0% found this document useful (0 votes)
121 views6 pages

Department of Educational Specialties ESE 280 Introduction To Exceptional Children Summer 2021 Syllabus

This document is a course syllabus for an online Introduction to Exceptional Children course. The summary includes: 1) The course provides an overview of educational practices for teaching children with exceptional learning needs. It aims to help students recognize and teach all students effectively. 2) The syllabus outlines the course learning objectives related to understanding foundations of special education, characteristics of learners with disabilities, individual learning differences, instructional planning, and collaboration. 3) Requirements include online participation, readings, assignments due weekly, and a grading scale is provided for evaluating student work. Expectations for academic integrity and professional online conduct are also outlined.

Uploaded by

Yarely Rodriguez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
121 views6 pages

Department of Educational Specialties ESE 280 Introduction To Exceptional Children Summer 2021 Syllabus

This document is a course syllabus for an online Introduction to Exceptional Children course. The summary includes: 1) The course provides an overview of educational practices for teaching children with exceptional learning needs. It aims to help students recognize and teach all students effectively. 2) The syllabus outlines the course learning objectives related to understanding foundations of special education, characteristics of learners with disabilities, individual learning differences, instructional planning, and collaboration. 3) Requirements include online participation, readings, assignments due weekly, and a grading scale is provided for evaluating student work. Expectations for academic integrity and professional online conduct are also outlined.

Uploaded by

Yarely Rodriguez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 6

We develop educational leaders who create tomorrow's opportunities.

Our mission is to prepare competent and committed professionals who will make positive differences for children,
young adults, and others in schools.

Department of Educational Specialties


ESE 280
Introduction to Exceptional Children
Summer 2021
Syllabus
Total Units of Course Credit: 3
Course Pre-requisite(s), Co-requisite(s), Co-convened, and/or Cross-Listed Courses: There are no
prerequisites to this class. Special education majors and non-majors are welcome.
Mode of Instruction: Online

Instructor’s Name: Claudia Rodas, PhD


Instructor’s Contact Information: USE REMIND to connect with me remind.com/join/b8hcbg. Phone: 602-728-
9518
Instructor’s Availability: By appointment (virtual or telephone)

Course Purpose: This course provides you with the philosophy and psychology of teaching children with exceptional learning
needs along with an overview of educational practices. You will develop skills for recognizing and effectively teaching all students.
This class is taught with the underlying belief that all students, with and without disabilities, deserve quality and differentiated
instruction.
This course meets one of the Arizona Department of Education (ADE) requirements for special education certification. It is a basic
overview/introduction of all areas and categories of special education. The purpose is to provide a brief overview of students with
varied exceptionalities in K-12 educational settings. This course will help you in preparing for the special education component of
the Arizona Educators’ Proficiency Assessment (AEPA) and address the Council for Exceptional Children (CEC) Initial Preparation
Standards.

Due to the scope of this course, the depth into which each category of disability is covered is very limited. In addition, the pace of
the course is rigorous in order to discuss each of the disability categories covered under the Individual with Disabilities Education
Act (IDEA-PL 108-446). Classroom interventions are discussed, but are covered in detail in ESE 450 (Methods in Special Education)
and ESE 426 (Foundations/Methods in Secondary Special Education). Thus, the focus of this class will not be methodologies.
Classroom Management is covered in-depth in ESE 425.

I welcome you to class and look forward to our shared learning experience.

Course Student Learning Outcomes:


Council for Exceptional Children (CEC) Standards for Beginning Teachers:
(For more information, http://ncate.org/ProgramStandards/CEC/CECStandards.doc)
CEC Standard 1: Foundations
ADE Standard 8: Demonstrates Current Professional Knowledge
Each candidate will be able to articulate (in a variety of formats) foundational knowledge of disabilities across at least three
settings.

CEC Standard 2: Development and Characteristics of Learners


Each candidate will be able to describe (in a variety of formats) the development and characteristics of learners with at least 70%
accuracy.
CEC Standard 3: Individual Learning Differences

ADE Standard 9: In collaboration with other professionals and parents, the special education
teacher participates in the design, implementation, and assessment of
individualized education programs

Each candidate will be able to explain the importance of understanding individual learning differences within an educational
context with at least 70% competency.
CEC Standard 7: Instructional Planning

ADE Standard 1: Designs and Plans Instruction

ADE Standard 3: Implements and Manages Instruction

Each candidate will be able to describe how instructional planning is developed and implemented for students with exceptional
learning needs with at least 70% competency.

