Attention Enrolled Students: The official syllabus for this class will be distributed in class

ED 044.02

Working With Special Needs Students

This course is intended to provide future educators with an appreciation for the unique learning needs of individuals. Special emphasis will be given to special needs education and related services. While broader in scope, this course may be thought of as an introduction to special education. The successful student will develop a working knowledge of different disabilities, the unique learning needs of all individuals, what appropriate services are, and the roles various individuals play in providing individualized education.

This course will help to prepare classroom teachers and others to serve students with disabilities or special learning needs.

Course Themes

Programs in the Teacher Education, Special Education, and Curriculum & Instruction Department have five unifying themes. In this course we address the five themes in the following ways:

Promoting social justice: Class participants will be invited to examine how education can induce or eliminate social inequities for all individuals but particularly for those who differ from the majority. Further, participants will reflect on how they as educators play a significant role in promoting social justice.

Constructing knowledge: Participants will be expected to bring knowledge from other areas of education into this class, as well as apply what they learn here to those other areas. Despite the introductory nature of this course, participants will need to continually explore their own perceptions of diverse populations and the contributions education can make.

Inquiring into practice: An effective educator asks questions about her/his own practice and the other facets of schooling. Class participants will be required to explore both their experiences and research related to semester topics. Thus, participants will be asked to practice and reflect on information covered during the semester.

Accommodating diversity: In addition to respecting diversity among ourselves in the class, participants will be expected to critically reflect upon how they can accommodate the unique needs of all individuals in education, not just those represented by traditional nondiscrimination categories.

Collaborating with others: The class will be strongly focused on understanding how collaborations among general and special educators, related service providers, administrators, community agencies, families, students, and the community are essential to providing effective education.

In addition to the five departmental themes, this course is designed based on a related theme. This theme concerns education as a right for special needs and diverse learners. The idea that special education is about equal rights, not special rights will be actively explored throughout the semester.

Readings & Assignments

Those students with documented disabilities who have special learning needs are invited to inform the instructor, so that special arrangements can be made. They, and all students, should also be aware that assistance is available from the Academic Development Center (200 O’Neill).

Readings

Reading assignments are listed on the semester schedule. Readings should be completed by the first day of the block for which they are assigned.

Developing Quality IEPs: A Case-based Tutorial (2001). [CD rom] Upper Saddle River, NJ: Prentice-Hall.

Heward, W. L. (2003). Exceptional Children: An Introduction to Special Education, 7^th Ed. Upper Saddle River, NJ: Prentice-Hall.

A few additional readings will be required, as noted on the semester schedule.

Disability Fact Sheets

A "Fact Sheet" will be completed for each disability/category we study. These sheets will assist the student in identifying key concepts about a disability and noting their relationships for educators' practices. A template for sheets will be presented in class.

Discussion Groups

Using Web CT, all class members will participate in discussion groups for each of the major topics studied in class. Discussion prompts will be posted as each topic is covered and the student will select one prompt to respond to for each topic. This is an opportunity to link students’ perspectives with the “facts” studied in class. Evaluation will be based on the substantiveness of the comments. The timeline for responding to prompts will be announced in class when each new topic is begun.

Lesson Plan

Following class sessions and readings on special education methods that all educators can use, students will develop a lesson plan for a case student they have been assigned. The content and grade level of the lesson will be of each student’s choosing. The plan will demonstrate accurate application of at least one method, including thoughtful matching of the method-student-and content. Guidelines on how to prepare the lesson plan will be presented in class.

Team IEP

Midway in the semester students will be assigned to IEP teams. Each team will meet to develop an IEP for a student case they will be assigned. Teams should expect to meet outside of class time. Guidelines for the process to follow and the product to be developed will be provided in class.

Experiential Paper / Journal Review

Students who are involved in a pre/practicum, similar internship, work position, or personal experience relevant to the topics of this course will write about that setting and how it relates to a topic studied during the semester. In the same paper, a recent journal article will be reviewed and critiqued. Connections between the student’s experience and information in the article will be presented. The choice of topic and article is up to the student. The topic must be relevant to this course; the article must be found in a journal in a Boston College library (unless special permission is granted in advance). Students who are not involved in any appropriate experience during the semester will instead write a critical commentary linking two journal articles with content studied in class. Further information on how to complete the paper will be presented in class. Papers may be turned in any time after the Oct. 1 class. All papers must be turned in by Nov. 17.

Exams

Three exams will be given across the semester. These exams will require demonstration of ability to apply information learned in the class and readings. They will require demonstrating knowledge of “basic facts” related to the diverse populations studied and practices for serving those populations. Test items will typically concern use and application of terminology, key historical events, and assessment and service practices. While each exam will only cover information from classes and readings held since the previous exam, they will necessarily require demonstrating some knowledge acquired earlier in the semester. Dates for the exams are listed on the semester schedule; the third exam will be held during the university scheduled final exam time for this class.

Grading

points 550

Class participation* 20* 485 - A

Discussion groups 30 475 - A-

Lesson Plan 50 455 - B+

Team IEP 50 435 - B

Experiential/Journal Rev. paper 100 415 - B-

Exams (3) 100 ea. 395 - C+

550 370 - C

350 - C-

330 - D+

310 - D

*Based on attendance and active 290 - D-

participation in discussion and activities. 280- F

Students who do not complete all assignments will receive a letter grade of “F” or an incomplete at the instructor’s discretion.

