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MA Learning Disabilities PSY V3300 – 1HJ (20614) (Fall, 2024 Mon 6:30-9:00 pm, 2.5 hrs. Online Synchronous
via Zoom)

Instructor: Dr. Karina Morales, PhD, NCSP

Class Number: 20614
Zoom Link: https://ccny.zoom.us/j/82043014779?pwd=TTnILIuyjYPnLhibT0T1AWZm7A4fYQ.1
Passcode: 689446 Meeting ID: 820 4301 4779
Office Hours: Wed 7:00-8:00pm or by appointment
Email: [email protected]

Text: Hallahan, D.P., Kauffman, J., & Pullen, P.C. (2018). Exceptional learners: An introduction to special
education (14th ed). Boston: Pearson.

Course Description: This course will introduce the psychological and educational difficulties experienced by
school-aged children and adults with learning disabilities (e.g. reading, writing, mathematics) and other
neurodevelopmental disorders (e.g. autism spectrum disorder and ADHD). Grounded in current research and
best practices, the course delves into the complexities of identifying, assessing, and providing interventions
and supports across the lifespan. Emphasis will be placed on understanding the cognitive, emotional,
environmental, cultural and linguistic factors that contribute to the manifestation of learning disabilities. The
special education process, educational programs (e.g. individualized education plans, 504 plans) and services
provided to students with unique learning needs will be explored. Students will learn where special education
comes from, why it is needed and the different roles in special education such as the role of teachers,
clinicians (school psychologists, social workers), paraprofessionals and other service providers for students
with disabilities in the classroom and other community settings.

Course Objectives:
1. To understand the various types of learning disabilities that exist experienced by school-aged children
and adults.
2. Develop a knowledge of special education services in school settings and beyond.
3. Demonstrate knowledge of the needs of students with a range of disabilities and special health care
needs that are served by various types of classrooms.
4. To understand the difference between an Individualized Education Plan (IEPs) and 504 Plans.
5. To understand the role of teachers, clinicians, paraprofessionals and other potential service providers
for students with disabilities.
6. Demonstrate knowledge of designing instruction for students with various disabilities in diverse
educational settings.
7. Demonstrate an understanding of Universal Design for Learning (UDL), Differentiated Instruction (DI),
and Positive Behavior Intervention and Supports (PBIS).
8. To understand assistive technologies to help facilitate effective instruction for unique and diverse
learners.
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Course Grading:
1) Class Participation (15 points/15% of grade)
2) Disabilities Portrayed in the Media Assignment (10 points/10% of grade)
3) Midterm Assignment (25 points/25% of grade)
4) History of Disabilities Assignment (20 points/20% of grade)
5) Final Exam (30 points/30% of grade)

Class Participation (15%): It is expected that each student will come to the live session having read the
assigned readings for that week, turned in any assignments due, and prepared to engage in class discussions.
Students are required to attend and participate in class. Please arrive to class promptly. Please refrain from
texting/emailing/searching the internet, etc. during class. Students are expected to be respectful of varying
viewpoints that may be presented in the class and speak respectfully with one another through class
discussions. Students who are noticeably distracted during live session times or are constantly turning off their
video feed will lose student participation points. Absence from class will negatively impact your grade for the
participation requirement.

Please inform the instructor immediately of an extenuating circumstance (i.e., medical emergency, death in
family, religious observance) that will affect attendance or timely completion of assignments.

