Instructor: Dr. Betty Cox 240M Gooch Hal University of Tennessee at Martin Martin, TN 38238 (731) 881-7201 bacox@utm.edu University of Tennessee at Martin Department of Educational Studies Educational Leadership EDLD 755 Spring, 2010 3 hours of credit On-Line Course SYLLABUS (I check my e-mail frequently and will get back to you usually within 24 hours.) Topics in Special Education for School Leaders Catalog Description: Review of approaches, legal bases, critical issues and administrative practices required for effective supervision and administration of special education and related personnel and programs. Emphasis on ethical practices related to implementation of special education programs with consideration given to issues of diversity and school culture. Primary emphasis on developing and maintaining effective working relationships with all stakeholders (3 hours of credit). Nature of Students to be served: This is a required course in the EDLD concentration and Master of Science in Education program. Conceptual Framework: The Graduate Faculty has adopted the theme Professional Educators as Leaders and Enhancers of Human Development to represent its goal in continuing an educator s professional development. The advanced program goals are depicted as four keys that the graduate faculty feels will unlock each candidate s potential. They include:
Key 1 Knowledge, Skills and Application Candidates will exhibit an understanding of: how all students develop and learn; their area of expertise and appreciate how knowledge in this area is created, organized, linked to other disciplines and applied to real-world settings; how to create multiple paths, including use of information technology, to the subjects they teach to develop problem-solving abilities in students; how to adjust practice based on observation and knowledge of students interests, abilities, skills, knowledge, family circumstances and peer relationships; how to be a change agent. Key 2 Human Relations Candidates will: engage all groups of students to ensure a disciplined learning environment; organize instruction to allow the schools goals for all students to be met; engage all students in appropriate behavior in and out of the classroom; be prepared for contributing to the effectiveness of the school through collaboration with other professionals on instructional policy, curriculum development and staff development; work collaboratively and creatively with parents and community resource personnel, engaging them productively in the work of the school. Key 3 Inquiry Candidates will: stay abreast of current research, and when appropriate, incorporate new findings in their practice; make decisions grounded in both the literature and their experience; apply the practice of data collection, observation and reflective thinking; use information technology in designing and executing a plan for research; read and interpret published research of others;
apply the research findings appropriately to an educational setting for the benefit of all students. Key 4 Professional and Ethical Behavior Candidates will: serve as a role model to students and educational colleagues while serving as professional liaison to members of the community; employ respect for and understanding of cultural diversity as the responsibilities of the profession are modeled; exhibit academic integrity in the study and presentation of curricula content; cultivate the ability to cope with the unexpected and act wisely in the face of uncertainty; understand the importance of engagement in lifelong learning so that they demonstrate and encourage the same in all students; take advantage of available resources and participation in professional development opportunities for continuous learning. The candidate is expected to master the outcomes upon completion of his/her individual program. The keys are linked together by a solid ring representing the faculty s commitment to diversity, technology and assessment. Diversity Proficiencies: Each student is expected to address the following diversity areas during the course: Identify and address his/her own biases. Consider diversity when planning and implementing instruction. Consider diversity when wording questions and responses. Be completely comfortable with classroom discussion on diversity topics. Consider ethnicity when designing instruction. Explicitly include a variety of ethnic groups in the curriculum. Interact with students, parents, and colleagues of varied ethnicities in an equitable manner. Value racial diversity as an integral component of educational systems.
Understand how the culture of race affects learning. Interact with students, parents, and colleagues of all races in an equitable manner. Consider socioeconomic status when designing instruction. Understand the underlying assumptions of students from wealthy, middle class, and generational poverty groups. Understand the unique needs of children of poverty. During field experiences, demonstrate a knowledge of how poverty affects student learning. Consider gender when designing instruction. Understand gender related issues relating to teacher questioning strategies. Integrate a knowledge of gender related issues into classroom management. Value linguistic diversity as an integral component of educational systems. Understand the unique needs of linguistically diverse learners. Adapt instruction to the needs of linguistically diverse learners. Consider exceptionalities (intellectual, communicative, sensory, behavioral, physical, multiple, autism, other health impaired) when designing instruction. Understand strategies to address differentiated instruction and make accommodations in the classroom. Understand classroom management strategies which may be appropriate for a variety of exceptional students. Recognize the need for appropriate accommodations during field experiences. Increase personal tolerance for religious diversity. Consider religious diversity when designing instruction. Understand legal issues regarding the expression of religion in the public schools. Interact with students, parents, and colleagues of all religions in an equitable manner. Increase personal tolerance for persons of all sexual orientations. Understand issues related to sexual orientation that may affect learning. Interact with gay or lesbian students, parents, and colleagues in an equitable manner. Consider geographical diversity when designing instruction. Understand variations in regional speech and attitudes.
