Introduction to People with Exceptionalities (AEDX 400) surveys the development of special education; current legal guidelines with emphasis on public school mandates; various clusters of exceptionalities, their definitions, classification, identification, prevalence, causes, characteristics, education needs; and inclusion of students with exceptionalities within the general education classroom.

USCA School of Education Conceptual Framework: The objectives of this course are designed to facilitate the candidate's development as a Dynamic Educator. This course will focus specifically on the development of the Dynamic Educator as a Professional.

Course Goals and Objectives

General Goals

The USCA candidate in Teacher Education will grow professionally and personally as demonstrated by examinations, written and non-written assignments, and active participation in the acquisition of beginning competencies for assisting the learner with exceptionalities, including surveying and applying current research findings.

Instructional Objectives

Each candidate will:

Discuss relevant laws, emphasizing Section 504, Public Law 94-142 and each of its Reauthorizations, and ADA, particularly provisions regarding the IEP and IFSP.
Describe special education services, historical and current, emphasizing the inclusion of students with exceptionalities in general education classrooms and its relation to physical, social, emotional, and cognitive developmental needs of individuals with exceptionalities of all ages and their environments;
Analyze service delivery to learners with exceptionalities and their families, including the roles of individuals within the school system and supporting agencies with an emphasis on collaboration by relevant entities;
Describe adapted materials and methods, including technology, for the learner with exceptionalities at different levels of needs and ages;
Compare needs of students with academic giftedness with intervention programs;
Identify supporting agencies, community and parent groups, and professional associations, including the Council for Exceptional Children;
Discuss assessments used by the classroom teacher and specialists to meet various requirements;
Synthesize effective means for communicating and collaborating with parents and with students with disabilities from differing linguistic and cultural backgrounds; and
Synthesize effective means for interdisciplinary communication and collaboration in order to enhance the lives of people with disabilities and their families.

Course Readings

Smith, (2004). Introduction to special education (5th ed.). Boston:

Pearson/Allyn and Bacon.

Additional text and article readings may be assigned at the Instructor's option. Candidates will be expected to read and understand handouts distributed in class and via email.

Instructional Procedures

This is a hybrid course, meaning that we will meet as a group four times throughout the semester. All other content will be available to you on the Internet and through email. Candidates are expected to maintain frequent contact with the instructor via email and during conferences as needed.

Course Requirements

Administrative Requirements

It is the responsibility of all members of the USCA academic community to promote, maintain, and enforce academic honesty as noted in the Academic Code of Conduct published in the USCA Student Handbook. You have the right to expect that the provisions of this Code will be enforced. I will do so. The following statement is to be included at the end of every assignment at the bottom of the References page:

1. On my honor as a University of South Carolina Aiken student, I have completed my work according to the principle of Academic Integrity. I have neither given nor received any unauthorized aid on the assignment/examination.

2. Social Security Number

If you have a physical, psychological, and/or learning disability which might affect your performance in this class, please contact the Office of Disability Services, 126A B & E, (803) 641-3609, as soon as possible. The Disability Services Office will determine appropriate accommodations based on medical documentation. Given the definition of fair for this course, I am confident we can arrange seating, testing, or other accommodations. See me after class, or during my office hours, during the first week of the semester.

Attendance at all class sessions on campus is expected. You are obligated to do all of the work assigned. Punctual attendance is vital to the discharge of this obligation. Absence from a class, excused or not, does not alter this responsibility of completing all assigned work. Any absence from one scheduled class meeting on campus will result in a lowering of your final grade by one letter grade.

Assignments

1. Exams (2 @ 100 pts each) 200 points

2. Observation & Interview 50 points

3. Disability Simulation 75 points

4. Group Presentation 100 points

Evaluation and Grading Scale

A (93% - 100%)

B+ (90% - 92%)

C+ (79% - 82%)

C (70% - 78%)

D+ (66% - 69%)

D (60% - 65%)

F (59% and below)

I will use the grade sheet on Blackboard to calculate your grades. If you would like to check your grades on Blackboard, please email me for the handouts.

Incompletes

This course was designed so that you can successfully meet your responsibilities within this semester. However, given extenuating circumstances, an Incomplete may be assigned at the discretion of the Instructor. Valid evidence must be presented that you were unable to complete all the required work for the course due to circumstances beyond your control. Prior arrangements must be made with the Instructor for such a grade to be assigned and the appropriate form submitted. Review USCA policy for additional information. NOTE: Falling in or out of love is not considered to be a circumstance beyond the candidate's control sufficient for receiving an Incomplete.

Evaluation Criteria

Grading in this course will be determined by examinations; critical reading, writing, and other activities regarding the course material; and by contributing to class and group activities. Evaluation will focus on the ability to identify important ideas, articulate the complexity of issues, recognize different points of view, and apply content in meaningful ways. Completing assigned readings and coming to class prepared to engage in focused discussions are necessary for making the course a meaningful experience. The following general standards are used as a referent for written materials:

Excellent writing: Clearly articulated, organized, developed, and accurate ideas that convey reflective insight. Fluid language, with appropriate vocabulary, syntax, grammar, and usage are expected.

