The mission of the College of Education at Northern Arizona University is to prepare education professionals to create the schools of tomorrow.

NORTHERN ARIZONA UNIVERSITYCollege of Education

ESE 424 Foundations of Special Education: ED, LD, MI/MOMR, OHI, PISpring 2005

General InformationCourse DescriptionCourse ObjectivesGradingAssignmentsSemester OrganizerCourse PoliciesGrading RubricsProfessionalism in Special EducationJournal Article Summary and CritiqueChapter ReviewCase StudyReview of Literature and Oral Presentation

General Information

Instructor: Chris Lanterman, Clinical Instructor Office:202M, COE/27

E-Mail: Chris.Lanterman@nau.edu Phone:928-523-3575Instructor’s Website: http://jan.ucc.nau.edu/~csl9Online Course Evaluations: http://www.nau.edu/course_evals

Office Hours: By appointmentWednesday: 2:00 – 3:30

Tuesdays/Thursdays: 2:15 – 3:45

Course Prerequisites: ESE 380 Credit Hours:3

Course Description

The essence of our effort to see that every child has a chance must be to assure each an equal opportunity, not to become equal, but to become different—torealize whatever unique potential of body, mind and spirit he or she possesses.John Fischer – Dean, Teachers College, Columbia University

The essence of teaching, as suggested by John Fischer, is to help students reach their potential. For teachers of students with mild disabilities, this task requires both dedication and understanding. Among the skills helpful in this endeavor is the awareness that students with mild disabilities reflect cognitive, perceptual, academic and social implications of their disabilities.

The overall purpose of this course is to provide undergraduate students with the definitions, characteristics, etiologies, legal and ethical concerns, and educational provisions for students identified with Emotional Disabilities (ED), Learning Disabilities (LD), Mild/Moderate Mental Retardation (MI/MOMR), Other Health Impairments (OHI), and Physical (Orthopedic) Impairments (PI/OI).

This course is in the foundations domain, and does not address specific classroom strategies, materials or curriculum, which are the focus of courses in the methods domain.

Course Objectives and Arizona StandardsI. Demonstrate basic knowledge of differential child/adolescent

development. Standard 9.1II. Demonstrate knowledge and understanding of the basic

educational principles and psychology of learning. Standard 9.1

III. Demonstrate knowledge and understanding of current research findings. Standard 9.1

IV. Demonstrate knowledge of the general characteristics of students. Standard 9.1

V. Demonstrate basic knowledge of special education laws and major litigation.

Standard 9.2VI. Demonstrate knowledge of the theoretical models for use with

students. Standard 9.3VII. Demonstrate a commitment and a positive attitude toward

teaching and learning.VIII. Demonstrate an awareness of cultural, linguistic and gender

differences as they relate to the diagnosis and treatment of students. Standard 9.1

IX. Demonstrate the ability to make programming and management decisions impacting students. Standard 9.5

X. Demonstrate knowledge of the formulation and assessment of goals and benchmarks so as to meet individual needs. Standard 9.4, Standard 9.5

XI. Demonstrate the ability to improve professional skills through continuing education and involvement in special projects related to community activities. Standard 9.6

XII. Demonstrate an awareness of strategies and interventions pertinent to the social and academic needs of students with LD,

ED, MI/MO MR, OHI, and PI. Standard 9.1, Standard 9.3XIII. Demonstrate basic knowledge relative to the modification of

instruction for students Standard 9.1, Standard 9.3

Readings and Supplementary ResourcesRequired: Raymond, E.B. (2004). Learners with mild disabilities – A characteristics approach. (2nd

ed.). Boston: Allyn and Bacon.

Other required readings, as applicable, will be available on reserve at the Curriculum Lab and/or on electronic reserve at Cline Library.

Grading:The following table summarizes the assignments due throughout the semester and their

point values. A description of each assignment follows this summary.

Assignment SummaryAssignment Date

Due*Points

Quizzes 2/103/174/74/28

20

Chapter Review -- 50

Professionalism in Special Education 2/3 50Midterm Exam 3/3 50Journal Article Summary and Critique 3/10 50Case Study TBA 100Review of Literature 4/28 100Oral Presentation TBA 30Final Exam TBA 50Participation Reflection 5/2 50

TOTAL 550*Assignments will be due on Thursdays of the week specified in the Semester Organizer (below), with the exception of chapter reviews, which will be assigned the first week of class.

Overall Grading:

You will receive a grade based on accumulated points accrued on assignments as a percentage of the total points possible for the course. The grading scale is as follows:

92 – 100% = A85 – 91% = B76 – 84% = C69 – 75% = DBelow 69% = F Class Assignments:Students are expected to have completed reading assignments prior to class meetings. Materials covered during class may not duplicate reading content. In many instances, class activities are designed to expand upon concepts presented in readings.

