1. Syllabus Used in Course for: Education of Exceptional Individuals (Introduction to Special Education).
   • 2 semester credits
   • Audience: Special Education teacher candidates for Mild/Moderate (K-12), Severe (K-12), Early Childhood (birth to 5), Elementary Education teacher candidates (preschool-8th grade), Secondary Education teacher candidates (7-12th grade), Music Therapy candidates, Communication Disorders and Deaf Education candidates (future audiologists, speech language therapists and Deaf education teachers (preschool-12th grade).
   • This course is for both undergraduate and graduate candidates. Grading criteria are the same for both levels as this is a 4000 level course, not a 5000 or 6000 level course.

2. Instructor:

   Note to User: Include contact information in this section.

   Department:
   Office:
   Phone:
   E-mail Address:
   Office Hours:

3. Course Description: This is an introduction to special education including information regarding characteristics of individuals with exceptionalities, evidence-based instructional strategies, as well as legal policies in meeting students’ needs. This course is structured in a hybrid format, which consists of both online and face-to-face course sessions/activities.
4. Required Texts/Readings:Course reader, which includes articles from government-funded web resources (e.g., What Works Clearinghouse, Center for Parent Information and Resources, the IRIS Center [Information Briefs]) .

5. The University’s Conceptual Framework: This university is currently accredited by the Teacher Education Accreditation Council (TEAC) which does not use a conceptual framework*. However, the university does evaluate its teacher education program by TEAC’s principles and standards for teacher education programs. Specifically the courses are evaluated by Quality Principle I: Evidence of candidate learning.

   • 1.1 Subject matter knowledge
   • 1.2 Pedagogical knowledge
   • 1.3 Caring and effective teaching skills
   • 1.4 Cross-cutting themes
     • 1.4.1 Learning how to learn
     • 1.4.2 Multicultural perspectives/accuracy
     • 1.4.3 Technology

   *In the next accreditation cycle, this university will transition to the merged professional education accreditation body, the Council for the Accreditation of Education Professionals (CAEP).

6. 6. and 7. Standards of Effective Practice and Course Objectives

   Note to User: Be sure to include your states’ special educator preparation standards in the table below.

   Upon completion of the course, the candidate will:

   Course Objective	CAEP	CEC**	InTASC**	TEAC
   1. Demonstrate knowledge of the overview of laws that govern special education.	1.1	4,6,7	9,10	1.1
   2. Describe the role (including collaboration) of each participant in the referral, assessment, and IEP process.	1.1	4,5,6,7	6,7,10	1.1
   3. Describe the role of an educator with Section 504, ADA, and ESSA.	1.1	4,6	9,10	1.1
   4. Demonstrate understanding of creating safe, inclusive, and culturally responsive learning environments for students with exceptionalities.	1.1, 1.2	1,2	2,3	1.1, 1.3, 1.4.2
   5. Demonstrate knowledge of the definitions, development, and individual differences of individuals with exceptionalities identified by IDEA.	1.1, 1.2	1,5	1,4,6,8	1.1, 1.3, 1.4.2
   6. Identify learning characteristics of students with exceptionalities.	1.2	1,5,6	1,7	1.1, 1.3, 1.4.2
   7. Demonstrate application of Multi-Tier System of Supports (MTSS).	1.2	5,7	1,7	1.1, 1.2 1.3, 1.4.2
   8. Determine evidence-based general and specialized curricula to individualize instruction for students with exceptionalities.	1.1, 1.2	3,5	7,8	1.1, 1.2, 1.3, 1.4.2
   9. Demonstrate understanding of how cultural and linguistic differences of students with exceptionalities should be considered in minimizing bias in assessment.	1.2, 1.3	1,2,4,6	1,2,7	1.2, 1.3, 1.4.2
   10. Demonstrate understanding of how cultural and linguistic differences of students with exceptionalities should be considered in selecting and adapting evidence-based general and specialized curricula.	1.1, 1.2, 1.3, 1.4	1,2,3,6	1,2,7,8	1.2, 1.3, 1.4.2
   11. Demonstrate understanding of the variety of high technology and low technology assistive technology devices available to students with exceptionalities.	1.1, 1.2, 1.4, 1.5	3,5	3,4,8,9, 10	1.2, 1.4.3
   12. Demonstrate skills in collaborating with parents and families to meet the needs of individuals with exceptionalities including those with cultural and linguistic differences.	1.2, 1.4	6,7	1,3,9,10	1.3, 1.4.2
   13. Demonstrate knowledge of the process to assist students with exceptionalities transition to adulthood.	1.2, 1.4	1,2,6,7	1,3,4,5, 10	1.1, 1.2, 1.3, 1.4.2

   ** Council for Exceptional Children (CEC); the Interstate Teacher Assessment and Support Consortium (InTASC)

8. Instructional Strategies: This course is structured in a hybrid format which consists of both online and face-to-face course sessions/activities. Online activities are designed to provide flexibility for candidates. Live sessions are important components of the course and provide opportunities for interactions with instructors, guest lecturers, and peers. A wide variety of instructional strategies are implemented. Candidates are required to:
   1. reflect on readings
   2. participate in simulations
   3. respond to videos
   4. participate in group activities
   5. interact during lectures
   6. complete applied assignments ( e.g., plan evidence-based accommodations, etc.)
   7. participate in case study
   8. complete selected IRIS Star Legacy Modules

• Diversity

  Note to User: Be sure to include your university’s diversity statement here.