Good writing: Ideas are accurate and organized, usually clear and adequately developed. Minor errors in vocabulary, syntax, grammar, or usage exist.

Fair writing: Ideas are mostly accurate and organized, but some lack of development creates ambiguity. Some errors in vocabulary, syntax, grammar, or usage, but not enough to be distracting, exist.

Poor writing: Written or oral work that has enough accuracy to indicate the candidate has made an effort at the assignment, but has failed to account for the complexity of the ideas. A moderate quantity of grammatical errors is present.

Unacceptable writing: Inaccurate work replete with various vocabulary, syntax, grammar, or usage errors.

Word Processing

All assignments turned in must be completed on a computer. Use a program that checks spelling and grammar. Papers must be double spaced using a 12 point font with one to one and a half inch margins all the way around.

Regrades

Regrade requests must be submitted in writing, stapled to the back of the exam or assignment to be regraded. The request should contain a rationale as to why the information you originally wrote is correct and a reference to the material that supports the rationale must be provided. Regrades must be submitted to the Instructor by the start of the class immediately following the session in which the exam or assignment was returned to you.

Other Requirements

A. Readings

You are responsible for reading and comprehending the text and any additional materials distributed or assigned.

B. Assignments

All assignments must be submitted by the end of the class period electronically on the day they are due. Losing your paper in the computer or difficulties with email will not be accepted as an excuse for a late assignment. LATE ASSIGNMENTS WILL NOT BE ACCEPTED, RESULTING IN A LOSS OF ALL POINTS FOR THAT ASSIGNMENT.

C. Access to the Internet

You must have an email account and provide the Instructor by January 20, 2004. All candidates must have access to the Internet.

D. Cell phones

Switch all cell phones and pagers to a non-audio mode before the start of class.

E. Good writing

The instructor of this course values good writing. Written work for this course may be used as a part of the required Writing Portfolio. For information regarding the portfolio requirements, consult your USCA Undergraduate Bulletin or visit Dr. Lynn Rhodes, Director of Writing Assessment, or Mr. Karl Fornes, Director of the Writing Room.

F. Policy on Written Work and Research

The Publication Manual of the American Psychological Association (5th ed.) is the style guide to be used in this course. All assignments submitted must adhere to the requirements set forth in this manual. All assignments must have a title page, be double-spaced with 1" to 1.5" margins on all four sides, and reflect proper documentation of references. Most assignments are to have a Reference page (see pages 8-10). Copies of the APA Manual are available in our library.

Candidates are encouraged to use all appropriate sources (e.g., books, audio and videotapes, interviews, lectures, and articles) as references. In every paper that includes outside sources, documentation of references is necessary to give value to the originality of your own contribution to the assignment and to avoid charges of plagiarism.

Plagiarism occurs when a writer takes any other person's ideas and/or language and uses the materials as his own without proper acknowledgment through some form of referencing. Plagiarism may be the result of carelessness, ignorance, or premeditation, but any form of it in any assignment is inappropriate. Papers that contain plagiarized material will result in the student receiving a failing grade on the assignment and a disciplinary report being sent to the appropriate administrative officer. The following are some examples of plagiarism:

Word by word copying without mentioning the author's name or without using quotation marks.
Copying many words or phrases without mentioning the author's name or without using quotation marks.
Copying an occasional key word or phrase without mentioning the author's name or without using quotation marks.
Paraphrasing without mentioning the author's name.
Taking another's ideas without acknowledging the source.

That candidate for that particular course must write all papers, projects, or other assignments. Cite your source(s) when using information obtained from the Internet. No paper, project, or assignment may be submitted to fulfill the requirements of more than one course. Failure to adhere to this policy will result in disciplinary action being taken. If you have any question at all regarding this Policy on Written Work and Research, contact the Instructor immediately.

Progress in Course

Candidates are encouraged to meet with the Instructor regarding their progress in the course, completion of any assignment, or preparation for an exam. I look forward to assisting you as you work to be successful in this course.

Description of Assignments

Exams:

All candidates will take two written exams. See the Tentative Schedule for content to be included. The exams will include both objective and subjective questions.

Due Dates:

Exam 1: Feb 24

Exam 2: May 4 @ 5:00 p.m.

Disability Simulation:

Candidates will simulate a disability for 48 consecutive hours. At the completion of the simulation, candidates will write a paper describing the significant events that occurred during the simulation and a reflection of their feelings regarding their experiences. Candidates will also include information regarding how they will use this experience as a teacher. Papers must be at least 3 pages in length in APA format (e.g., title page, 12 point font, 1 inch margins). See rubric for additional information on completing the disability simulation.

Due Date: March 16

Group Presentation:

In groups of 4, candidates will select topic related to individuals with exceptionalities and make a 20-30 minute presentation to the class. Candidates must have their topics approved by the instructor. See rubric for additional information on completing the group presentation.

