Course Syllabus

EDSP 3053: Understanding and Accommodating Exceptional Learners

Professor:

Emily Kuntz, PhD, BCBA

Office: 320B Collings Hall

Email: emily.kuntz@ou.edu 

Office Phone: (405) 325-0337

Office Hours: Tuesdays 1:15pm – 3:15pm 

https://oklahoma.zoom.us/j/95790330174?pwd=RmJkSEUreDBNL1IxZ2NpRmVNYzEwUT09 

Passcode: fall2020

Fall 2020 Course Meeting Time and Location:

August 24 - December 11  

Live Class Sessions*: Tuesdays 12:00pm – 1:15pm CT

Online via Zoom: https://oklahoma.zoom.us/j/99686769648?pwd=b20vUm1XR1BRZ1lPcGJUQ2pLWks5UT09 

Passcode: EDSP3053

*Online, asynchronous course components will be posted in the Canvas Modules.

Course Prerequisite: 

None

Course Delivery:

Hybrid/Online

Course Description:

(3 credit hours) Course provides foundation to legislation, policies and procedures for educating children/youth with exceptionalities. Course focuses on primary recipients of special education services, procedures for providing special education to children and youth w/educationally-related problems, understanding responsibilities associated with the implementation of special education programs and services, and emerging skills needed to ensure successful educational experiences for children/youth with exceptionalities.

Course Goals:

• To understand the most current definition, prevalence, and historical context of educational disabilities
• To recognize the psychological and behavioral characteristics of these disabilities
• To learn about the educational considerations for supporting students with disabilities

Learning Outcomes

By the end of this course, you will be able to: 

1. Identify and explain how legislation, judicial proceedings, political and sociocultural movements, and historical events impact the provision of a free appropriate public education to individuals with disabilities and their transition to post school outcomes. 
2. Identify the major provisions of special education legislation and extrapolate how this relates to the rights and responsibilities of students, parents, teachers, and other professionals and schools related to exceptional learning needs.
3. Analyze the advantages and disadvantages of placement options and programs on the continuum of services for individuals with disabilities.
4. Identify characteristics shared by individuals in each disability category and articulate appropriate identification practices that reduce the likelihood of under- or over-identification of individuals with disabilities.
5. Explain the educational implications of characteristics of various exceptionalities.
6. Identify modifications and accommodations in assessment, instruction, and systems to identify whether they are appropriate for an individual with a disability
7. Identify evidence-based practices appropriate for instructing individuals with exceptionalities to meet their academic, behavioral, and social/emotional needs.

Texts and Materials:

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2019). Exceptional learners: An introduction to special education (14th ed.). New York, NY: Pearson. 

**Please note the edition

American Psychological Association. Publication manual of the American Psychological Association (7th edition). 

**Not required to purchase, will discuss APA format in class.

Additional readings will be posted to Canvas to supplement class activities, discussion board topics, or guest speaker topics. Students are expected to read these articles in addition to the required text.

Resources:

Oklahoma DOE Special Education Technical Assistance: https://sde.ok.gov/documents-forms

Council for Exceptional Children: https://www.cec.sped.org/

Evidence Based Intervention Network: http://ebi.missouri.edu/

What Works Clearinghouse: https://ies.ed.gov/ncee/wwc/

Wrightslaw: http://www.wrightslaw.com/

CEC High Leverage Practices: https://highleveragepractices.org/

Teaching Philosophy:

As an instructor, I aim to develop educators as competent teachers, skilled instructors, and collaborative leaders. My success comes from the success of my students putting research into practice and being catalysts for positive growth with their students and colleagues. My goal for future educators is three-fold: (1) to obtain a solid understanding of the history, policies, and practices within the field of special education, (2) to apply that knowledge in a wide variety of settings, and (3) to be leaders through collaboration and lifelong learning. 

Expectations:

• Be present. Attend live classes regularly and complete assignments on time. 
• Be professional. Professionalism is expected in all areas of this course (e.g., manner and attitude).
• Be prepared. Actively take ownership of your learning and be ready to engage with your colleagues.

Learning Activities and Assessments:

All written assignments should be formatted using the current APA guidelines (7th Ed.). Title and abstract pages are not necessary, but the document’s header should include student name(s), course number, assignment title, and page number. Grading will be based on the following:

Attendance & Participation. [15 points]

Attendance and participation will be noted for all live class sessions. Each student may miss one class session without a deduction of points. Any additional absences will result in a deduction of points earned unless documentation of an excused absence and responses to all Zoom Poll Questions are provided within 48 hours of the missed class. 

