Syllabus

SYLLABUS

This is a blended course. What does that mean? Well, it means that part of the course will include an online element and part of the course will be during a lecture class. This format can be exciting and more meaningful to the student. The lecture and participant collaboration face to face classes will set the stage for learning about special education and the online portion will give you a chance to research and discuss information connected to the face to face class that revolves around current trends in special education. A review on line and during class of the students research and discussion will generate a better understanding of process that are needed to fulfill a Free Appropriate Public Education (FAPE) for all students in the Least Restrictive Environment (LRE). .50 hours: The introduction to the course requirements will be explained. 1.0 Hours: Discussion concerning current issues and trends in education related to at risk students. 1.0 hours: Examination of the concept of special education based on an appraisal of its p hilosophical, historical, and legal frameworks. Relate it to diverse students with disabilities and their families across their life span. .50 hours: Conclusion of the lecture and a discussion concerning the concepts of special education 3.0 hours: Online discussion focusing on introducing students to one another and reviewing each student’s background regarding education and special needs students. Students will give an on line presentation of two examples of positive experiences of IEP students in their classroom and two negative experiences of IEP students in their classrooms. Research on line solutions to how the negative experience could have been better handled if appropriate tools were made available to the teacher. The class will respond to one another’s posting and add to each student’s discussion. 1.5 hours: “Perspectives of Today’s Students” What you see is what you get! (WSIWIG). The lecture will center upon the attainment levels of today’s students. Included will be family, friends, and community as a part of the modern school. A changing cultural component along with research based evidence regarding low socio economic targeted population achievement levels and their relationship to special education and in some cases “over identification” for special education services. 1.0 Hours: A class discussion on Today’s Perspective of students using each participant’s experiences will ensue and how to use the presented material to better relate to the changing culture within the schools. .50 hours: The Class members will submit and discuss a research article they will be presenting in the upcoming classes. 2.0 hours: An Online Discussion: NCLB and IDEA- How do they connect? How do they disconnect? What are the implications for students with special needs in both laws? How do these laws build an education system for all? The students will discuss after researching the questions on line. Students will respond through comments to each others postings. 1.0  hours : An historic perspective, laws, and court cases that drive educational opportunities for diverse Student Populations will be examined. How these laws and regulation effect the evaluation of students, classification of students, and the classroom process of the IEP and the connection to a regular curriculum and the importance of Standard based learning for special needs students will be the focus of the class lecture. . .50 hours: A discussion on the lectured topic based on each students experience will take place. 1.5 hours: Presentations of research based article by individual students will take place. 3.0 hours Online Discussion: “The Impact of Brown vs. the Board of Education” on the Nations educational system and “ The Impact of PARC vs. the Commonwealth of Pa.” on the Commonwealth of Pa.’s educational system. How these two decisions influenced the Gaskins Settlement and Least Restrictive Environment (LRE) for special education and general education. How did Brown influence other areas of discrimination that directly impact schools? Students will respond to each others discussion and post reactions. 2.0 hours: Lecture and in class discussion: IDEIA- What Does It Really Say and How Does It Really Effect Education? NCLB- How does a curriculum for all students connect to a Curriculum for individual’s students (IEP)? The “Power of TWO “Video will be used to demonstrate inclusive education practice through Co-Teaching and several other models...  1.0  Continue student presentations on research article. Online Discussion: Online Discussion: “What is meant by the philosophy of inclusion?” How are school districts coping with inclusive practices? How does inclusive practice impact the IEP process? The students will discussion, respond, and post reactions. 2.0 Hours: Lecture and class discussion: The Identification Process:-Pre-referral, RtI, Evaluation, IEP, Progress Monitoring Online Discussion: Online discussion: How will the efforts of using “Response to Intervention (RtI)” assist the placement of students Least Restrictive Environment (LRE) and ensure a Free Appropriate Public Education (FAPE) to students? The students will discussion, respond, and post reactions. 2.0 hours: Lecture and class discussion: Lecture and class discussion: Content and Components of the IEP: Writing an appropriate IEP, connecting it to the Pa. Standards, and putting it to work in your instruction. 1.0 hours: The class will write several components to and IEP and connect Pa. Standards within each component including Specially Designed Instruction (SDI), goals and objectives. Online discussion: Discussion of Transition aged students and the role of special education for students with IEPs. How is Pa. Chapter 14 different from IDEIA? What is Indicator 13 anyway? The students will discussion, respond, and post reactions. 