class Discussion Texts/Reading Lists/Bibliography: Required Text Heward (2002) Exceptional Children: An Introduction to Special Education 7th edition. Columbus, OH : Merrill (Exceptional Children: An Introduction to Special Education - Study Guide is optional.

______PAES 650, autumn, 2004 (Osnes) 7

Graduate Student Requirement

Graduate Students Enrolled in this Course (You know who you are!) If you are taking this class for graduate credit, you will need to complete the following assignment in addition to those listed. Write one 8-pg paper (excluding references) on a current area of research in special education that is of interest to you. The paper must be comprehensive, which is defined as breadth of literature review, analysis of research designs and methodologies, and quality of integration of main points with the paper’s topic.

Deadline; Format Possible Pts Description of research topic and its importance Literature review Writer’s position on importance of research area Application value of research area to impact consumers of special education services “Pros” of writer’s position “Cons” of writer’s position (the critic’s position) Minimum of eight references, six from journals listed in syllabus that use single subject design research; two may be conceptual/discussion articles. American Psychological Association (APA) style 8 pp maximum, double-spaced, 12-pt font minimum 11/30; 100 pts Scholarly treatment of subject Paper final deadline and total points Bonus points will be given if paper is turned in 1 week or more before the 10 11/30/04 deadline

Grade equivalents for graduate students: 410 –385 A 369 - 384 A- 357 – 368 B+ 344 – 356 B 328 – 343 B- 316 – 327 C+ 303 – 315 C 287 – 302 C- 275 – 286 D 274 & below E