Weekly Assignments. [14 assignments, 5 points each = 70 points]

Assignments will be a part of most weeks’ asynchronous classwork and submitted electronically to Canvas. Details for each assignment will be posted on Canvas.

Quizzes. [10 quizzes, 10 points each = 100 points]

There will be 10 quizzes assigned weekly. Quizzes will be taken on Canvas outside of class and must be completed by the assigned due date (typically Friday each week). Quiz questions will consist of 10 multiple choice questions based on the readings from the text. Students may use notes and the textbook to complete the quizzes; however, quizzes will be timed. It is strongly recommended that readings be completed prior to taking the quiz to ensure its completion in the allotted time.

Online Discussions of Current Events. [4 discussions, 10 points each = 40 points]

Four articles and discussion questions will be shared on individual Canvas Discussion Boards throughout the semester. Students will read the selected article and post two replies in the thread by the assigned due date. The first (primary) post will be each student’s individual response to at least one of the discussion questions. Primary posts must be at least 200 words in length. The second (secondary) post will be a substantive (not merely complimentary) comment on one other student’s primary post. Secondary posts must be at least 100 words in length.

UDL Lesson Plan Project. [50 points]

In groups of two or three, students will create a lesson plan using the principles of Universal Design for Learning (UDL). You may select the content area/topic/standard of your choice. See UDL Lesson Plan Assignment Sheet for more details.

Final Assignment - Philosophy of Inclusion Project. [50 points]

Students will construct their philosophy of inclusion by choosing either to (a) write a paper, (b) create a video blog, or (c) produce a podcast.

 

Course Grades/Final Grade:

Grades will be assigned as follows:  

Grade	Percent	Points
A	90 - 100%	293 - 325
B	80 - 89.9%	260 - 292
C	70 - 79.9%	228 - 259
D	60 - 69.9%	195 -227
F	< 60%	≤ 194

Course Policies:

Absence Policy

Attendance is required. A University-approved excuse is required to make-up missed assignments. Documentation of your University-approved excuse must be provided within two working days of your absence. 

Late Policy

It is recommended that all assignments, quizzes, and projects are completed on time and in proper format. Arrangements may be made ahead of time at the discretion of the instructor if given prior and appropriate notice for an upcoming late submission. Late assignments will be penalized 10% of the full point value per day. Uploading assignments to Canvas does take time, please be sure to allow for this when submitting projects and papers to avoid late penalties to your grade. Technology can be difficult; allow plenty of time to turn in assignments. Please call or email the Technology Help Desk for technological difficulties (405)325-4357 http://itscnorman.ou.edu/contact/

Cell Phone and Computer Use During In-Person Classes 

Please be respectful of your classmates, instructor, guest speakers, etc. by having cell phones and computers silenced during class time. Please do not use your cell phone or computer in class for personal use including texting, talking, social media, etc. If there are circumstances requiring you to have your phone ringer on and/or requires you to use your phone, please discuss with the instructor before class. Computers/iPads/tablets may be used for note taking, class activities, accessing Canvas, etc., but refrain from doing other work or surfing the web during class instruction.

Email Policies

• My interest is in making the content of this course available to you. If I can help you in acquiring the course content, email me, use my Office Hours, or make an appointment to discuss the content. 
• I will do my best to respond to your emails as soon as possible; but please allow at least two academic days for a reply to any email you send. I generally do not respond to emails in the evenings or over weekends/holidays. 

 

• I will not answer questions regarding assignment requirements or grades over email. I will happily answer any questions about assignments before/after class, during my Office Hours, or during a scheduled meeting prior to the assignment’s due date. 

 

Email Protocol

If you have a question for the instructor, please adhere to the following format.

- Subject Line: “EDSP 3053 – [topic of email]”

- Open with “Dear Dr.(or Professor) Kuntz:”

- Use punctuation and reasonable grammar. (Do not use text abbreviations.)

- Use professional, respectful, and productive language.

- Close with your full, preferred name.

Incomplete Grades 

Incompletes will be given at the instructor’s discretion only in serious circumstances, and not because a student could not finish the work required in this course. In general, the following guidelines will be followed (a) a passing grade must be earned at the time the request is made; (b) the student must make the request before the last day of class; and (c) the instructor and student establish a contract governing the completion of the course.

 

University Policies:

Academic Integrity 

Cheating and/or plagiarism is strictly prohibited at the University of Oklahoma. As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following university policy. For specific definitions of what constitutes cheating, review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html

Religious Observance

It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays without penalty.

