1

EDUC4015/5015
FoundationsofSpecialEducation
DominicanUniversityofCalifornia
Fall2016

CourseMeetingDay:R

CourseLocation:Guzman201

CourseMeetingTime:4:307:15p.m.

Units:3

CourseInstructor:CindyLCollado,Ph.D.

Office:BertrandHall22

Email:cindy.collado@dominican.edu

Telephone:(415)2571360

OfficeHours:Mon&Thurs.2:304pm,andbyappointment
I.MissionStatements
UniversityMission:
DominicanUniversityofCaliforniaeducates andpreparesstudentstobeethicalleaders and
sociallyresponsibleglobalcitizenswhoincorporatetheDominicanvaluesofstudy,reflection,
community,andserviceintotheirlives.
SchoolofEducationMission:
TheSchoolofEducationdevelopseducatorscommittedtoequityandexcellence.Graduatesare
reflectiveprofessionalswhodemonstrateethicalpurpose,applybestpractices,anduse
interculturalknowledgetoservetheneedsofadiverseandglobalsociety.
SpecialEducationProgramMission:
TheSpecialEducationCredentialProgrampreparesprofessionalstodevelopandmaximizethe
potentialofindividualswithlearningchallengesandtheirfamilies.Ourprogramprovides
candidateswithgeneraleducation,basicandappliedresearch,professionalpreparation,and
directservicesinlocalschoolsthatreflecteffectivepractices.Tofulfillthemission,weoffer:

EducationSpecialistMild/ModeratePreliminarycredential

EDUC 4015/5015 Foundations of SPED Syllabus, Collado, Fall 2016 (8-18-2016)

MasterofScienceinEducation:SpecialEducationdegree
AddedAuthorization:EarlyChildhoodSpecialEducation

Theprogramsfacultyprovidesleadershipthroughpartnershipwithlocaleducationaland
communityagencies,andactiveparticipationandsustainedcollaborationwithnationaland
internationalprofessionalorganizations,otherUniversitydepartments,schools,businessesand
serviceagencies.
II.CourseandProgramRequirements;TeacherPerformanceExpectations
CourseDescription:Thiscoursewillprovidecandidateswiththerequiredcompetenciestoassistinidentifying
andteachingexceptionalstudentsandinformationneededtomeetfederalandstatemandatesforidentifyingand
servingchildrenandyouthwithdisabilitiesinschools.Thepurposeofthisoverviewcourseistofamiliarize
candidateswiththecharacteristicsofexceptionalpersonsandteachescandidatestodeterminehowstudentsare
evaluated,establisheseffectiveteachingpractices,andprovidesforinclusive,collaborativeeducationalexperiences
inbothspecialandgeneraleducationclassrooms.Sitevisitstospecialandgeneraleducationclassroomswhere
studentsarereceivingspecialeducationservicesarerequired.
CourseStandards:
ThiscoursesatisfiesaspectsofthefollowingProgramDesignStandardsfor
PreliminaryEducationSpecialistTeachingCredentials(PS),PreliminaryMild/ModerateDisabilities
Standards(M/M),MultipleSubjectandSingleSubjectPreliminaryCredentialProgramStandards
(MM/MS)andAutismSpectrumDisorder(ASD)AuthorizationStandardssetbytheCaliforniaCommission
onTeacherCredentialing(CCTC):
ProgramStandard2:Professional,LegalandEthicalPractices
Eachprogrammustprovideinstructioninthephilosophy,historyandlegalrequirements,andethicalpracticesof
specialeducation.Thiscurriculumincludesstateandfederalmandates,legalrequirementsforassessment,
IndividualizedFamilyServiceProgram(IFSP),IndividualizedEducationProgram(IEP)developmentand
monitoring,services,andinstructionofstudentswithdisabilities.Theprogramprovidescandidatesinformationon
lawsandregulationsastheypertaintopromotingteacherbehaviorthatispositiveandselfregulatoryaswellas
promotingsafeeducationalenvironments.Theprogramprovidesopportunitiesfordemonstrationofethical
standards,ofteaching,ofevidencebasededucationalpracticesinrelationtotheories,researchandregulations
necessarytotheprovisionofservicestoindividualswithdisabilitiesandtheirfamilies.
ProgramStandard3:EducatingDiverseLearners
Theprogramprovidesinstructioninunderstandingandacceptanceofdifferencesinculture,culturalheritage,
ethnicity,language,age,religion,socialeconomicstatus,genderidentity/expression,sexualorientation,andabilities
anddisabilitiesofindividualsserved.Inaddition,theprogramprovidesknowledgeandapplicationofpedagogical
theories,developmentofacademiclanguageandprinciples/practicesforEnglishlanguageusageleadingto
comprehensiveliteracyinEnglish.
Theprogramensureseachcandidateisabletodemonstrateknowledge,skillsandabilitiestobecomeproficientin
implementingevidencebasedandmultifacetedmethodologiesandstrategiesnecessaryinteachingandengaging
studentswithdisabilitiesfromdiversepopulations.