Interact with students, parents, and colleagues from both rural and urban settings in an equitable manner. Interstate School Leaders Licensure Consortium Standards for School Leaders: The UTM Educational Leadership Program is aligned with the Interstate School Leaders Licensure Consortium Standards for School Leaders (ISLLC). The ISLLC standards include the following: Standard 1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Standard 2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 3 A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Standard 4 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5 A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Standard 6 A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Additional Standards: In addition to those listed above, educational leaders of special education classrooms and teachers should be aware of the standards established by the Interstate New Teachers Assessment and Support Consortium (INTASC) and the Council for Exceptional Children
(CEC). Both sets of standards are located on page 510 of your primary textbook. Knowledge, Skills, and Dispositions: 1. Understand what special education is and its core provisions. 2. Examine the impact of federal legislation and pertinent court decisions and their effect on children with special needs. 3. Examine the history of special education and special forces that have played a significant role in establishing special education in the schools. 4. Examine trends and issues influencing special education. 5. Explore how students become eligible to receive special education services. 6. Examine the characteristics of each recognized disability, its prevalence and causes, and the traditional and emerging approaches for identification and providing education. 7. Understand the challenges faced by individuals with disabilities as well as the special issues that face the families of children with exceptionalities. 8. Explore who the professionals are who work in special education. 9. Explore the challenges for teachers and administrators in working with children who have exceptional learning needs, their families, and others who are concerned with their education and wellbeing. 10. Examine how inclusion policies impact children with disabilities, their classmates, and their classrooms. 11. Examine assessment strategies used to design programs for exceptional children. 12. Explore how cultural differences in families affect children with exceptionalities as well as how culturally-diverse groups are represented in special and gifted education. 13. Analyze what collaboration is and how it is implemented in schools. 14. Understand the importance of early intervention for infants and toddlers with disabilities and how early intervention supports and services can meet the needs of young children and their families. 15. Examine teaching and learning strategies that work well for students with specific disabilities as well as the supports and services that can be provided to disabled children and their families
and the ways in which schools can modify programs for children with special needs. 16. Explore what technology is available to support learning of students with disabilities and how technology can enhance the lives and increase the autonomy of these students. Methods and Activities: 1. Discussion Board (CF Keys 1, 2, 3, 4) 2. Module Activities (CF Keys 1, 2, 3, 4) 3. Final Activity (CF Keys 1, 2, 3, 4) 4. Chapter Tests (CF Keys 1, 2, 3, 4) Textbook(s): Friend, M. (2008) Special Education: Contemporary Perspectives for School Professionals (2nd ed.). ISBN: 9780205560950. American Psychological Association (2009). Publication manual (6 th ed.) ISBN: 9781433805615. Course Scope: This course is a component of the core curriculum of the M.Ed. degree program in Educational Leadership. Central to educational leaders is the ability to effectively supervise and evaluate teachers. Participation Policy: Students are required to check their UTM email every 1-2 days. Students personal email addresses are not acceptable for purposes of this course. Additionally, students must review the EDLD 755 home page continuously to check for announcements and to respond to postings on Discussion Board. Much of the class content depends upon class interaction and learning from each other s experiences. One value-added aspect of on-line learning is that we can access our learning community from anywhere; therefore, I have a very real expectation that you remain an active participant throughout the duration of the course. I will also be emailing students frequently about various items including individual assignments, quality thereof and ways to improve performance. In sending emails to me, include the course number (EDLD 755) in the subject of your email. Style of Written Work: All outside written work for this course must be done on a computer word processor; work must be double-spaced using 14- count Times New Roman font, free of grammatical errors, and in conformance with the requirements of the APA Publication Manual (6th
ed.). The latest edition of the Manual is on Blackboard and is accessed through the APA Resources tab. Modules: The course is divided up into modules based upon the primary textbook, Special Education: Contemporary Perspectives for School Professionals, by Friend. Each module has different course material and assignments that will be used in assessing your mastery of the content presented in the module. Nature and Number of Evaluations and Other Major Requirements: 1. Module One: Key Concepts for Understanding Special Education 2. Module Two: The Personnel and Procedures of Special Education 3. Module Three: Multicultural and Bilingual Perspectives 4. Module Four: Creating Partnerships through Collaboration 5. Module Five: Students with Learning Disabilities 6. Module Six: Students with Attention Deficit-Hyperactivity Disorder 7. Module Seven: Students with Emotional and Behavior Disorders 8. Module Eight: Students with Intellectual and Developmental Disabilities 9. Module Nine: Students with Speech and Language Disorders 10. Module Ten: Students with Deafness and Hearing Loss 11. Module Eleven: Students with Visual Impairments 12. Module Twelve: Students with Autism Spectrum Disorders 13. Module Thirteen: Students with Physical and Health Disabilities 14. Module Fourteen: Students with Severe and Multiple Disabilities 15. Module Fifteen: Students Who Are Gifted and Talented Assignments: 15 Chapter Tests @ 50 pts. Each 750 pts. 13 Postings @ 25 pts. Each 325 pts. 4 Module Activities @ 50 pts. Each 200 pts. 1 Final Activity @ 225 pts. 225 pts. TOTAL 1,500 pts.
