ED 438
Instruction of Students with Special Needs and Diverse Learners

Tuesday 4:30 – 7:00 David Scanlon, Ph.D.
*see schedule exceptions 216 Campion Hall

(617)552-1949
231 Campion Hall scanloda@bc.edu



Office hours:

Tuesday: 2-4:15

Thursdays 1:30 – 3

or, by appointment

Course Overview

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.  We will simultaneously study specific disability categories and effective practices.  The successful student will develop a working knowledge of different educational 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.

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:  Class participants will be required to explore research related to semester topics.  Also, 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, thus the idea that special education is about equal rights, not special rights will be actively explored throughout the semester.  

Assignments, etc.

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

Readings
Reading assignments are listed on the semester schedule.  Readings should be completed by the date for which they are assigned.  

    Vaughn, S., Bos, C.S., & Schumm, J.S. (2000).  Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom, 2nd Ed.  Boston, MA:  Allyn & Bacon.

    Taylor, Denny (1991).  Learning Denied.  Portsmouth, NH: Heinemann.

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


Papers
Journal Review
A recent journal article will be reviewed and critiqued.  The choice of topic and article is up to the student.  The topic must be relevant to this course and be found in a journal in a Boston College library (unless special permission is granted in advance).  Further information on how to complete the review will be presented in the Sept. 11 class.  Reviews may be turned in any time after the Oct. 2 class.  All reviews must be turned in by Nov. 6.

Semester Paper
A semester paper will be prepared by each student.  The paper will address a current problem in special needs education that pertains to the author’s professional position.  The author will (a) document the problem (by at least citing a credible source) and (b) propose a plausible solution, development or outcome, as appropriate.  Information in the paper will be based on readings from professional journals or other professional publications.  Further information on how to complete the paper will be presented in the September 11 class.  The semester paper will be due on December 4.  
 
Exams
Midterm exam
The midterm exam will address information covered up to that point in the semester.  The midterm will primarily require demonstration of ability to apply information learned in the class and readings.  The date for the midterm exam is listed on the semester schedule.  

Final Exam
The final exam will address information covered since the midterm, it will necessarily also cover some information similar to that on the midterm.  The final exam will primarily require demonstration of ability to apply information learned in the class and readings.  The date for the final exam is listed on the semester schedule.  

Grading


 points
Class participation* 30 475 - A
Journal Review 80 450 - A-
Semester Paper 150 434 - B+
Midterm exam 120 417 - B
Final exam 120 400 - B-

___ 384 - C+

500 367 - C


351 - C-
*Based on attendance and active
333 - D+
participation in discussion
317 - D
and activities.
300 - D-

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 papers on time, five points will be deducted from the total score per each day a paper is late, unless the instructor has granted permission to be late prior to the day the paper 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, ask to take the exam in advance of the scheduled date.
 
Semester Schedule

Date Assignment Disability Topic
September 4 Reading: pp. 3-10 _ Legislation, litigation and policy on diversity and special education _ Welcome; Introductions; Overview of course, assignments and policies
_ History of disabilities and diversity in America and American schools
[7 pm] September 11 Chp. 8 _ Mental retardation, part I _ The purpose of definitions; competing definitions of “disability” and “diversity”
_ Where disabilities come from_ Overview of disability categories
September 18 pp. 10-19 _ Mental retardation, part II _ IEPs, IFSPs, ITPs, 504 Plans, etc. and service delivery
[7 pm] September 25 pp. 131-148, 158-161 _ Learning disabilities, part I _ Cascade of Services & Related Services
_ Inclusion
_ Noncategorical approach
October 2 pp. 19-37 _ Learning disabilities, part II _ The Referral Process
_ Using an IEP
[7 pm] October 9 pp. 148-158
Chp. 11
Learning Denied
Introduction – Summer ‘86 		_ Attention Deficit (Hyperactivity) Disorder_ At-risk _Accommodations & Modifications: how to teach students with disabilities, minimizing changes in the curriculum
October 16 Chp. 7
Chp. 2
Learning Denied
First Grade – Summer ‘87 		_ Emotional and Behavioral Disorders _ The Scientific Method and Special Education “v.” Regular Education
_ Planning special education
October 23 Midterm Exam
_ Managing Behavior
Chp. 3
Learning Denied
Second Grade - Postscript

[7 pm] October 30 Chp. 6
pp. 101-102,112-129
Learning Denied 		_ Communication Disorders _ Families with Disabilities
November 6 Journal Review due
Chp. 9 		_ Sensory Impairments, Health Impairments, & Physical Disabilities _ Living with a Disability: employment; sexuality; independent living
[7 pm] November 13 Chp. 10
Handout 		_ Culturally &/or Linguistically Diverse Students _ Diversity in Schools
November 20 Chp. 12
pp. 103-112 		_ Gifted & Talented _ Collaboration Practices



Date Assignment Skill Area Activity
November 27 Chp. 16 _ Content-Area Special Education Develop Plans & Lessons You Will Use
December 4 Semester Paper due
Chp. 13 		_ Reading Develop Plans & Lessons You Will Use
December 11 Chp. 14 _ Writing Develop Plans & Lessons You Will Use
December 18 Final Exam
Chp. 15 		_ Mathematics Develop Plans & Lessons You Will Use