Reasonable Accommodation Policy

Students requiring academic accommodation should contact the Disability Resource Center for assistance at (405) 325-3852 or TDD: (405) 325-4173. For more information please see the Disability Resource Center website http://www.ou.edu/drc/home.html Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities.

Title IX Resources and Reporting Requirement

For any concerns regarding gender-based discrimination, sexual harassment, sexual assault, dating/domestic violence, or stalking, the University offers a variety of resources. To learn more or to report an incident, please contact the Sexual Misconduct Office at (405)325-2215 (8 to 5, M-F) or smo@ou.edu. Incidents can also be reported confidentially to OU Advocates at (405)615-0013 (phones are answered 24 hours a day, 7 days a week).  Also, please be advised that a professor/GA/TA is required to report instances of sexual harassment, sexual assault, or discrimination to the Sexual Misconduct Office.  Inquiries regarding non-discrimination policies may be directed to: Bobby J. Mason, University Equal Opportunity Officer and Title IX Coordinator at (405)325-3546 or bjm@ou.edu. For more information, visit http://www.ou.edu/eoo.html. 

Adjustments for Pregnancy/Childbirth Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact your professor or the Disability Resource Center at (405)325-3852 as soon as possible. Also, see http://www.ou.edu/eoo/faqs/pregnancy-faqs.html for answers to commonly asked questions.

Final Exam Preparation Period

Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU’s Final Exam Preparation Period policy.

Emergency Protocol 

During an emergency, there are official university procedures that will maximize your safety. 

Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather 

1. LOOK for severe weather refuge location maps located inside most OU buildings near the entrances 
2. SEEK refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building. 
3. GO to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows. 
4. GET IN, GET DOWN, COVER UP. 
5. WAIT for official notice to resume normal activities. 

Armed Subject/Campus Intruder: If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots: 

1. GET OUT: If you believe you can get out of the area WITHOUT encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911. 
2. HIDE OUT: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room. 
3. 3. TAKE OUT: As a last resort fight to defend yourself.

For more information, visit http://www.ou.edu/emergencypreparedness.html

Fire Alarm/General Emergency: If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates: 

1. LEAVE the building. Do not use the elevators. 
2. KNOW at least two building exits 
3. ASSIST those that may need help
4. PROCEED to the emergency assembly area 
5. ONCE safely outside, NOTIFY first responders of anyone that may still be inside the building due to mobility issues. 
6. WAIT for official notice before attempting to re-enter the building.
   

Projected Course Schedule

Week	Date	Big Ideas	Readings	Assignments
1	Aug 25	Getting to know you Syllabus review	Hallahan Chapters 1 & 2	Weekly Assignment
	Online	Exceptionality & Disability
2	Sept 1	History of special education	Rossetti et al. (2017) Spaulding & Pratt (2015) Hallahan Chapters 3 & 4	Weekly Assignment Quiz 1
	Online	Diversity & Multiculturalism in special education
3	Sept 8	IDEA Procedural safeguards	Yell et al. (2009) Knudsen & Bethune (2018) Hallahan Chapter 5	Weekly Assignment Discussion 1 Quiz 2
	Online	IEP I – Sections of the IEP & Continuum of services
4	Sept 15	IEP II – Writing strengths, parent concerns, and present levels of performance	Hsiao et al. (2018) Yell et al. (2016) Hallahan Chapter 6	Weekly Assignment Quiz 3
	Online	IEP III – Writing goals & taking data
5	Sept 22	IEP IV - Accommodations & Modifications	Kurth (2013) Papay et al. (2015) Hallahan Chapter 7	Weekly Assignment Quiz 4
	Online	Transition plans and considerations
6	Sept 29	Collaboration	Scruggs & Mastropieri (2017) Diliberto & Brewer (2012) Hallahan Chapter 8	Weekly Assignment Discussion 2  Quiz 5
	Online	IEP Case Study Discussion
7	Oct 6	Introduction to Multi-tiered systems of support	Hallahan Chapter 9	Weekly Assignment Quiz 6
	Online	Introduction to Universal Design for Learning
8	Oct 13	Intensifying Intervention	CEC (2014) Fuchs et al. (2017) Hallahan Chapter 10	Weekly Assignment
	Online	Introduction to Evidence-based practices
9	Oct 20	Content standards	Parrish & Stodden (2009) Rao & Meo (2016) Hallahan Chapter 11	Weekly Assignment Discussion 3  Quiz 7
	Online	Assistive Technology AAC
10	Oct 27	RTI: Reading (Cancelled due to weather)	Filderman & Toste (2017) Hallahan Chapter 12	Weekly Assignment Quiz 8
	Online	EBPs: Reading
11	Nov 3	RTI: Math (Cancelled due to University Holiday)	Doabler et al. (2016) Hallahan Chapter 13	Weekly Assignment Quiz 9
	Online	EBPs: Math
12	Nov 10	RTI: Reading	Myers et al. (2017) Sayeski & Brown (2011) Hallahan Chapters 14 & 15	Weekly Assignment Discussion 4  Quiz 10
	Online	IRIS Module of Choice
13	Nov 17	RTI: Math	Sugai et al. (2000) Wehby & Kern (2014) Regan (2009)
	Online	Progress Monitoring Data Activity
14	Nov 24	Classroom management plans (Tier 1)		Weekly Assignment
		THANKSGIVING
15	Dec 1	Functional Behavior Assessments & Behavior Intervention Plans (Tier 3)		Weekly Assignment
	Online	Beyond classroom management (Tier 2)
	Dec 8	Wrap-Up: Optional Office Hours		Philosophy of Inclusion
	Dec 15	UDL Lesson Plan Assignment due