3.0 hours: Further lecture and discussion on transition and indicator thirteen. 1.0 hours: Lecture and discussion on PDE’s other 19 indicators Online Discussion: The class will discuss the impact of special education students on the regular education teacher and how special education teachers can assist in the process of LRE and inclusive practices. The students will also discuss the impact on the schools and how and what professional development should look liken for teachers regarding special education. 2.0 hours: Each teacher will summarize the text book philosophy in a brief paper to be handed in and scored using the short paper rubric designed for the class. The class will discuss the text as a means to predict the future outlook on special needs students and schools they attend. The way special education students receive education in the 21rst Century has changed from several decades ago. The changes that have occurred have done so with break neck speed making it difficult for schools and teachers to keep up on the ever shifting laws and regulations such as NCLB, IDEA, and Pa. Chapter Fourteen. These very laws and regulation are designed to guide educators through the sometimes confusing components of regulation. Without specific direction schools and teachers face challenges from litigation and state citations. Current research from national publications such as __Phi Delta Kappa__, __Council of Exceptional Children__, and the American Speech and Hearing Association’s __AHSA LEADER__ all point to the fact that teachers are ill prepared for many of the fast paced changes in the world of special education. Publications such as __Leadership__ indicate professional development is lacking in many areas of education including special education because of the vast changes from year to year. Teachers who have attended recent professional development workshops at the LIU have indicate a need for more workshops on current special education trends. This is but one opportunity to expand the type of service available. 4) __**LIST OF COMPETENCIES TO BE DEVELOPED**__  Upon completion of the course, participants will be able to:    ||   ||   ||   ||   ||   ||   || The instructor will use a differentiated means of teaching strategies that will include lecture, online component, hands on practice in developing and writing components of IEPs, class discussion, and video analysis.  6. **__DESCRIBE THE PERFORMANCE STANDARDS AND ASSESSMENT METHODS USED IN EVALUATION OF COMPLETION OF COMPETENCES ACHIEVED BY PARTICIPANTS__**  attendance  completion of a research article  oral presentation of the article  online discussions and postings  Culminating project of completion of reading a chosen textbook and written summary of content  The rubrics used to score each project will be based upon the Attendance Participation Rubric, Short Paper Rubric, and Article Review and Summary Rubric located on the Wickie LIU sit ||     ||   ||      ||   ||   ||   ||   ||
 * // SESSION ONE (3.0 hours) Lecture and Discussion //**
 * // SESSION TWO (3.0 hours) ONLINE COMPONENT //**
 * // SESSION THREE (3.0 hours) Lecture and Discussion //**
 * // SESSION FOUR (3.0) ONLINE COMPONENT //**
 * // SESSION FIVE (3.0) Lecture, discussion, and presentations //**
 * // SESSION SIX (3.0) ONLINE COMPONENT //**
 * // SESSION SEVEN (3.0) Lecture, discussion, and video //**
 * // SESSION EIGHT (3.0) ONLINE COMPONENT //**
 * // SESSION NINE (3.0) Lecture and discussion //**
 * // SESSION TEN (3.0) ONLINE COMPONENT //**
 * // SESSION ELEVEN (3.0) Lecture, discussion, and written assignment //**
 * // SESSION TWELVE (3.0) ONLINE COMPONENT //**
 * // SESSION THIRTEEN (3.0) Lecture and discussion //**
 * // SESSION FOURTEEN (3.0) ONLINE COMPONENT //**
 * // SESSION FIFTEEN (3.0) Discussion and Wrap Up //**
 * 3) __STATEMENT OF NEED__ **
 * a. Examine the concept of special education based on an appraisal of its p hilosophical, historical, and legal frameworks. Relate it to diverse students with disabilities and their families across their life span.
 * b. Analyze the legal foundations of special education, discriminating IDEA’s six principles and those promulgated by other pertinent federal and state laws and policies such as NCLB and relate them to current mandates to school districts and how it affects the classroom teacher. The PDE indicators of performance for special education students will be reviewed.
 * c. Analyze in detail the special education process, including due process, and the timelines and mandated paperwork requirements of each. The evaluation and re-evaluation process, MDT, IEP Process, Indicator 13, and post graduation outcomes will be the focus of the analysis.
 * d. Analyze the nature and purpose of inclusion relative to the mandates of IDEIA and special education’s continuum of services, community service options, and the interface with NCLB.
 * e. Analyze why and how special and regular educators collaborate to provide educational services to students with disabilities as well as collaborating with their families to ensure access to educational, community, and other resources.
 * f. Within the context of historical frameworks and evolving cultural perspectives, compare the p otential impacts of diverse values, beliefs, languages, customs, and traditions between and among cultures and their effects on schools, individuals with disabilities, their families, and the larger community.
 * g. Summarize trends in special education across the lifespan and predict their potential impact on its future. Explain the purpose behind PDE’s 20 indicators.
 * __ 5. MEANS OF DEVELOPING COMPENTENCIES __**