  This university seeks to build a socially and intellectually vibrant campus community, enhanced by the diversity of its faculty, staff, and students.

10. Course Requirements: Please check the course management system and schedule for more detailed instructions as well as availability dates and due dates. Assignments are due before class. Please note that no late assignments will be accepted.
    1. Disability Law: This case study looks at the special education laws, which protect students with exceptionalities. These laws include the Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and the Every Student Succeeds Act (ESSA).
    2. Classroom Activities: There are 10 unannounced activities throughout the semester. These activities may include applications to guest lectures, videos, hands-on activities, etc. One activity will be dropped to allow for illness, family activities, weddings, missed alarms, etc. Candidate will NOT be able to make up any classroom activities.
    3. Reading Reflections: Candidates are required to reflect on the assigned readings by answering multiple-choice questions, as well as one reflection essay question. Each reflection is worth 5 points. Entries will be graded by the thoroughness and thoughtfulness of the response. The essay should be approximately ½ page in length. Please cite the reading appropriately.

       Explanation and reflection means that the candidate may provide application from personal experience, may give reasons for agreeing or disagreeing with the reading, may discuss possible fears or goals, or may discuss specific ways to apply strategies to future educational environments.

    4. Syllabus Quiz: The information on this quiz will cover classroom and syllabus policies.
    5. Midterm & Final Exams: Each exam is worth 50 points. Study guides are provided on the course management page. Each exam consists of multiple choice, true/false, and matching questions.
    6. IRIS Modules: The IRIS STAR Legacy Modules are to be completed in lieu of class, students do not come to class on these days. The time usually spent in class will be devoted to the completion of the module. Refer to the course schedule for dates. Materials to be used in the on-line sessions include resources from the IRIS Center.
11. Evaluation: Candidates may earn up to 415 points:

    Assignment	Points
    Syllabus Quiz	10
    Disability Law	20
    IRIS Assignments (5 @ 24 points each)	120
    In-Class Activities (10 @ 10 points each; drop one activity)	90
    Reading Reflections (15 @ 5 points each submission)	75
    Midterm Exam	50
    Final Exam	50

    Grades will be assigned according to the percentage of points earned. Grades will not be rounded up.

    Percentage	Grade
    94 – 100	A
    90 – 93.99	A-
    87 – 89.99	B+
    83 – 86.99	B
    80 – 82.99	B-
    77 – 79.99	C+
    73 – 76.99	C
    70 – 72.99	C-
    65 – 69.99	D+
    60 – 64.99	D
    Below 60	F

12. 12. Class Schedule/Week at a Glance
        

        Week	Class Session	Topic	Readings Due	Assignments Due Dates (Due at the beginning of class)
        Week 1	Mon	Introduction
        	Wed	Special Education Overview	H1, H3	Syllabus Quiz Reading Reflection 1
        Week 2	Mon	Holiday NO CLASS
        	Wed	IDEA	H5 – H12	Reading Reflection 2

    Week

12. 3MonSection 504 and ADAH13 – H15 WedPlanning/Providing SPED ServicesH16
    12. • Disability Law Case Study
        • Reading Reflection 3

    Week

12. 4MonIEP ProcessH48 WedInclusionH2, H4
    12. • Reading Reflection 4

    Week

12. 5Mon

IRIS: Classroom Diversity: An Introduction to Student Differences
IN LIEU OF CLASS

12. WedIntellectual Disabilities AH17
    12. • IRIS: Classroom Diversity
        • Reading Reflection 5

    Week

12. 6MonIntellectual Disabilities BH18 WedIntellectual Disabilities CH49, H50
    12. • Reading Reflection 6

    Week

12. 7MonLearning Disabilities AH19 Wed

IRIS: RTI (Part 1)
IN LIEU OF CLASS

12. 12. • Reading Reflection 7

    Week

12. 8MonLearning Disabilities BH47
    12. • IRIS: RTI (Part 1)

    WedLearning Disabilities C

    13. • Reading Reflection 8

    Week

12. 9MonMidterm Exam WedEmotional/Behavior DisordersH23
    12. • Reading Reflection 9

