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Course Syllabus

Course Information Professor Contact Information

Course Number/Section COMD 7808-001 Professor Anne van Kleeck, PhD

Course Title Preliteracy Development Office Phone 214-905-3147 (not checked
often; e-mail is a better option)
Term Spring 2010 Email Address annevk@utdallas.edu
Day & Time Thursday, 2 :30– 5:15 PM Office Location CD A.101
Location Callier Dallas J204 Office Hours Monday, 2:30-4:00 PM, or by
appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions: None

Course Description: A great deal of research now documents that preschoolers with language delays, those from low socio-economic
backgrounds, and those from non-mainstream cultural and linguistic backgrounds are at risk for exhibiting reading difficulties when they
enter school. From nearly two decades of intensive research and from recent developments in educational and clinical practice, it has
become clear that a great deal can be done to prepare preschoolers to help them make a smoother transition to later learning how to read
and using language for academic purposes more generally. This course will focus on the preliteracy skills that lay the foundations for later
reading achievement, their course of development, ways to assess them and to use evidence-based practices to effectively foster their
development. Emphasis will be placed on historical and cultural (including socio-economic) variability in literacy values, beliefs, and
practices, and how this information might be best used in working with families and children from diverse backgrounds.

STUDENT LEARNING OBJECTIVES/OUTCOMES: This course has been designed to ensure that students demonstrate required
knowledge and skill as outlined in the Standards and Implementation Guidelines for the Certificate of Clinical Competence in Speech-
Language Pathology. The specific standards addressed in this class are: III-B, III-C, III-D, III-F, III-G, and IV-G

Students will be able to:

1. Define preliteracy and categorize and list the skills it entails (Std. III-B).
2. Differentiate the various purposes of preliteracy and early literacy assessment (Std. III-D, III-F).
3. Interpret how the preliteracy and literacy content areas the SLP is responsible for fostering according to ASHA relate to the areas
of reading instruction mandated in the No Child Left Behind (NCLB) federal legislation (Std. III-G).
4. Compare and contrast theories and models of preschool predictors of later reading and explain how they relate to different
categories of later reading disabilities (Std. III–C).
5. Recall the developmental sequence of the various preliteracy skills.
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6. Describe levels of evidence in evidence-based practice and analyze how this relates to controversies regarding preliteracy and
early literacy teaching and intervention (Std. III-F, IV-G).
7. Analyze, evaluate, and compare and contrast strategies and tools to assess preliteracy skills (Std. III-C, III-D).
8. Analyze rationales and support for different treatment approaches to preliteracy, including skills-oriented, meaning-oriented, and
combination approaches (Std. III-C, III-D, IV-G)
9. Understand the historical fluctuations in mainstream culture beliefs about education in the preschool period of child development
and the institutions and practices these beliefs spawned. Compare and contrast these historical fluctuations with current
differences in beliefs among various non-mainstream cultural groups in the United States today (Std. III-G).
10. Debate the issues regarding how cultural values and practices of families might impact both family and school-based literacy
teaching and interventions (Std. III-G, IV-G.).
11. Describe the nature of the “literate discourse” (“school talk”) pattern of language use that preschoolers with educated parents
become quite conversant in prior to entry into kindergarten, compare and contrast the different kinds of socialization that children
from other cultural backgrounds might receive that can be quite different from this formal schooling pattern of language use, and
be able to identify instances of such language use in ongoing interactions with preschoolers (Std. III-B. III-D, III-F, III-G, IV-G).

REQUIRED READINGS AND MATERIALS

1. Some of your readings will be available to you to download from the UTD library, or at the Callier Library.
2. The text for this class is available at the UTD bookstore and at Off Campus Books (561 W. Campbell Road, Suite 210): van
Kleeck, A. (Ed.) (2006). Sharing books and stories to promote language and literacy. San Diego: Plural Publishing.
3. Students must purchase the latest version of Microsoft Office so that they can download materials from eLearning. Below is a
link to the UTD Technology Store that offers this software for students and for home use for faculty/staff. Both Microsoft
Office 2007 for Windows and Microsoft Office 2008 for Macs are each priced at $33.00.

https://webstore.hied.com/cgi-bin/WebObjects/UTDTechnologyStore.woa

Course Policies:

• Bring to each class: YOUR NAME CARD, copies of completed assignments due, PowerPoints, handouts, etc. that accompany the
current lecture (downloaded from eLearning before class).
• Please remember to turn off cell phones. If you know you may need to be reached in an emergency, please use the silent options on
your phone and leave the classroom to answer the call. Also let me know prior to the start of class time that you will need to take an
emergency call.
• Make up exams will not be given, nor will dates of exams be altered.
• Work independently on assignments, unless otherwise designated.
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• You may of course use your laptops during class sessions. Most slides and materials relevant to a class session will be posted on
eLearning in draft form at least 1-2 hours before the session. However, unless requested to do so by the instructor, DO NOT text, surf
the web, answer or send e-mail, or read materials that are not part of the class you are attending.
• Class Attendance will be monitored but not used in grading. Since this class meets only once per week, class attendance is critically
important. Attendance requires arriving on time and staying until the scheduled ending time of class. Students who do not attend class
are responsible for obtaining information from missed sessions themselves, from sources other than the instructor. Anyone signing the
attendance roster for an absent friend will result in both the absent friend and the student who signed for the friend being referred to
the UTD authorities in charge of academic dishonesty.
• If you would like to have me sign our assessment independent study form for any tests we thoroughly review in class, you must (a) see
the test fully administered, (b) turn in a scored test protocol within one week of the class in which the test is shown, and (c) have your
independent study form signed WITHIN ONE WEEK OF WHEN THE TEST ADMINISTRATION. No exceptions will be made to
this policy.

GRADES WILL BE BASED ON:

Study Guides/Homework turned in on time and completed at graduate level of quality 5%

Assignments & cumulative quizzes on material in slides marked with the UTD logo 15%
Midterm Exam 40%
Cumulative Final Exam April 29th 40%

GRADING POLICY

The plus/minus grading system will be used in this course.

Grades are non-negotiable. While I know that nearly everyone strives for an A, please remember that a grade of B is a very respectable
grade. A grade of C is allowed on your graduate transcript as long as it is balanced out by an A – in other words, you must maintain an
overall B (3.0) average in your graduate courses to remain in Academic Good Standing (unless you are a Fast Track student, in which case
a grade of C will not earn credit toward your graduate degree).

Students who wish to petition for a higher grade based on exam answers they believe they should have received credit for but did not will
forfeit any extra credit that might be offered on the exam. This policy is in place because extra credit on exams is given to account for the
rare question that may be ambiguous or poorly constructed. During an exam, however, you are very welcome to explain any particular
answer and these comments will be taken into account when grading, and credit may be given for an answer that disagrees with the answer
key.
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Course Calendar (Subject to change with 2 weeks’ advance notice)

Date Class Topics Readings Due Other Assignments
Jan. Intro
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Jan. Meta-analysis Dollaghan, C. (2007). Appraising systematic reviews and meta-analyses Turn in signed last page of
21 and Evidence (pp. 105 – 112). In C. Dollaghan, Handbook for Evidence-based practice in Academic Integrity document &
Based Practice communication disorders. Baltimore: Paul H. Brookes. indication that every word of
syllabus has been read
Mol, S. E., Bus, A. G., de Jong, M. T. & Smeets, D. J. H. (2008). Added
value of dialogic parent-child book readings: A meta-analysis. Early A1 & A2 (see under Assignments
Education and Development, 19 (1), 7 – 26. on eLearning). Complete CASM
form on each of the book sharing
Lonigan, C., J., Shanahan, T. & Cunningham, A. (2008). Chapter 4: Impact meta-analysis readings.
of shared-reading interventions on young children’s early literacy skills (pp.
153 – 171). In National Early Literacy Panel (Eds). Developing early Visit summaries of Systematic
literacy: Report of the National Early Literacy Panel. Washington, DC: Reviews on ASHA Website:
National Institute for Literacy (NELP). (153 – 164 is text; the rest is tables, http://www.asha.org/members/eb
etc.) Download entire report for free at: p/compendium/reviews/AllRevie
http://www.nifl.gov/earlychildhood/NELP/NELPreport.html ws.htm

Text Chapter 5: Huebner (2006) Optimizing the effects of shared reading SG1: Chapter 5
on early language skills

