SUSQUEHANNA UNIVERSITY

Education Department
EDUC-260-01
Intro to Special Education
Fall 2015
MWF 10:00 AM to 11:05 PM, 018 Seibert
Instructor #1: Stephanie J. Gardner, Ph. D

Office: 105 Seibert

Phone: 570-372-4685

E-mail: gardners@susqu.edu

Office Hours: 1:45-3:15 PM Monday and Wednesday, or by appointment

"Every child can learn, maybe just not on the same day or the same way."
- George Evans -

Course Rationale
Beyond the legal imperatives requiring children with disabilities to be educated to the maximum extent
possible with their non-disabled peers (i.e., least restrictive environment or LRE), principles of equity and
social justice compel all involved in the educational enterprise of children to understand and meet the
needs of diverse learners. In the past many classroom teachers felt ill prepared to teach children with
disabilities, and this course is specifically designed to equip future generations of educators with the
knowledge and skills to meet the needs of all children placed in their classrooms.

Course Description
This course prepares students to understand the diverse needs of children with disabilities. Normative and
non-normative patterns of development are examined, including each of the areas of exceptionality as
defined in federal legislation and the Pennsylvania Standards & Regulations governing special education.
An overview will be provided of a range of instructional strategies and assessment approaches tailored to
the needs of children with disabilities being taught in inclusive classrooms. Additionally, the legal, ethical
and professional responsibilities of teachers working with children identified with disabilities, including
those with multicultural and multilingual backgrounds, will be emphasized.
The course includes a required field experience (10 hours total; 1-2 observation hours per week across
at least 8 weeks) where students will: 1) observe identified children and explore the nature of their
educational disabilities within a public school setting; 2) become a professional, contributing member of
the classroom as needed, developing a positive rapport with staff and students; 3) compose written field
notes detailing their experiences. Students must have all required clearances submitted to the Education
Department (Sara Wenrich) prior to beginning the field experience hours. This should be done at the start
of the semester. Handouts outlining specific requirements and expectations for all of the above will be
provided by the instructor. See Course Requirements and Evaluations section below for further details of
the corresponding Portfolio Project.
This course meets the Central Curriculum guidelines for being diversity intensive. By definition, working
with children with disabilities goes to the very heart of diversity. Some children with disabilities have
observable characteristics (e.g., physical incapacity requiring use of a wheelchair) that are readily
apparent while others disabilities escape detection by the untrained eye. That said, throughout the
semester students will be immersed in learning about and gaining a broader appreciation for children with
disabilities, from the first-person perspective of the child as well as from that of parent(s) and the school
personnel who work most closely with these children.

Central Curriculum Learning goals:

1. Integrating methods of diversity analysis while addressing specific course content. (ULG 2b, 4b)
2. Recognizing and understanding the diversities of the human experience in relation to the course
content. (ULG4c)
This course enables students to apply the theoretical frameworks for thinking about diversity by:
1. integrating methods of diversity analysis while addressing concerns related to the education of children
with disabilities
2. recognizing and understanding the diversities of human experience through the lenses of children with
disabilities, their families and the school professionals entrusted with the childrens education.

Learning Objectives
By the successful completion of this course, the teacher candidate will be able to:
1.
2.
3.
4.

5.
6.

7.

8.

9.

Identify and discuss federal laws and related legal issues relevant to individuals with disabilities.
Describe the legal, ethical (i.e., equity and social justice) and professional responsibilities of educators who
are responsible for teaching children with disabilities.
Explain current special education processes and procedures for screening, referral, identification and
placement of children with disabilities in special education programs and services.
Identify and demonstrate the role and importance of communication and collaboration among a range of
stakeholders related to the identification and education of children with disabilities.
a. Demonstrate sensitivity toward multicultural and economic perspectives in order to encourage
parent participation
Articulate potential biases that may influence identification of children as disabled from minority groups,
particularly those with racial, cultural and/or linguistic differences.
List, describe and explain the different exceptionality categories and etiology of the disabilities/disorders
a. Demonstrate an understanding of and ability to plan for: type, identification and characteristics of
disabilities, as well as effective evidence-based instructional practices and adaptations.
Identify and describe normative and non-normative developmental trajectories among children with and
without disabilities, which inform:
a. designing instruction and assessing childrens learning relative to established educational
objectives.
b. social skill development and the formation of meaningful interpersonal relationship across
contexts.
Elaborate a range of approaches to assess:
a. the characteristics of diverse learners and their progress toward achieving educational objectives,
including:
i. decision-making processes that are data-based.
ii. informal and formal approaches to collect assessment data to monitor childrens learning.
b. the effectiveness of instructional design and delivery.
Define empirically supported methods of instruction for children with disabilities, which
a. encompass both academic and non-academic needs.
b. provide differentiation in meeting learning goals and objectives for each child.