All assignments must be submitted on, or before, the designated date due. Exceptional or mitigating circumstances, requesting permission to submit an assignment beyond the date due, must be discussed with the instructor prior to the class meeting during which an assignment is due. All assignments must be submitted in print form, unless prior permission is granted by the instructor to submit an assignment via e-mail attachment, in Word format.

All assignments should be typed and proof read for spelling and grammatical errors prior to being submitted. All assignments and in-class activities should reflect an understanding and use of person-first language throughout; avoidance of “handicapisms” should be clearly evident. Assignments submitted as a requirement for another course should not be submitted for this class. All assignments should reflect independent effort. Although students are encouraged to use all resources possible to complete their assignments, all submitted work should exhibit no similarity to another class member’s work (see Academic Dishonesty in Course Policies).

Class Participation Reflection (50 points)

Participation in this course, as in many courses, is essential for each class member to make this a successful learning experience. Beyond your own benefit, the active and engaged participant benefits the entire class through personal experiences, valuable

and varied perspectives, creative thought and critical reflection. Participation is not only being present or speaking up in class; it is also enthusiasm, emotional and intellectual

presence, collaborative spirit and intense dedication to the focus of the course...students with mild disabilities.

At the end of the semester, each class member will be responsible for evaluating her or his class participation. Your evaluation will consist of a written description of your involvement in the class, including attendance, punctuality, contribution, effort, collaboration and community, timely submission of assignments, and demeanor. You Class Participation Reflection (50 points) Continued

will give yourself a grade, based on the points possible, and provide a rationale for that grade.

Chapter Review (50 points)Textbooks are often very valuable resources for reference and specific topical information. For example, in Learners with Mild Disabilities: A Characteristics Approach, there is a great deal of detailed information on the way the brain processes information. Information processing is a complicated concept, and one which, perhaps, does not need to be memorized from start to finish.

As textbooks contain many chapters of such detail, class members are often responsible for overwhelming volumes of knowledge acquisition, and often through rote memorization. In this course, I believe that it is more valuable to segment the responsibility for such knowledge acquisition into smaller units, and spread this responsibility out among the class members.

In addition, one of the key elements of working in special education and related fields is the reality of collaboration with peers. Collaboration and cooperation are essential in providing the best service to students with disabilities, regardless of whether those with whom you collaborate possess the same values, goals expertise and skills as you do. In this assignment, as well as in the Case Study Evaluation, each class member is expected to work collaboratively, productively and efficiently with other members of the class in order to attain a common goal. As a group, you will also be asked to evaluate the collaborative efforts of your group.

At the beginning of the semester, groups will be developed that will provide a summary of a given chapter in the text. For example, a group of three students may be responsible for providing the rest of the class with an outline and summary of chapter 13 on Social and Emotional Characteristics of Learners with Mild Disabilities. The group will develop a brief outline of the chapter, a summary (in more detail) of the chapter and an oral presentation of the chapter contents. The outline and summary must be word processed, and copies must be provided for each class member.

In addition, your group will self-evaluate its collaborative process, using the rubric provided. Both the rubric for the collaborative group participation and the written and oral components of the chapter review are provided at the end of the syllabus.

Professionalism in Special Education (50 points)As early as the sixteenth century, teachers complained about being undervalued and underpaid. Roger Ascham, the English humanist and tutor to Queen Elizabeth I, wrote in his treatise on education, The Scholemaster,

And it is pitie, that commonlie, more care is had, yea and that emonges verie wise men, to finde out rather a cunnynge man for their horse, than a cunnyng man for their children. They say nay in worde, but they do so in

Professionalism in Special Education (50 points) Continued

deede. For, to the one, they will gladlie giue a stipend of 200. Crounes by yeare, and loth to offer to the other, 200. shillinges. God, that sitteth in heauen laugheth their choice to skorne, and rewardeth their liberalitie as it should: for he suffereth them, to haue, tame, and well ordered horse, but wilde and vnfortunate Children: and therfore in the ende they finde more pleasure in their horse, than comforte in their children. (Ascham, R. (1553). The scholemaster. Retrieved on December 30, 2004 from http://darkwing.uoregon.edu/%7Erbear/ascham1.htm)

We endure this disparity to this day, with educators still believing that we are undervalued and underpaid. We seek the status of “professional”, and so we must exemplify professionalism.

