1. hobbies and interests
2. reading

Special Education 4000: Education of Exceptional Individuals
Fall 2014
Instructor Information
Instructors: Darcie Peterson and Kimberly H. Snow
E-mail: Through Canvas Conversation - address all emails to BOTH INSTRUCTORS
Course Information
Credits: 2 semester credits
Audience: Special education teacher candidates for Mild/Moderate (K-12), Severe (K-12),
Early Childhood (birth to 5), Elementary Education teachers candidates preschool – 8th
grade, Secondary Education teacher candidates 7-12, music therapy majors, communication
disorders and deaf education majors (future audiologists, speech language therapists and
deaf education teachers P-12).
Course Description: Online introduction to special education with information regarding
characteristics of individuals with exceptionalities, evidence-based instructional strategies as
well as legal policies in meeting students’ needs.
Technical and Canvas Assistance: Information is located within the Course Information link
found on the homepage. Issues with technology are NOT the instructor’s responsibility. If you have
questions regarding technology you need to contact the USU Help desk ([email protected] or
call toll free at 877-878-8325)
Course Materials
Course Reader– You may purchase the readings/handouts in a course reader format from
the USU bookstore OR Express a Book OR you may download them through blackboard.
IRIS Website (iriscenter.com). This website if FREE.
Course Objectives
Objective
1. Gaining factual
knowledge (terminology,
classifications, methods,
trends)
How/When Objective is Met
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2. Learning to apply
course material (to
improve thinking,
problem solving, and
decisions)
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Weekly readings
Midterm Exam
Final Exam
Students will come away with some basic facts, definitions,
causes, psychological/behavioral characteristics, and
educational approaches concerning persons with disabilities
as follows: intellectual disabilities, learning disabilities,
emotional/behavior disorders, communication disorders,
hearing impairments, and/or physically disabilities.
Students will have a basic knowledge of legal issues
surrounding special education, including but not limited to,
understanding Section 504 (ADA—civil rights) and IDEIA
(Individuals with Disabilities Educational Improvement Act
2004—federally mandated).
Students will begin to identify important components of
behavior management plans for their future classrooms.
Weekly Discussion Questions
Weekly Activities
Students will be able to identify similarities and differences
between laws protecting students with disabilities under
Section 504 and IDEIA and apply this to students in their
own classrooms.
Students will be able to identify problem behavior, potential
3. Developing specific
skills, competencies, and
points of view needed by
professionals in the field
most closely related to
this course
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causes for the behavior, and offer realistic solutions to
alleviate the behavior in their own classrooms.
Weekly Comprehension Checks
IRIS Modules (5) addressing select topics
Students will leave this course with a better appreciation of
what it is like to have a disability or have a family member
who is disabled. This course should help create healthier,
positive, but realistic attitude toward people with disabilities.
Course Requirements
This is an on-line class. All course materials and assignments will be presented in an online
version, and all of your assignments/exams will be submitted online. Students enrolled in
this class are required to have HIGH-SPEED web access in order to access course materials
from the course web page. All the computer labs on campus and at the extension sites have
computers with high-speed connections.
This is a structured semester based on-line class. It is a self-paced on-line class. ALL
materials for the 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
students’ responsibility to start assignments in a timely way 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 the USU Help desk ([email protected] or call
toll free at 877-878-8325)
Student Evaluation
Students will be able to earn up to 445 points for the course, as follows:
Assignments:
Comprehension Checks
120
Activities
130
Syllabus Quiz
10
Exams:
Midterm Exam
Final Exam
50
50
Discussion Board:
Discussion Postings
Class Participation (responses
65
20
to discussion postings)
Grades will be assigned according to the percentage of points earned, as follows:
Percentage
Grade
Percentage
95-100
A
73-76.99
90-94.99
A70-72.99
87-89.99
B+
65-69.99
83-86.99
B
60-64.99
80-82.99
BBelow 60
77-79.99
C+
Grade
C
CD+
D
F
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 101 of the University Inn, (435)797-2444 voice,
(435)797-0740 TTY, or toll free at 1-800-259-2966. Please contact the DRC as early in the semester as
possible. Alternate format materials (Braille, large print or digital) are available with advance notice.
Course Assignments
Assignments, Quiz, Exams
a) Class Assignments. Individual activities and comprehension checks will be completed through
Canvas.
b) Quiz: There will be one quiz at the beginning of the course regarding the syllabus, class
procedures and requirements.
c) Midterm exam: IS ONE WEEK ONLY (look on schedule for specific dates and when to set up a
proctor). All items will be multiple-choice. Each exam will be on-line and proctored. Each exam
is a closed book exam.
d) Final exam: IS 3 DAYS ONLY (look on schedule for specific dates and when to set up a
proctor). All items will be multiple-choice. Each exam will be on-line and proctored. Each exam
is a closed book exam.
