Instructor Biography s5

SYLLABUS FOR CDEC 1359 Children with Special Needs Hybrid Course Semester Hours Credit: 3 Lecture Hours: 48 Lab Hours: 0

Location: Katterbach Kaserne Education Center Course Dates/Times: In Class sessions – Wednesdays: April 1st- May 20th, 2015, with additional weekly CTC Blackboard discussions and assignments / 18:30-21:30 Instructor: Rachel Yorgey Office Hours: by appointment Instructor Email:[email protected]

INSTRUCTOR BIOGRAPHY Name: Rachel Yorgey Affiliation: Central Texas College Rachel Yorgey graduated from Temple University in Philadelphia, PA in 2009 where she received her Bachelor of Science majoring in elementary and special education. She attended the University of South Florida in Tampa where she received her Master of Education in Curriculum and Instruction in 2011. She moved to Long Island and was a Hall Director at Stony Brook University. She moved to Alabama where she taught and became director at a Montessori School. She has a passion for teaching and helping students of all ages achieve their goals.

I. INTRODUCTION

A. A survey of information regarding children with special needs including possible causes and characteristics of exceptionalities, intervention strategies, available resources, referral processes, the advocacy role, and legislative issues. The student will summarize causes, incidence, and characteristics of exceptionalities related to the domains of development; discuss current terminology and practices for intervention strategies; identify appropriate community resources and referrals for individual children and families; identify legislation and legal mandates and their impact on practices and environments; explain the role of advocacy for children with special needs and their families; and identify materials and resources, including current technology, to support learning in all domains for each and every child.

B. This course is a required course for the AAS Degree and Certificates in the Child Development field.

CDEC 1359 12/14 Page 1 of 12 C. This course is occupationally related and serves as preparation for careers in Child Development.

D. Prerequisite(s): None

AI. LEARNING OUTCOMES

A. Upon successful completion of this course, The Children with Special Needs, the students will be able to:

1. Summarize causes, incidence, and characteristics of exceptionalities related to the domains of development. 1. Define areas of exceptionalities and special education. 2. Discuss classification and labeling of children with special needs. 3. Identify individuals and their roles in developing and implementing educations plans. 4. Discuss history and impact of legislation affecting children with special needs. 5. Describe the impact of landmark court cases on special education. 6. Identify the Code of Ethics for the Division for Early Childhood (DEC) of the Council for Exceptional Children. 2. Discuss current terminology and practices for intervention strategies. a. Discuss classification and labeling of children with special needs. b. Identify individuals and their role in developing and implementing educational plans. c. Discuss how goals from IEPs and IFSPs are written for daily activities and routines.

3. Identify appropriate community resources and referrals for individual children and families. a. Summarize needs and challenges of families caring for children with special needs by providing appropriate resources and referrals. b. Gather information on resources available in the community. c. Discuss referral process.

4. Identify legislation and legal mandates and their impact on practices and environments. a. Discuss history and impact of legislation affecting children with special needs. b. Describe impact of landmark court cases on special education.

5. Explain the role of advocacy for children with special needs and their families. a. Identify agencies which advocate for children with special needs and their families. CDEC 1359 12/14 Page 2 of 12 b. Explain how the code of ethical conduct applies to special education.

6. Identify materials and classroom resources, including current technology, to support learning in all domains for each and every child. a. Create and/or modify environments, equipment, materials, supplies and experiences to meet individual needs of all children including children with special needs. b. Establish and maintain positive, collaborative relationships with other professionals and families, and work effectively as a member of a professional team.

BI. INSTRUCTIONAL MATERIALS

There is NO TEXTBOOK required for this course. All required readings are contained within the blackboard learning platform as PDF Files. Instructors and sites may disseminate these files as needed in printed or digital formats.

IV. COURSE REQUIREMENTS

A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.

B. You should attend class regularly and be prepared to participate in classroom discussions and to take unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current Central Texas College (CTC) Course Catalog.

C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.

D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.

E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.

F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.

