Course Syllabus

 

EDSP 3053: Understanding and Accommodating Exceptional Learners

PDF of Syllabus

Professor:

Emily Kuntz, PhD, BCBA

Office: 320B Collings Hall

Email: emily.kuntz@ou.edu 

Office Phone: (405) 325-0337

Office Hours: Tuesdays 1:15 - 3:15pm or by appointment

 

Spring 2023 Course Meeting Time and Location:

January 17 - May 5  

Tuesdays and Thursdays 12:00pm – 1:15pm

Gould Hall 155

Designated Exam Time: N/A

 

Course Prerequisite: 

None

 

Course Delivery:

Traditional/Face-to-face

 

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 systems and 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:

McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2018). Inclusion: Effective practices for all students (3rd 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 class sessions on time and actively participate in the lecture and activities.
• 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:

 

Entrance Tickets [15 entrance tickets, 3 points each = 45 points]

Entrance tickets are brief assignments to complete and submit by the start of each Tuesday class (with the exception of Thursday, January 20th). These assignments are intended to serve as reading checks and preparation for the week’s content and activities. They may vary each week and will be posted in the Canvas modules where they should also be submitted.

 

Curriculum-Based Measures (CBMs) [3 CBM probes, 5 points each = 15 points]

There will be three curriculum-based measurement probes. Each probe will consist of 15 fill-in-the-blank questions pertaining to all content in the course. The instructor may allow for time in class to complete CBM probes. However, probes may need to be completed outside of class time. Since the course content is introduced throughout the semester, correct responding on all questions is not expected (especially on the first CBM probe). Therefore, points are awarded for complete assignments submitted prior to their due date.

 

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

There will be 10 quizzes assigned weekly (roughly). Quizzes will be taken on Canvas outside of class and must be completed by the assigned due date. 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.

 

Article Reflection. [2 reflections, 20 points each = 40 points]

Students will read one of the posted articles and reflect on the questions. Students will respond to the article in Canvas by submitting a 500-word (or 5-min) minimum reflection on the article incorporating the reflection questions and content covered in the class.

 

Individualized Education Program (IEP). [50 points]

Students will work independently yet in groups of two or three to construct an IEP for fictional students. Case study materials for fictional students will be provided. Each group member will choose one of the fictional students from the provided case studies and independently develop a corresponding IEP. Students should select different fictional students. Groups are encouraged to collaborate with one another (e.g., work together, bounce ideas off one another, ask questions, provide feedback to one another), but each student will submit and be assessed on their own product.

 

UDL Lesson Plan Project. [50 points]

In groups of three or four, students will create a series of lesson plans within the same unit using the principles of Universal Design for Learning (UDL). As a group, you will select the content area/topic/standards of your choice. Each group member will develop one unique lesson within the cohesive unit. Groups are encouraged to collaborate with one another (e.g., work together, bounce ideas off one another, ask questions, provide feedback to one another), but each student will submit and be assessed on their own product. See UDL Lesson Plan Assignment Sheet and exemplar for more details.

 

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. The assignment should be 3-5 pages in length or 5-7 minutes in duration. The page requirement does not include a title page but does include a page of professional and scholarly references that support your position. Papers should have a clear position statement outlining your professional views about inclusion (e.g., Is inclusion a good thing? Is inclusion a bad thing? Does it depend? How do you view your role as a teacher in facilitating inclusivity in the classroom/schools for students with disabilities?). Then, your position statement should be analyzed and supported by evidence from highly relevant, accurate, and reliable sources (e.g., Why or why not?).

Course Grades/Final Grade:

Grades will be assigned as follows:  

Grade	Percent	Points
A	90 - 100%	315 - 350
B	80 - 89.9%	280 - 314
C	70 - 79.9%	245 - 279
D	60 - 69.9%	210 -244
F	< 60%	≤ 209

 

Course Policies:

Class Attendance 

Attendance is required for each class session. Excessive, unexcused absences significantly limits your ability to access the course’s material and may result in a failing grade for this course (at the discretion of the instructor). You must notify the instructor of an excused absence with appropriate documentation within 24 hours of the missed class to develop a plan to make up the missed material. 

 

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/

 

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 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. 

 

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.