Class Participation Point System

15 13 11 8 5 1

Student attends Student attends Student attends Student attends Student has Student has
all scheduled all scheduled scheduled classes scheduled classes multiple absences several unexcused
classes and is classes but has at but has at least but has multiple or is often late to (and excused)
prepared to least one one unexcused absences or is class and when absences and
discuss the unexcused absence. The frequently late. present in class often late to class.
assigned readings. absence. The student often The student infrequently The student is not
The student student comes to comes to class sometimes comes prepared to prepared to
actively class prepared to prepared to to class prepared discuss the discuss readings
participates in discuss the discuss the to discuss the assigned readings. or course
class discussions assigned readings assigned readings assigned readings The student will material. The
by listening to and and participates in and will and will only only participate if student will not
respecting their class discussions participate once participate when the instructor participate in class
classmates. when prompted or twice during a prompted by the prompts a specific discussions and is
Student is actively by the course class when instructor. The question and distracted by
engaged. instructor. The prompted by the student provides information is using their cell
student is instructor. The short and minimal minimal. The phone or
thoughtful in their student provides responses to student is often computer during
responses and is responses to questions and is on their cell phone class.
mostly actively questions and is often distracted or computer and
engaged. engaged for some during class. distracted during
of the time in class class.
but is noticeably
distracted.
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Camera Use Guidance for Online and Hybrid Courses from the Office of the Provost at CCNY:

“Faculty may require students to turn on their cameras in online and hybrid courses during class periods or for remote
testing purposes. Requiring students to use cameras may be important pedagogically to increase engagement, social
connection, accountability, and collaboration. CUNY is committed to using digital technology in ways that are sensitive
to issues of student privacy. To ensure that students are aware that camera use may be required, a notice will be
provided in CUNYfirst for all online and hybrid classes.”

Given that this course is fully online and would like to create social connections as well as full engagement of the topics
discussed, camera use is required unless you have an extenuating circumstance or condition. For further questions or
concerns please feel free to reach me.

Assignments

For All Assignments:

• Late submission of assignments will result in a 10% of the total points for the assignment will be
deducted for each day that it is late past the due date.
• All written assignments will be submitted on Blackboard SafeAssign detects overlap between existing
works and the submitted assignment. If a student’s originality report indicates a high percentage of
overlap between their assignment and existing works and proper citations are not used, the student
may be asked to resubmit the assignment or points may be deducted from the student’s grade.

Disabilities Portrayed in the Media Assignment (10%): This assignment aims to gain a better understanding of
how people with disabilities have been portrayed in the media. The media can be an effective tool for
providing information on disabilities or it can provide harmful myths about disabilities. Submit one of the
following but are not limited to a picture, magazine article, commercial from YouTube (with link) from your
daily life that you have seen that sends messages to the public about persons with disabilities. Answer the
following in at least 1-2 pages (not including the title and reference pages):
• What is the message about disabilities? (3 point)
• How does it connect to either special education, current laws, technology, daily life with persons of
disabilities, and/or school practices serving students with disabilities? (3 points)
• Identify ways this artifact connects to your life (if at all) if not, how may it connect to others (2 points).
• Information is clear, well organized and follows APA formatting throughout (2 points).

Midterm Assignment (25%): Choose and research a disability in the following: 1) Intellectual and
Developmental Disabilities, 2) Specific Learning Disabilities, 3) attention deficit hyperactivity disorder, 4)
Emotional and Behavioral Disorders, and 5) Communication Disorders. Autism is a popular choice; I advise
choosing a disability that you are unfamiliar with to your benefit. You are to create either a pamphlet, or a
creative outline or flier that can increase awareness about living with the disability for an audience of students
or teachers. Include resources that you believe will be beneficial for others, as well as any other pertinent
information about this topic. References should be cited. Points for the assignment are described below:
• The pamphlet/flier/outline should include characteristics of the disability, the causes, how many school-
aged students have the disability, how these students are diagnosed and possible treatments
available/school-based interventions that can be provided (15 points).
• Relevant supporting references as appropriate to the topic and/or disability using at least 2-5 references
(5 points).
• Information is clear, well organized and thorough (5 points).
History of Disability Assignment (20%): Research a disability of your choice and trace the effect of policy,
practices/services, and perspectives related to that disability over time in the United States and in another
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country. Compare and contrast now and then in the United States and draw comparisons and contrasts to the
other country at similar times in history. Write a 2-3-page summary comparing then/now and here/there for
the disability that you studied.
• There is a rationale for choosing a type of disability that is clearly explained. The disability is clearly
defined and accurate in the description (5 points).
• There is a rationale for choosing a country that is clearly explained. The landscape of each country is
described with details (5 points).
• There are at least 2 research questions or areas that are being discussed in the write up with clear
answers for then/now and here/there (5 points):
o Find out what is/was known about the disability – how was the disability defined?
o How does/did educators respond to persons with this disability?
o How does/did society respond to the disability?
o What are/were the barriers or accomplishments in supporting persons with this disability?
• The summary paper is clearly written and organized, and accurate in APA formatting and citations with
little to no grammatical errors (5 points).