CDEC 1359 12/14 Page 3 of 12 G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:

Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.

Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.

Cheating: Giving or receiving information on examinations.

H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.

V. COURSE FORMAT – Hybrid with BLACKBOARD

This course has been developed as a hybrid course. Hybrid courses combine face-to-face classroom instruction with assignments and interaction with instructor via CTC Blackboard. It is the student’s responsibility to make sure that they have access to CTC Blackboard and that they are familiar with the contents and assignments. It is also the student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the online class portion and to participate in the online Blackboard discussions and assignments. Failure to do so will violate the attendance policy and will have a negative impact on the course grade.

The course will meet for eight weeks once a week, for a three-hour face-to-face session. In addition, instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the remaining instruction per week.

VI. EXAMINATIONS

A. There will be a minimum of two major examinations and a written paper and/or presentation as follows:

1. Mid-term exam on 22 April, 2015 2. Final exam on 20 May, 2015 3. Term Paper due on 13 May, 2015 B. A student must be present for all examinations. Students who know in advance that they will be absent from an examination due to valid reasons must arrange to take an early examination. Unexpected absences due to illness or extenuating circumstances will require the student to see the instructor about individual make-up work. C. Students without excused absences will be given a zero for the missed examination.

CDEC 1359 12/14 Page 4 of 12 D. Examinations will consist of both objective (true/false, multiple choice, fill in-the- blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.

VII. SEMESTER GRADE COMPUTATIONS

The final grade in this course will be based on the following:

Participation/Attendance 90 points Quizzes 11 @ 20 pts each 220 points Discussion Boards (mandatory) 12 @ 20 pts each 240 points Term Paper 150 points Mid-term Exam 150 points Final Exam 150 points Total possible points: 1000 points

POINTS GRADES 900-1000 A=4 pts/sem hr 800-899 B=3 pts/sem hr 700-799 C=2 pts/sem hr 600-699 D=1 pt/sem hr 0-599 F=0 pts/sem hr

VIII. NOTES AND ADDITIONAL INSTRUCTIONS

A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details.

B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.

Please note: a military withdrawal does not override CTC’s grading policy. 1 For self-pay students, refunds are computed from the date the Application for Withdrawal or Refund is filed with the CTC Field Representative or designated Student Services Officer. Special conditions apply to students who receive federal, state, and/or institutional financial aid.

Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.

C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Field Representative or the Student CDEC 1359 12/14 Page 5 of 12 Services Officer for that region.

Applications for Withdrawal will be accepted at any time before the completion of 75% of the course, after which time the student will be assigned an “FN”- “Failure for Non- attendance.”

D. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade.

E. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class purposes. No texting or social networking is allowed during class.

F. Instructor Discretion : The instructor reserves the right of final decision in course requirements.

G. Civility: Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.

IX. COURSE OUTLINE Note: The instructor has the right to change the course schedule. Any changes will be announced in class. If the student misses a class period and changes are announced, it is the student’s responsibility to receive the missed information from a classmate or the instructor.

Hybrid courses combine face-to-face classroom instruction with assignments and interaction via CTC Blackboard. It is the student’s responsibility to make sure that they have access to internet so that they may communicate, via CTC Blackboard, with the instructor. The class is broken down into eight sessions. See below for course outline.

a) Class will meet face-to-face Wednesdays starting on April 1st, 2015 from 1830 to 2130. b) CTC Blackboard Discussion Board posts are due by Saturdays by midnight (European time) starting on April 4th, 2015.