Special education is a constantly evolving discipline. From its official mandate in 1975 in the Education for All Handicapped Children Act to the recent reauthorization of IDEA in November of 2004, special education has grown and changed in philosophy and practice. AS we move with it, the demands of lawmakers, the general public, school districts, students and families of students with disabilities pull us in many directions...sometimes until we feel like taffy. For some, the constancy of the profession is overwhelming and leads to “burnout”. There is, however, an even worse scenario...apathy.

When special education professionals find the requirements of paperwork, challenging students and individualized instruction so debilitating that they give up, yet continue to work, the students lose. It is for this reason that some organizations, such as the Council for Exceptional Children (CEC), have developed standards of practice and professional ethics for educational professionals, including special education teachers and others who work with students with disabilities.

AS a candidate in the teacher preparation program, the speech and communication program or other professional track, it is important to recognize that your commitment to the profession, and to students with disabilities, begins now, and can lead you to a very successful and rewarding career.

You will read two documents (see Semester Organizer) that examine standards of practice for professionals who work with students who have special needs. Then, you will explore your own teaching philosophy and goals in the context of these readings. The final product of this reflection will be an essay that describes how you exemplify ‘professionalism’, and how you intend to maintain the perspective, attitude and deportment of a special education professional.

Professionalism in Special Education (50 points) Continued

The essay will be evaluated for how well it incorporates detail from the readings with the personal reflection of your own teaching philosophy and values, on how well it is organized, on it’s fluency and mechanics, and on how well it represents you as a professional.

A grading rubric is provided at the end of the syllabus.

Journal Article Summary and Critique (50 points)With the “highly qualified teacher” and “evidence-based education” requirements of the No Child Left Behind Act (NCLBA), it is increasingly incumbent upon practicing educators to stay current in educational research. Subscribing to publications, such as Education Week, Teaching Exceptional Children, Preventing School Failure, or others, can keep teachers aware of research-based practices in their particular area. It is important to be able to take the key ideas from a research study, then summarize and synthesize them into a working understanding of the material presented.

Each class member will summarize and critique one journal article from a professional, peer-reviewed or refereed journal which reflects current research related to students with mild disabilities. The general critique format is as follows, using APA style for the references:

* Summary of article, including description of key parts of the study (e.g. hypothesis or research question, methodology, and conclusions).* Critical analysis and reaction to the article based on text readings, class discussion, and your experience. Describe how you could use the results of this research in your classroom with students who have mild disabilities.

You will use the general format for writing and referencing that is recommended by the American psychological Association (APA). This includes: a title page, one inch margins, double-spacing, internal (parenthetical) citations and a reference page. Specific requirements may be found in the rubric at the end of the syllabus.

**Note: Reference citations follow very specific formatting. Please be sure to examine the examples provided for accurate formatting, such as placement of

punctuation and rules for capitalization.**

Common journal citations in APA style:Print journal article, with one author:

Smith, J. (1990). Bilingual exceptional children. Exceptional Children, 27(3), 221-226.

Journal Article Summary and Critique (50 points) Continued

Print journal article, with more than one author:Atkinson, R.C., & Shiffrin, R.M. (1971). The control of

short-term memory. Scientific American, 225(6),82-90.

Online journal article, in its original (print) form:

VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements in the selection of resources by psychology undergraduates [Electronic version]. Journal of Bibliographic Research, 5, 117-123.

On-line journal article, modified from its original form:VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements in the selection of resources by psychology undergraduates. Journal of Bibliographic Research, 5, 117-123. Retrieved October 13, 2001, from http://jbr.org/articles.html

Journal article, obtained from on-line database:Jacobson, J.W., Mulick, J.A., & Schwartz, A.A. (1995).

A history of facilitated communication: Science,pseudoscience, and antiscience. American Psychologist,50, 750-765. Retrieved January 12, 2001, fromPsycARTICLES database.

Note: An APA Publication manual is available at the reference desk of the library, which will help with appropriate formats for source and parenthetical citations.

The following site may be of particular use for class members who are unfamiliar with the basics of APA style:http://www.cleary.edu/Fac_Stu/Library/apa_style.asp

You can also access a general guide to citation formats on the Internet at any of the following sites: http://www.apastyle.org/http://www.crk.umn.edu/library/links/apa5th.htmhttp://www.lib.ohio-state.edu/guides/apagd.html

Case Study (100 points)Courses in the foundations domain focus heavily on theory and fundamental understanding of key concepts within specific areas of study. This “foundation” is critical to the effective implementation of best practice. Benjamin Bloom hypothesized three domains of thinking...cognitive, psychomotor and affective. The cognitive domain, into which he classified six levels of abstraction, is widely recognized as Bloom’s Taxonomy. In 2001, researchers Anderson and Krathwohl revised Bloom’s Taxonomy to reflect the changing understanding of how students learn. In their revised taxonomy,

Case Study (100 points) Continued

Anderson and Krathwohl cite the following levels of thinking: remembering, understanding, applying, analyzing, evaluating, and creating.