Jan. Skills & Text Chapter 1: van Kleeck (2006). A matter of emphasis: Different ways SG2: Chapter 1
28 Knowledge Print to share books and stories to foster different language and literacy skills.
Form: SG3: Chapter 2
Phonological Text Chapter 2: Price & Ruscher (2006) Fostering phonological awareness
Awareness using shared book reading and an embedded explicit approach. A3: Phonological awareness
lesson plan
Lonigan, C. J., Schatschneider, C., & Westberg, L. (2008). Chapter 3:
Impact of Code-Focused Interventions on Young Children’s Early Literacy A4: CASM on Lonigan et al.,
Skills (pp. 107 – 151). In NELP Report (107 – 120 is the text) 2008

Ukrainetz, T. (2008). Phonemic awareness instruction for preschoolers: The A5: What’s your opinion, given
evidence for pre-phonemic versus phonemic tasks. EBP Briefs, 2, 47 – 58. view in Chapter 2 and this paper?
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Feb. 4 Skills & Text Chapter 3: McGinty, Sofka, Sutton, & Justice (2006) Fostering print SG4: Chapter 3
Knowledge Print awareness through interactive shared reading.
Form: Print
Awareness & Text Chapter 4: van Kleeck (2006) Fostering letter knowledge in SG5: Chapter 4
Letter prereaders during book sharing: New perspectives and cultural issue
Knowledge

Feb. Skills & Text Chapter 7: Hindman & Wasik (2006) Optimizing book reading SG6: Chapter 7
11 Knowledge Print experiences to develop vocabulary in young children
Meaning:
Vocabulary & Text Chapter 8: van Kleeck (2006) Fostering inferential language during SG7: Chapter 8
Inferencing book sharing with prereaders: A foundation for later text comprehension
strategies

van Kleeck (2008) Providing preschool foundations for later reading SG8: van Kleeck (2008)
comprehension: The importance of and ideas for targeting inferencing in
book-sharing interventions. Psychology in the Schools, 45 (7), 627 – 643.

Feb. Inferencing van Kleeck, A., & Vander Woude, J. (2003). Book-sharing with SG9: van Kleeck & Vander
25 (cont.) preschoolers with language delays. In A. van Kleeck, S. Stahl, & E. Bauer Woude (2003)
(Eds.), On reading books to children: Parents and teachers (pp. 58 - 92).
Mahwah, NJ: Lawrence Erlbaum. A6: Analyzing and developing
literal and inferential questions
van Kleeck, A., Vander Woude, J., & Hammett, L. (2006). Fostering literal for children’s storybooks
and inferential language skills in Head Start preschoolers with language
impairment using scripted book-sharing discussion. American Journal of
Speech-Language Pathology, 15, 85-96.
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March Skills & Text Chapter 9: Finestack et al. (2006). Fostering narrative and SG10:
4 Knowledge Print grammatical skills with “syntax stories”
Meaning:
Narrative & Additional Readings TBA
School Talk

March Post MIDTERM

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March SPRING BREAK

18
March NO CLASS TSHA Convention in Fort Worth TBA
25
Readings TBA
April Cultural issues Text Chapters 6: van Kleeck (2006) Cultural issues in SG
1 promoting interactive book sharing in the families of
preschoolers

Additional Readings TBA TBA

Historical issues van Kleeck, A. (in preparation). Historical perspectives on SG

April literacy in early childhood.
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April Historical issues Readings TBA TBA

22 continued

April FINAL EXAM

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To Receive Credit for Assignments and Study Guides

• Study guides are found in a folder on the desktop in eLearning. Name your file that you upload as follows: Last Name(no
space)Assignment designation.docx, e.g., JonesSG1.docx (if your last name is very long, you may abbreviate it). ALSO put your name
at the top of the first page of your file. You will not receive credit for assignments that are not properly labeled or uploaded.
• Assignments are found under “Assignment” on the left side menu bar in eLearning. Those files are to be named in the same way, e.g.,
JonesA1.docx
• Assignments and Study Guides are due (must be uploaded by) 15 minutes before the BEGINNING of class. They must be uploaded in
the proper place in eLearning by their due date and time. It’s best not to wait until the last minute to upload your assignments since
you may run into computer issue. Late assignments will not be accepted by the eLearning system or the instructor.
• Please keep a copy of all study guides and homework turned in.
• ALL assignments and study guides must be completed. You will receive a grade of 100% for initially turning in a FULLY
COMPLETED assignments and study guides that SHOW TRUE EFFORT. This grade will appear on eLearning under My Grades, in
the column with the assignment number, e.g., A1.
• Answer keys will be posted for some assignments (within 24 hours of the original due date). In those cases, you are to grade your
assignment, and discuss why you got the things wrong that were wrong, and upload this by the subsequent deadline that will be
supplied (usually this is two working days from when the assignment was due). I will be randomly checking the your graded
assignment against the originally submitted assignment to assure the grading has been done correctly and that you are understanding
the correct answers. If you blatantly incorrectly grade any aspects of your assignment (taking into account that some grading is a bit
more subjective than other grading), you will receive 0% for that assignment.
• To name your graded assignment, place a “G” after the assignment number, e.g., JacobsenA1G. This grade, after they are checked,
will appear on eLearning under My Grades, in the column with the assignment number, but with a “G” after the number, e.g., A1G.