Required Text/Readings
Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2013). Exceptional lives: Special education in
todays schools (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
***Additional readings will be assigned and distributed to students throughout the semester (provided via
Blackboard).

Course Lectures & Materials for Class

The instructor will upload the PowerPoint and related materials for class the night prior on Blackboard.
Students are strongly encouraged to either print off a copy or have electronic access to the notes in order
to maximize instructional time in class. In addition, students are also expected to either print off or have
electronic access to any related materials needed for class that day (located in the materials needed for
class folder on Blackboardplease check this regularly before class).

Internet Resources

APAStyle.org: www.apastyle.org the authoritative, recommended on-line resource for APA Style, 6th Edition, which includes a
useful tutorial.
Purdue Online Writing Lab (OWL): APA Formatting and Style Guide: http://owl.english.purdue.edu/owl/resource/560/01/
U.S. Department of Education website: http://www.ed.gov/
Pennsylvania Department of Education website:
http://www.education.state.pa.us/portal/server.pt/community/pennsylvania_department_of_education/7237
The PA Code online (http://www.pacode.com/secure/data/022/022toc.html)
o
Chapter 14. Special Education Services and Programs
o

Chapter 15. Protected Handicapped Students

o
Chapter 16. Special Education for Gifted Students
PA Bureau of Special Education website:
http://www.education.state.pa.us/portal/server.pt/community/bureau_of_special_education/7340
Pennsylvania Training & Technical Assistance Network (PaTTAN) website: www.pattan.net

University Policies:
Learning Community: Active engagement in the course is assumed for all students along with attitudes and
behaviors demonstrating a regard for diverse perspectives and mutual respect. When differences in perspectives
arise, students and the instructor will express those differences in a civil, respectful manner. In the event this does
not occur, those who violate this expectation will be dismissed immediately from class. Prior to returning to class,
any student who violates this policy is required to meet with the instructor to process what occurred and develop a
plan to re-establish a respectful learning community. Depending on the nature of the violation the students
misconduct may be reported to the Office of the Dean of Students. Students who violate this policy will forfeit all
potential points earned for the class period in which the violation occurred as well as for each subsequent class
period until s/he receives permission from the instructor to return to class.
Academic Honesty: Susquehanna recognizes honesty and integrity as being necessary to the academic function of
the university. A violation involves cheating, plagiarism, academic negligence or dishonesty. No form of academic
dishonesty is accepted. The instructor reserves the right to report any offenses to the Deans office as well as
prohibit the student from earning any points on the given assignment. In extreme cases, the student may earn a
failing grade for the course. Please refer to the Academic Honesty Policy in the Student Handbook for definitions
and penalties for infractions. [Tip When in doubt, cite it!(anything that is not your own words/ideas)]
Disability Services: Susquehanna University is committed to providing equal access to students with disabilities, as
described in Section 504 of the Rehabilitation Act of 1973 and Title III of the Americans with Disabilities
Amendment Act. If a student has a disability and wants to request an accommodation for a course, it is the
responsibility of the student to first obtain a University accommodation letter confirming the disability and
suggesting appropriate remedies. This letter can be obtained from the Universitys Center for Disability Services. It
is encouraged that students request their accommodation need early in the semester, and once identified, a
reasonable accommodation will be implemented in a timely manner.
Course Expectations:
Attendance/Participation: Attendance and constructive participation in each class is expected of all students. Each
student is expected to be actively engaged in discussions, group work, and presentations. In order for this to occur,
students must devote time outside of class completing assigned reading(s) and other course assignments (e.g.,
project or presentation preparation, etc.). Participation will be evaluated through the instructors assessment of
students contributions to class discussions and activities over the semester as well as through completion of exit
questions at the conclusion of each class period.