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ProgramStandard4:EffectiveCommunicationandCollaborativePartnerships
Theprogramprovidesinstructionincommunicating,collaboratingandconsultingeffectivelywith(1)individuals
withdisabilitiesandtheirparents,andprimarycaregivers,(2)general/specialeducationteachers,andcoteachers,
relatedservicepersonnel,andadministrators,(3)transdisciplinaryteamsincludingbutnotlimitedtomultitiered
interventionstrategies,Section504,IEP/IFSP/ITP.Theprogramprovidesopportunitiesforthecandidateto
establishandworkinpartnershipstodesign,implement,andevaluateappropriate,integratedservicesbasedon
individualstudentneeds.Theprograminformscandidatesoftheimportanceofcommunicatingeffectivelywiththe
businesscommunity,publicandnonpublicagencies,toprovidethecohesivedeliveryofservices,andbridge
transitionalstagesacrossthelifespanforalllearners.
ProgramStandard5:AssessmentofStudents
Theprogramprovidesopportunitiesforcandidatestoacquiretheknowledgeandskillsnecessarytoassessstudents
inacomprehensivemannerwithinthebreadthofthecredentialauthorization.Eachcandidateunderstandsanduses
multiplesourcesofinformationinordertoparticipateinprogressmonitoringandindecisionmakingregarding
eligibilityandservices.Theprogramprovidescandidateswiththeknowledgeandskilltoassessstudentsfrom
diversebackgroundsandvaryinglanguage,communication,andcognitiveabilities.Theprogramprovides
opportunitiesforusingbothformalandinformalassessmentstoevaluatestudents'needsandstrengthsforthe
purposeofmakingaccommodations,modifications,instructionaldecisionsandongoingprogramimprovements.
Theprogramprovidestheopportunitiesforeachcandidatetodemonstratetheknowledgeofrequiredstatewide
assessmentsandlocal,stateandfederalaccountabilitysystems.
ProgramStandard6:UsingEducationalandAssistiveTechnology
Theprogramprovidesopportunitiesforcandidatestoacquiretheabilitytousecomputerbasedtechnologyto
facilitatetheteachingandlearningprocess.Eachcandidatedemonstratesknowledgeandunderstandingofthe
appropriateuseofcomputerbasedtechnologyforinformationcollection,analysisandmanagementinthe
instructionalsetting.Candidatesdemonstrateknowledgeofassistivetechnologyincludinglowandhighequipment
andmaterialstofacilitatecommunication,curriculumaccess,andskilldevelopmentofstudentswithdisabilities.
ProgramStandard8:ProgramStandard12:Behavioral,Social,andEnvironmentalSupportsforLearning
Theprogramensuresthatcandidatesdemonstrateknowledgeandtheabilitytoimplementsystemsthatassess,plan,
andprovideacademicandsocialskillinstructiontosupportpositivebehaviorinallstudents,includingstudentswho
presentcomplexsocialcommunication,behavioralandemotionalneeds.Theprogramprovidescandidates
informationonlawsandregulationsastheypertaintopromotingbehaviorthatispositiveandselfregulatoryaswell
aspromotingsafeschools.
ProgramStandard12:Behavioral,SocialandEnvironmentalSupportsforLearning
Theprogramensuresthatcandidatesdemonstrateknowledgeandtheabilitytoimplementsystemsthatassess,plan,
andprovideacademicandsocialskillinstructiontosupportpositivebehaviorinallstudents,includingstudentswho
presentcompletesocialcommunication,behavioralandemotionalneeds.Theprogramprovidescandidates
informationonlawsandregulationsastheypertaintopromotingbehaviorthatispositiveandselfregulatoryaswell
aspromotingsafeschools.
ProgramStandard13:CurriculumandInstructionofStudentswithDisabilities
Theprogramprovidesopportunityforcandidatestodemonstratetheabilitytodevelop,implement,adapt,modify,
andevaluateavarietyofpedagogicalapproachestoinstruction,includinginstructionalsequences,unitandlesson
plans,thatprovidestudentswithdisabilitieswithequitableaccesstothecontentandexperiencesfoundinthestate
approvedcorecurriculum.Candidatesacquireanddemonstratestrategiesandbestpracticestodevelop
differentiatedlessonsandinstructionalsequencesthatareappropriateforindividualswithdiversestrengthsand
needsinavarietyofeducationalenvironments.Candidatesmustbeabletoapplytheseskillsastheypertaintotheir
specificareaofspecializationandcredentialauthorizationsacrossageandgradelevels.Candidatesmustbeableto