The task of evaluating a situation and applying the theory and fundamentals of a discipline approaches the higher orders within Bloom’s or Anderson and Krathwohl’s taxonomies, and encourages deeper learning.

Class members will work in groups to prepare an evaluation of a case study in mild disabilities. Information about a specific student in each of the disability categories covered in the course will be presented, based on information provided by the instructor. A summary of the student’s background will be required, along with key characteristics, instructional recommendations and suggestions for intervention. You will also evaluate the efficacy of your group collaboration. Grading rubrics for both the case study and the group process are provided at the end of the syllabus. There are written and oral components to this assignment.

Practice Quizzes (20 points)A variety of assessment techniques are used in an effective learning environment, including formative assessment tools. Formative evaluations are designed, in part, to determine where student understanding exists at a point in time. In addition, the results of formative evaluations are best used to guide further instruction to ensure maximum learning.

As part of a formative evaluation process, we will have four quizzes over the course of the semester. The quizzes will be given in class, and will count for five (5) points each. Points will be earned for the completion of the quiz, rather than the number of items correct. An item analysis will be done for each quiz to determine where additional instruction is needed. The quizzes will consist of selective response items, based on information presented in the readings, guest presentations, and class lecture/discussion. You are responsible for providing a Scantron bubble sheet for each quiz.

Exams (50 points each)The Arizona Department of Education, in response to the No Child Left Behind Act and its provision for “highly qualified teachers”, requires that all new teachers pass a “rigorous” test of professional and subject knowledge...the Arizona Educator’s Proficiency Assessment (AEPA). Additionally, Northern Arizona University and the College of Education believe that teacher candidates should be prepared for this experience through their coursework in the teacher preparation program. The AEPA is a paper-pencil assessment consisting of multiple choice and open response items, and is designed to make participants choose the “best possible answer”. For these reasons, the exams in this course require class members to apply what they have learned

Exams (50 points each) Continued

through readings and course lecture and discussion on items that have more than one good answer, but only one “best” ANSWER.

There will be two exams over the course of the SEMESTER– a midterm and a final. Each exam will consist of multiple-choice, true/false, short answer and essay questions. The multiple-choice and true/false portion will be completed on a Scantron bubble sheet, that you must provide. The essay and/or short-answer items must be completed in word-processed form, and must be submitted on the date due. Each exam will be given as a take-home exam. In completing the open response questions, please keep in mind the policies on academic dishonesty (see Course Policies)

***A total of SIX (6) Scantron bubble sheets are required for the quizzes and exams in this class.***

Review of Literature and Oral Presentation (130 POINTS)This course endeavors to provide a more detailed inspection of mild disabilities than is possible in Introduction to Exceptional Children (ESE 380). However, each topic covered in this course has many aspects and issues that cannot be explored in the scope of a fifteen week class. For this reason, you will have the opportunity to take some aspect of mild disabilities and investigate it in greater depth through this review of literature.

Each class member will write a review of literature on some aspect of special education, relevant to students with mild disabilities, as covered in this course. The paper will be word processed in APA style and will be graded on both content and form. The paper should be approximately six pages long double-spaced with an additional reference page attached listing a minimum of six references.

Choose an appropriately narrow topic for your review, in order to effectively address your research questions in the scope of a six-page paper. You may wish to review your topic with the instructor prior to beginning the research process.

ESE 424Semester Organizer(Note: Please read the chapter by class time of assigned dates.)

The following is a tentative schedule for the session/semester. Changes will be conveyed through the instructor’s website, e-mail or in class.

Week of:

Description Activity/Assignment

1/17 Course IntroductionChapter 1: Perspectives on Disability

Review Syllabus

Review of the IDEA and Section 504What is a “mild disability?”

1/24 Chapter 1: Perspectives on Disability (continued)

Interstate New Teacher Assessment and Support Constortium (2001). Model

standards for licensing general and special education teachers of students with disabilities: A resource for state dialogue. Washington, D.C: Council of Chief State School Officers. Retrieved on December 28, 2004 from http://ccsso.org.red.doceus.com/content/pdfs/SpedStdS.pdf.

Council for Exceptional Children (1997). CEC code of ethics and standards of practice. Retrieved on December 28, 2004 from http://www.cec.sped.org/ps/code.html\.