Absences will be excused due to personal illness or family emergency (excused absences are those that are
supported with either a doctors note or documentation through the Dean of Students explaining why the student
cannot attend class). In order to prepare you for your professional careers as educators, students must inform the
instructor of such absences prior to class via email (gardners@susqu.edu) and be sure to obtain any missed
information from peers. Students with excessive unexcused absences (i.e., those without documentation) will forfeit
points toward their overall grade (at least one entire letter grade) at the end of the semester.
Students with:
4 absences (more than one weeks worth of class) will forfeit points toward their overall grade (will drop
approx. one entire letter grade) at the end of the semester
6 or more absences (2+ weeks worth of class) will earn a failing grade for the course.
If an absence occurs on the day of an in-class presentation, a make-up will be permitted only with verification of
personal illness or family emergency by a doctors note or documentation through the Dean of Students. If a quiz is
given on the day of an absence, the student must contact the professor to arrange to take the exam before the next
class period. The professor will not remind students of work/quizzes they missed.
Assignments: All assignments are expected to be received (either in class or via Blackboard) according to the course
schedule. There will be a 10% deduction per day for any late or incomplete assignments. Any assignments not
turned in class the day they are due (if hard copy requested), will need to be dropped off in the instructors mailbox
immediately after class, or else the assignment will be considered late.
Electronic Devices (Cell Phones, Laptops, iPads/Tablets: Unless students have obtained permission from the
instructor prior to the beginning of a class, all cell phones must be turned on silent and put away for the ENTIRE
class period. If a students device is activated during class without permission, full attendance credit may not be
earned for that day.
Students are welcome to bring any laptops or iPads/Tablets to class for note-taking purposes. If students are found
using the devices for activities unrelated to class activities (Facebook, Twitter, online shopping, etc.), the student
will be asked to shut down their device and may be asked to refrain from using such devices in class in the future.
Full attendance points may not be earned for that day.
Email: Please put the course name and number (e.g., EDUC 260) in the subject line for all emails pertaining to
questions or issues related to this course.
Formatting for Written Work: All work is expected to be written in APA formatting guidelines (double-spaced, 1 in
margins, 12 pt basic font (Times New Roman or Arial), proper citations, References page if requested).
For ALL paper headings in this class, please use the following format. Failure to do so will result in a 1 point loss on
the assignment.

Running Header with Paper Title

Begin writing text here

Last Name

Page #

Grading
Grades will be assigned based on a points system (458 points total). Students must complete assignments by given
due dates. 10% will be deducted each day for late assignments. Students are strongly encouraged to ask questions
and participate in class. Students are also expected to read all assigned materials for class times listed on the
syllabus.
The grading scale for the course is:
ADVANCED

BASIC

A 458-429(100-94%)

C+ 364-351 (79-77%)

A- 428-410 (93-90%)

350-337 (76-74%)

C- 336-320 (73-70%)
PROFICIENT
B+ 409-397 (89-87%)

BELOW BASIC

B 396-383 (86-84%)

D 318-278 (69-61%)

B- 382-365 (83-80%)
FAILING
F < 277 (60% and below)

Course Requirements and Evaluation Procedures

1.

Participation/ In-class activities (10 points)

Throughout the semester, various in-class activities and general participation will be assigned a points value
totaling 10 points. Active participation in the activities/in-class discussions and appropriate use of
technology (i.e., cell phones, laptops, etc.) throughout the semester are requirements for earning
points.
Advanced- 10 points
Below Basic: 5-4 points
Proficient- 9-8 points
In need of major improvement: 0-3 points
Basic- 7-6 points

2.

Exit Questions (33 @ 2 points each= 66 points)

Upon the completion of each class period, a question will be posed to the class based on the information
presented during the class period. Each student will respond individually in writing. The responses will be
collected and graded. Each response is worth two points (1 point= attendance &1 point= correct response).
At the end of the semester, the lowest two scores will be dropped.

3.

Thought Questions w/ Response (6 @ 2 points= 12 points)

After reading the three additional assigned readings outside of the textbook, students will develop 2 thought
questions (i.e., thought-provoking, open-ended questionsteer clear of basic questions with yes/no
responses, unless further elaboration is detailed) and an accompanying response. These will be uploaded via
Blackboard before class and should also be brought to class/accessible during class time in order to
contribute to large or small group discussion on the reading(s).
2 points= open-ended, thought-provoking question written, personal response included; both
reflecting evidence of knowledge from reading,
1.5 points open-ended, thought-provoking question written but no response included
1 point= open ended, basic/factual knowledge, limited evidence of knowledge from reading,
response or no response included

4.

Quizzes and Final Exam (Reading quizzes: 14 @ 5 points each- 70 points; Final- 100 points) Reading
quizzes will be given at the start of class during selected class periods as specified on the course schedule.
These brief tests will be taken individually. All questions will be based on key points for reading highlighted
in the previous weeks lecture. Make-up quizzes are available but it is the students responsibility to contact
the instructor regarding this possibility; all make ups must be made before the following class period. The
final exam will be scheduled during finals week and will consist of comprehensive material from the
readings and information presented in class.