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coteach,collaborate,consultandworkininstructionalteamstoenhancecurriculumandinstructionofstudentswith
disabilities.
M/MStandard1:CharacteristicsofStudentswithMild/ModerateDisabilities
Theprogramprovidesopportunitiesforeachcandidatetoidentifythecharacteristicsofstudentswithmildto
moderatedisabilities,includingstudentsidentifiedwithspecificlearningdisabilities,mild/moderatemental
retardation,otherhealthimpairments,traumaticbraininjury,emotionaldisturbance,andautismspectrumdisorders
andtodeterminetheimplicationsofthesecharacteristicsforservicedelivery.
M/MStandard2:AssessmentandEvaluationofStudentswithMild/ModerateDisabilities
Theprogrampreparescandidatestodemonstrateknowledgeandskillsrelatedtousingandcommunicatingthe
resultsofavarietyofindividualizedassessmentandevaluationapproachesappropriateforstudentswith
mild/moderatedisabilitiescoveredundertheauthorization.Theprogrampreparescandidatestomakeappropriate
educationaldecisionsonthebasisofavarietyofnonbiasedstandardizedandnonstandardizedtechniques,
instrumentsandprocessesthatarestandardsbased,curriculumbased,andappropriatetothediverseneedsof
individualstudents.Theprogrampreparescandidatestoutilizetheseapproachestoassessthedevelopmental,
academic,behavioral,social,communication,careerandcommunitylifeskillneedsofstudents,andmonitor
studentsprogress.Theprogrampreparescandidatestoplanforandparticipateinstatemandatedaccountability
measures.
M/MStandard3:PlanningandImplementingMild/ModerateCurriculumandInstruction
Theprogrampreparescandidatestoselectcurriculaandtouseevidencebasedinstructionalstrategiesthatmeetthe
diverselearningcharacteristicsofstudentswithmild/moderatedisabilitiesacrossanarrayofenvironmentsand
activities.Theprogrampreparescandidatestoutilizestandardsbasedassessmentdatatocollaborativelydevelop
IEPgoals,adaptationsandinstructionalplansthatareresponsivetotheuniqueneedsofthestudentandthe
requirementsofthecorecurriculum,andareimplementedandadjustedsystematicallytopromotemaximum
learningandacademicachievement.Theprogrampreparescandidatestohaveknowledgeofevidencebased
curriculaandinstructionalmethodsthatareeffectivewithstudentswithmild/moderatedisabilities,including
speciallydesignedcurriculaandmethodsforreading/languageartsinstructionforstudentswithmild/moderate
readingdisorders.Theprogramprovidesaknowledgebaseofstrategiesandinterventionsforstudentswhoarenot
respondingtothecurrentinstructionalenvironment.Theprogrampreparescandidatestocreateinstructionaland
behaviorsupportpartnershipswithparents/families.
M/MStandard4:PositiveBehaviorSupport
Theprogrampreparescandidatestodemonstratecompetenceinestablishingandmaintaininganeducational
environmentwhereinterventionsarepositive,proactive,andrespectfulofstudents.Theprogramprepares
candidatestodemonstratetheabilitytodesignandimplementpositivebehavioralsupportplansandinterventions
basedonfunctionalbehaviorassessments,andparticipateinmanifestationdeterminationmeetings.Theprogram
preparescandidatestoparticipateeffectivelyinschoolwidebehaviorsupportprocesses.
M/MStandard5:SpecificInstructionalStrategiesforStudentswithMild/ModerateDisabilities
Theprogramprovideseachcandidatewithadepthofknowledgeandskillsintheteachingofreading,speaking,
listening,writtenlanguage,andmathematicstoinsureaccesstogeneraleducationcurriculumacrosssettings.The
programpreparescandidatestoknowhowmild/moderatedisabilitiesimpactstudentlearningintheseareasand
knowhowtoinsurethatevidencebasedmethodsforteachingdevelopmentalreadingandsubjectspecificreading
skillstostudentswithmild/moderatedisabilities.Theprogrampreparescandidatestoknowandbeabletouse
effectivemethodsforteachingstudentstheconventionsandcompositionskillsthatenablethemtocommunicate
throughwriting,toknowhowtoteachmathematicalskills,applicationsandproblemsolvingmethods,andtoknow
howtoselectandadaptstandardsbasedcurriculaandsupplementarymaterialsintheseskillareas.

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MS/SSStandard13:PreparationtoTeachSpecialPopulations(StudentswithSpecialNeeds)intheGeneral
EducationClassroom
Throughplannedprerequisitesand/orprofessionalpreparation,theteacherpreparationprogramensuresthe
following:

Candidatesdemonstrateabasiclevelofknowledgeandskillsin:a)assessingthelearningandlanguageabilitiesof
studentsinordertoidentifythoseneedingreferralforassessmentthroughtheRTIprocess,identificationof
disabilitiesandeligibilityforspecialeducation,Section504services,orgiftedandtalentededucationprograms;b)
providingappropriatedifferentiatedinstructionandaccommodationsthatensureallstudentsaccesstothecore
curriculum;c)selectingandusingappropriateinstructionalmaterialsandtechnologies,includingassistive
technologies,tomeettheneedsofstudentswithspecialneedsinthegeneraleducationclassroom;andd)
identifyingwhenandhowtoaddresssocialintegrationneedsofstudentswithdisabilitieswhoareincludedinthe
generaleducationclassroom.
Candidatesdevelopthebasicknowledge,skills,strategies,andstrengthsbasedapproachforteachingthefullrange
ofstudentsinthegeneraleducationclassroom,includingallcategoriesofspecialpopulationssuchasstudentswith
disabilities,studentsonbehaviorplans,andgiftedandtalentedstudents.
Candidateslearnabouttheroleofthegeneraleducationteacherinidentifyingandteachingstudentswithspecial
needs,aswellasrelevantstateandfederallawspertainingtotheeducationofexceptionalpopulationsandthe
generaleducationteachersroleandresponsibilitiesindevelopingandimplementingtieredinterventions,aswellas
modificationsandaccommodationsasappropriate.
Candidatesdemonstrateskillsincreatingapositive,inclusiveclimateofinstructionforallstudentswithspecial
needsinthegeneralclassroomanddemonstratesskillincollaborativeplanningandinstructionwitheducation
specialistsandotherschoolprofessionals.
ASDStandard1:CharacteristicsofStudentswithAutismSpectrumDisorder
Theprogramprovidesopportunitiesforthecandidatetobeabletoidentifytheuniquecharacteristicsofstudents
withintheautismspectrum.Thecandidatedemonstratesuniqueknowledgeofthecorechallengesassociatedwith
languageandcommunication,cognitionandneurology,socialskillsandbehavior,processingandimplicationsfor
programplanningandservicedelivery.
CaliforniaTeachingPerformanceExpectations(TPEs):
ThiscoursesatisfiesaspectsofthefollowingTeachingPerformanceExpectations(TPEs)forEducation
SpecialistPreliminaryTeachingCredentialProgramssetbytheCaliforniaCommissiononTeacher
Credentialing(CCTC):
A.MAKINGSUBJECTMATTERCOMPREHENSIBLETOSTUDENTS
TPE1:Specificpedagogicalskillsforsubjectmatterinstruction
TPE1A:Subjectspecificpedagogicalskillsformultiplesubjectteachingassignments
TPE1B:Subjectspecificpedagogicalskillsforsinglesubjectteachingassignments
B.ASSESSINGSTUDENTLEARNING
TPE2:Monitoringstudentlearningduringinstruction
TPE3:Interpretationanduseofassessments
C.ENGAGINGANDSUPPORTINGSTUDENTSINLEARNING
TPE4:Makingcontentaccessible
TPE5:Studentengagement
TPE6:Developmentallyappropriateteachingpractices

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TPE6A:DevelopmentallyappropriatepracticesinGradesK3
TPE6B:DevelopmentallyappropriatepracticesinGrades48
TPE6C:DevelopmentallyappropriatepracticesinGrades912
TPE7:TeachingEnglishlearners
D.PLANNINGINSTRUCTIONANDDESIGNINGLEARNINGEXPERIENCESFORSTUDENTS
TPE8:Learningaboutstudents
TPE9:Instructionalplanning
E.CREATINGANDMAINTAININGEFFECTIVEENVIRONMENTSFORSTUDENTLEARNING
TPE10:Instructionaltime
TPE11:Socialenvironment
F.DEVELOPINGASAPROFESSIONALEDUCATOR
TPE12:Professional,legal,andethicalobligations
TPE13:Professionalgrowth

TheTPEsarebasedupontheCaliforniaStandardsfortheTeachingProfession(CSTP),anearliersetof
standardsstillusedintheinductionprograms.ThesixCSTPstandardsare:
1.
2.
3.
4.
5.
6.

Engagingandsupportingallstudentsinlearning
Creatingandmaintainingeffectiveenvironmentsforstudentlearning
Understandingandorganizingsubjectmatterforstudentlearning
Planninginstructionanddesigninglearningexperiencesforallstudents
Assessingstudentlearning
Developingasaprofessionaleducator

III.TeachingMethods
Throughoutthissemester,youwillbeusingtwoconnectedwaysoflearning:(a)constructingnewmeaningsand
knowledgeaboutteachingandlearningfromreadingsandfromclassroomparticipationexperiences;and(b)using
collaborativelearningtoshapeandrestructureyourconceptionsofthecomplexitiesofteaching.Thesuccessof
yourperformanceinthiscourseisdependentuponyourweeklyactiveparticipationineachclasssession:inlarge
andsmallgroupdiscussionsandindividualreflectionsuponyourobservationsandexperiencesinyourown
classrooms.

IV.AcademicHonesty
DominicanUniversityofCaliforniaisanacademiccommunity.Allofourcommunitymembersareexpectedto
abidebyethicalstandardsbothintheirconductandintheirexerciseofresponsibilitiestowardothermembersofthe
community.Students,facultymembers,administrators,andstaffareexpectedtoadoptstandardsofbehaviorthat
placeahighvalueonrespectingtheideasofothers.
Fundamentaltotheprincipleofindependentlearningistherequirementofhonestyandintegrityintheperformance
ofacademicassignments,bothinandoutsidetheclassroom.Studentsshouldavoidacademicdishonestyinallofits

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forms,includingplagiarism,cheating,andotherformsofacademicmisconduct.TheUniversityreservestherightto
determineinanygiveninstancewhatactionconstitutesaviolationofacademichonestyandintegrity.