Final Exam (30%): A final exam will be administered as indicated in the course schedule. The final will consist
of multiple choices, short-answers, fill-in the blank responses, and 1-2 short essay format questions. Students
will be permitted to refer to course texts, readings, and notes throughout the exam.

**All assignments are due on Blackboard before class begins the date it is due.**
**APA 7th Edition Format is also required for all assignments.**
Please refer to Purdue OWL as a reference for APA formatting, it is a great resource:
https://owl.purdue.edu/owl/research_and_citation/apa_style/index.html

Course Schedule:
Date Topic Assignment

09/02 NO CLASS – COLLEGE CLOSED

09/09 Introductions, Syllabus Review, and

Overview of the Course

09/16 Exceptionality and Special Education Hallahan et al. Ch. 1 & Hallahan et al.
Ch. 2
Current Practices for Meeting the
Needs of Exceptional Learners

09/23 Multicultural and Bilingual Aspects of Hallahan et al. Ch. 3

Special Education

09/30 Learners with Intellectual and Hallahan et al. Ch. 5

Developmental Disabilities

10/7 Learners with Specific Learning Hallahan et al. Ch. 6

Disabilities

Disabilities Portrayed in the Media

Assignment Due
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Date Topic Assignment

10/14 NO CLASS – COLLEGE CLOSED

10/15 TUESDAY *CLASSES FOLLOW A MONDAY Hallahan et al. Ch. 7

SCHEDULE*

Learners with Attention Deficit

Hyperactivity Disorder

10/21 Learners with Emotional and Hallahan et al. Ch. 8

Behavioral Disorders

10/28 Learners with Autism Spectrum Hallahan et al. Ch. 9

Disorders

11/4 Learners with Communication Hallahan et al. Ch. 10

Disorders
Midterm Assignment Due

11/11 Learners Who Are Deaf or Hard of Hallahan et al. Ch. 11

Hearing
AND
Learners with Blindness or Low Vision

11/18 Learners with Low-Incidence, Multiple, Hallahan et al. Ch. 13

& Severe Disabilities
AND
Hallahan et al. Ch. 14
Learners with Physical Disabilities &
Other Health Impairments

11/25 Effective Classroom Management & Castelo, M. (2020). Using assistive

Use of Assistive Technology technology to empower students with
disabilities. EdTech Focus on K-12
Reading will be provided on
Blackboard*

History of Disability Assignment Due

12/2 Differentiated Instruction & Teacher Solone, C., Thornton, B., Chiappe, J.,
Collaboration Perez, C., Rearick, M., & Falvey, M.
(2020). Creating Collaborative Schools in
AND the United States: A Review of Best
Practices. International Electronic Journal
of Elementary Education, 12(3), 283-292
Working and Communicating with
Parents and Families Reading will be provided on Blackboard*

Hallahan et al. Ch. 4: Parents and Families

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Date Topic Assignment

12/9 Final Exam Review

12/16 FINAL EXAM WEEK

Student Support Services

There are many resources available to support students at the Colin Powell School. We encourage you to speak with a
Colin Powell School Academic Advisor for guidance about which might be suitable.
https://www.ccny.cuny.edu/colinpowellschool/office-academic-advisors. Also, consider the resources outlined below.

