St. Petersburg College s4
ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
Preparing students to serve as effective, reflective and caring teachers
COURSE SYLLABUS
Exceptional Learners in the Inclusive Classroom (online)
This syllabus, course calendar, and other attending documents are subject to change during the semester in the event of extenuating circumstances.
Course Prefix, Section#: EEX 4034
Credit Hours: Three Credit Hours
Co-requisites: None
Pre-requisites: Admission to College of Education BS or EPI program, Initial teacher certification or Recertification
Date and Time: Online (weekly participation required)
Professor: Dr. Susan Blanchard, PhD
Office Hours: As posted, please email for appointment
Office Location: Tarpon Springs BB 114
Phone: 727-712-5879
Email Address: ANGEL course mail (preferred) or
Academic Department: College of Education
Dean: Kimberly Hartman, Ph.D.
Office Location: Tarpon Springs
Office Number: BB-101
Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment.
I. Course Description
This course is an overview of exceptional education students. The course covers the characteristics of disabilities covered under the Individuals with Disabilities Education Act (IDEA), the laws that govern the instruction of exceptional students and the special education service models.16 contact hours.
II. Major learning outcomes:
1. The student will identify the diagnostic criteria of the disabilities covered under IDEA, including specific learning disability, intellectual disability, autism, emotional disturbance, traumatic brain injury, and orthopedic, hearing, vision, speech, or other health impairments, in order to better identify the special learning needs of students in classrooms.
2. The student will examine how the pertinent special education laws regarding students with disabilities apply to the classroom.
3. The student will analyze effective secondary classroom practices for co-teaching and various support facilitation service models in order to successfully implement special education service models in the classroom setting.
III. Required textbook(s), Resources and Materials:
A. Textbooks/Required Readings:
McLeskey,J., Rosenberg, M., Westling, D. (2013). Inclusion: Effective Practices for All Students. Pearson: Boston MA. ISBN:0-13-265820-8.
Students using eBooks must have access to the eBooks during class sessions.
B. Technology
Technology/Audio/Video
Students will be expected to have a good working knowledge of e-learning and the technological readiness to use the internet to access all course information. See SPC expectations: http://www.spcollege.edu/ecampus/help/expectations.htm
All work must be submitted in a format compatible with Microsoft Word or Powerpoint (e.g.: .doc, .docx, .rtf, .ppt, .pptx) Any other format should be saved using .rtf.
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires no school based hours.
B. Required Assessments
Assignments done in an incorrect format are subject the same conditions as late assignments. It is the student’s responsibility to make sure that every assignment submitted in the drop box and/or discussion board is the correct assignment, that the assignment is cut & pasted or attached (per the directions of your professor), and that the assignment is submitted in a timely fashion. Late assignments will be accepted for one week past due date. NO LATE QUIZZES ARE ACCEPTED.
1. Ring the Bell Quiz (5 points)
Quiz covering syllabus content and course expectations. Due by the end of the first week of class in order to be counted as attending the course.
2. Introduction Discussion Posting (5 points)
Students will introduce themselves following a prompt in a discussion posting during the first week of class and will also respond to the posting of a classmate. This information will be used to assign assignment partners. This is also needed in order to be counted as attending the course.
3. Two Module Quizzes 10 points each= 20 points total
The quizzes will cover text content and content from the lessons and links provided.
NO LATE QUIZZES WILL BE ACCEPTED.
4. Survey Assignment: What’s Happening? (50 points total) Note: this is due the Sunday of Module 3, so start your research as soon as possible…
Part A) After informally researching their home schools, the students will describe what inclusion and collaboration looks like in their schools in some detail but without using any identifying information. (at least 100 words) This will be posted in a Discussion Board by Sunday.
(30 points)
Part B) Students are expected to discuss each other’s reports by responding thoughtfully, in around 50 words, to at least two classmates’ postings to inspire discussion. Initial responses are due on Wednesday of the week but the discussion may go on past that! (20 points)
5. “Have you met…..” Presentation Post (50 points)
Students will contribute to the class experience in Modules 3 & 4 by either posting a self made video highlighting the story of a student with the assigned disability they know or by finding an appropriate and insightful online video telling the story of an individual with that disability and posting the link and a personal reflection on it to a discussion forum. Specific directions and criteria for the video presentation/selection are within the Module 3 folder. Information from the chapter must be included. These MUST be on time so that classmates have time to respond. Students are expected to respond to at least one classmate’s video posting per disability in order to receive all 50 points. Disability categories will be assigned during Module 2 and the first set will be due by the SUNDAY of Module 3 to allow classmates time to respond by Wednesday. Second set due on the same schedule the following week.
6. Co-teaching and Support Facilitation Problem Solving (20 points)
Student will offer solutions to solve common problems related to co-teaching and support facilitation models inside classrooms in collaboration with a classmate.
7. Application Project (100 points)
Using a template, the students will apply course work to their own classrooms to develop a plan for an inclusive classroom. Because this is an eight week course and because students should be working on the Application Project as the course goes on, NO LATE APPLICATION PROJECTS WILL BE ACCEPTED, except in documented, rare, and exceptional circumstances.
