|
SPE 333 - Special Education Ethics and Law
Spring 2004
Time: M-W-F 11:00-11:50
Location: ADM 114
Office 286
Phone 399-2606 (O) email: dacklie@csm.edu
391-6061
(H) dee@acklie.net
Office
Hours as posted or by appointment
Links:
First Aid
What Every Special EducatorMust Know
DESCRIPTION
OF THE COURSE:
Students
examine processes, and use skills necessary for identifying and verifying
special needs, the IEP/IFSP process and organizing and maintaining student
special education records. This course acquaints students with stat and
local resources for improving and strengthening educational programs for
special populations. National, state and local laws, policies and procedures
affecting special populations are emphasized. Discussion of current
legislation, advocacy, and professional ethics in included. Appropriate use
of instructional technology is integrated into instruction of content and
pedagogy.
STUDENT
OUTCOMES :
Upon
successful completion of this written and oral assignments, learning
experiences and exam students will:
Demonstrate an understanding of the philosophical, historical, and
legal foundations of education for learners with mild or moderate
disabilities, and be able to apply the related concepts,
principles, processes, including being able to:
a. Identify historical and current
models, theories, and philosophies that provide the bases for
special education practice including its relationship with
regular education;
b. Demonstrate an understanding of
current definitions, identification procedures and related
issues, including how these issues relate to students form
culturally and/or linguistically diverse backgrounds;
c. Identify the assurances and due
process rights related to assessment, eligibility, and
placement including the rights and responsibilities of
parents, students, teachers and other professionals, and
schools as they relate to individual learning needs;
d. Demonstrate the ability to conduct
instructional and
e. Other professional activities
consistent with the requirements of law, rules and
regulations, and local district policies and procedures,
describe the continuum of placement of placement and support
services. (006.60A 1-6)
Demonstrate an understanding of assessment, diagnosis, and
evaluation of learners with mild and learners with moderate
disabilities, and be able to apply the concepts, principles and
progress, including being able to:
f. Demonstrate knowledge of basic
terminology, legal provisions, regulations and program
standards regarding assessment of individuals and be able to
articulate ethical concerns related to assessment.
g. Describe guidelines for student
participation in group district-wide standardized achievement
assessments, including the use of accommodations and/or
alternative assessments.
h. Identify typical procedures used for
screening, pre-referral, referral, and classification.
i. Demonstrate knowledge of legal
provisions, regulations, and program standards regarding
unbiased assessment and use of instructional assessment
measures. (006.60C1-4)
Demonstrate an understanding of and be able to apply concepts,
principles and processes of communication and collaborating
partnerships in working with learners with mild and learners with
moderate disabilities, including being able to:
j. Demonstrate an understanding of the
roles of students, parents, teachers, and other school and
community personnel in planning and developing individualized
educational program. (006.60G2)
k. Comply with local, state, and federal
monitoring and evaluation requirements. (006.60.H.7)
l. Practice within the CEC Code of
Ethics and other standards and policies of the profession.
(006.60.H.8)
m. Demonstrate proficiency in oral and
written communication. (006.60.H.5)
n. Identify consumer and professional
organizations, publications, and journals relevant to the
field of mild and moderate disabilities. (006.60.H.9)
o. Describe the rights of privacy,
confidentiality, and respect for differences among all persons
interacting with students with disabilities. (006.60.H.10)
p. Seek
information regarding protocol, procedural program standards,
and policies designed to assist students with disabilities as
they participate in school and community-based activities.