Accessibility & Campus Resources

At City College, we strive to make all of our classes accessible to every student, regardless of any disability (visible or
non-visible; physical, cognitive, emotional, or learning) or any other special circumstances (such as a medical, personal,
or housing emergency; family responsibilities; financial difficulties; legal difficulties; or immigration status) that may
affect your ability to attend classes and complete coursework. Please speak to your professors in office hours or via
email early in the semester or as soon as you’re aware that you may need accommodations.

In addition, City College offers resources to students in a wide range of circumstances. Please share this information with
your friends and classmates at CCNY. We want all students to succeed and to take full advantage of all the support the
college has to offer.

Please let your other professors know if you have registered with the AccessAbility Center/Student Disability Services
(AAC/SDS) or have any special needs, learning differences, or medical conditions that may affect your coursework so
that we can make the appropriate accommodations. If you believe you may need an official accommodation, please be
in touch with the AAC/SDS (https://www.ccny.cuny.edu/accessability ). You can reach the AccessAbility office via email
([email protected] ) or through their Zoom virtual front desk
(https://ccny.zoom.us/j/9018003301?pwd=dlRQTkgxRGluZDUyUjQ5RXdqQ1FQUT09 ).

If you need a computer, tablet, or Wi-Fi, you can request them through an online form
(https://portal.ccny.cuny.edu/depts/oit/cuny_loaner/login.php ). You can also contact the iMedia Center
(https://www.ccny.cuny.edu/it/imedia ) via email ([email protected] ). For other technical support, visit the Office
of Information Technology in NAC 1/301 or visit their website (https://www.ccny.cuny.edu/it/students )

If you have any questions or concerns about your immigration status or that of your family members, please consult the
CCNY Immigration Center (https://www.ccny.cuny.edu/we-are-one-ccny/city-college-immigration-center ) for free and
confidential advice via phone (212-650-6620) or email ([email protected] ).

If, for any reason, you are struggling with personal issues, anxiety, depression, or stress, there are a number of
resources on campus:

The Student Counseling Center in the Health and Wellness Center provides remote counseling that is free and
confidential to students. You can contact them via phone (212-650-8222) or email ([email protected] ). To be
immediately connected with a Crisis Counselor, text CUNY to 741741. This Crisis Text Line is a free and confidential
service that assists in problem solving and safety planning during moments of crisis and is available 24 hours a day,
seven days a week. They also have links to several resources on their website (https://www.ccny.cuny.edu/counseling ).
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The Psychological Center, located in the NAC Building, 8th Floor offers a range of in-person psychological services at low
cost, including individual and group psychotherapy, couple’s therapy, and psychological testing. All services are
confidential. To schedule a psychological screening, please call 212-650-6602 or you can go on the clinic’s website
https://www.thepsychologicalcenter.org/ and click on “NEW PATIENT” to begin the process for a psychological
screening.

The Colin Powell School also has a partnership with NAMI-NYC to help you if you are living with mental health challenges
or if you care about someone experiencing those challenges. NAMI-NYC programs are services are available FREE of
charge and you can be as anonymous as you’d like. Contact NAMI-NYC’s helpline via phone (212-684-3264) or email
([email protected]).

If you are dealing with food insecurity, please visit Benny’s Food Pantry (https://www.ccny.cuny.edu/bennysfoodpantry)
in the Hoffman Lounge on the first floor of the NAC.

If you are facing an emergency shortage of funds, please email Ms. Charlene Darbassie ([email protected]) or
Dean Andy Rich ([email protected]) in the Colin Powell School Dean’s Office. They will tell you how to apply for an
emergency grant. Applying is quick and easy. You can learn more about these emergency grants online
(https://www.ccny.cuny.edu/colinpowellschool/student-emergency-fund).

If you are experiencing or have experienced domestic violence or violence that is sex-based, gender-based, or
sexuality-based; or if you are experiencing or have experienced discrimination because of gender, sex, sexuality, race,
ethnicity, language, religion, disability, or other reasons, please report it to Sheryl Konigsberg in the Office of
Affirmative Action, Compliance, and Diversity (https://www.ccny.cuny.edu/affirmativeaction) via email
([email protected]) , phone (212-650-6310), or in-person (Shepard Hall 109 A-D). For a confidential discussion
of these and related issues, please contact Sophie English via email ([email protected]) or phone (212-650-8905).

