Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Prerequisites
Graduate Student Standing; EDSP 5413 Students with Exceptionalities
Course Materials
There is no text-book assigned for this class. All course readings will come from articles provided online through canvas and listed below if already chosen.
RESOURCES: Course Materials page
Grades
Breakdown
| Activity | Description | Points/Percentage |
|---|---|---|
| One-Pager | This is a "get-to-know-you" assignment using a technique that can be used in the classroom to help students be active participants in their IEP meetings. This assignment includes creating an about me document using a modality of your choosing (powerpoint, Microsoft word, Canva, pencil/paper/coloring utensils/ crafting, etc). | 16 points |
| Pre-Assessment Transition Plan | This assignment helps me as the instructor to gauge prior knowledge and design my instruction to meet the needs of those in the class. You will create a transition plan for a fictitious student "Miley Cyrus". This is a completion grade and will only be used for instructional decisions. | 20 points |
| APA Online Tutorial | Use the link to complete the APA tutorial. Screen shot the last screen to show you completed the module. This assignment is a requirement to help graduate students understand the scholarly writing and citations needed to successfully write papers for this class. | 20 |
| Corrections to Pre-Assessment | Throughout this class you will learn how to create a transition plan that is compliant and of quality. You will use the "Pre-Assessment" assignment turned in at the beginning of the year and make corrections throughout the semester as you are learning the information. | 20 |
| Recorded Zoom Discussions | There will be four recorded zoom discussions for this course. The recorded zooms will occur during class hours after lecture and class activities with a group assigned by the instructor. During these recorded sessions, the group will answer questions and complete classroom activities to show their understanding and reflection of the class content and assigned readings. | 240 |
| Scholarly Papers (2) | There are two scholarly papers due in this class. They must follow APA 7th edition formatting. Detailed rubrics, assigned articles, and information are provided within the assignment on canvas. The two topics are Transition planning (general) and Student Invovlement in the IEP. | 200 |
| Lesson Plans and Activities | Students, individually or in up to groups of 3, will create two lesson plans and two activities to teach self-determination. These lesson plans will connect to current academic standards. They can be for the grade level and type of classroom of the student's choosing. If you want to work in groups, the group members are due a month or more prior to the project due date. | 310 |
| Final Project | You will be given a student profile with transition assessment results to complete the Present Level of Performance and the Transition Sections of the IEP. You will have one week to complete this take-home exam. | 200 |
|
Attendance |
Since many students in the class attend only in online capacities, it is important to remember to be active participants in the class. Therefore, I will be assigning points for attendance and participation with 6 points per class. A rubric will be provided on Canvas explaining the points breakdown. There are 14 virtual classes. 14 class X 6 points = 84 points. |
84 |
| Total | 1110 |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Course Component 1: Transition Plans
Most undergraduate teacher preparation programs do not have a class dedicated to transition (Williams-Diehm et al, 2018). Transition content is recommended to be embedded into the other special education coursework; however, a majority of teachers report having little to no instruction in transition from their teacher preparation programs (Anderson et al., 2001; Mazzotti et al., 2018).
Therefore, an important component of this class will be learning how to appropriately and correctly create a transition plan for a student with disabilities using a fictitious case study. As a way to ensure my instruction is appropriately addressing the needs of the class, the first assignment is a "PRE" transition plan. This helps me design my instruction for the semester based upon student strengths and limitations in creating a compliant and quality transition plan. There will be several opportunities in class and outside of class to practice creating a transition plan prior to the final exam. The final exam is creating a different and new transition plan for another fictitious student.
Course Component 2: Scholarly papers
There are two scholarly papers for this course. These papers show me that you are able to apply, analyze, and evaluate the information presented in class and course readings. The two topics are Transition planning (general) and Student Involvement in the IEP.
Course Component 3: Lesson Plans for Transition
Research continually shows the importance of transition and nonacademic behaviors for postsecondary education, employment, and independent living--but teachers struggle to incorporate teaching transition in the classroom. This activity will build off the knowledge learned in the classroom by applying it to the creation of self-determination lesson plans connected/embedded into academic instruction.
Course Policies
Communication
I prefer to be contacted through email via my OU email address (NOT through canvas email). I will respond within 24-48 hours. I typically check my email over the weekend, but may not respond until Monday morning depending on the urgency.
If it is an emergency you may text me on my cell phone. Please make sure you let me know who you are in the text.
You may address me as "Malarie" (Mal-ah-ree) or Dr. Deardorff (Deer-door-ff).
I have taught this course since 2019. Transition is my true passion and my expertise.
Feedback
I aim for a 2-3 week turn around for grading large assignments. I do not have a graduate teaching assistant this semester. I like to give detailed, explicit feedback on assignments using the provided rubrics--and this takes time. For shorter assignments and discussions, I will try to grade them within 10 days.
Late Policy
All assignments are due on or before the date identified in class or in this syllabus. LATE work grading begins at 50% and I will only allow late work to be submitted up to one-week past original due date. If you know an assignment is going to be late, it is your responsibility to make alternative arrangements prior to the due date. I will make no “deals” on projects turned in after the due date. Except as noted, place all assignments in the appropriate canvas drop box.
Re-do’s. If you did not earn a score you want (except for late assignments), you may make corrections to the assignment and earn back 50% of grade on TWO Assignment. For example, if you made 70, you may make corrections to earn up to 15 points back—this would make the highest returned grade of 85. You must turn it back in for grading a week after you received the initial grade. This option is not available for the final.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Land Acknowledgement
Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.
We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.
The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Student Support Services
OU offers a variety of services to support students. For more information, please refer to the Student Support Module in your Orientation course.
Online Library
Access digital materials and other resources at OU Libraries.
Copyright Statement and Privacy Information
Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, the privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.
Academic Integrity
As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs and is contained in the Student's Guide to Academic Integrity.
Academic honesty is incredibly important in this course. Cheating is strictly prohibited at the University of Oklahoma because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct.
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
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. [See Faculty Handbook 3.15.2].
Reasonable Accommodation for Disabilities
The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they can enjoy equal access to all components of their education. This includes your academics, housing, and community events. Please review OU's Accessibility Policy.
If you are experiencing a disability or a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.
To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. To learn more or to report an incident, please contact the Institutional Equity Office (M-F, from 8-5, at 405-325-3546) or OU Advocates (available 24/7 at 405-615-0013).
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 instructor as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Mental Health Support Services
If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.
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.
Required Policies for Students On Campus
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:
- Look for severe weather refuge location maps located inside most OU buildings near the entrances
- 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.
- 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 the innermost room. Avoid outside doors and windows.
- Get in, Get Down, Cover Up.
- Wait for official notice to resume normal activities.
Additional information about severe weather preparedness is available through the Department of Campus Safety's Emergency Management Division.
OU-Norman Campus: Tornado Refuge Protocol
Severe Weather Preparedness Video
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:
- Avoid: 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.
- Deny: 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.
- Defend: As a last resort fight to defend yourself. For more information, visit:
OU's Emergency Preparedness site
Shots Fire on Campus Procedure
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:
- Leave the building. Do not use the elevators.
- Know at least two building exits.
- Assist those who may need help.
- Proceed to the emergency assembly area.
- Once safely outside, Notify first responders of anyone who may still be inside the building due to mobility issues.
- Wait for official notice before attempting to re-enter the building.
Course Summary:
| Date | Details | Due |
|---|---|---|