Discussion Questions/Participation Points
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.
In addition, students can earn up to 20 participation points. Students will be required to make at
least 5 significant postings to other students’ original postings spread throughout the semester
(not all within one discussion question). In other words, you will need to respond to other
students’ posts in at least five different discussion questions. You must respond during the dates
when the discussion question is available. Participation points will be posted on CANVAS at the
end of the semester.
The discussion tool is a great way to increase understanding and to help classmates see different
points of view.
Instructions To Schedule Your Final With A Proctor
At least one week before the exam is scheduled (check your schedule), you will need to request a
proctor. Go to Canvas and click on the ―Support‖ drop down box, instructions to schedule your
proctor may be found there.
Academic Honesty
Please read through the Honor System Guidelines on the Course Content page under
Introduction & Policies. For more information, refer to Academic Honor Code. Be aware
that we use the following definitions:
According to the Merriam-Webster Online Dictionary, to "plagiarize" means
 to steal and pass off (the ideas or words of another) as one's own
 to use (another's production) without crediting the source
 to commit literary theft
 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 on-line 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 or 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.
CEC Standards:
In Special Education, the standards we align to for beginning teachers are the Council for
Exceptional Children (CEC) standards. Secondary and Elementary Education use the
INTASC standards. Information provided in this course will be tied to the standards listed
below. Each SPED course will list the standards and how they are measured in that course.
They are listed in the syllabus for your reference, but you will never have to do anything
with them.
CEC
Standard
ISCI 6 K7
ISCI 6 K8
ISCI 6 K10
ISCI 6 K5
ISCI 6 K6
ISCI 6 K4
Description
Learning
Activities
Evaluation
Family systems and the role of
families in the education process.
Historical points of view and
contribution of culturally diverse
groups.
Potential impact of differences in
values, languages, and customs that
can exist between the home and
school.
Issues in definition and
identification of individuals with
exceptionalities, including those
from culturally and linguistically
diverse backgrounds.
Issues, assurances and due process
rights related to assessment,
eligibility, and placement within a
continuum of services.
Rights and responsibilities of
individuals with exceptionalities,
parents, teachers, and other
professionals, and schools related to
exceptionalities.
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Activity
Quiz,
exams, and
assignment
Reading text
Lecture/discussion
Quiz,
exams, and
assignment
Reading text
Lecture/discussion
Activity
Quiz//exam
Reading text
Lecture/discussion
Quiz,
exams, and
assignment
ISCI 6 K3
Relationship of special education to
the organization and function of
educational agencies.
Reading text
Lecture/discussion
Quiz//exam
ISCI 1 K3
Educational implications of
characteristics of various
exceptionalities.
Family systems and the role of
families in supporting development.
Similarities and differences of
individuals with and without
exceptionalities.
Similarities and differences among
individuals with exceptionalities.
Reading text
Lecture/discussion
Quiz,
exams, and
assignment
Quiz//exam
Effects an exceptional condition(s)
can have on an individual’s life.
Differing ways of learning of
individuals with exceptionalities,
including those from culturally
diverse backgrounds and strategies
for addressing these differences.
Evidence-based practices validated
for specific characteristics of
learners and settings
Basic classroom management
theories and strategies for
individuals with exceptionalities.
Effective management of teaching
and learning.
Reading text
Lecture/discussion
ISCI 1 K4
ISCI 1 K8
ISCI 1 K2
ISCI 1 K10
ISCI 1 K12
ISCI 5 K2
ISCI 2 K2
ISCI 2 K3
ISCI 5 K3
ISCI 5 S4
ISCI 4 K2
ISCI 4 K3
ISCI 6 S10
IGC 6 K1
IGC 6 K5
IGC 6 K7
Augmentative and assistive
communication strategies.
Use task analysis.
Legal provisions and ethical
principles regarding assessment of
individuals.
Screening, pre-referral, referral, and
classification procedures.
Access information on
exceptionalities.
Definitions and issues related to the
identification of individuals with
exceptionalities.
Continuum of placement and
services available for individuals
with exceptionalities.
Factors that influence the overrepresentation of
culturally/linguistically diverse
individuals with exceptionalities in
Reading text
Lecture/discussion
Reading text
Lecture/discussion
Activity
Reading text
Lecture/discussion
Quiz,
exams, and
assignment
Quiz,
exams, and
assignment
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz,
exams, and
assignment
Quiz//exam
Reading text
Lecture/discussion
Activity
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Activity
Reading text
Lecture/discussion
Activity
Reading text
Lecture/discussion
Quiz,
exams, and
assignment
Assignment
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
IGC 6 K8
IGC 1 K2
IGC 1 K3
IGC 1 K8
ISCI 5 S16
IGC 5 S7
ISCI 2 K4
ISCI 2 K6
ISCI 2 S5
ISCI 2 S10
IGC 1 K11
ISCI 7 K2
ISCI 7 K3
ECS E5 K1
ECS E4 K1
EBD 6 K3
programs for individuals with
exceptionalities.