ASHA STANDARDS ADDRESSED IN THIS CLASS (including how knowledge will be conveyed and how knowledge and skill
acquisition will be demonstrated)

Standard III-B: The applicant must demonstrate knowledge of basic human communication and swallowing processes, including
their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

Specific knowledge will be demonstrated in this class in the area of normal preliteracy development, including the impact of cultural and
linguistic diversity on preliteracy socialization and development.

Knowledge will be conveyed via class readings, lectures, on-line resources, videotapes, and discussion. Acquisition will be demonstrated
via class discussion, study guides, homework, projects, and exams.
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Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication
disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic,
psychological, developmental, and linguistic and cultural correlates.

Some of the specific knowledge in this course will be focussed on the normal sequence of development in the various skill domains that
lay important foundations for later literacy development, including phonological awareness, print awareness, alphabet knowledge,
vocabulary development, inferential language skills, and narrative skills. This knowledge provides the foundation for the informal
assessment techniques that will be covered, and the sequencing of goals in intervention.

Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class
discussion, study guides, homework, projects, and exams.

Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention
for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological,
developmental, and linguistic and cultural correlates of the disorders.

Informal and formal (including norm and criterion referenced) preliteracy assessment techniques will be discussed, demonstrated, and
some will be applied by students. Various interventions will be discussed, including the research base for them, the controversies
surrounding them, the historical evolution of them, and the skills areas that are not well-covered because it is hard to conduct solid

Knowledge will be conveyed via class readings, lectures, videotapes, on-line resources, discussion, and practice in implementing as
assessment tool and in developing an intervention lesson plan. Acquisition will be demonstrated via class discussion, study guides,
homework, projects, and exams.

Standard III-F: The applicant must demonstrate knowledge of processes used in research and the integration of research
principles into evidence-based clinical practice.

Nearly every reading in this course will directly discuss the research that informs practice. Also covered will the the content areas that
receive less attention because high quality intervention research is much more difficult to conduct with them.

Knowledge will be conveyed via class readings, lectures, videotapes, on-line resources, discussion, and practice in implementing as
assessment tool and in developing an intervention lesson plan. Acquisition will be demonstrated via class discussion, study guides,
homework, projects, and exams.

Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues.
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A professional issue that has become increasingly important, and will only continue to do so, relates to having as much information as
possible about cultural issues that impact communication. Because communication is so very culturally shaped, we will be continually
exploring the role of culture in all dimensions of preliteracy socialization, development, assessment, intervention/education, and public
policy.

Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class
discussion, study guides, homework, projects, and exams.

STANDARD IV-G: The applicant for certification must complete a program of study that includes supervised clinical experiences
sufficient in breadth and depth to achieve the skills outcomes [related to evaluation, intervention, and interaction and personal
qualities].

In addition to clinical experiences, skills may be demonstrated through successful performance on academic coursework and
examinations, independent projects or other appropriate alternative methods. In this class, one assessment and one lesson plan project will
provide direct clinical application and experience.

Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class
discussion, study guides, homework, projects, and exams.

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and
risk-related activities. Information regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean.
There are no travel and/or risk-related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their
business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is
provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are
defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title
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V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are
available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and
local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon
the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree,
and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the following
acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary
proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with
under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Below is information from: http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-AvoidDishonesty.html

“Plagiarism: What Every Student Should Know

Every student will be held responsible for reading and understanding the following statement.

