Murray State University COURSE SYLLABUS Revised Fall 2010 DEPARTMENT: ACS COURSE NUMBER: SED 350 CREDIT HOURS: 3 I. TITLE: Roles and Procedures in Special Education II. COURSE DESCRIPTION: This course includes an overview of the legal requirements in the process of determining eligibility and delivery of special education services including the individual education plan (IEP) components of federal and state laws. Participants will gain skill in writing individual education plans for students with mild disabilities and information regarding service delivery models. Prerequisite: SED 300 III. PURPOSE: This course is designed to familiarize students with legal requirements of the IEP components of federal and state laws. Students will gain skills in writing IEP’s for students with disabilities as well as designing lesson plans that effectively teach students with mild disabilities in the classroom. The course includes characteristics and definitions of students with mild disabilities. Participants will gain information regarding service delivery models. IV. COURSE OBJECTIVES: Class activities will be centered on the attainment of course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines and initiatives. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Teacher Standards for Preparation and Certification (KTS) addressed by that objective. Additionally, enclosed in brackets, are numbers which reference the IECE Standards which are addressed. Upon successful completion of the class the student will be able to: A. discuss major legislation and litigation affecting recent advances in public education of special needs students (KTS #1) [1] B. discuss the principal models of service delivery used with students with mild disabilities (KTS #7, 6) [6] C. demonstrate the ability to develop an appropriate IEP (KTS #2, 3, 4, 8) [6] D. discuss the roles, responsibilities, and procedures for an admission & release Committee (ARC) (KTS #1, 8) [6,8] E. demonstrate the ability to write an effective lesson plan for classroom use (KTS #1-9) The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on course activities. The EPSB Themes of Assessment and Closing the Achievement Gap are explored in the course through the various chapters within the text. They also addressed through the writing of individual education plans (IEP’s) and lesson plans.V. CONTENT OUTLINE: A. Timelines, History, and development of Special Education Laws B. Special Education Procedures C. Individual Education Plans, one in live text D. Charting On-Going Progress E. Reporting to Parents F. Admission and Release Committee Member Roles G. Re-evaluation H. State and Federal Definitions I. KTIP Lesson Plan format VI. INSTRUCTIONAL ACTIVITIES: A. Lecture and discussion B. Small group discussion C. Cooperative learning activities D. Reading material E. Written assignments F. Individual and/or group presentations G. Video presentations H. Exams VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: None VIII. RESOURCES: A. Blackboard B. Waterfield Library at Murray State University C. MSU Computer Centers D. Professional Publications E. Curriculum Library Alexander Hall at Murray State University F. KDE Website IX. GRADING PROCEDURES: A. Course Requirements Points Timeline 50 Midterm / Final 100/100 Presentations 25 each IEP development 275 Specific Assignment Requirements: Timeline (50 points): Students will prepare a timeline that represents the various events and laws that have shaped Special Education law. Presentations (25 pts. each): Students will prepare and present either individually or as a small group, presentations dealing with a past and current law, how it came about and its impact on special education.Students will be assigned an ARC role and prepare to participate in a team role play scenario to demonstrate understanding of various roles and responsibilities of the ARC. Exams (200 points): A midterm and final exam will be given. The exams will assess knowledge and understanding of material found in the required text, supplemental materials, and class discussions. The exams will consist of a variety of question types to include multiple choice, matching, short answer, true/false, essay, and/or performance items. IEP Development Components (275 points): Students will be required to develop the various components for a minimum of 3 IEPs for students serviced for mild disabilities. Multidisciplinary evaluation reports will be provided as the source of information on which to base information. Disability categories will include developmental delay, specific learning disability, emotional-behavioral disability, mild mental disability, and other health impaired for which IEP’s will be developed. Components will be submitted electronically using KDE approved forms with one IEP put in Live Text. Present Level of Academic Achievement and Functional Performance (75 points)t\ Special Factors (15 points) Annual Goals & Objectives (75 points) Transition Services (25 points) Specially Designed Instruction, Supplemental Aids & Services, and Program Modifications (40 points) Testing Accommodations, LRE, Services, and ESY (20 points) Student Progress Monitoring (25 points) B. Evaluation: The following will be used for all students.. Percentage Grade 90 – 100% A 80 - 89% B 70 – 79% C 60 – 69% D 0 – 59% E X. ATTENDANCE POLICY: This course adheres to the attendance policy stated in the current MSU Undergraduate Bulletin. Students are expected to be on time, attend all class meetings, and to stay the entire class period. You will be expected to sign in for documentation of attendance. Any variation of this expectation must be cleared with the instructor prior to the class, preferably by e-mail. After two hours of absence, the student will be required to conference with the instructor. Missing more than three hours of class will result in a negative flag and a lowering of the final grade by a minimum of one letter grade. XI. ACADEMIC HONESTY