(006.60.H.12)
Required Text:
Class Packets (Materials down loaded from Nebraska
State Department of Education website www.nde.state.ne.edu)
Forms
IEP
Sample Policies and Procedures
Transition Regulations
Rule 51
Download CEC Code of Ethics from CEC Website
www.cec.sped.org
American Disability Act
Other Resources:
Council for Exceptional Children Website
Nebraska Department of Education Website
Findlaw website
FINE website
Additional Materials:
Notebooks for Class packets
Tabs
Highlighter
Black sharpie
EVALUATION PROCEDURES AND GRADES:
Participation in class discussion and projects. As expected,
attendance is an important part of participation. It will also be
essential that reading assignments be completed in order to fully
understand class lectures and discussions. Absences and punctuality
will be considered in assessing acquisition of knowledge, skills and
values. Missing class can jeopardize your grade. Each absence may
lower your grade by 2%. If you are absent three times from class, the
instructor has the option to drop you form class or your grade will
automatically be lowered by one letter grade. Exceptions may be made
at the discretion of the instructor.
Written Assignments: These assignments help to demonstrate your
understanding of concepts presented in class.
All late work will be docked 10%. No work will
be accepted if turned in later than 1 week of due date. (1000 pts)
Quizzes 300 pts
IEP
Rule 51
Vocabulary
ADA
Transitions
History (PL 94.142/IDEA)
In class
activities 100 points
(Including
quick writes and other assignments)
Case Study Reaction papers (4) 200 pts
ADA
Group Project 150 pts
IEP
Case Study 200 pts
Final IEP Conference 50 pts
Total 1000 pts
Grading Scale
A= 93%-100% 930-1000 pts
B= 84%-92% 840 –920 pts
C= 70%-69% 700-690 pts
D= 60%-68% 600-680 pts
F Below 60% 600 pts or below
OTHER
CONSIDERATIONS:
Academic
Assistance: CSM seeks to maintain a
supportive academic environment for students with disabilities. If you have
a disability and need accommodations to succeed in this course, please,
contact me to verify that the required documentation is filed with the
Academic Affairs Office and that an accommodation plan is in place. Please,
remember that the law places the responsibility on you, the student, to
notify the College of your disability and to request information.
Academic
Honesty: All forms of dishonesty and
misconduct including cheating, plagiarism, forgery, knowingly furnishing
false information to the instructor, and intentional disruption or
obstruction of learning or teaching will not be tolerated. At the professors
discretion these acts will result in a failing grade for the course and a
letter regarding the behavior will be filed with Academic Affairs and
Student Affairs offices. All work should be your own and must represent new
work prepared specifically for this class.
Quality of
work. Assessment of the quality of your
written and oral communication skills will be included in the evaluation of
your work. These two skills are professionally very important for teachers.
All written work is to be typed, double spaced, and must include correct
grammar, form, punctuation and spelling. All sources must be cited with
complete bibliographic references. (See APA guide) You will use technology
skills in this class to explore resources and create activity plans,
complete and interactive IEP training, and for class presentations.
Tentative Class Schedule:
DATE TOPIC
Assignment____
SPE 333
Adjusted Schedule
Feb 13 Task
Analysis Project discussion, Hand out Case Study #1
Assign reading CEC Code of Ethics and Procedure Manual
Feb. 16 IEP
QUIZ
Feb. 18-20
Discussion of Code of Ethics and ties to procedure manual
March 1 Case
Study #1 due
March 1-3
Continue discussion of Procedure Manual
March 3
Return of first case study/ Receive Case Study #2
March 5 Work
on Case Study #2 (Independent)
March 8-12 No
Class-Spring Break
March 15 Case
Study #2 Due/ Receive Case Study #3
March 15-19 People
and Protection under the law ADA
March 22 -26 ADA
Project Work
March 26 Class
Independent Work Time
March 29
Practice Presentation of ADA Project/ Case Study #3 Due
March 31
Feedback on ADA Presentation and work time
April 2
Final Presentation of ADA Project
April 5
Pipal Park Exploration and Tie up ADA Discussion
April 7-12 No
Class –Easter Break
April 13 ADA
Quiz
April 14-21
Transitions
April 14
Case Study #4 Assigned
April 23
Case Study #4 Due
April 26
Transitions end discussion & review
April 28
Transitions Quiz
April 30 IEP
Case Study Assignment /Discussion
May 3/5 Work
on IEP Case Study
May 7
Vocab Quiz/IEP Case Study Due
May 13 8-10
AM IEP Conference
|