Principles of normalization and
concept of least restrictive
environment.
Impact of sensory impairments,
physical and health exceptionalities
on individuals, families, and
society.
Etiologies and medical aspects of
conditions affecting individuals
with exceptionalities.
Impact of exceptionalities on
auditory and information processing
skills.
Use strategies to facilitate
maintenance and generalization of
skills across learning environments.
Use appropriate adaptations and
technology for all individuals with
exceptionalities.
Teacher attitudes and behaviors that
influence behavior of individuals
with exceptionalities.
Strategies for crisis prevention and
intervention.
Modify the learning environment to
manage behaviors.
Use effective and varied behavior
management strategies.
Communication and social
interaction alternatives for
individuals who are nonspeaking.
Roles of individuals with
exceptionalities, families, and
school and community personnel in
planning of an individualized
program.
Concerns of families of individuals
with exceptionalities and strategies
to help address these concerns.
Concept of universal design for
learning.
Role of the family in the assessment
process.
Principles of reinforcement theory
in serving individuals with
emotional/behavioral disorders
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz,
exams, and
assignment
Quiz//exam
Reading text
Lecture/discussion
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
Online Instructional
module
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
Lecture/discussion
Online Instructional
Module
Reading Text
Guest Lecturer
Quiz//exam
Reading text
Lecture/discussion
Activity
Quiz//exam
Reading text
Lecture/discussion
Activity
Quiz//exam
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
Reading text
Lecture/discussion
Quiz//exam
USU and Department of Special Education and Rehabilitation Policies
USU Incomplete Policy
Executive Memorandum 79-15
Quiz//exam
A student who has been unable to complete the work of course assignments, examinations,
or reports due to extenuating circumstances such as illness, death in the family, etc. - but
not due to poor performance of his/her work - and who has completed most of the
coursework, may petition the instructor of the course for time beyond the end of the
quarter to finish the work. If the instructor agrees, the instructor will place two grades on
the final grade list for the student, an "I" and a letter grade for the course computed as if
the missing work were zero. The student is then required to complete the work in the
manner and by the time agreed upon with the instructor, but, in any case, within 12 months
of the end of the quarter in which the "I" was given. When the grade change is submitted
by the instructor within the prescribed time, both the "I" and the grade submitted with the
"I" will be removed from the student's record, the new grade placed on the record, and the
GPA adjusted accordingly. If no change of grade is submitted by the instructor within the
prescribed period, the "I" will be removed and the grade submitted with the "I" will remain
as the permanent grade for the course. Research and thesis courses taken for graduate work
are exempted from this policy.
Students with Exceptionalities
If a student has a disability that will likely require some accommodation by the instructor,
the student must contact the instructor and document the disability through the Disability
Resource Center, preferably during the first week of the course. Any requests for special
considerations relating to attendance, pedagogy, taking of examinations, etc. must be
discussed with and approved by the instructor. In cooperation with the Disability Resource
Center, course materials can be provided in alternative formats--large print, audio, diskette
or Braille. If you have additional questions or concerns, please contact the head of the
Department of Special Education and Rehabilitation.
Department Policies
Grading Guidelines
 Criteria for the awarding of each letter grade should be specified in the course syllabi
for all courses.
 Grades given in all courses should truly reflect differences in student performance,
not just meeting minimum criteria.
GRADE POINT REQUIREMENTS
 Certification/Undergraduate Students - Students must maintain a grade point average
of 2.75 after being admitted to the Teacher Education Program and while taking
courses in the major.
 Graduate Students - All graduate students must maintain a 3.0 grade point average to
remain an active student in the graduate program.
Student behavior & academic honesty
Student behavior in accordance with USU’s Student Code of Conduct/Rights is expected
during all interactions with faculty and peers. It is expected that students’ work will
conform to the highest standards of academic honesty. Incidences of academic dishonesty
(e.g., cheating on tests, plagiarism, lying to supervisors and cooperating teachers) will be
referred to program committees for disciplinary action.
Certification/undergraduate course requirements
Students are required to earn a "B-" or higher in all certification courses. Students who
receive a grade below "B-" must retake the course. Each student will be allowed to repeat
a maximum of one course (course is defined as didactic courses, practica and student
teaching). Students who receive two grades below “B-” or withdraw from two practica (or
one practica two times) will not be permitted to continue coursework in special education.
Student teaching may not be repeated without appeal and approval by the appropriate
special education program committee.
Students who do not apply for certification within 12 months of graduating, may be subject
to additional coursework prior to recommending certification.
Background check
As a result of a legislative mandate, all students planning on obtaining a teaching
certificate in Utah must receive a background check completed prior admission to the
Teacher Education Program.