5. Iris Module & Online Learning Activities (15 points) Students will be completing an online
learning module & activities on the day designated on the course schedule. A variety of modules
related to special education can be accessed at Vanderbilts Peabody College Iris Learning Center
(http://iris.peabody.vanderbilt.edu/iris-resource-locator/). The module students will be accessing
for this course is titled: What Do You See? Perceptions of Disability. Specific instructions on

accessing the assigned module and completing required activities/assessment questions will be
provided in class and available on Blackboard.
6.

Disability Presentations (50 points)

Each member of the class will be randomly assigned a disability category to further research. Specifically,
students will be responsible for locating a scholarly (i.e., peer-reviewed) journal article relevant to the
assigned disability and writing a summary paper on the key points and reflections of the article. This
information will also be shared in class in a PowerPoint presentation, along with sharing a website relevant
to their assigned disability category, highlighting specific information and resources that would be useful
when working with that population of students. Students will additionally prepare a study guide for their
peers to follow along with during their presentation. Lastly, each group will locate and show one short,
relevant internet video related to their disability category. A grading rubric and further assignment details
will be provided to students at the beginning of the semester.

7.

Diversity paper (15 points)

This assignment requires that you read an assigned article posted via Blackboard and write a two-page,
double-spaced (APA formatted) reflection paper. You will need to address both your reflections (i.e., what
you learned from this article and its relevancy to you as a teacher candidate) and recommendations and
strategies (i.e., develop at least two strategies that you and your school could implement to be more
equitable and to inform and advocate for change associated with the theme of the article).

8.

Field Experience Cooperating Teacher Interview (10 points)

For this assignment, students will be required to first, create a list of 5-7 questions to ask their cooperating
teacher when the field experience begins. This list of questions will be turned into the instructor in advance
for approval (see course schedule for due date). After given approval, students will schedule a time to meet
with their teacher (at a time convenient for the teacher, which may result in an extra visit before/after school
hours) for the interview. This should be done in person and not via email. Responses will be typed up and
brought into class. Be prepared to share some of the responses with classmates in a small group discussion
format.

9.

Video Reflection Paper- Including Samuel (10 points)

After watching the documentary, students will write a 2 page paper detailing their reflections on the events
that occurred in the video. Use your completed video study guide to help you discuss your overall reflections
to what you saw in the video in terms of the accomplishments, struggles, and inclusion of Samuel and the
other individuals with disabilities that were highlighted. If a student misses class on the day the video is
shown, they will not be able to complete the assignment/earn credit for it.

10. Field Experience & E-Portfolio Project (100 points)

Students will be expected to complete a total of ten hours of field experience across eight weeks in an
education setting which serves children with disabilities. Students will be responsible for conducting
structured observations of their classroom setting in addition to being actively involved with the students
upon direction of the classroom teacher or school personnel. The experience will be under the direction of
the school/agency personnel. The instructor will make the arrangement for this experience; however, dates
and times of visitations will be made by the student in cooperation with the appropriate school personnel.
Students must have all required clearances submitted to the Education Department (Sara Wenrich)
prior to beginning the field experience hours. This should be done at the start of the semester.
Professional conduct and responsible behavior is expected at all times. The instructor will provide students
with a list of specific expectations before the field experience begins. **Confidentiality is of upmost
importance. Do not use actual school, teacher, or student names during any in-class activities or in written
work completed for this course (use pseudonyms).
Portfolio Project Components
a. Background Information (5 points)
b. Field Notes & Documented Hours (75 points)
c. Reflection (10 points)
d. Professional Evaluation (10 points)

All components of the portfolio will be uploaded to a Weebly website designed by the student. The entire
portfolio link and cooperating teacher evaluations are due on the last day of class via Blackboard. Students
should bring a hard copy of the teacher evaluation form in a sealed envelope and the observation log sheet
signed by their co-op to class the last day. These will be returned on the day of the final exam.