V.RoleofStudentsasIndividualsandasTeamMembers
Studentexpectations:(1)Classattendanceandparticipation;(2)Individualmeetingswithinstructorascalendared
(3)Punctualityisexpectedunlesspriornoticehasbeengiventotheinstructorastowhybeingontimeforclassis
notpossible;(4)Studentssupporteachotherinlearningandbearesponsibleteammember,inandoutofclass.

VI.StudentLearningOutcomes
21stCenturySkills(Michaels,R.,Roshandel,S.,Truesdell,E.,&Urbani,J.M.):
Thecontentofthiscoursewillbegroundedinthe21stCenturySkills.WewillfocusoneachoftheCs:critical
thinking,communication,collaboration,andcreativity.Inaddition,wewillfocusonInformation,Media,and
TechnologySkills(IMTS).Thefollowingdefinitionswillbeused:
CriticalThinking
Criticalthinkingistheabilitytoeffectivelyusehigherorderthinkingskillstoplan,teach,andreflecton
instructionalpracticewhileintegratingandapplyingtheoriesofteaching,learning,anddevelopment.
Creativity
Creativityistheabilitytodevelop,choose,andintegratenovel,unconventional,andinnovativeapproachesto
teachingandlearning.
Collaboration
Collaborationistheabilitytoworkproductivelyandequitablywhilevaluingothersindiverseeducationalsettings.
Communication
Communicationistheabilitytosuccessfullyuseinterpersonalskillsandcomponentsofliteracy(reading,writing,
speaking,andlistening)tocontributetoteaching,learning,anddevelopment.
Information,Media,andTechnologySkills(IMTS)
IMTSistheabilitytoaccess,manage,apply,analyzeandevaluatedigitalinformationandinstructional
technologicaltools.Thisincludesleveragingtechnologyinnovativelyandeffectivelyindiverselearning
environmentstocollaborate,communicate,thinkcriticallyandcreatenewfunctionsinthemidstofrapidlychanging
technologicaladvances.
Attheendofthesemester,weexpectyouwillbeableto:

1.DemonstrateawarenessandunderstandingoffederalandstateguidelinesunderIDEA,ADAandSection504,
includingtheroleofthegeneraleducationteacher.ProgramStandard2,MS/SSProgramStandard13
2.Demonstrateunderstandingofcurrentissuesinspecialeducation,particularlywithregardtoinclusion,
collaborationandimplementingtieredinterventions.ProgramStandard4,MS/SSProgramStandard13

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3.Understandthecharacteristicsanddiverseculturalandlinguisticaspectsofstudentswithdisabilities,including
evaluationprocesses,thenatureandextentofspecialeducationandrelatedservices,andeffectiveresearchbased
teachingandsocialintegrationstrategiesdifferentiatedforthesediverseindividuals.ProgramStandard3,M/M
Standards1,2,ASDStandard1,MS/SSProgramStandard13
4.Demonstrateunderstandingoftheusesoftechnologyandassistivetechnologyforexceptionallearners.Program
Standard6,MS/SSProgramStandard13
5.Understandthehistoryofspecialeducationasitpertainstotheeducationaltreatmentofthedisabled.Program
Standard2
6.Developdisabilityawarenessactivitiesforstudentswithlowincidencedisabilitiesinaneducationalcommunity.
ProgramStandard4,13,M/MStandards1,3,5,MS/SSProgram
Standard13

VII.CourseTextandReadings
A.AvailableinDominicansbookstore
RequiredTexts:
Hallahan,D.,Kauffman,J.,&Pullen,P.(2012).ExceptionalLearners:Anintroductiontospecial
education.12thEdition.Allyn&Bacon.
Hallahan,etal(2009).CasesforReflectionandAnalysisforExceptionalLearners:Anintroduction
tospecialeducation.11thEdition.Allyn&Bacon.
Park,C.(2001).ExitingNirvana.2ndEdition.Boston,MA:Little,BrownPublishingCo.
Sutton,M.(Ed.)(2015).Therealexperts.FortWorth,TX:AutonomousPress.
RecommendedTexts:
Hoover,J.,Klingner,J.,Baca,L.,&Patton,J.(2008).MethodsforTeachingCulturallyand
LinguisticallyDiverseExceptionalLearners.UpperSaddleRiver,NewJersey,Pearson/
Merrill/PrenticeHall.

B. Availableonwww.moodle.dominican.edu
EDUC5015Coursesyllabus
C. WebsiteExplorationincludingthefollowing:
http://www.ldonline.com
Technologiesusedtosupportstudentswithvariouslearningdisabilitiesandstyles
http://www.ed.sc.edu/caw/caw/toolboxvendors.html
ToolboxforEducators
TechnologyforMildDisabilities
http://www.wrightslaw.com/info/atech.index.htm
and
http://trc.marinschools.org