    Week

12. 10Mon

IRIS: Addressing Disruptive Behaviors (Part 1)
IN LIEU OF CLASS

12. WedClassroom Management StrategiesH22
    12. • IRIS: Addressing Disruptive Behaviors (Part 1)
        • Reading Reflection 10

    Week

12. 11MonAutism Spectrum DisordersH32 WedADHDH20, H21
    12. • Reading Reflection 11

    Week

12. 12MonCommunication DisordersH24 Wed

IRIS: Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities
IN LIEU OF CLASS

12. 12. • Reading Reflection 12

    Week

12. 13MonDeafness/Hearing LossH25 – H29
    12. • IRIS: Instructional Accommodations

    WedAssistive Technology, Physical Impairments, Other Health ImpairmentsH33 – H46

    13. • Reading Reflection 13

    Week

12. 14Mon

IRIS: Collaborating with Families
IN LIEU OF CLASS

12. Wed

Holiday
NO CLASS

12. Week

12. 15MonTransitionH51
    12. • IRIS: Collaborating with Families

    WedWrap-up

    13. • Reading Reflection 14

    Final

FINAL EXAM

14. Special Accommodations

    Note to User: Be sure to include your university’s statement about special accommodations/students with disabilities here.

    Students with ADA-documented physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations. Veterans may also be eligible for services. All accommodations are coordinated through the Disability Resource Center (DRC) in Room xxx of the ___ Building, (xxx) xxx-xxxx voice, (xxx) xxx-xxxx TTY, or toll free at 1(800) xxx-xxxx. Please contact the DRC as early in the semester as possible. Alternate format materials (Braille, large print or digital) are available with advance notice.

15. Other Course Policies

    Student Code

    Students need to adhere to student code by not interfering with the instruction or the learning of other students. The instructor encourages that each student will actively participate in class discussion.

    Participation is defined as occasional verbal contributions to class discussion/activity that extend and enhance group process. Participation is NOT defined as merely attending class.

    Courteous demeanor is defined as (1) arriving on time, (2) leaving at the scheduled time and not before (unless the instructor is notified and has approved the request), (3) listening (not talking) during lecture or class discussion, (4) ringing cell phones, talking on cell phones, text messaging, surfing the internet on laptops, similar activities or other unrelated computer use during class time are not accepted in this course, and (5) do not read the newspaper or other unrelated materials during lecture.

    If this becomes a problem by interfering with the instruction of the instructor and interrupting the learning and listening of other students you may be asked to leave the class.

    Student Responsibilities

    As members of the academic community at this university, students share responsibility for its growth and continued well-being and for maintaining an environment which encourages free inquiry and expression. Students are expected to engage in reasonable and substantial preparation for their coursework, to follow course and class guidelines as set forth in syllabi and as annunciated by their instructors, and to complete all academic exercises with integrity. All interactions with faculty members, staff members, and other students shall be conducted with courtesy, civility, decency, and a concern for personal dignity. These responsibilities are the foundation of the University’s Standards of Conduct (The Honor System – see section V-3. Misconduct – see section V-3).

    Academic Honesty

    Please read through the Honor System Guidelines on the Course Content page under Introduction & Policies. For more information, refer to __________________________. Be aware that we use the following definitions:

    According to the Merriam-Webster Online Dictionary, to “plagiarize” means

    1. to steal and pass off (the ideas or words of another) as one’s own.
    2. to use (another’s production) without crediting the source.
    3. to commit literary theft.
    4. to present as new and original an idea or product derived from an existing source. In other words, plagiarism is an act of fraud. It involves both stealing someone else’s work and lying about it afterward.

    The legitimacy of group work has become an issue in online classes. In the past classes there have been situations in which group work could have been considered cheating or plagiarism. “Legitimate” group work is defined as teacher-authorized activity that takes advantage of consultation with your peers, providing you with ideas, suggestions, and corrections, which you take into consideration in the development of your unique and individual product.

    Reading the text and writing answers to the study guide items, then working closely with other students, comparing study guide answers, and attempting to resolve different understandings is an excellent learning technique and is strongly encouraged. However, failing to do the reading and memorizing answers that another student has written for the study guide is not legitimate group work; it is considered cheating.

    Drafting the assignments, then comparing specific aspects of your product to others’ and discussing teaching situations and SPED issues is legitimate and encouraged. Copying someone else’s quizzes or assignments is not legitimate; it is considered cheating. Completing the assignments as a group project is not legitimate; it is considered cheating. You must make your own decisions about every detail of your assignment.

    Always, if you are unsure about boundaries of legitimate group work, please (1) ask for clarification from the instructors, and (2) make full disclosure so that there is no question about your intentions. We are very happy to talk about these boundaries and work with you to maximize your learning and maintain individual accountability.

    Students who violate the Academic Honesty Policy will be reported to the Student Conduct Officer.