Tentative Course Schedule- Fall 2015

Dates

Topic
Syllabus Review, Course Expectations,
Introductions, & Opening Activity
Perceptions of Disability; Field
Experience & Portfolio Project overview;
Teacher Interview assignment overview

Readings due

Assignments due

Read syllabus

Overview of Special Education

Language/Labels; Disability Presentation
Assignment overview & sign-up
Response to Intervention & Individualized
Education Programs (IEPs)
Library Research Presentation (in our
classroom)
Communication and Collaboration/
Working with Other Professionals

Turnbull- Ch 1

Any syllabus questions?;

Iris Module Responses;
Bring semester schedule to
class
Quiz (Ch 1)small group
option

9/14 (M)

Working with Paraprofessionals

Carnahan, Williamson,
Clarke, & Sorensen
(2009)

9/16 (W)

Diversity in Schools; Diversity paper

assignment

Turnbull- Ch 3

9/18 (F)
9/21 (M)

Working with Families

LAFF dont CRY

9/23 (W)
9/25 (F)

Specific Learning Disabilities

Specific Learning Disability Presentations

Turnbull- Ch 4
McNaughton & Vostal
(2010)
Turnbull- Ch 5

9/28 (M)

Communication Disorders

9/30 (W)

Field Experience #1

8/31(M)
9/2 (W)

9/4 (F)
9/7 (M)
9/9 (W)
9/11 (F)

Turnbull- Ch 2

Sileo (2011)

Turnbull- Ch 6

Quiz (Ch 2);

Remember your disability
category for class!
2 Thought Questions &
responses (uploaded to
Blackboard before class)
2 Thought Questions &
responses
Submit required field
experience clearances to
Sara Wenrich
Quiz (Ch 3); Turn in a copy
of Disability Presentation
journal article with APA
formatted citation &
submit library activity to
Cindy
Quiz (Ch 4);
2 Thought questions &
responses
Quiz (Ch 5)
Disability PresentationsSLD group only
Quiz (Ch 6); Field
Experience schedule sheet
Diversity paper (via
Blackboard by midnight)

10/2 (F)
10/5 (M)
10/7 (W)
10/9 (F)
10/12 (M)
10/14 (W)

Communication Disorder Presentations

Emotional or Behavioral Disorders
Field Experience #2
Emotional or Behavioral Disorder
Presentations
Attention Deficit/Hyperactivity Disorder
Field Experience #3

Turnbull- Ch 7

Disability Presentations
Quiz (Ch 7)
Disability Presentations

Turnbull- Ch 8

Quiz (Ch 8)
Teacher Interview
questions (via Blackboard)
Disability Presentations

10/21 (W)
10/23 (F)

Attention Deficit/Hyperactivity Disorder

Presentations
Fall Break- No Classes- notify your Field
Experience co-op teacher!
Field Experience #4
Including Samuel documentary

10/26 (M)
10/28(W)
10/30 (F)

Intellectual Disability
Field Experience #5
Intellectual Disability presentations

Turnbull- Ch 9

Bring video study guide to

class
Quiz ( Ch 9)

11/2 (M)
11/4 (W)
11/6 (F)

Autism
Field Experience #6
Autism Presentations

Turnbull- Ch 11

Teacher Interview (hard

copy in class); Disability
Presentations
Quiz (Ch 11)

11/9 (M)

Physical Disabilities, Other Health

Impairments, & Multiple Disabilities
Field Experience #7
Physical Disabilities, Other Health
Impairments, & Multiple Disabilities
presentations
Hearing Loss
Field Experience #8- get your co-op to
fill out your evaluation form
No class- Field Experience Portfolio
Work Day
Hearing Loss presentations
Thanksgiving Break- no class
Thanksgiving Break- no class
Visual Impairments
Visual Impairments presentations
Gifted and Talented
Gifted and Talented Presentations
Review for final
Course Wrap-Up & Discussion
Groups/Feedback

Turnbull- Ch 10 & 12

Disability Presentations;
Including Samuel Video
Reflection due (via
Blackboard)
Quiz (Ch 10 & 12)

10/16 (F)
10/19 (M)

11/11 (W)
11/13 (F)
11/16 (M)
11/18 (W)
11/20 (F)
11/23 (M)
11/25 (W)
11/27 (F)
11/30 (M)
12/2 (W)
12/4 (F)
12/7 (M)
12/9 (W)
12/11 (F)

12/14 (M)

Final Exam: 8-10 AM in 18 Seibert

Disability Presentations

Turnbull- Ch 14

Quiz (Ch 14)

Disability Presentations

Turnbull- Ch 15
Turnbull- Ch 16

Quiz (Ch 15)

Disability Presentations
Quiz (Ch 16)
Disability Presentations
Field Experience
E- Portfolio link uploaded
to Blackboard before class;
Teacher evaluation &
Observation log due in class

*Course schedule and syllabus are subject to change by the instructor at any point throughout the
semester. Students will be notified of any changes and will be provided with access to an updated
syllabus/course schedule during such instances.