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Murray State University COURSE SYLLABUS Adolescent, Career, and Special Education SED 400: Characteristics and Needs of Children/Youth with Mild Disabilities Section 01 12:30 – 1:20 M-W-F 2215 Alexander Hall Fall 2008 Cathy Warmack – Instructor [email protected] Office:3239 Alexander Hall Phone: 270-809-4158 Revised Fall 2008

DEPARTMENT: ACS COURSE NUMBER: SED 400 CREDIT HOURS: 3

I. TITLE: Characteristics and needs of Children and Youth with Mild Disabilities

II. COURSE DESCRIPTION: This course includes an overview of the educational characteristics of children and youth with disabilities and legal requirements of the individual education plan component of federal and state laws. Participants will gain skill in writing individual education plans for students with mild disabilities and information regarding service delivery models. Prerequisites: SED 300.

III. PURPOSE: The purpose of this course is to provide an overview of the educational characteristics of children and youth with mild disabilities and legal requirements of the individual education plan (IEP) components of federal and state laws. Participants will gain an understanding of the learning styles of students, the importance of collaboration with both peers and parents, as well as classroom organization and management styles.

IV. COURSE OBJECTIVES: Class activities will focus on attaining course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Reform Act guidelines and initiatives. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Teacher Standards for Preparation and Certification (KTS) addressed by that objective. Additionally, enclosed in brackets, are numbers which reference the IECE Standards which are addressed. Upon successful completion of this course, the student will be able to: A. develop an understanding of the foundations of education with an emphasis on special education laws (KTS #1) [ 4] B. identify causes and characteristics of mild disabilities (KTS #1) [1] C. examine the pros and cons of collaboration with regular education (KTS #3, 4) [1]

D. connect knowledge of student learning style with instructional models (KTS #1, 2, 3, 5) [3,4] E. analyze importance of classroom organization and classroom management to classroom success (KTS #3, 4) [1,4] F. examine appropriate and successful ways to form family partnerships (KTS #5, 7, 8) [4] G. demonstrate an understanding of the necessity of social skills through class discussion (KTS #2, 4) [1]

The COE Theme of Reflective Decision Maker is addressed in this course by requiring students to reflect on journal articles. Students will reflect on each article and specifically on what they can take from the article into the classroom.

The EPSB Themes of Diversity, Literacy/Reading, and Closing the Achievement Gap are examined through this course in various chapters in the text and through activities such as prevalence of disabilities, readability of textbooks, and positive collaboration models.

V. CONTENT OUTLINE: A. Foundations of Education B. Mild Mental Retardation C. Behavior/Emotional Disorders D. Specific Learning Disabilities E. Inclusive Classrooms F. Learning and Teaching G. Instructional Modifications H. Classroom Management I. Social Skills J. Family Partnerships

VI. INSTRUCTIONAL ACTIVITIES: A. Lecture and discussion B. Collaborative learning activities C. Written assignments D. Video presentations E. Exams F. Quizzes G. Journal abstracts .

VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: None

VIII. RESOURCES: A. Waterfield Library at Murray State University B. RACERtrak, ERIC, and the Internet C. MSU Computer Labs D. Curriculum Material Center in Alexander Hall

IX. GRADING PROCEDURES: A. Course Requirements: Assignment Points Journal reflection (11 @ 20 points each) 220 Exams (mid term and final@ 100 each) 200 *Class presentations (3 @ 25 points each) 75 Functional Behavioral Assessment 50 ***Although activities and grading procedures may vary by instructor the * items are required in all sections must use the same scoring rubric.

Specific Assignment Requirements: Journal articles (220) Students are to read and article from a professional publication dealing with each chapter discussed in the text. The appropriate format for the reflection will be supplied by the instructor. Exams (100 ) Students will be given a midterm and final examination each worth 100 points. Class presentations (75) Students have a minimum of three (3) class presentations during the semester each being worth 25. These presentations will deal with the areas of learning styles, litigation and law, behavior strategies, and professional organizations. Functional Behavioral Assessment (50) Students will prepare a Functional Behavioral Assessment (FBA) on either a child they have contact with or from a scenario given to them by the instructor. B. Evaluation Grades will be awarded for performance in accordance with the MSU scale. Student’s attendance and participation will be considered when calculating the final grade. Work not turned in on due date will have 3 points subtracted from the grade for each day it is late. Percentage Grade 90-100% A 80-89% B 70-79% C 60-69% D 0-59% E

X. ATTENDANCE POLICY: This course adheres to the attendance policy published in the current MSU Undergraduate Bulletin. Students are expected to be on time, attend all class meetings, and stay the entire class period. Any variation of this expectation must be cleared with the instructor prior to the class preferably by e-mail. After one absence, the student will be required to conference with the instructor. Additional absences may result in a negative flag and a lowering of the final grade by one ore more grade.

XI. ACADEMIC HONESTY POLICY: This course adheres to the academic honesty policy stated in the current MSU Undergraduate Bulletin. Note: Faculty reserves the right to invalidate any examination or other evaluative measure if substantial evidence exists that the integrity has been compromised.

XII. TEXT AND FEFERENCES: Henley, M, Ramsey, R. S., and Algozzine, R.(2006). Characteristics of and strategies for teaching students with mild disabilities. 5th ed. Boston, MA: Allyn and Bacon

XIII. PREREQUISITES: SED 300

XIV. STATEMENT OF AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY: Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, or disability in employment, or the provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities an equal opportunity to participate in all programs and activities. For information regarding nondiscrimination policies contact the Office of Equal Opportunity, 270-809-3155.

XV. FLAG SYSTEM/CONTINUOUS ASSESSMENT: Student progress is continuously assessed throughout the teacher preparation program. Appropriate professional characteristics and dispositions, in addition to academic achievement, are assessed. Positive and negative flags are submitted by faculty to Teacher Education Services and then presented to admissions committees. Negative flags are carefully reviewed to make a determination as to whether a student should be denied admission OR if a professional development plan will be designed for the student’s progress towards program completion. NEGATIVE FLAGS MAY BE BROUNDS FOR DENIAL OF ADMISSION TO TEACHER EDUCATION AND/OR STUDENT TEACHING.

NOTE: ** Mrs. Warmack reserves the right to make any changes to course activities and assignments as deemed necessary during the semester.

** Only officially enrolled students may attend class unless preauthorized by the instructor.

** Hats, caps or “head” dressings will not be worn during class meetings.

** All cell phones and pagers must be turned off during class meetings.