The Fine Print

In fairness to your classmates who complete their assignments on time, five points will be deducted from the total score per each day one is late, unless the instructor has granted permission to be late prior to the day the assignment is due.

Exams that are missed without advance permission may not be made up unless a darned good excuse is given. If you must request a special testing time or circumstance, do so in advance of the scheduled date.

Semester Schedule

What do we want and when do we want it? This oft heard protest prompt reflects the process

in America of including persons with disabilities. Just who does “We the people” mean?, and when, why, and how has it come to include persons with disabilities? We launch the semester by learning the historical origins of current special education and civil rights laws. Far from “unalienable rights,” societal values, legislation, and litigation define special education and diversity in the United States. We will begin the semester-long journey of learning how those actions help and, sometimes, hinder equality.

Unit Topic Lessons Assignments

Welcome	September 3, 5 · Introductions; Overview of course, assignments and policies
Mandates for Disability Rights and Special Education	· History of disabilities and diversity in America and American schools
	September 8, 10 · Legislation, litigation and policy on diversity and special education (an introduction)	pp. 18-21 pp. 21-33 pp. 34-44

We now begin contemplating the concepts of “disability,” “difference,” and “diversity.” In particular, we consider what a “disability” is and why.

The first disabilities we will learn about are in the cognitive domain. All educators will deal with academic diversity; virtually all will be responsible for students with cognitive disabilities. Because these are the first disabilities we will learn about, extra time will be devoted so that we may explore what factors to attend to when studying disabilities as we also learn about specific cognitive disabilities.

Defining the Concept

September 12 · The purpose of definitions; competing definitions of “disability” and “diversity” September 15 · Overview of disability categories · Origins of disabilities September 17 · The impact of disability & society on each other

pp. 7-12 pp. 12-18 Handouts ¨ Experiential Paper / Journal Review assigned: Sept. 17

Operational Definitions of Disabilities	Sept 19, 22, 24 · Mental Retardation: academic and social profiles; approaches to definition and identification, scientific and social origins	pp. 197-216 pp. 216-237
Practical Considerations of Disabilities	September 26, 29, October 1 · Learning Disabilities: academic and social profiles; practical implications of definition and identification; appropriate education	pp. 239-251, 257-262 pp. 269-279
	October 3, 6, 8… · Major approaches to teaching students with mild disabilities	pp. 262-269 (pp. 34-35; 220-226)
	¨ October 10 Exam #1
	October 13 Columbus Day -no class
	…October 15 · ...Major approaches to teaching students with mild disabilities

As the semester progresses you will be expected to be increasingly independent in learning about definitions and

scientific theories of different disabilities, as they are presented in the text. Class time will be devoted to these topics only as students bring specific questions to class. We will instead increase our attention to issues of assessment, identification and effective practice. Academic and social impacts of difference will also become a focus.

So that we may learn about the various major disability types, you will read about specific disabilities while we study these other topics in class, class discussion will be related to the disabilities being read about, but you should find completing your Disability Fact Sheets particularly helpful.

Now that we have become familiar with definitions and theories of specific disabilities, and with

approaches to service, we review what special education and related service options are available. As we address students' and others’ needs, we will also consider the responsibilities of educators (you). So that you can learn by doing, you will team with others to plan an IEP that demonstrates how educators provide special education and related services.

Unit Topic Lessons Disability Focus Assignments

How Special Education is Provided	October 17	· Attention Deficit / Hyperactivity Disorder	pp. 251-257
	October 20	· Emotional & Behavioral Disorders	Chp. 8
	October 22, 24 · Accommodations & Modifications: how to teach students with disabilities, minimizing changes		Handout
Special Education Practices	October 27	· Severe Disabilities	Chp. 13
	October 29, 31 · IEPs, IFSPs, ITPs, 504 Plans, and Service Delivery November 3 · The Referral Process · Using an IEP · Cascade of Services & Related Services		pp. 57-68 Handout IEP CD pp. 47-57 pp. 68-71 ¨ Lesson Plan due: Nov. 12 ¨ Team IEPs assigned: Oct. 29 team planning time: Oct. 31
	November 5-7 IEP Team meetings

As the semester comes to a close, we will critically examine how education both shapes and responds to academic and social ramifications of disability and diversity. Thus, by the end of the semester you should have begun to develop an appreciation for the roles you, a future educator, can play in education as an equal right.

Disabilities and Participation	November 10	· Sensory Impairments & · Physical Impairments	skim: Chps 10, 11, 12 ¨ Team IEP due: Nov. 10
	November 12, 14 · Inclusion: revisiting “appropriate education”; a brief history; varying models; effective practices		Handout pp. 71-84
Other Services	November 17 · Gifted and talented		Chp 14 ¨ ExperientialPaper / Journal Rev. due: Nov. 17
	November 19	· Early Childhood -&- · Transition	Chp 5 -or- Chp. 15
	¨ November 21 Exam #2
Disabilities Beyond School	November 24… · Families with Disabilities		Chp 4 Handout
	November 26 Thanksgiving recess -no class
	…December 1, 3 · Living with a Disability: employment; sexuality; independent living		Handouts
Diversity Beyond Multicultural Education	December 5, 8 · Diversity in Schools		Chp 3 Handouts
	¨ Exam #3 Friday, December 12 12:30 pm room: TBA *please confirm on U-View

The true test of what you learned this semester will begin with how you incorporate your knowledge about disability and diversity in your future theory and methods coursework and field experiences (and, of course, in how you lead your life). What do we want and when do we want it?