CEC Standard 10: Collaboration


ADE Standard 5: Collaborates with Colleagues, Parents, the Community, and other Agencies
to Design, Implement, and Support Learning

Each candidate will be able to articulate (in a variety of formats) the collaboration process and delivery of inclusion models with at
least 70% competency.

Grading System: You will receive a grade based on accumulated points accrued on assignments as a percentage of
the total points possible for the class. Grading will be as follows:

90–100% of all possible points (A) 60–69% of all possible points (D)
80–89% of all possible points (B) Less than 60% of all possible points = (F)
70–79% of all possible points (C)

I strongly support you in keeping track of your grades. It is your responsibility to be aware of your grades and any
assignment changes at any point in the semester. I am available by phone/Skype appointment to discuss grades
and/or grading. Please contact me. Final grades will be assigned based on completed assignments and exams. ALL
course competencies must be addressed successfully to receive a passing grade.

Readings and Materials


Technology
Please remember that the appropriate technology for the assignment you are working on (Internet access, Blackboard, your e-mail
account, etc.) may not always be available when you want it, so do not wait until the last minute to submit an assignment. Please
double check that your assignment has posted to BBLearn. Make sure that you can view you assignment after you
submit it. I will NOT download any files to my computer. Upload ALL your assignments in PDF format.

Course Readings:
Textbook: Exceptional Lives (w/out Access Code) Edition: 8th Turnbull Pearson Education. We will be reading numerous chapters,
articles, and online content. It is expected that you complete these readings as part of the REQUIREMENTS for the course. There will
also be videos and slide show presentations that you are expected to review. If you have any questions about the course materials,
please contact me as soon as possible.

Class Outline or Tentative Schedule Includes such elements as expectations regarding the class schedule, when
assignments, readings, materials, etc., need to be completed, as well as any expectations about completing work or lab
or field trip requirements across the term within which the section is taught.
Class Policies:

1. Students are responsible for producing original work at all times. You may not use an assignment from
another course. Any student who submits plagiarized work (using someone else’s work or even your own,
copying from the internet, repeating an assignment) will receive 0 points for that particular assignment.
Assignments will be electronically examined for evidence of plagiarism (see the NAU Academic Integrity
policy below).

2. Students are expected to exhibit professional behavior in the online classroom at all times.
Respectful language, tone, and actions are required in the learning environment. Any student who is
deemed disruptive (arguing, yelling, disrespectful actions to an professor or fellow student) may be asked
to leave the class. At the professor’s discretion, a meeting will then be scheduled between student,
professor, and administration to create a corrective action plan prior to the student reentering the
classroom.

3. Online participation is required. Participation is defined as logging in at least twice (2) per week.

4. This is 4-week course, but you are still required to complete all the work in a 16-week class. You have 2-3
assignments due every week.

5. Course readings are assigned to supplement “in-class” activities. To ensure your success, complete text readings,
case studies and other assignments prior to the scheduled class meeting for which they are assigned.

6. Failure to submit all required assignments to Blackboard as required will result in failure of course. See
Calendar below for deadlines (pg. 7). Do not email assignments to the instructor.

7. All submitted work will be typed, professionally written, and use APA format for references and citations unless
otherwise instructed by Professor.

8. *** Make sure you can view your file in the submission window. I will NOT download any files to my
computer.
9. All assignments are submitted online to BbLearn. This is also the main form of communication used for this
class. Be sure you are checking your BbLearn page at least three times per week to stay abreast of news, class
changes, and other pertinent information.
10. Please ask for an online meeting if you are having difficulties in class. I am here to help and support you
11. Use REMIND to communicate with me. I will respond within 24 hours during weekdays. My responses during
over the weekend and NAU Holidays might be longer.

LATE WORK POLICY

Assignments submitted late (after 11:59 PM) on the due date listed on the syllabus will be lowered a letter grade. Assignments
submitted within 2 calendar days from the due date will be lowered two (2 two) letter grades. Assignments submitted 3 or more
days after the due date will not be graded and students will receive a zero (0) on that assignment. Assignment may be resubmitted
at the instructor’s discretion. Late assignments cannot be resubmitted for a better grade.

