• 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.

Instructor:

Note to User: Include contact information in this section.

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

This 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. 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:

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

1. reflect on readings
2. participate in simulations
3. respond to videos
4. participate in discussion board
5. respond to online lectures
6. complete applied assignments (e.g., write a Section 504 accommodation plan, plan evidence-based accommodations)
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.

Course Requirements: This is a structured self-paced semester based online course. ALL materials for each lesson will be opened the first day of class. However, ONE lesson is due each week. The feedback for each lesson will not be provided until at least 3 days after the due date. The due dates for each lesson are indicated on the course schedule. It is the candidates’ responsibility to start assignments in a timely manner to allow for technical difficulties. Late assignments and quizzes will not be accepted. The midterm and final are not available all semester. Check your schedule for available dates.

Issues with technology are NOT the instructor’s responsibility. If you have questions regarding technology you need to contact ____________________.

1. Each lesson includes:
   1. Activity: Completed on course management system. The activity might include reflection on readings, video or online lecture. The activity might also be a simulation or completion of an IRIS STAR Legacy Module.
   2. Comprehension Check: Reflection and evaluation of the lesson topic.
   3. Discussion Board Question: The 65 points for the discussion questions will be determined by a student’s original response to the discussion question. Because this is an online class, participation is essential. Each of these postings will be worth 5 points.
2. Syllabus Quiz: There will be one quiz at the beginning of the course regarding the syllabus, class procedures, and requirements.
3. Exams: Midterm and Final exams
4. Participation points: Points are awarded for making significant and thoughtful responses within the discussion board to peer candidates’ postings.

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

KEY: Q=Quiz; A=Activity; C=Comprehension Check; D=Discussion Question; H = Handout

ALL lessons are open the first day of class. One lesson is due each Monday night at midnight.

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.

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.