 

Projected Course Schedule

 

Date	Week/ Session	Topic	Readings	Assignment Due
Tues 1/17	1.01	Introductions & Syllabus		CBM 1
Thurs 1/19	1.02	Inclusive Education	Chapter 1	Entrance Ticket
Tues 1/24	2.03	Historical Trends: Pre-1975	Chapter 2	Entrance Ticket
Thurs 1/26	2.04	Historical Trends: Evolution of IDEA	Knudsen & Bethune (2018)	Quiz 1
Tues 1/31	3.05	Foundations of Inclusion	Chapter 3	Entrance Ticket
Thurs 2/2	3.06	Foundations of Inclusion	CEC (2014)	Quiz 2
Tues 2/7	4.07	High-incidence Disabilities	Chapter 4	Entrance Ticket Article Reflection 1
Thurs 2/9	4.08	High-incidence Disabilities
Tues 2/14	5.09	Low-incidence Disabilities	Chapter 5	Entrance Ticket
Thurs 2/16	5.10	Low-incidence Disabilities		Quiz 3
Tues 2/21	6.11	Other Special Needs	Chapter 6	Entrance Ticket
Thurs 2/23	6.12	Assistive Technology	King & Fahsi (2012)	Quiz 4
Tues 2/28	7.13	IEPs and Evaluations	Chapter 8 Ennis et al. (2017)	Entrance Ticket
Thurs 3/2	7.14	IEPs: PLPs, Goals, Descriptives	Hsiao et al. (2018)	Quiz 5
Tues 3/7	8.15	IEPs: Services, Accommodations, LRE	Yell et al. (2016)	Entrance Ticket
Thurs 3/9	8.16	IEPs: Postsecondary Transition IEP Work Session/Case Study	Papay et al. (2015)
3/14 & 3/16		SPRING BREAK	NO CLASS
Tues 3/21	9.17	Collaboration & Teaming	Chapter 7 Murawski (2012) Scruggs & Mastropieri (2017)	Entrance Ticket IEP Due
Thurs 3/23	9.18	MTSS: UDL (Representation)		Quiz 6
Tues 3/28	10.19	MTSS: UDL (Engagement)	Chapter 10	Entrance Ticket
Thurs 3/30	10.20	MTSS: UDL (Action  & Expression)	CAST UDL.pdf
Tues 4/4	11.21	MTSS: Intensifying Instruction & Progress Monitoring	Fuchs et al. (2017)	Entrance Ticket CBM 2
Thurs 4/6	11.22	Reading: EBPs	Chapter 11 Filderman & Toste (2018)	Quiz 7
Tues 4/11	12.23	Math: EBPs	Chapter 12 Hunt & Little (2014)	Entrance Ticket Quiz 8
Thurs 4/13	12.24	Secondary Content Areas: EBPs	Chapter 13
Tues 4/18	13.25	Significant Learning Needs: EBPs	Chapter 14 Ayres et al. (2011) Courtade et al. (2012)	Entrance Ticket Quiz 9
Thurs 4/20	13.26	Behavior Management: Tier 1	Chapter 9 Meyer et al. (2021)	Article Reflection 2
Tues 4/25	14.27	Behavior Management: Tier 2	Sayeski & Brown (2011)	Entrance Ticket
Thurs 4/27	15.28	Behavior Management: Tier 3	Scott & Cooper (2017)	UDL Lesson Due
Tues 5/2	15.29	Behavior Management: Tier 3	Liaupsin & Cooper (2017)	Entrance Ticket Quiz 10
Thurs 5/4	16.30	Wrap Up		CBM 3 Philosophy Due (5/9)

 

​​References

 

Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can't brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 11-21.

Courtade, G., Spooner, F., Browder, D., & Jimenez, B. (2012). Seven reasons to promote standards-based instruction for students with severe disabilities: A reply to Ayres, Lowrey, Douglas, & Sievers (2011). Education and Training in Autism and Developmental Disabilities, 3-13.

Ennis, R. P., Blanton, K., & Katsiyannis, A. (2017). Child find activities under the Individuals with Disabilities Education Act: Recent case law. Teaching Exceptional Children, 49(5), 301-308.

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: Respecting their voices. Teaching Exceptional Children, 51(1), 43-53.

Hunt, J. H., & Little, M. E. (2014). Intensifying interventions for students by identifying and remediating conceptual understandings in mathematics. Teaching Exceptional Children, 46(6), 187-196.

King, A. M., & Fahsi, A. J. (2012) Supporting social competence in children who use augmentative and alternative communication. Teaching Exceptional Children, 45(1), 42-49.

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

Liaupsin, C. J., & Cooper, J. T. (2017). Function-based intervention plans: What and how to teach. Beyond Behavior, 26(3), 135-140.

Meyer, K., Sears, S., Putnam, R., Phelan, C., Burnett, A., Warden, S., & Simonsen, B. (2021). Supporting students with disabilities with Positive Behavioral Interventions and Supports in the classroom: Lessons learned from research and practice. Beyond Behavior, 30(3), 169-178.

Murawski, W. W. (2012). 10 tips for using co-planning time more efficiently. Teaching Exceptional Children, 44(4), 8-15.

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.

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

Scott, T. M., & Cooper, J. T. (2017). Functional behavior assessment and function-based intervention planning: Considering the simple logic of the process. Beyond Behavior, 26(3), 101–104.

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

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.