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AssistiveTechnologyDevicesandServices
forStudentswithSpecialNeeds
http://www.educationworld.com/a_curr/curr139.shtml
TeachingSpecialKids:OnLineResourcesforTeachers
https://iepgoals.net
SamplesofhowtowriteIEPgoals(subscriptionrequiredforfullaccess).ManyschooldistrictsnowuseSEIS,a
SpecialEducationInformationSystemwhichisallonlineandhelpswithgeneratingIEPgoals.
http://www.youtube.com
CheckoutvideosofpeoplewithAspergersSyndromeandTourettesSyndromewhotalkaboutwhatitfeelslike
fromtheinside
http://mubi.com/lists/disabilityinfilm
Listsvariousfilmsfeaturingpersonswithavarietyofexceptionalities
http://www.matrixparents.org
OrganizationhelpingfamiliesofchildrenwithspecialneedsinfourNorthBayCounties,includingMarin.
http://www.php.com/
ParentsHelpingParentsAparentandprofessionalresourcecenter
http://www.cec.sped.org/
TheCouncilforExceptionalChildren(CEC)isthelargestinternationalprofessionalorganizationdedicatedto
improvingtheeducationalsuccessofindividualswithdisabilitiesand/orgiftsandtalents.
D. RecommendedVideos
Breakthroughs:HowtoReachKidswithAutism
KingGimp
WithoutPity:Afilmaboutabilities
Autism:TheMusical(2007)
TheMiracleWorker(1979)(Blindness)
DanceLikeNobodysWatching(2009)(DownsSyndrome)
AutismandMe

StandandDeliver
MadHotBallroom
TheKeyofG
AutismisaWorld(2004)
RoryOSheaWasHere(2004)(CP)

VIII.ClassPolicies,AssignmentsDue,GradingPolicies,LearningAssessments
ClassPolicies:
PLEASEsilenceyourcellphoneswhenenteringtheclassroomandrefrainfromtextingwhileinclass.Use
ofpersonalcomputersandtabletsshouldbeassociatedwithclassactivitiesonly.
MaterialspostedtoMoodleareforclassuseonly.Studentsmaydownloadandprintinformationfor
personaluseasastudentintheclass.ThisisconsistentwithFairUseunderintellectualpropertyprotection.
Thiscoursewillmovequickly,withanenormousamountofinformationpackedintoeachclassmeeting.
Becausemostofyouarenewtothespecialeducationprofession,attendanceatthesemeetingswillbe
crucialtoyoursuccessfulcompletionofthecourse.Ifyoumustbeabsent,pleaseinformtheinstructoras
soonaspossible.Oneormoreunexcusedabsenceduringthiscoursemayresultinafailinggrade.The
instructorreservestherighttodeterminewhatconstitutesanexcusedabsence.

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CourseRequirements/Assignments:(allassignmentsarerequired)
ClassParticipation:Activeclassparticipationiscriticalinordertoaccessalloftheinformationpresented
inthiscourse.Thisincludescompletionofinclassgroupactivitiesandassignments,maintainingontopic
conversationasfacilitatedbytheprofessor,andbeingpreparedforeachclasssessionbycompletingall
readingsandassignments.Alackofclassparticipationmaynegativelyimpactgradesupto10%.
ReflectiveJournal:Eachcandidatewillcreateareflectivejournalinwhichyouwriteweeklyresponsesto
questionsrelatedtoExitingNirvanaandTheRealExperts.Youwillreceivealistofthosequestionson
thefirstdayofthecourse.PleaserefertothesectioninthissyllabusentitledClassScheduleandTopics
fordetailsofthisassignmentandduedates.
ResponsestoCasesforReflectionandAnalysis:Eachcandidatewillwriteresponsestoquestions
assignedfromthetextCasesforReflectionandAnalysis.Pleaserefertothesectioninthissyllabus
entitledClassScheduleandTopicsforadetailedlistofthoseassignments,togetherwithduedates.
MockStudentStudyTeam(SST)Meeting:Eachcandidatewillpreparefortheirroleandparticipateina
smallgroupmockstudentstudyteammeeting.Theteamwillcreateafictitiousstudent,andassignroles
forthemeeting.Thiswillbeaninclassassignment.
HighincidenceDisabilityPresentation:Eachcandidatewillselectahighincidencedisabilityof
particularinterest.Youwillworkinsmallgroupstodevelopaclasspresentationinwhichyoua)define
anddescribethecharacteristicsofstudentswiththedisability,b)identifythecausesandprevalenceof
studentswiththedisability,c)assessorevaluatestudentswiththedisability,andd)plancurriculumand
instructionforstudentswiththisdisability,includingtechnology/assistivetechnologytoenhancesocial
integrationneedsofstudentswithdisabilitiesinthegeneraleducationclassroom.Youwillreceivea
detailedoutlineofthespecificrequirementsforthisproject.
FieldExperienceProgramObservations:Eachcandidatewilldocumenttheirobservationsintwo
differenteducationalsettingswherestudentswithdisabilitiesarereceivingservices:includingaspecial
educationclassroomandageneraleducationclassroom.Observationswillberecordedusingan
observationalprotocol.Youwillbeexpectedtoobserveaminimumof3hoursperprogram.
Observationalprotocolswillbegiventoyouwithinthefirstweekofthecourse.
AssessmentofLearning:
Gradingisbasedontheaccumulationofpointsforrequiredtasksasoutlinedbelow.Thepresentation
assignmentisevaluatedaccordingtoa4pointrubric,whereascoreof4equalsanA,ascoreof3equalsa
B,andsoon.Youmustearnaminimumscoreof3oneachelementoftherubric;Otherwise,youmaybe
requiredtoredothoseelementsoftherubricthathavenotmettherequiredstandard.Ascoreofall3s
equals75%,whichisnotapassingscore.Theremainingassignmentsareevaluatedaccordingtothepoint
systembelow.StudentswillpassthecoursewithagradeofBorbetter(atleast83%).
Assignments
PointValues
1.ReflectiveJournal
2.ResponsestoCases