SESSION 1 - April 1st, 2015 Law and Inclusion Teaching Chapter 1 A. Learning Outcomes: Upon successful completion of this unit, the student will be able to: 1. Define areas of exceptionalities and special education. 2. Discuss classification and labeling of children with special needs. 3. Identify individuals and their roles in developing and implementing educations plans. CDEC 1359 12/14 Page 6 of 12 4. Discuss history and impact of legislation affecting children with special needs. 5. Describe the impact of landmark court cases on special education. 6. Identify the Code of Ethics for the Division for Early Childhood (DEC) of the Council for Exceptional Children SESSION 2 - April 8th, 2015 Families Chapter 2 A. Learning outcomes: Upon successfully completion of this lesson, the student will be able to: 1. Identify state and local agencies which support and/or advocate for families and children with special needs and discuss the ways in which they support the family and children with special needs. 2. Discuss the effects of a child with a disability on the family and summarize the needs and challenges of families caring for children with special needs. 3. Explain the code of ethical conduct when working with families and children with special needs. 4. Summarize ESL and various cultures awareness of children and disabilities.

Learning Activities:

2.1.a.a. Read assigned course material 2.1.a.b. Class lecture/discussion 2.1.a.c. Outside class assignments 2.1.a.d. Quizzes/Exams as determined by instructor

Equipment and Material: Audio-Visual Aid and other material per instructor needs.

SESSION 3 - April 15, 2015 Intellectual and Developmental Disabilities and Learning Disabilities Chapters 3 & 4 A. Learning outcomes: Upon successfully completion of this lesson, the student will be able to: 1.a.1. Define intellectual disabilities according to educational and medical models. 1.a.2. Explain the causations of intellectual disabilities. 1.a.3. Discuss the incidence rate of intellectual disabilities. 1.a.4. Identify who, when and how a diagnosis occurs for children with intellectual disabilities. 1.a.5. Summarize and discuss classroom strategies and technology resources for students with intellectual disabilities. 1.a.6. Research and/or review parent and teacher resources for children with intellectual disabilities. 1.a.7. Define learning disabilities according to educational and medical models. CDEC 1359 12/14 Page 7 of 12 Explain the causations of learning disabilities. Discuss the incidence rate of learning disabilities. 1.a.10. Identify who, when and how a diagnosis occurs for children with learning disabilities. 1.a.11. Summarize and discuss classroom strategies and technology resources for students with learning disabilities. 1.a.12. Research and/or review parent and teacher resources for children with learning disabilities. 1.a.13. Discuss assessment practices professionals use with students with learning disabilities. 1.a.14. Identify some of the. psychological, behavioral and educational characteristics of learners with learning disabilities.

4.2.a. Read assigned course material. 4.2.b. Class lecture/discussion. 4.2.c. Outside class assignments. 4.2.d. Quizzes/Exams as determined by instructor.

SESSION 4- April 22, 2015 Mid-Term Exam and Attention Hyperactive Deficit Disorder Chapter 5 A. Learning outcomes: Upon successfully completion of this lesson, the student will be able to: 1. Define ADHD according to educational and medical models. 2. Explain the causations of ADHD. 3. Discuss the incidence rate of ADHD. 4. Identify who, when and how a diagnosis occurs for children with ADHD. 5. Summarize and discuss classroom strategies and technology resources for students with ADHD. 6. Research and/or review parent and teacher resources for children with ADHD. 7. Summarize the different types of medicines and therapies for children with ADHD.

2.a. Read assigned course material. 2.b. Class lecture/discussion

CDEC 1359 12/14 Page 8 of 12 2.c. Outside class assignments. 2.d. Quizzes/Exams as determined by instructor.

SESSION 5: April 29, 2015 Emotional Behavioral Disorder and Autism Chapters 6 & 7 A. Learning Outcomes : Upon successful completion of this lesson, the student will be able to: A.1. Define emotional and behavioral disabilities according to educational and medical models. A.2. Explain the causations of emotional and behavioral disabilities. A.3. Discuss the incidence rate of emotional and behavioral disabilities. A.4. Identify who, when and how a diagnosis occurs for children with emotional and behavioral disabilities. A.5. Summarize and discuss classroom strategies and technology resources for students with emotional and behavioral disabilities A.6. Research and/or review parent and teacher resources for children with emotional and behavioral disabilities. A.7. Discuss the society perception of mental health and the issues that families face. A.8. Discuss classroom behavior management strategies and Applied Behavior Analysis techniques. A.9. Define autism spectrum according to educational and medical models. A.10. Explain the causations of autism. A.11. Discuss the incidence rate of autism and various theories of why the rate is increasing. A.12. Identify who, when and how a diagnosis occurs for children with autism. A.13. Summarize and discuss classroom strategies and technology resources for students with autism disorders. A.14. Research and/or review parent and teacher resources for children with autism. A.15. Discuss some of the behavioral characteristics of autism spectrum disorders. A.16. Explain how the concepts of bullying in schools affect students in general and those with autistic spectrum disorders. CDEC 1359 12/14 Page 9 of 12 Learning Activities:

a. Read assigned course material. 1.b.Class lecture/discussion 1.c. Outside class assignments. 1.d.Quizzes/Examinations as determined by instructors.

Equipment and Material: Audio-Visual Aid and other course material per instructor needs.

SESSION 6: May 6, 2015 Communication Disorder and Deaf and low Hearing Chapters 8 & 9

A. Learning Outcomes: Upon successful completion of this lesson, the student will be able to: 1. Define communication disorders according to educational and medical models noting the difference between speech and language disorders. 2. Explain the causations of communication disorders. 3. Discuss the incidence rate of communication disorders. 4. Identify who, when and how a diagnosis occurs for children with communication disorders. 5. Summarize and discuss classroom strategies and technology resources for students with communication disorders. Learning Activities:

2.a. Read assigned course material. 2.b.Class lecture/discussion 2.c. Outside class assignments. 2.d.Quizzes/Examinations as determined by instructors.

SESSION 7: May 13th, 2015 Blind and low vision, Physical Impairment, Traumatic Brain Injury (TBI), and Other Health Impairments (OHI): Chapters 10 &11

A. Learning Outcomes : Upon successful completion of this lesson, the student will be able to: 1. Define blindness and low vision impairments according to educational and medical models. 2. Explain the causations of blindness and low vision impairments. 3. Discuss the incidence rate of blindness and low vision impairments. 4. Identify who, when and how a diagnosis occurs for children with blindness and low vision impairments. 5. Summarize and discuss classroom strategies and technology resources for students with blindness and low vision impairments and how these affect the CDEC 1359 12/14 Page 10 of 12 classroom as a whole. 6. Research and/or review parent and teacher resources for children with blindness and low vision impairments. 7. Discuss deaf-blindness and explain some unique educational considerations and/or problems it entails for both the classroom teacher and the student. 8. Define physical impairments, TBI and OHI according to educational and medical models. 9. Explain the causations and different types of physical impairments and OHI. 10. Discuss the incidence rate of these different disabilities. 11. Identify who, when and how a diagnosis occurs for children with some of the common types of impairments for these disabilities. 12. Discuss the incidence rate of these different disabilities. 13. Identify who, when and how a diagnosis occurs for children with some of the common types of impairments for these disabilities. 14. Summarize and discuss classroom strategies and technology resources for students with physical, TBI and OHI types of disabilities. 15. Research and/or review parent and teacher resources for children with these disabilities. Learning Activities: 1.a. Read assigned course material. 1.b.Class lecture/discussion. 1.c. Outside class assignments. 1.d.Quizzes/Examinations as determined by instructors.

SESSION 8: May 20, 2015 Paper Presentations and Final Exam A. Learning Outcomes: Upon successful completion of this lesson, the student will be able to: 1. Summarize causes, incidence, and characteristics of exceptionalities related to the domains of development. 2. Identify exceptionality as to genetic versus environmental causes. 3. Discuss the prevalence/incidence rate of the disability. 4. Identify materials and classroom resources, including current technology to support learning in all domains for each and every child. 5. Create and/or modify environments, equipment, materials, supplies and experiences to meet individual needs of all children including children with special needs.

2.a. Read assigned course material. 2.b. Class lecture/discussion CDEC 1359 12/14 Page 11 of 12 2.c. Outside class assignments. 2.d. Quizzes/Examinations as determined by instructors.

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