Exams

Northern Arizona University and the College of Education believe that teacher candidates should be prepared for this experience
through their coursework in the teacher preparation program. The exams in this course require class members to apply what they
have learned through readings and discussion on items that may have more than one good answer, but only one “best” ANSWER.

There will be four exams covering the text, discussion, and class assignments. Each exam will be worth 25 points. Each exam
allows two attempts and you keep your highest score. Exams open one (1) week before the due date. Exams close on the date
listed on the schedule at 11:59 PM. Module exams are not comprehensive and only cover one module at a time.
Assignments/ Assessments of Course Student Learning Outcomes:
The following is a tentative schedule for the session. Any changes to due dates and/or assignments will be posted as announcements and via the
message board
Summer 2021 ESE 280 Course Outline
Module/Topic Due Dates--Everything found in each Topic Topics –Use Module checklists to stay organized and
is due on the date listed here. complete assignment on time

Intro DUE - Introduction Discussion Post

1A Thursday, 6/03 Brown vs. Board of Education


Historical Perspectives
DUE- Sp. Ed. Annotated Timeline
1B Universal Design
DUE- UDL Online Module
1C Sunday, 6/06 Inclusion in Education
DUE-
Inclusion Online Module
EXAM #1
2A Early Identification and Intervention
Discussion #2
2B Families of Students with Special Needs
IEP Meetings
Thursday, 6/10 Discussion #3

2C Response to Intervention (RTI)


RTI Presentation
Sunday, 6/13 Learning Disabilities (LD)
Disability Matrix
EXAM #2
3A Communication Disorders (CD)
Augmentative and Alternative Communication (AAC)
Language and Literacy Development PPT

3B Thursday, 6/17 Emotional or Behavioral Disorders (EBD/BD)


Attention-Deficit/Hyperactivity (ADHD)
Other Health Impairments (OHI)
Discussion #4
3C Sunday, 6/20 Autism
Autism Module Certificate
EXAM #3
4A Intellectual Disabilities
Severe & Multiple Disabilities
Parent/Teacher Interview and reflection
4B Physical Disabilities (PI) & Traumatic Brain Injury (TBI)
Sunday, 6/27 Sensory Impairments (HI and VI)
MODULE 4C ASSIGNMENT
Digital Brochure

4C/4D WEDNESDAY, 6/30 Gifted & Talented (G & T)


EXAM #4
Points for Assignments and Assessments

The following table summarizes the assignments due throughout the semester and their point values.

Assignment Points

Universal Design Scenario 50 pts.


Venn Diagram 50 pts.
Literacy and Language Development 50 pts.
RTI Presentation 50 pts.
Disability Matrix 50 pts.
ASD Module 30 pts.
Special Education Interview and Reflection 50 pts.
Module 4 Brochure 50 pts.
Exam #1-#4 25 pts. each, total 100 points
Discussion Posts/Module Activity 15 points each (introduction post is worth 25 points)

University Policies:
ACADEMIC INTEGRITY
NAU expects every student to firmly adhere to a strong ethical code of academic integrity in all their scholarly pursuits. The primary
attributes of academic integrity are honesty, trustworthiness, fairness, and responsibility. As a student, you are expected to submit
original work while giving proper credit to other people’s ideas or contributions. Acting with academic integrity means completing
your assignments independently while truthfully acknowledging all sources of information, or collaboration with others when
appropriate. When you submit your work, you are implicitly declaring that the work is your own. Academic integrity is expected not
only during formal coursework, but in all your relationships or interactions that are connected to the educational enterprise. All forms
of academic deceit such as plagiarism, cheating, collusion, falsification or fabrication of results or records, permitting your work to be
submitted by another, or inappropriately recycling your own work from one class to another, constitute academic misconduct that may
result in serious disciplinary consequences. All students and faculty members are responsible for reporting suspected instances of
academic misconduct. All students are encouraged to complete NAU’s online academic integrity workshop available in the E-
Learning Center and should review the full academic integrity policy available at
https://policy.nau.edu/policy/policy.aspx?num=100601.

COURSE TIME COMMITMENT


Pursuant to Arizona Board of Regents guidance (Academic Credit Policy 2-224), for every unit of credit, a student should expect, on
average, to do a minimum of three hours of work per week, including but not limited to class time, preparation, homework, and
studying.

