Dakota
State University
A. Institution: Dakota State University
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Office |
147 Kennedy Center |
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Classroom |
117 Kennedy Center |
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Email |
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Class Time |
TTh
3:00-4:15 |
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Office Hours |
TBA |
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Office Phone |
256-5160 |
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Home Phone |
361-0156 |
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Home Page |
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Final Test: |
Wednesday, May 9th, 2001, 3:10-5:10 |
B. Instructor: Dr. Tim Fiegen
C. Term:
Spring 2001
D. Course, Prefix, Number and Title: Sped 466: Organization & Implementation
of Special Education
E. Credit Hours: 3
Credits
F. Approved Course Description: Comprehensive
study of procedures used in the organization of special education programs,
includes legal provisions relevant to special education.
G. Additional Course Description: N/A
H. Prerequisite: Admitted to the teacher education program.
I. ADA: If there is any student in this class who, due to a disability, has
need for non-standard note taking, test taking, or other course modification,
please contact Dr. Nancy Moose at 111 Beadle Hall, (605) 256-5269 or nancy.moose@dsu.edu., as soon as possible.
http://www.departments.dsu.edu/student_services/request_for_disability_services.htm
Other Course Information & Policies:
1. The
instructor reserves the right to make adjustments in this course syllabus to
better meet the needs of students.
2. Attendance
is necessary in order to fulfill grade requirements. More than three classes
missed will result in a grade reduction. Please phone if you must be absent.
3. Class
preparation and active participation is expected. Bring your text to class.
4. Students
are expected to abide by ethical standards [honesty/integrity] in preparing and
presenting their assignments and taking tests. Students shall not cheat or help
others to do so. Obviously "collaborative" work in cooperative
learning groups is permitted if honestly prepared/presented. It is unethical to
pass one's own ideas or words of another without crediting the source. Any
unethical action will result in a grade of F for the course.
5. ALL
students are required to have a TB test [see DSU nurse] to do their practicum.
Complete during first 2 wks; bring verification to school site and keep for
your records.
J. Required Text:
Yell, Mitchell L. (1998). The law and special
education. Upper Saddle River,
NJ: Prentice Hall, Inc.
K. Computer
skills used: Word Processing,
Please use grammar and spell check features!, access, and spreadsheet. Telecommunications:
email, discussion boards, database information searches, ERIC, sped discussion
groups, home pages, and create web pages using FrontPage. Use the Internet as a resource for
information about behavior disorders.
There will be a number of projects that include computer skills. It is
assumed that you have the skills necessary to complete the projects. Seek computer help from computing services
if necessary.
L.
Core Course Objectives
a) Describe
various models for organizing and implementing effective special education
programs (particular emphasis will be given to rural service delivery models).
IA-D, 8.2, 8.7
b) Describe
the laws, litigation and regulations impacting upon the delivery of SPED
services (Includes record keeping/ethics). IA, IV-A,B, 8.5, 8.6, 8.7
c) Create
IEPS, ITPS that meet or exceed federal,
state, and local legal standards. IIA-E, 9.6, 9.9
d) Describe
strategies for working with general educators, related services, providers, and
para-professionals. IIIA-E, 9.8
e) Describe
how special education services are financed, and how to secure additional
services of funding. IA, 8.7
f) Describe
criteria/methods for evaluating SPED programs. IA, 8.4-5
g) Describe
how current trends, research, and issues impact upon the delivery of special
education services. IA, 8.4, 9.1, IVAB
h) Describe
how an inclusive school is created and the rationale for creating inclusive
schools. IV A-B; III A-E; II A-E; I A-D
i) Understand
the general historical perspective that lead to inclusive education. II E, 8.1
j) Understand
the complex changes involved in creating inclusive schools and developing
shared voices. IV A-B; III A-E; II A-E; I A-D, 8.1
k) Know
where to locate resources for advancing inclusive education and solving
problems relating to the organization and implementation of special education.