Due Date: April 13

Observation and Interview:

Candidates may schedule an observation in a classroom, other than one in which they are teaching or have taught, that includes students with exceptionalities. This setting may be a general education or special education classroom. Candidates should observe for approximately 1 hour. Candidates also are to interview the teacher of that class. Candidates should ask questions pertaining to concepts discussed in our course (e.g., opinions or attitudes toward inclusionary types of accommodations and modifications, services provided to candidates, numbers and nature of exceptionalities represented, methods, collaboration, and co-teaching). Informed written consent is to be obtained if any names of students, faculty, or staff are used. See rubric for additional information on completing the observation and rubric.

Due Date: Feb 17

Tentative Schedule*

Date	Topic / Assignments	Reading
Jan 13	MEET ON CAMPUS	Preface & Ch. 1
	Course Overview
	Context of Special Education
	Litigation & Legislation
20	IEPs, 504 Plans, FBAs, & BIPs	Ch. 2
20	Inclusion & Collaboration s	Ch. 2
27	Multicultural & Bilingual Special Education	Ch. 3
Feb. 3	Learning Disabilities	Ch. 4
10	Speech or Language Impairments	Ch. 5
17	Mental Retardation	Ch. 6
17	Observation/Interview Due	Ch. 6
24	MEET ON CAMPUS	Ch. 1-6
24	Midterm	Ch. 1-6
Mar 2	Gifted and Talented	Ch. 7
9	Spring Break
16	Emotional and/or Behavioral Disorders	Ch. 8
16	Disability Simulation Due	Ch. 8
23	Physical Impairments and Special Health Care	Ch. 9
30	Deafness and Hard of Hearing	Ch. 10
Apr. 6	Low Vision and Blindness	Ch. 11
13	MEET ON CAMPUS
	Autism and Spectrum Disorders	Ch. 12
	Group Presentations
20	Very Low Incidence Disabilities: Multiple-Severe Disabilities, and Traumatic Brain Injury	Ch. 13
May 4	MEET ON CAMPUS Exam #2 ( 5:00 p.m. )	Ch. 7-13

*The schedule may change at the instructors's discretion.

Bibliography

Agosta, J., & Meida, K. (1996). Supporting families who provide care at home for children with disabilities. Exceptional Children, 62, 271-282.

Appl, D. (1996). Recognizing diversity in the early childhood classroom: Getting started. Teaching Exceptional Children, 28(4), 22-27.

Banks, J. A. (1999). An introduction to multicultural education. Boston : Allyn and Bacon.

Bondy, E., Ross, D., Sindelar, P., & Griffin , C. (1995). Elementary and special educators learning to work together: Team building processes. Teacher Education and Special Education, 18(2), 91-102.

Chenfeld, M. B. (1995). Creative experiences for young children (2nd ed.). Fort Worth , TX : Harcourt Brace Jovanovich.

Crocker, A., & Orr, R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62, 451-462.

Crockett, J. B., & Kauffman, J. M. (1999). The least restrictive environment: Its origins and interpretations in special education. Mahwah , NJ : Erlbaum.

Daven, L. (1996). Listening to parents of children with disabilities. Educational Leadership, 53(7), 61-63.

Edelman, M. W. (1995). Guide my feet: Prayers and meditations on loving and working for children. Boston : Beacon Press.

Edelman, M. W. (1992). The measure of our success: A letter to my children and yours. Boston : Beacon Press.

Fennick, E. (2001). Coteaching: An inclusive curriculum for transition. TEACHING Exceptional Children, 33(6), 60-66).

Hallahan, D. P., & Kauffman, J. M. (2000). Exceptional learners: Introduction to special education. Boston : Allyn and Bacon.

Hunt, N., & Marshall, K. (2002). Exceptional children and youth (3rd ed.). Boston : Houghton Mifflin Company.

Kauffman, J. M. (1999). Today's special education and its messages for tomorrow. Journal of Special Education, 32, 244-254.

Kotlowitz, A. (1991). There are no children here: The story of two boys growing up in the other America . New York : Anchor Books.

Landau, S., Milich, R., & Diener, M. B. (1998). Peer relations of children with attention-deficit hyperactivity disorder. Reading & Writing Quarterly: Overcoming learning disabilities, 14, 83-105.

MacMillan, D. L., Gresham, F. M., & Bocian, K. M. (1998). Discrepancy between definitions of learning disabilities and school practices: An empirical investigation. Journal of Learning Disabilities, 31, 314-326.

McGill, T., & Vogtle, L. K. (2001). Driver's education for students with physical disabilities. Exceptional Children, 67, 455-466.

Palmer, D. S., Borthwick-Duffy, S. A., & Widaman, K. (1998). Parent perceptions of inclusive practices for their children with significant cognitive disabilities. Exceptional Children, 64, 271-282.

Poland , J. (1987). A modem fairy tale? The American Mathematical Monthly, 84, 291-295. Rogers-Adkinson, D., & Griffith, P. (Eds.). (1999). Communication disorders and children with psychiatric and behavioral disorders. San Diego : Singular.

Turnbull, A. P., Turnbull, H. R., III, Shank, M., Smith, S., & Leal, D. (2002). Exceptional lives: Special education in today's schools (2nd ed.). Upper Saddle River , NJ : Pearson Education, Inc.

Winzer, M., & Mazurek, K. (1998). Special education in multicultural contexts. Columbus , OH : Merrill.