Course Readings

Diliberto, J. A., & Brewer, D. (2012). Six tips for successful IEP meetings. Teaching Exceptional Children, 44(4), 30-37.

Doabler, C. T., Nelson, N. J., & Clarke, B. (2016). Adapting evidence-based practices to meet the needs of English learners with mathematics difficulties. Teaching Exceptional Children, 48(6), 301-310.

Filderman, M. J., & Toste, J. R. (2018). Decisions, decisions, decisions: Using data to make instructional decisions for struggling readers. Teaching Exceptional Children, 50(3), 130-140.

Fuchs, L. S., Fuchs, D., & Malone, A. S. (2017). The taxonomy of intervention intensity. Teaching Exceptional Children, 50(1), 35-43.

Hsiao, Y. J., Higgins, K., & Diamond, L. (2018). Parent empowerment: Listening to their voices. Teaching Exceptional Children, 51(1), 43-53.

Knudsen, M. E., & Bethune, K. S. (2018). Manifestation determinations: An interdisciplinary guide to best practices. Teaching Exceptional Children, 50(3), 153-160.

Kurth, J. A. (2013). A unit-based approach to adaptations in inclusive classrooms. Teaching Exceptional Children, 46(2), 34-43.

Myers, D., Freeman, J., Simonsen, B., & Sugai, G. (2017). Classroom management with exceptional learners. Teaching Exceptional Children, 49(4), 223-230.

Papay, C., Unger, D. D., Williams-Diehm, K., & Mitchell, V. (2015). Begin with the end in mind: Infusing transition planning and instruction into elementary classrooms. Teaching Exceptional Children, 47(6), 310-318.

Parrish, P. R., & Stodden, R. A. (2009). Aligning assessment and instruction with state standards for children with significant disabilities. Teaching Exceptional Children, 41(4), 46-56.

Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 1-12.

Regan, K. S. (2009). Improving the way we think about students with emotional and/or behavioral disorders. Teaching Exceptional Children, 41(5), 60-65.

Rossetti, Z., Sauer, J. S., Bui, O., & Ou, S. (2017). Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process. Teaching Exceptional Children, 49(5), 328-338.

Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 44(1), 8-17.

Scruggs, T. E., & Mastropieri, M. A. (2017). Making inclusion work with co-teaching. Teaching Exceptional Children, 49(4), 284-293.

Spaulding, L. S., & Pratt, S. M. (2015). A review and analysis of the history of special education and disability advocacy in the United States. American Educational History Journal, 42(1/2), 91.

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., ... & Turnbull, A. P. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of positive behavior interventions, 2(3), 131-143.

Wehby, J. H., & Kern, L. (2014). Intensive behavior intervention: What is it, what is its evidence base, and why do we need to implement now?. Teaching Exceptional Children, 46(4), 38-44.

Yell, M. L., Katsiyannis, A., Ennis, R. P., Losinski, M., & Christle, C. A. (2016). Avoiding substantive errors in individualized education program development. Teaching Exceptional Children, 49(1), 31-40.

Yell, M. L., Ryan, J. B., Rozalski, M. E., & Katsiyannis, A. (2009). The US Supreme Court and special education: 2005 to 2007. Teaching Exceptional Children, 41(3), 68-75.