The Health and Wellness Center offers resources to survivors of gender-based and sexuality-based violence as well as
to all members of the LGBTQIA+ community at CCNY. You can learn more about these resources online
(https://www.ccny.cuny.edu/health-wellness/gender-resources) or via phone (212-650-8222), via email
([email protected]), or in person at the Safe Space Resource Room located in the LGBTQ+ Student Center
(https://www.ccny.cuny.edu/lgbtq-student-center) in NAC 1/101B.

If you are struggling in any of your classes, don’t hesitate to get extra academic support. There are various student
tutoring services through CCNY Tutoring Services (https://www.ccny.cuny.edu/academics/tutoring) or City Tutors
(https://www.thecitytutors.org/). The Colin Powell School also offers free peer mentoring with trained upperclassman
students to help motivate, focus on academics, and support students in achieving their goals. To sign up, simply fill out
the form (https://airtable.com/appbIX4GFdKGDMLwL/shrWHKbV8QKh3017A). Learn more through the Colin Powell
Office of Student Success Mentoring (https://cps-oss.ccny.cuny.edu/mentoring/).

The CCNY Writing Center (www.ccny.cuny.edu/writing) offers individualized writing support to all students.

The Office of Student Success (OSS) supports students beyond the classroom by helping you connect with alumni
mentors, get paid internships, and win fellowships. See https://cps-oss.ccny.cuny.edu/ for more information. OSS offers
something for everyone – whether you are a new student or are about to graduate. Their offices are on the 6th floor of
the NAC (6/274 through 6/288) next to the Office of Academic Advising. We encourage you to go to the CPS Student
Center (6/289), where you can meet new people, study, and hang out between classes.

City College also helps with internships and jobs through the College’s Career & Professional Development Institute
(https://www.ccny.cuny.edu/cpdi).

If you are a veteran, please know that the Office of Veteran Affairs offers a wide range of resources to support your
studies. Information for how to contact that office is on the website (https://www.ccny.cuny.edu/veterans/veterans-
affairs-city-college).
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For general advising questions, contact the Colin Powell School Office of Academic Advisors
(https://www.ccny.cuny.edu/colinpowellschool/office-academic-advisors). This office is in the NAC Building, Room
6/293. At their website, you can use Navigate to make an appointment with one of the advisors (https://ccny-
cuny.campus.eab.com/). You can also find their email addresses so you can send them a message.

For Assistance with financial aid: Please reach out to our Colin Powell School Embedded Financial Aid Advisor, Jennifer
Lavayen: [email protected]. Navigating the financial side of your education can be overwhelming, but there are
unique resources specifically available to students within Colin Powell School. Reaching out for assistance can open
doors to scholarships, grants, and other opportunities tailored just for you, easing your financial burden. Remember,
investing time in understanding and applying for these specialized resources can make a huge difference in your college
experience. Don't miss out on the help that's designed to support you—take the first step today. To schedule an
appointment and view walk-in times please use the following link: https://ccny-cuny.campus.eab.com/pal/thOlLVZHX3.

Are you in search of childcare? CCNY’s Campus Child Development Center offers full day childcare, on campus, for the
children of students, faculty, staff, and community members. Students are often eligible for a subsidized rate that is
much less expensive than the market rate. Moreover, CCNY students have priority. Contact [email protected] ,
[email protected], or [email protected]. You can also call (212) 650-7679 or see
https://www.ccny.cuny.edu/cdc or https://imagineelc.com/city-college-child-development-center/. If you live closer to
another CUNY campus, you might receive subsidized childcare at that campus, too. Contact the email addresses listed
above to learn more.

References

Hallahan, D.P., Kauffman, J., & Pullen, P.C. (2018). Exceptional learners: An introduction to special education (14th ed).

Boston: Pearson.