DISRUPTIVE BEHAVIOR
Membership in NAU’s academic community entails a special obligation to maintain class environments that are conductive to
learning, whether instruction is taking place in the classroom, a laboratory or clinical setting, during course-related fieldwork, or
online. Students have the obligation to engage in the educational process in a manner that does not breach the peace, interfere with
normal class activities, or violate the rights of others. Instructors have the authority and responsibility to address disruptive behavior
that interferes with student learning, which can include the involuntary withdrawal of a student from a course with a grade of “W”. For
additional information, see NAU’s disruptive behavior policy at https://nau.edu/university-policy-library/disruptive-behavior.

NONDISCRIMINATION AND ANTI-HARASSMENT


NAU prohibits discrimination and harassment based on sex, gender, gender identity, race, color, age, national origin, religion, sexual
orientation, disability, or veteran status. Due to potentially unethical consequences, certain consensual amorous or sexual relationships
between faculty and students are also prohibited. The Equity and Access Office (EAO) responds to complaints regarding
discrimination and harassment that fall under NAU’s Safe Working and Learning Environment (SWALE) policy. EAO also assists
with religious accommodations. For additional information about SWALE or to file a complaint, contact EAO located in Old Main
(building 10), Room 113, PO Box 4083, Flagstaff, AZ 86011, or by phone at 928-523-3312 (TTY: 928-523-1006), fax at 928-523-
9977, email at [email protected], or via the EAO website at https://nau.edu/equity-and-access.

TITLE IX
Title IX is the primary federal law that prohibits discrimination on the basis of sex or gender in educational programs or activities. Sex
discrimination for this purpose includes sexual harassment, sexual assault or relationship violence, and stalking (including cyber-
stalking). Title IX requires that universities appoint a “Title IX Coordinator” to monitor the institution’s compliance with this
important civil rights law. NAU’s Title IX Coordinator is Pamela Heinonen, Director of the Equity and Access Office located in Old
Main (building 10), Room 113, PO Box 4083, Flagstaff, AZ 86011. The Title IX Coordinator is available to meet with any student to
discuss any Title IX issue or concern. You may contact the Title IX Coordinator by phone at 928-523-3312 (TTY: 928-523-1006), by
fax at 928-523-9977, or by email at [email protected]. In furtherance of its Title IX obligations, NAU will promptly
investigate and equitably resolve all reports of sex or gender-based discrimination, harassment, or sexual misconduct and will
eliminate any hostile environment as defined by law. Additional important information about Title IX and related student resources,
including how to request immediate help or confidential support following an act of sexual violence, is available at
http://nau.edu/equity-and-access/title-ix.

ACCESSIBILITY
Professional disability specialists are available at Disability Resources to facilitate a range of academic support services and
accommodations for students with disabilities. If you have a documented disability, you can request assistance by contacting
Disability Resources at 928-523-8773 (voice), 928-523-6906 (TTY), 928-523-8747 (fax), or [email protected] (e-mail). Once eligibility has
been determined, students register with Disability Resources every semester to activate their approved accommodations. Although a
student may request an accommodation at any time, it is best to initiate the application process at least four weeks before a student
wishes to receive an accommodation. Students may begin the accommodation process by submitting a self-identification form online
at https://nau.edu/disability-resources/student-eligibility-process or by contacting Disability Resources. The Director of Disability
Resources, Jamie Axelrod, serves as NAU’s Americans with Disabilities Act Coordinator and Section 504 Compliance Officer. He
can be reached at [email protected].

RESPONSIBLE CONDUCT OF RESEARCH


Students who engage in research at NAU must receive appropriate Responsible Conduct of Research (RCR) training. This instruction
is designed to help ensure proper awareness and application of well-established professional norms and ethical principles related to the
performance of all scientific research activities. More information regarding RCR training is available at
https://nau.edu/research/compliance/research-integrity.

SENSITIVE COURSE MATERIALS


University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide
range of information, ideas, and creative representations. In their college studies, students can expect to encounter and to critically
appraise materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to
discuss these matters with faculty.

Updated 8/20/2018
Updated 3/29/17
Approved UGC – 2/12/14
Approved UCC – 1/28/14

You might also like