To submit to your instructor a paper or comparable assignment that is not truly the product of your own mind and skill is
to commit plagiarism. To put it bluntly, plagiarism is the act of stealing the ideas and/or expression of another and
representing them as your own. It is a form of a cheating and a kind of scholastic dishonesty which can incur severe
penalties. It is important, therefore, that you understand what constitutes plagiarism, so that you will not unwittingly
jeopardize your college career.
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The most obvious form:

Plagiarism can take several forms. The most obvious form of plagiarism is the purchase of prepared papers from
commercial term paper companies and the submission of such papers as one's own work.

Proper footnoting essential:

A second obvious form of plagiarism is a word-for-word copying of someone else's work, in whole or in part, without
appropriate acknowledgement, whether that work be a magazine article, a portion of a book, a newspaper piece, another
student's paper, or any other composition not your own. Any such verbatim use of another's work must be acknowledged
by (1) appropriate indention or enclosing all such copied portions in quotation marks and by (2) giving the original source
in a footnote. As a general rule, you should make very little use of directly quoted matter in your research paper. If you do
not know how to footnote properly, ask your instructor for guidance. In addition, proper footnote style for many academic
departments is outlined by the MLA Style Sheet or K.L. Turabian's A Manual for Writers of Term Papers, Theses and
Dissertations. These and similar publications are available in the library or in the University Bookstore. UTD requires
dissertation and thesis students to use A Manual for Writers of Term Papers, Theses, and Dissertations - Sixth Edition
when formatting their papers. This resource is available at the UTD Bookstore and the UTD Library.

Paraphrasing vs. original work

A third form of plagiarism is the paraphrasing for the structure and language of another person's work. Changing a few
words of another's composition, omitting a few sentences, or changing their order does not constitute original composition
and therefore can be given no credit. If such borrowing or paraphrasing is ever necessary, the source must be scrupulously
indicated by footnotes. How then you may ask, can I be original? Am I to learn nothing from others? There are several
answers to such questions. Of course you have come to the University to learn, and this means acquiring ideas and
exchanging opinions with others. But no idea is ever genuinely learned by copying it down in the phrasing of somebody
else. Only when you have the thought through an idea in terms of your own experience can you be said to have learned;
and when you have done that, you can develop it on paper as the product of your own mind.

Using the instructor as a resource

If an assignment baffles you, discuss it with your instructor. And if you are directed to use printed sources, consult your
instructor about how to proceed. There is an art to taking notes for research; careless note taking can lead to plagiarism.
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The consequences of plagiarism

Why be so concerned about plagiarism? Because it defeats the ends of education. If students were given credit for work
that is not their own, then course grades would be meaningless. A college degree would become a mere sheet of paper and
the integrity of the University would be undermined. To protect conscientious students, therefore, and to guarantee the
quality of their education, the University assesses heavy penalties against those who plagiarize. The Rules and
Regulations of the Board of Regents of the University of Texas System and the University's Handbook of Operating
Procedures provide penalties for plagiarism which range from an "F" grade to dismissal from the University. If these
penalties seem severe, remember that your integrity and the integrity of the University itself are at stake. These rules and
regulations are available to students from the Dean of Students and the Office of Student Life (SU1.602), where staff are
available to assist students in their understanding of the various rules and regulations governing student conduct. Finally,
the University cannot prevent students from plagiarizing, but it can make sure that they know what plagiarism is, what the
penalties for it are, and in what jeopardy it places future careers. Hence this statement. Read it carefully. If you do not
understand it fully, consult your instructor. And, if you have any doubts about the originality of a paper you have written
or a comparable assignment, see your instructor before you turn it in.”

E-Mail Use

The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic
mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email
from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that
is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for
students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that
semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from
any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating
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Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of
the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance
originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If
the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School
Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School
Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or
Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is
final. The results of the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist
students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course
work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers.
Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of
disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for
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a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The
college or university may need to provide special services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with
letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy
day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the
assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a
period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or
assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may
receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar
disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student
or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or
designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

Study Skill Support

Students who need help with study skills, or additional help with basic writing skills are encouraged to seek assistance at the UTD
Learning Resources Center: http://www.utdallas.edu/dept/ugraddean/lrc.html

These descriptions and timelines are subject to change at the discretion of the Professor.