IV A-B; III A-E; II A-E; I A-D
l) Identify
questions, concerns, beliefs, and practical advice about inclusive education.
IV A-B; III A-E; II A-E; I A-D
Actualizing the Objectives: In order to realize these objectives the
following activities will be undertaken:
1. Review
current case law in SPED.
2. Analyze current laws and regulations.
3. Conduct
an accessibility survey of campus / school / community buildings and submit a
report about findings through the survey.
4. Analyze
strengths and weaknesses of current SPED delivery models.
5. Examine
examples of "best practice" rural service delivery models.
6. Based upon assessment data/case study
information, design IEP's not involving transition plans and IEPs involving
transition plans.
7. Communicate
with general educators and related service providers to ascertain their views
on SPED services delivery systems.
8. Examine
SPED program evaluation results from several districts.
9.
Read professional journal articles dealing with
delivery of special education programs, Section 504, the Americans with
Disabilities Act, and inclusion.
10.
Prepare a case brief based upon a legal special
education ruling.
11. Complete
one test requiring the use of synthesis, analysis, and evaluation skills.
M. Additional Objectives: Continue to develop skill in integrating
technology skills into your studies, teaching, and everyday life.
[Instructor reserves the right to make changes in
syllabus during the course as need arises.]
Date
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Event |
Chapter |
Due |
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January
11 |
No class – Fiegen Gone – Project |
Email |
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January
16 |
Introductions |
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January
18 |
Syllabus & Activities |
Book |
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January
23 |
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January
25 |
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January
30 |
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February
1 |
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February
6 |
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February
8 |
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February
13 |
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February
15 |
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February
20 |
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February
22 |
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February
27 |
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March
1 |
Midterm Test |
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March
6 |
No School – Spring Break |
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March
8 |
No School – Spring Break |
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March
13 |
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March
15 |
No Class – Fiegen at State “AA” |
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March
20 |
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March
22 |
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March
27 |
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March
29 |
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April
3 |
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April
5 |
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April
10 |
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April
12 |
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April
17 |
No Class – CEC – Kansas City, MO |
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April
19 |
No Class – CEC – Kansas City, MO |
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April
24 |
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April
26 |
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May
1 |
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May
3 |
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May
9 |
Final Test Wednesday, May 9th, 3:10 to 5:10 pm |
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P. Evaluation Procedures:
GRADES
A= 90% AND
ABOVE
B= 80-89%
C= 70-79%
D= 60-69%
F= 59% AND
BELOW
Banks,
J. Multiethnic
education: Theory and practice. Boston:
Allyn & Bacon, 1988.
Glatthorn,
A. A. Teachers as agents of change: A
new look at school improvement. Washington,
DC: National Education Association,
1992.
Kierstead,
F. & Wagner, P. The ethical, legal, and multicultural
foundations of teaching. Madison,
WI: W. C. Brown, 1993.
Pugach,
M. & Johnson, L. (1995). Collaborative
practitioners, collaborative schools. Denver: Love Publishing Company.
Stainback,
W. & Stainback, S. (1996). Controversial
issues confronting special education:
Divergent perspectives. Boston: Allyn and Bacon.
Strickland,
B. & Yell, A. (1993). Developing
and implementing individualized education programs. Englewood Cliffs, NJ:
Macmillan Publishing Company.
Palloff, R. M. & Pratt, K. “Building Learning Communities in
Cyberspace”, Jossy-Bass Publishers: San Francisco, 1999
Lerner, J. “Learning Disabilities, Theories, Diagnosis, and Teaching
Strategies, 8th Ed.”
Houghton Mifflin, Boston, MA, 2000
Bauer, A. M., Keefe, C.H., & Shea, T.M., (2001). Students with Learning Disabilities or
Emotional/Behavioral Disorders.
Merrill/Prentice Hall: Upper Saddle River, NJ.
Schloss, P. T. & Smith, M. A. (1998). Applied
Behavior Analysis in the Classroom.