Grading Scale: A = 92.00 -- 100.00 1,380 + B = 84.00 -- 91.99 1,260 + C = 76.00 -- 83.99 1,140+ D = 68.00 -- 75.99 1,020+ F = 67.99 and Below Class Schedule/Assignment Due Dates: Refer to the Course Information in Blackboard for a tentative schedule and due dates for each assignment. Chapter Tests: There are tests for every chapter in the textbook (Chapters 1-15). Every test is located in the Assignments section of Blackboard and listed for each chapter. Each test contains 25 multiple choice items. Each item counts two points, for a total of 50 points per test. Each test is timed and you have one hour to complete it. If you go over the time limit, points may be deducted. Although you are free to use your textbook during the completion of these tests, you will only be provided one opportunity to take each test. The test for each chapter will be available for the same time period as designated in Course Information for each module, so you may take the test at any time during that period. There is a section pursuant to completing tests on the student s Blackboard tutorial (15 chapter tests @ 50 points each). Due Dates for Chapter Tests: Module One January 24 Module Two January 31 Module Three February 7 Module Four February 14 Module Five February 21 Module Six February 28 Module Seven March 7 Module Eight March 14 Module Nine March 28 Module Ten April 4 Module Eleven April 11 Module Twelve April 16 Module Thirteen April 21 Module Fourteen April 27
Module Fifteen May 3 Discussion Boards: Students will be expected to participate in all of the discussion boards. Discussions are to be respectful, engaging, relevant to the topic presented and thoughtful. Each person is expected to post a response to the prompt. This posting should be a minimum of 150 words and address each component of the initial thread. An additional response to one classmate s posting is also required. This response should build upon the original posting or offer a contrasting point of view. I agree or good thought does not constitute a posting response. One entry alone does not constitute participation in a discussion board. The total number of postings will be cumulated to determine the grade for each prompt. See Discussion Board Rubric in Course Documents. The combined postings for each module are worth 25 points for a total of 325 points. Although only two posts are required, grade consideration will include the total number of pertinent posts per thread (13 discussion boards @ 25 points each). Module Activities: There are four module activities including ones in Modules 2, 5, 6, and 8. Each activity should include in-depth, thoughtful responses. It is recommended that you review each activity early in the semester because several require advance thought and/or approval and scheduling with your school s principal. Each of these activities is a required component of the EDLD portfolio (4 Module Activities @ 50 points each). Module Two Activity: Obtain permission from your principal to sit in on an IEP meeting. Write a 2-3 page summary of your findings and reflections. You should include, at a minimum, who (by position, i.e., special education teacher, parent) was in attendance, the purpose of the meeting, what was discussed and what was accomplished. Additionally, compare the IEP form that was used with the components discussed on pages 51-56 in the textbook to determine whether every required area was addressed. If there were any that were not included, discuss this with the IEP team leader and provide the rationale. This activity is due on January 30. Module Five Activity: Interview a classroom teacher with children with learning disabilities. Ask him/her the following questions: 1. How do the students with learning disabilities receive their education? 2. What instructional strategies are being implemented?