Total Points: 250
Ø This course is assignment based. Students should be familiar with all the assignments and due dates as posted. Assignments are DUE by 11:55pm on the due date noted (usually a Wednesday night). Note that only some assignments are permitted to be submitted up to one week late with a letter grade deducted (Application Projects, some discussions, and quizzes must be submitted on time or they earn a zero). Assignments submitted after one week late will earn a score of 0. Students can check on the status of their progress by clicking on the REPORTS tab, grades, of the course.
Ø Attendance in this course will be defined as submitting an assignment or discussion post. Emailing nor opening the course does not constitute attendance.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI (REQUIRED READING)
A. COE Syllabus Statements (includes grading scale, plagiarism info, etc.):
REQUIRED-CLICK AND READ THE CONTENT OF THIS LINK:
https://angel.spcollege.edu/AngelUploads/Files/larrea_miriam/SPC_Syllabus_Common_Statements_Master.htm
B. SPC Syllabus Statements
http://www.spcollege.edu/addendum/index.php
C. STUDENT ANGEL TUTORIALS
http://www.spcollege.edu/TSC/coe/links/Student_Angel_Tutorials.html
Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and syllabus addendum.
VI. Course Calendar Outline
The course calendar and other attending documents are subject to change during the semester. In the event that this occurs, you will be given advance notice.
EEX 4034 Course Calendar
For each module,
All readings, content, and assignments for that week are due on Wednesday at 11:55pm or, for some assignments, on Sunday at 11:55pm of that module’s week.
Using the Carnegie Model, one could expect to spend at least three hours per week on a one hour online course, assuming good reading and comprehension skills.
Note: Working ahead is both welcome and encouraged!
EEX 4034 Exceptional LearnerCourse Calendar
Module
Date / Topics & Module Map / Readings Due / Assignments Due
1
Date Due / Introduction to Inclusive Teaching
Example map for the module:
Take “Ring the Bell” Quiz
Exploring our connections to Exceptional Learners (introduction discussion forum)
Study Chapter 1 (which looks like thorough reading, highlighting as appropriate, taking notes in the margins, etc.)
Study about the Legal Foundations of Inclusion (pp. 37-45)
Take Quiz 1 on Module 1 which covers Ch. 1 and Legal Foundations / Syllabus
Ch. 1, and pp 37-45 / “Ring the bell” Quiz
Introduction Discussion Posting
Module 1 Quiz
Have you met…? disability assignments made by end of week.
2 / Collaboration and Teaming
Read Chapter 10, review lesson & links
Start survey research & assignment (due Sunday of next week)
Review Strategies at end of the chapter and consider which might work in your situation. You will need this in your Application Project. Nothing to hand in now but start thinking about the Application Project.
Take Quiz 2 on Collaboration / Ch. 10 / Chapter 10 Quiz 2
3 / Higher-Incidence Disabilities
Read Chapters so you can use them in the future as reference material. Read for general information and broad concepts, not details.
First set of “Have You Met……?” Presentations with classmates’ responses.
Using the information in these chapters, design possible accommodations for the students that you “met” in the presentations if they were in YOUR specific classroom. These go into your Application Project. / Ch.3,4, / Have you met…? disability post (first set)
DUE Sunday
Survey assignment: What’s happening?
Responses due by Wed.
4 / Higher-Incidence Disabilities
Read Chapters so you can use them in the future as reference material. Read for general information and broad concepts, not details.
Second set of “Have You Met……?” Presentations
Using the information in these chapters, design possible accommodations for the students that you “met” in the presentations if they were in YOUR specific classroom. These go into your Application Project. / Ch. 5,6 / Have you met….? disability post (second set)
5 / Lower-Incidence Disabilities
Read Chapters lightly so you can use them in the future as reference material. Read for general information and broad concepts, not details.
Third set of “Have You Met……?” Presentations
Using the information in these chapters, design possible accommodations for the students that you “met” in the presentations if they were in YOUR specific classroom. These go into your Application Project. / Ch. 7,8,9 / Have you met….? disability post (third set)
6 / Differentiation of Instruction
Read Chapter 11
Problem Solving Activity (with Learning Partner) due SUNDAY
Response due Wednesday
Review Strategies at the end of the chapter. Add how you could use at least three in YOUR specific classroom to your Application Project template. / Ch. 11 / Problem Solving Activity
Response to classmates
7 / Effective Instruction in an Inclusive Classroom
List 10 ideas/strategies/AHA!s that apply to your specific situation. / Ch. 13 or 14 or both– your choice! / Top Ten List
8 / Welcome to OUR classroom
An Application Project showing what YOUR inclusive classroom can look like.
Be sure to use course material to fill in the Application Project template. / Application Project due This is in lieu of a final exam!
Wrap-up / Please take the SSI, class suggestions survey & review your grades No final exam. / Submit SSI to SPC, email your professor your survey on the course
Course Coordinator: Dr. Susan Blanchard EEX 4034 Page 2 of 6
Fall 2014 - 0490