Allyn & Bacon: Needham Heights, MA
Kauffman, J. M., (2001). Characteristics of Emotional and Behavioral Disorders of
Children and Youth. Merrill/Prentice Hall: Upper Saddle River, NJ
A guide to special education in South Dakota. Office of Special Education. Department
of Education and Cultural Affairs, SD.
Individual
Education Plan. A Technical Assistance
Guide. Department of Education and
Cultural Affairs, SD.
Serving
Children with Emotional/Behavioral Disorders.
A Technical Assistance Guide. Department of Education and Cultural
Affairs, SD.
Learning Disabilities: A
Technical Assistance Guide. State of
South Dakota. Dept. of Education, Office of Special Education, 700 Governors
Drive, Pierre, SD 57501.
Individual Education Plan (IEP), A technical assistance guide. (1995). State of South
Dakota.
Dept. of Education, Office of Special Education, 700 Governors Drive, Pierre,
SD 57501.
Online with the global village: A guide to education for multiple perspectives. Dakota State University, College of Education.
Resource guides for people with disabilities.
(1995). South Dakota Governor's
Planning
Council
on Developmental Disabilities/Department of Pediatrics, USD School of Medicine.
Journals:
Journal
of Emotional and Behavioral Disorders. PRO-ED, Austin, TX.
Behavioral
Disorders. Council for Children with
Behavior Disorders (CCBD).
Beyond
Behavior. Council for Children with
Behavior Disorders (CCBD)
Claiming
Children. Federation of Families for
Children’s Mental Health, National Mental Health Association, Alexandria, VA.
R.
Field/Clinical Experiences:
Each student will:
1. Develop two IEPs involving transition or not
involving transition plans and post to your web page. H-c
2. Interview a director of a SPED program or
special education teacher regarding his/her district’s special education
service delivery program and/or inclusion programs and post your findings to
your web. H-a
3. Attend two IEP meetings, securing teacher and parent permission,
and post your findings to your web page, using pseudonyms and omitting other
identifying information. H-c
S. Relation to Mission:
TEACHER:
CATALYST FOR EDUCATIONAL
CHANGE
The College of Education
utilizes advanced technology in the following conceptual framework in preparing
students to be proficient teachers in the inclusive classroom of the 21st
century with special emphasis on a rural environment.
I. Understands the culture
and dynamics of change
A. Seeks current information
B. Challenges the status quo
C. Learns continuously
D. Supports risk-taking environments
II. Identifies, analyzes,
and solves problems
A. Makes sound decisions
B. Thinks flexibly
C. Thinks creatively
D. Thinks divergently
E. Researches and analyzes information
III. Employs effective
intrapersonal and interpersonal skills
A. Communicates effectively
B. Exhibits perseverance
C. Resolves
conflicts
D. Builds consensus
E. Thinks reflectively
IV. Embraces multiple
perspectives
A. Appreciates diversity
Council for Exceptional Children, CODE OF ETHICS:
We declare
the following principles to be the code of Ethics for Educators of persons with
exceptionalities. Members of the
special education profession are responsible for upholding and advancing these
principles. Members of the Council for
Exceptional Children agree to judge and be judged by them in accordance with
the spirit and provisions of this code.
Special Education Professionals
Are committed to developing the highest educational and quality of life
potential of individuals with exceptionalities;
Promote and maintain a high level of competence and
integrity in practicing their profession;
Engage in professional activities which benefit exceptional individuals,
their families, other colleagues, students, or research subjects;
Exercise objective professional judgment in the
practice of their profession;
Strive to advance their knowledge and skills regarding the education of
individuals with exceptionalities;
Work within the standards and policies of their profession;
Seek to uphold and improve where necessary the laws, regulations, and
policies covering the delivery of special education and related services and
the practice of their profession;
Do not condone or participate in unethical or illegal acts or violate
professional standards adopted by the Delegate Assembly of CEC.