3. How do the students with learning disabilities interact with other students? 4. How do the students with learning disabilities have access to the general education curriculum? Write a 2-3 page summary of your findings and reflections and be certain to identify the school, grade level, and type of classroom. This activity is due on February 18. Module Six Activity: Go to your state department of education s website and locate the disability categories and the criteria for eligibility. Compare these to the same data for your school district. Write a 2-3 page summary of your findings and reflections. This activity is due on February 25. Module Eight Activity: Interview a special education teacher regarding inclusion. Discuss with him/her the strengths and weaknesses of inclusion as well as his/her opinions of the regular education classroom teachers reactions to the process. Finally, discuss any concerns as to how inclusion is being handled in his/her school. Write a 2-3 page summary of your findings and reflections. This activity is due on March 11. Final Activity: As a final activity, you are to conduct an interview with 1) your school principal and 2) your local district director of special education (Some districts may not have an individual assigned to this latter position. In that case, interview the person responsible for the district s special education program.) You will ask the same questions to both parties but should not share one individual s responses with the other. Besides acquiring the information, the purpose of this activity is to compare how a school administrator perceives certain situations versus the person accountable overall for the district s special education program. Be certain to identify the district, school and individuals with whom you spoke. Record responses to all of the following questions: 1. What is the total number of students being provided special education services overall and by race/ethnicity and gender? What percentage of the total student population does this represent? 2. What is the total number of students being served in each special education category and by race/ethnicity and gender?
3. What is the total number of employees working only with special education students? What are the specific positions with the total number for each position? 4. What is the process for determining the eligibility for students with disabilities/exceptionalities? 5. What is the range of services available to disabled students? Please be specific. 6. What is the process for determining the eligibility for gifted and talented students? How are they served? 7. What child find procedures are used including how the general public is notified as to the services available to children with disabilities and the process of identification? 8. What is the continuum of placements for special education students, i.e., the range of settings in which students with disabilities receive their education (least to most restrictive environment)? 9. What is the process for scheduling IEP team meetings? Whose responsibility is it to schedule the meeting and contact the team members? Who chairs the committee? 10. Is there an established process for resolving disagreements between parents of special education students and school professionals? Please describe this process. 11. What is the role of collaboration among special education professionals, general education professionals, related service providers and parents in the delivery of services for students with disabilities? 12. What is the district s position relative to inclusion of special education students in the general education curriculum? 13. What is the district s position on the use and effectiveness of positive behavior supports (PBS)? 14. How are students with disabilities disciplined? Is the process different than that used with regular education students? 15. Does the district utilize intervention assistance teams? If yes, what are the positions of the members that comprise the team and the procedure guiding their roles and responsibilities of the team? Each question should be answered fully. Following each individual s responses to the set of questions, provide your opinions and reflections of the answers, especially any discrepancies, as well as your impression of how successfully your school district is meeting the requirements of state and federal mandates relative to special education. The activity should be
approximately 5-10 pages in length and is due on May 6 (1 Final Activity @ 225 points). EDLD Portfolio: The submission of your portfolio is required for completion of the EDLD program and will be submitted during your last course, EDLD780. You are to include all designated EDLD portfolio activities from all of your required coursework, with all necessary corrections, if any, after each activity has been graded. The four Module activities and the final activity are the required activities for inclusion in the portfolio for EDLD 755. You will receive additional instructions concerning the portfolio once you are enrolled in EDLD 780. For now, you only need to save a copy of the five designated activities for submission at a later date. Labeling Files: We will have a lot of documents and files generated over the course of the semester. Label your documents/files as follows: name, module # and assignment title. Example: bacoxmd#2 Activity. Evaluations: Evaluation rubrics for all written assignments are included in the Blackboard section entitled Course Documents. All assignments are due NO LATER THAN midnight (Central Standard Time) on the date listed, although every assignment may be turned in earlier. All assignments must be posted in the appropriate section of Assignments in Blackboard. There is a tutorial provided through Blackboard to assist you in this process. Furthermore, no late assignments will be accepted unless such action has been previously approved in advance of the due date. External Links: Excellent web sites with information for educational leaders with the responsibility of supervising special education classrooms and teachers as well as collaborating with families with special education students may be found in the External Links Blackboard section. I encourage you to review these sources often as you complete the course requirements. Accommodations for Disabilities: Any student eligible for and requesting academic accommodations due to a disability is requested to provide a letter of accommodation from the Office of Disabilities Services within the first three days of the semester.