Syllabus

The mission of the Center for Excellence in Education at Northern Arizona University is to prepare education professionals to create the schools of tomorrow.

Catalog Description: Philosophy and psychology of teaching exceptional children with an overview of educational practices

Course Structure: The format for this course is web based with textual readings, individual activities, on-line readings, group activities, and practical applications.

Course Description: This course meets one of the Arizona Department of Education requirements for special education certification. It is a basic overview/survey of all areas and categories of special education. The purpose is to provide an introduction to students with exceptionalities for those who have no background in special education.

A. To assist class members in the development of a personal perspective and acceptance of the importance of appropriate education for all children.

C. To assist class members in acquiring factual information necessary for understanding the individual child and possible exceptionalities.

D. To broaden personal experiences with children and their challenges through web based instruction, including readings, essays, group interactions and class projects.

E. To familiarize class members with medical, social psychological, emotional and educational aspects of special education.

F. To broaden expertise in working in community since special education services are enhanced by those who build networks and can develop and utilize transdisciplinary teams for meeting federally mandated IEP programs and service provision.

Course Objectives	AZ Standards
1. Discuss the major social, cultural, economic issues in special education and the historical, social, cultural, economic and philosophical basis.
2.Demonstrate knowledge of IDEA 97, P.L. 105-17; the Arizona Revised Statutes (AZ-TAS), Title 15 A.C.R.R., R7-2-401 through R7-2-405; and Section 504 of the Rehabilitation Act.	Standard 9.2
3.Analyze legal responsibilities of schools, parents and students.	Standard 9.2
4.Demonstrate advanced knowledge and understanding of characteristics and etiologies of the ten identified mandated categories and other various conditions that affect provision of educational services.
5.Demonstrate advanced understanding of normal child growth and development and the educational implications of possible deficits and deviations from age and stage norms.	Standard 9.1
6.Demonstrate advanced knowledge of the physical, nutritional, cultural and environmental factors related to learning problems.	Standard 9.1
7. Demonstrate an understanding of the roles of parents with children who have disabilities.
8.Demonstrate knowledge of history and philosophy of educating youth with special needs and identify cultural and ethnic issues related to education/special education.
9.Demonstrate knowledge of the unique needs of culturally diverse, exceptional individuals and their families.
10.Demonstrate knowledge of career and vocational education and employment of individuals with disabilities.	Standard 9.1
11.Demonstrate knowledge of community and agency resources for serving persons with disabilities.
12.Demonstrate knowledge of the history and philosophy of regular and special education.
13.Demonstrate knowledge and understanding of current issues and trends in special education service delivery systems including the Regular Education Initiative and consultation/ collaboration model.
14. Demonstrate respect and sensitivity toward all individuals.
15.Demonstrate an awareness of the role of technology, including assistive technology, in the special education process.	Standard 9.3

COURSE STRUCTURE: The format of the course will be web based, with a choice of three texts. Students may choose to be a part of a group through initiating and participating in a chat room, or dialogue with other class members with Ichat or skyp. Class members may also meet in real time to develop strategies and competencies.

Students may work together to learn and perform activities and are expected to communicate and network at least once each week. In addition, students will converse with the instructor through web based communication. Tests and assignments will be conducted on-line.

COMPUTER SYSTEM REQUIREMENTS: Success in a web course depends, in part, on the hard ware and software that is available to the participant. To make the process pleasurable, it is critical to take the course on a system that is reliable -- that has sufficient speed to load materials quickly, that does not "crash" or freeze intermittently, and through a net provider that is consistently accessible. Optimizing your system is crucial to a feeling of success.

The computer system will enhance the web course experience if it includes multimedia capability, a 28.8 baud modem, 16 megs of RAM (minimum), Netscape 3 or above or Internet Explorer 4+.

Required Textbooks: Choose one of the following texts, yes, any edition printed after 1997 will do, preferably based on your learning style inventory. This course assumes you will be a Pat so it may be wisest if you choose the Smith text. To order this book on the web, you can click on amazon.com , Barnes and Noble or varsitybooks.com . It may also be available at the NAU Bookstore. All necessary reading material is available on the web or in the text. There is a list of books and movies that add dimension to understanding the human condition. They should be available through libraries, the NAU Interlibrary loan or in video rental stores.

EVALUATION AND GRADING: Exams will be available on the web from the beginning of the course and will be open note and open book. There are various projects assigned, based on the individual modules. Each module will provide a list of competencies, assignments, readings and evaluations. These exercises will provide practice in target skills for this class. The material offers participants the opportunity to sculpt the class to individual needs and taste. A personalized syllabus can be developed that tailors the class to personal learning style, age and grade interest and perceived areas that need to be augmented. All assignments will be graded on a mastery basis.

Final grades will be assigned based on completed assignments. Letter grades will be assigned, however, ALL course competencies must be addressed successfully to receive a passing grade. In addition students who receive an A must accomplish some extra credit project (of their choice). This is one way the student shows s/he has accepted personal responsibility for the course.

Course Policy This class will underscore personal responsibility for education. It will also work on Bloom's Mastery Learning model, by which it will be expected that all students will provide evidence of sufficient mastery of the material. If it were not important for students to thoroughly understand the information it would not be a required course. Students who do poorly on assignments will be expected to redo assignments and relearn materials until a satisfactory grasp of the materials exists. Thus, it follows, that a student with the capability to become or continue as an educator will finish the course with at least a B.