15
15

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3.MockSST

4.HighIncidenceDisabilityPresentation

10
30

5.Fieldexperienceprogramobservations
Total

30

100

GradingScale:
Thefollowingpercentagesareusedtoassigngrades:
93100=A
9092=A

8689=B+
8385=B
8082=B

7679=C+
7375=C
7072=C

6669=D+
6365=D
6062=D

AgradeofB(atleast83%orhigher)isconsideredpassingforthiscourse,andwillbeassignedafterall
assignmentsarecompleted.GradeswillbepostedattheendofthesemesterinDecember,2016.Please
notethatanIncompletewillnotbegivenexceptinextremeemergenciestotallybeyondthecontrolofthe
student.Theinstructorreservestherighttodeterminewhatconstitutesanextremeemergency.

IX.DisabilityAccommodations

DominicanUniversityofCaliforniaiscommittedtoequalaccessforstudentswithdisabilitiesinaccordancewith
theAmericanswithDisabilitiesActof1990.Anystudentwhobelievesshe/hemayneedanaccommodationbased
ontheimpactofadisabilityshouldcontacttheOfficeofDisabilityServicesat(415)2570187orwrite
todd.herriott@dominican.eduassoonaspossibletodiscussspecificneeds.Pleasesubmitthesubsequentpaperwork
totheinstructorrightaway.

X.Diversity

Thisseminarisdesignedtohelpyouconstructandintegratecertainpedagogicalknowledgeandskills,particularly
thoserelatedtodifferentiatinginstructionforspecialneedsstudents,Englishlanguagelearners,andstudentswith
specificlearningchallenges.

EDUC 4015/5015 Foundations of SPED Syllabus, Collado, Fall 2016 (8-18-2016)

12
Disclaimer:
Thissyllabusissubjecttomodification.TheinstructorwillinformstudentsofanychangesinclassandonMoodle.

XI.ClassScheduleandTopics
Disclaimer:Assignmentsandreadingsmaybeadjustedoraddedatinstructorsdiscretion;
studentswillbenotifiedinclassandthroughMoodle.
Date
#1
Aug.25

#2
Sept.1

Topics&Activities

ReadingsforToday

AssignmentsDue
Today

IntroductionsandCourseoverview
Pickuprequired

coursetexts
Welcomeandsyllabusreview
Introductions
Historyofspecialeducation
Specialeducationtoday
Discusshighincidencedisability
presentations
ImplementingIDEAsPrinciples
Hallahan

Journal#1:
Chapter1
ReflectionsonExiting
ZeroReject
Nirvana&TheReal
Nondiscriminatoryevaluation ExitingNirvana
ForwardandChapter1
Experts
Appropriateeducation

LeastRestrictiveEnvironment
Proceduraldueprocess
Parentparticipation

TheRealExperts
pp.520,N.Walker
ZirkelArticleonMoodle

#3
Sept.8

CurrentIssuesandTrends

Standardsbasedreforms&
specialeducation
Connectingthecurriculumtothe
Standards
MultitieredSystemsofSupport
(MTSS)/Responseto
Intervention(RTI)
AssistiveTechnologyfor
differentiatinginstruction
InclusionandCollaboration
CoTeaching

Hallahan
Chapter2
ExitingNirvana
Chapters2,3,and4

Journal#2:
ReflectionsonExiting
Nirvana&TheReal
Experts

TheRealExperts
Case:
pp.2732,E.Ballou JuanitaPope
8491,M.G.Onaiwu Completequestions#1,
2,and3
Case:
ShouldITakeJuanita
Pope,p.1

EDUC 4015/5015 Foundations of SPED Syllabus, Collado, Fall 2016 (8-18-2016)

13
Date
#4
Sept.15

Topics&Activities

ReadingsforToday

DiverseCultural&LinguisticAspects Hallahan
Chapter3
ofSpecialEducation

Assessmentofstudentswith
diverselanguageandcultures
Effectiveteachingpracticesand
differentiatedinstruction
EthnicityandExceptionality

ExitingNirvana
Chapters5and6
TheRealExperts
pp.3336,A.Hillary
pp.6068,M.S.
Monje

AssignmentsDue
Today
Journal#3:
ReflectionsonExiting
Nirvana&TheReal
Experts
Case:
Prayingfora
Miracle.
Completequestions#1,
3,and4

Case:
PrayingforaMiracle Bepreparedtodiscuss
p.65
yourviewofissues
relatedtoculturally
andlinguistically
diversestudentsand
specialeducation.
#5
Sept.22

