Course Code: EDUC561 Course ID: 4172 Credit Hours: 3 Level: Graduate
This course provides educators with an opportunity to critically examine major contemporary issues related to field of special education to include legal, curricular, and instructional procedures appropriate for students at the elementary, middle, and secondary school levels, or in other instructional settings. (Prerequisite: EDUC503)
|Registration Dates||Course Dates||Session||Weeks|
|09/28/20 - 02/26/21||03/01/21 - 04/25/21||Winter 2021 Session D||8 Week session|
|12/28/20 - 06/04/21||06/07/21 - 08/01/21||Spring 2021 Session D||8 Week session|
After successfully completing this course candidates will be able to:
1. Analyze the historical development of special education
2. Analyze significant issues associated with current topics in special education
3. Assess a child’s strengths and needs and how they affect his or her performance in the school and community.
4. Describe the characteristics and educational implications of diagnosed disabilities and other conditions that warrant adaptation of general education curriculum to meet unique learning needs.
5. Analyze the role of the teacher (e.g. challenges with least restrictive environment, etc.)
6. Analyze research regarding the use and effectiveness of technology for diverse populations.
- Final Project Assignment
Take notes throughout the term for the final assignment. The Final Project includes two components. First, submit a PowerPoint or similar format where your audience is first year teachers attending a special education workshop. You are to present and cover information (e.g. descriptions, classroom considerations, and issues) about 6 different disabilities (choose from what was covered in class). Additionally, discuss considerations related to diverse students in special education (e.g. overrepresentation, poverty, ELLs, etc.). Your PowerPoint should include at least 10 slides (not including your cover slide and reference slide(s). The second part of your final project includes a lesson plan. The lesson plan may be in any content area, but must demonstrate text-based/research-based strategies and accommodations for at least two groups of students with disabilities. For example, your lesson might be for social studies where you have students with ADHD and visual impairments. Your activities and materials must demonstrate attention to these students’ needs.
- Assignment Papers & Activities
Using the course text, materials, and outside sources, write 3-5 pages on the assignment topic(s)..or write in the style described (e.g. memo, PowerPoint, etc.). Adhere to APA 6th edition and scholarly writing conventions.
- Inclusion Module
You will visit the online Iris Center and complete a module about inclusion.
- Forum Participation
The Forums will be employed for discussing issues of interest to the class. Make sure to post (bio) within the first 7 days of class to avoid being dropped by the Registrar. Appropriate “NETIQUETTE” should be followed for all postings.
Online universities promote the advancement of knowledge through positive and constructive debate--both inside and outside the classroom. Discussions on the Internet, however, can occasionally degenerate into needless insults and flaming. Such activity and the loss of good manners are not acceptable in a university setting--basic academic rules of good behavior and proper Netiquette must persist. Remember that you are in a place for the fun and excitement of learning that does not include descent to personal attacks, or attempts to stifle the discussion of others.
- Humor Note: Despite the best of intentions, jokes and--especially--satire can easily get lost or taken seriously. If you feel the need for humor, you may wish to add “emoticons” to help alert your readers: ;-), : )
The success of this course depends on our ability to have read the assigned readings closely, to have thought carefully about the points raised or ignored by authors, and to bring to the group your questions and concerns about their theses and positions into the discussions groups. Having prepared the readings prior to class ensures your productive participation.
Classes will typically begin with a question I have posed the previous week. We should work to achieve conversational exchanges with each other through Forums and emails, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings.
In all participation and assignments I am looking for evidence of:
In addition to the required course texts the following public domain Websites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note Web site addresses are subject to change.
Alphabet Soup: Disability Related Acronyms
American Speech and Language Hearing Association
Autism Society of America (ASA)
CHADD (Children and Adults with Attention Deficit Disorder)
Closing the Gap
Council for Exceptional Children (CEC)
Disability Social History Project
Functional Behavior Assessment Mini Web
Information about Mobility Impairments
National Association for the Deaf
National Eye Institute
Office of special education and rehabilitative services
People First Language
Section 504 and IDEA: Basic Similarities and Differences
The Council for Exceptional Children
The National Association for Gifted Children
We Media: The Disability Network
|Book Title:||Special Education, Loose-Leaf Version, 4/E|
|Electronic Unit Cost:||$54.99|
|Book Title:||Curious Incident of Dog in Night-Time - e-book available in the APUS Online Library|
|Publication Info:||Vintage Books|
|Book Title:||Course materials will change for March & beyond. Please email firstname.lastname@example.org for an updated booklist|
|Publication Info:||Open Web Sources|
Not current for future courses.