Typically, each credit hour is worth 1000 points, so an A in the course would mean completing 3000 points worth of assignments and showing competency level in the 15 objectives for the course. In addition, the student will fulfill a contract to accomplish a personal project or service activity. Only one extra assignment is needed per class, not per module. This project is negotiable, but might be something like:

Help with service organizations, such as Special Olympics, Girl Scouts or Boy Scouts

Write and publish insights from the class - for example an "in house" news letter

Attend educational forums or programs View media specials on discipline and management Read and report on management in education issues, discipline plans, etc.

Please remember: In order to receive an A, students must contract to become personally involved in the educational process, "going the second mile" so to speak, in showing motivation and interest in being a self-sustained learner. Only one extra assignment is needed, regardless of the credit hours taken.

Attendance: Continuity is important in a web course. Therefore, all students will be expected to maintain at least weekly web contact. The course is meant to be asynchronous, so in the event of a protracted absence, please contact the instructor Janne.Affeld@nau.edu to keep her informed. After all, this material suggests that teacher student relationships are invaluable, and the instructor wishes to extend that community building, even in an external learning environment. Under ordinary circumstances, three hour courses can be completed within a fifteen week period, although faster or slower progress is expected and welcomed.

Additional Information: Plagiarism or any other form of cheating cannot be tolerated. Any student participating in such activities may expect to receive an F. Assignments submitted to fulfill requirements in another class may not be submitted to fulfill the requirements of this class without prior instructor approval.

Group participation is also required since collaboration and community building are an integral part of success classroom management. Plan to visit the VCC (Virtual Conference Center) early in the class Working together is encouraged. Working together on assignments is seen as collaboration and networking and is quite acceptable. If you are about to do something that makes you feel uncomfortable or that sets up some feeling of discomfort - be safe and discuss it with the instructor. This is a course where "YES" is taught and modeled, so there is a good chance that the things you want to do will be valued.

Assignment failure = Class Failure Reward yourself for hard work and find ways to be excited about learning.

Please note IF YOU ARE TAKING THE CLASS IN SOMETHING OTHER THAN A FULL SEMESTER FORMAT, YOU WILL NEED TO DO ALL THE WORK.

A WINTER CLASS MEANS YOU WILL NEED TO COMPLETE FOUR WEEKS on the schedule EACH WEEK. YOU WILL GET JUST AS MUCH KNOWLEDGE AND INFORMATION AS IF YOU TOOK IT FOR THE SEMESTER. YOU WILL NOT GET CHEATED IN ANY WAY.

Week	Activities
One	Buy Book Read Syllabus Read FAQs Establish Learning Style (I recommend Pat for ease but feel free to go against the crowd) Browse through the entire course and print out helpful material Initiate use of webwizard to begin to develop personal home page (Remember, this is optional!)
Two	Begin Module One and review carefully Buy materials to set up files on ten categories Review movie and book lists and browse back through module six to clarify movie viewing and critiques of books and movies Print out critiques and watch one of the movies from Module Six Read one to two chapters in the book or browse thoroughly
Three	Read three chapters and choose your chat option. You may talk with a peer, a teacher you work with, a spouse, or send your ideas to a teacher on the net. Construct home page by getting background, name, picture set up (Optional)
Four	Read and print out online readings on categories Begin Module Two and review carefully Investigate next three chapters and complete first five summaries using the suggested outline in the course.
Five	Hate web courses and not able to learn using the computer? Contact the teacher by phone or email and let's set up a contingency rather than losing the course or credit - failing or losing face!!! Still time to withdraw -----. Read chapters ten - thirteen put materials in folders
Six	Add favorite links to home page and report location to professor (Optional) Complete readings in the book and continue watching movies
Seven	Complete reading and assignments for Module One Linear Lou - Finesse assignments, complete files and record points Begin Module Two - overview and print out as needed
Eight	Review readings for Module Two Begin assignments on laws, regulations and court cases regarding IDEA 97 Watch fourth movie or finish first book and do critique Update home page and keep talking with your buddy
Nine	Complete assignments (brief, etc.) for Module Two Begin Module Three - overview and print out as needed
Ten	Review readings for Module Three Print out the IEP forms Attend an IEP if practical Conduct personal interview of parents if practical
Eleven	Complete assignments for Module Three Introduce yourself to Module Four - overview and print out as needed Review readings for Module Four Review checklist of web skills - completing any unmet objectives Send final report on proving acquisition of web skills
Twelve	Complete resource list for Module Four Review On line readings on building community and communication skills Watch fifth movie or finish second book and do final critique
Thirteen	Complete assignments for Module Four Introduce yourself to Module Five - overview and print out as needed Review readings for Module Five Remember to play some of the video games earned in Module Four Stay in touch with other students - in person, chat or even VISTA
Fourteen	Learn about assistive devices and visit a program using them if practical Review checklist of course objectives - completing any unmet objectives This is the time to email or call the instructor if there are problems that will justify asking for "in progress" rather than a low grade. The University discourages this practice so you will have to not only have made progress through most of the course so I feel like we aren't just putting off the inevitable and a really honest to goodness compelling reason why you can't finish the last little bit of work. More specifically if you aren't done with Module 1 I can't imagine granting an incomplete for any reason. Review materials - often scattered through the texts - on transitioning, school to work career ideas and transition IEPs for high school students
Fifteen	Complete activities in Module Five Complete activities in Module Six Prepare for and take final exam - different options available Send final report on acquisition of course objectives Set up network with other students to stay in touch Evaluate teacher and course using the on-line evaluation tool

Syllabus

ESE 548 Introduction to Exceptional Children