FamiliesandPartnershipswith
Professionals

Hallahan
Chapter4

Case:
Familiesofstudentswith
TheReluctant
disabilities
Familyrolesindevelopmentof Collaborator,p.41
studentswithdisabilities
Importanceofcollaborationwith TheRealExperts
pp.2226,A.Grace
families
pp.7883,E.Grace
Strategiesforbuilding
collaborationamongprofessionals
andfamilies
Effectiveinterpersonalskillsthat
contributetorespectful,
encouraging,working
relationshipswithindividualsand
groups
Parentandprofessional
collaborationandtheroleof
generaleducationandspecial
educationteachersStudentStudy
Teams(SST)

EDUC 4015/5015 Foundations of SPED Syllabus, Collado, Fall 2016 (8-18-2016)

Case:
TheReluctant
Collaborator
Completequestions#4,
6,and8
MockStudentStudy
Team(SST)meeting
(inclass)

14
Date
#6
Sept.29

Topics&Activities
LearningDisabilities

#7
Oct.6

AttentionDeficit/Hyperactivity
Disorder

#8
Oct.13

WhoarestudentswithLD
HowarestudentswithLD
evaluated?
Whatareeffectiveteaching
practices?
Whatareeffective
accommodations?
Effectivecollaboration
Video:F.A.T.City

Whoarestudentswith
ADD/ADHD?
Howarestudentswith
ADD/ADHDevaluated?
Effectiveteachingpractices
Medicationvs.Behavior
Management?
Effectiveaccommodations

EmotionalorBehavioralDisorders

ReadingsforToday
Hallahan
Chapter6
ExitingNirvana
Chapter7
TheRealExperts
pp.3742,C.Kim
Case:
MorethanLD,p.19

Hallahan
Chapter7
ExitingNirvana
Chapters8and9

AssignmentsDue
Today
Journal#4:
ReflectionsonExiting
Nirvana&TheReal
Experts
Case:
MorethanLD
Completequestions#1,
2,and3

Journal#5:
ReflectionsonExiting
Nirvana&TheReal
Experts

RereadCase:
Case:
MorethanLD,p.19 MorethanLD.
Completequestions#4,
5,and6
FieldExperience
Observation1
dueonMoodle
Hallahan
Chapter8

Whoarethestudentswith
ExitingNirvana
emotionalorbehavioral
Chapters10and11
disorders?
Howarethestudentswith
emotionalorbehavioraldisorders TheRealExperts
pp.4859,S.R.Jones
evaluated?
Effectiveteachingpractices
Effectivecollaboration
Effectiveaccommodations

EDUC 4015/5015 Foundations of SPED Syllabus, Collado, Fall 2016 (8-18-2016)

Journal#6:
ReflectionsonExiting
Nirvana&TheReal
Experts

15
Date

Topics&Activities

#9
Oct.20

Classroommanagementandbehavior
interventionstrategies
Influence of teacher and student
perspectives on classroom
behavior
Classroom components (i.e.
environment & instruction) that
affect student behavior
(appropriate & inappropriate)
Richy Lavoys When the Chips
are Down (video)

#10
Oct.27

IndividualizedEducationPlan

#11
Nov.3

Autism

#12
Nov.10

ComponentsoftheIEP
GeneralEducationsroleinthe
IEPprocess
Accommodationsand
Modifications
IFP
LowIncidenceDisabilities

ReadingsforToday

AGuidetothe
IndividualizedEducation
Program(OnMoodle)

Hallahan
Chapter12
Currentcharacteristicsofautism
acontinuumofdisabilities
Howarestudentswithautism
evaluated?
Effectiveteachingpractices:
communication,socialskills,
behavior,anduseofvisual
supports
Assessmentofprogress
VideoRefrigeratorMothers

AssignmentsDue
Today

ExitingNirvana
Chapter12&
Afterward
TheRealExperts
pp.92104,A.
Sequenzia
Case
GettingtoKnow
Chase,p.48

Journal#7:
ReflectionsonExiting
Nirvana&TheReal
Experts
Case:
GettingtoKnow
Chase.
Completequestions#1,
2,3,4

Completegroup
presentation
preparations
CommunicationDisorders
Case:
Case:
AlbertSaysWhat
AlbertSaysWhat, Completequestions#1,
Whoarethestudentswith
p.41
3,and5
communicationdisorders?

Identificationandeligibilityfor
services

EDUC 4015/5015 Foundations of SPED Syllabus, Collado, Fall 2016 (8-18-2016)

16

Date

Effectiveteachingpractices
Communicationvariations

Topics&Activities

#13
Nov.17

Highincidencedisabilities

Nov.24

Noclass,Thanksgiving

#14
Dec.1

Highincidencedisabilities

FINALS
Dec.8

FinalsWeek

ReadingsforToday

AssignmentsDue
Today

Grouppresentationsbegin

Grouppresentations

EDUC 4015/5015 Foundations of SPED Syllabus, Collado, Fall 2016 (8-18-2016)

FieldExperience
Observation2
dueonMoodle