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DEPARTMENT: Special Education COURSE NUMBER: SED 300B. State and Federal LawsC. Special Education Process1. Pre-referral2. ARC3. Referral/Eligibility/IEPMURRAY STATE UNIVERSITYCourse SyllabusDEPARTMENT: Special Education COURSE NUMBER: SED 300INSTRUCTOR: CREDIT HOURS: 3 PHONE: E-MAIL: OFFICE HOURS:PREREQUISITE:None I. TITLE: Educating Students with Disabilities II. CATALOG DESCRIPTION:This course introduces students to state and federal laws impacting the education of students with disabilities, prepares them to work collaboratively with other professionals and parents, and teaches them a variety of effective instructional techniques/strategies. It also increases their awareness of the special organizations, associations, and other resources that will assist them in meeting their professional needs, the needs of families, and the needs of students with disabilities. Field experience required.III. PURPOSE:To prepare special and general education teachers to work collaboratively witheach other, other professionals, and parents in meeting the needs of students withdisabilities.IV. COURSE OBJECTIVES:(Numbers in parenthesis refer to New Teacher Standards that each objective meets, numbers in brackets refer to IECE Standards - http://www.kde.state.ky.us/otec/epsb/standards, and the (D) refers to the College of Education’s Dispositions.)The student will:A. develop a teaching philosophy that reflects appropriate attitudes towardstudents with disabilities and their inclusion in general education (5) [5] D1-6B. discuss state and federal laws/legislation impacting the education of studentswith disabilities. (1) [1] D 2, 4C. participate in a Mock ARC (8) [8} D 1-6D. discuss multicultural aspects resulting in over representation of minority orculturally diverse populations in special education classes. (4) [4] D2E. discuss the collaborative roles of general education teachers, special education teachers, related service providers, and parents impacting effective inclusion. (6) [6,8] D 1, 6F. discuss the definition, prevalence, identification, and characteristics ofstudents with disabilities in the classroom. (8) D2G. describe special teaching strategies found to be effective with students with disabilities. (1-4) [1-4] D 1-6H. demonstrate the ability to adapt selected curriculum materials including assistive technology. (1,3,4) [1,3,4] D 1-6I. discuss strategies for socially integrating students with disabilities in thegeneral education classroom. (1-4) [1-4] D3,4,6J. discuss strategies for meeting the needs of students with disabilities and their families. (6) [6,8] D 5,6K. identify major organizations and advocacy groups supportive of students with disabilities. (6,7) [6,7,8] D 4,5,6V. CONTENT OUTLINE: (General Listing of Topics)A. Attitudes and PhilosophyB. State and Federal LawsC. Special Education Process1. Pre-referral 2. ARC 3. Referral/Eligibility/IEPD. Collaboration/Inclusion/Multicultural PerspectivesE. Characteristics of Students with Disabilities:1. Learning Disabilitiesa. Definitionb. Prevalence and Incidence Ratesc. Characteristics and Identificationd. Special Instructional Strategiese. Collaboration Strategiesf. Needs of Familyg. Resources2. Emotional or Behavioral Disordersa. Definitionb. Prevalence and Incidence Ratesc. Characteristics and Identificationd. Special Instructional Strategiese. Collaboration Strategiesf. Needs of Familyg. Resources3. Attention-Deficit/Hyperactivity Disordera. Definitionb. Prevalence and Incidence Ratesc. Characteristics and Identificationd. Special Instructional Strategiese. Collaboration Strategiesf. Needs of Familyg. Resources4. Mental Disabilitiesa. Definitionb. Prevalence and Incidence Ratesc. Characteristics and Identificationd. Special Instructional Strategiese. Collaboration Strategiesf. Needs of Familyg. Resources5. Severe and Multiple Disabilitiesa. Definitionb. Prevalence and Incidence Ratesc. Characteristics and Identificationd. Special Instructional Strategiese. Collaboration Strategiesf. Needs of Familyg. Resources6. Autisma. Definitionb. Prevalence and Incidence Ratesc. Characteristics and Identificationd. Special Instructional Strategiese. Collaboration Strategiesf. Needs of Familyg. Resources7. Traumatic Brain Injurya. Definitionb. Prevalence and Incidence Ratesc. Characteristics and Identificationd. Special Instructional Strategiese. Collaboration Strategiesf. Needs of Familyg. ResourcesVI. INSTRUCTIONAL ACTIVITIES AND REQUIREMENTS:Lecture, discussion, simulations, student presentations/action research,technology/internet experiences, guest speakers, media presentations, and smallgroup activities will be incorporated during class meetings. Students are requiredto develop a teaching philosophy, participate in a Mock ARC, and develop areflective paper which is a requirement for the e-portfolio. Students will berequired to document in reflective writing 5 hours or field experiences and 10hours of laboratory experiences which require extension and refinement of theirknowledge base. Curricular and environmental modifications will be emphasized.VII. FIELD AND LAB EXPERIENCES:Ten (10) hours of lab experience and (5) hours of field experience are requiredwith guidelines furnished by the instructor. The mandated field experience is avisit to a culturally diverse school setting with transportation provided by theuniversity. Lab hours are obtained through a combination of assigned in-class andout-of-class activities. A failing or incomplete grade will be given if the 15experience hours are not fulfilled. VIII. RESOURCES:A variety of resources are used including textbook, professional publications, current research, computer resources/technologies, video presentations, reflectivewritings, and guest speakers. IX. GRADING PROCEDURES:Grades will be based on written assignments, presentations, and tests.Participation/Attendance may be considered at the discretion of the instructor forborderline grades. The College of Education’s flagging process will be utilized ifapplicable. Positive flags may be given for exceptional performance andnegative flags for substandard performance or attendance. Note: Negative flagsmay be grounds for denial of admission to teacher education and/or


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