The IEP and Content/Performance Standards

1/31 Chapter 1: Perspectives on Disability (continued)

Chapter 2: Historical Perspectives and Contexts.

Professionalism in Special EducationTimeline Activity

2/7 Chapter 10: Cognitive and Perceptual Characteristics. Piaget, Vygotsky and the Information Processing Model Quiz I

2/14 Chapter 12: Academic Learning Characteristics of Learners with Mild DisabilitiesChapter 13: Social and Emotional Characteristics of Learners with Mild Disabilities

Impulsivity & Reflectivity ScaleErickson, Selman and other behavioral characteristics

2/21 Chapter 6: Learners with Mental Retardation

2/28 Chapter 6: Learners with Mental Retardation (continued)

Chapter 7: Learners with Learning Disabilities

Midterm Exam due

3/7 Chapter 7: Learners with Learning Disabilities (continued) Journal Article Summary and Critique dueCase Study: Maurice

3/14 Chapter 8: Learners with Emotional and Behavioral Disorders

Quiz II

3/21 SPRING BREAK3/28 Chapter 8: Learners with Emotional and Behavioral

Disorders (continued)Case Study: Danny

4/4 Chapter 9: Learners with Other Disorders and Conditions Attention-Deficit/Hyperactivity DisorderQuiz IIICase Study: AngelaFilm:Medicating Kids (VT8733-CC)

4/11 Chapter 9: Learners with Other Disorders and Conditions (continued)

Orthopedic ImpairmentsCase Study: Jimmy

4/18 Chapter 9: Learners with Other Disorders and Conditions (continued)

Other Health Impairments

4/25 Review of Literature/Oral Presentations Review of Literature dueQuiz IVCase Study: CarynCase Study: Briana

5/2 Review of Literature/Oral Presentations Participation Reflection due

5/9 Review of Literature/Oral Presentations Final Exam due

Course Policies1. Assignments All assignments are expected to be submitted on, or before, the designated date due. All assignments must be submitted in print form, unless otherwise noted in the syllabus, or prior permission is granted by the instructor to submit an assignment via e-mail attachment, in MS Word format.

All assignments should be typed and proof read for spelling and grammatical errors prior to being submitted. All assignments and in-class activities should reflect an understanding and use of person-first language throughout; avoidance of “handicapisms” should be clearly evident. Assignments submitted as a requirement for another course should not be submitted for this class. All assignments should reflect independent effort. Although students are encouraged to use all resources possible to complete their assignments, all submitted work should exhibit no significant similarity (as determined by the instructor) to another class member’s work (see Academic Dishonesty below).

2. AttendanceYou will be expected to follow the NAU policy governing class attendance. It is strongly recommended that you attend each class, as information will be presented which will be necessary to complete exams and class projects. Class participation and attendance are part of the grade for this course.

Should you need to miss a class, it is the student's responsibility to obtain class notes and handouts from other students. Should you need additional clarification, please contact the instructor.

Attendance is expected each meeting day during the semester. The instructor and the University are cognizant that circumstances arise that require class members to be absent on occasion.

3. Academic DishonestyAll work submitted must be original work. If a student is guilty of academic dishonesty NAU policy (in the Student Handbook) will be applied resulting in automatic failure of this course.

4. Electronics and E-MailIt is suggested that each class member use their DANA e-mail account for university-related activities, OR use the forwarding option, through Information and Technology Services (ITS) to forward any messages from their DANA account to their primary e-mail account.

It is also expected that cell phones and pagers be turned off during class meetings, as they are disruptive to the academic and learning environment.

5. Fire AlarmsIf a fire alarm sounds, it is expected that all students and staff leave the building through the nearest exit. If the class is in the middle of an exam or quiz, the exam/quiz should be left face-down on the desk when leaving the classroom.

Classroom Management Statement Membership in the academic community places a special obligation on all members to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive.

It is the responsibility of each student to behave in a manner which does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with University regulations and the course syllabus.

At a minimum, students will be warned if their behavior is evaluated by the faculty member as disruptive. Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from the instructional environment. Significant and/or continued violations may result in an administrative withdrawal from the class. Additional responses by the faculty member to disruptive behavior may include a range of actions from discussing the disruptive behavior with the student to referral to the appropriate academic unit and/or the Office of Student Life for administrative review, with a view to implement corrective action up to and including suspension or expulsion.

SAFE ENVIRONMENT POLICYNAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.

You may obtain a copy of this policy from the college dean’s office. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), the academic ombudsperson (928-523-9368), or NAU’s Office of Affirmative Action (928-523-3312).

STUDENTS WITH DISABILITIESIf you have a documented disability, you can arrange for accommodations by contacting the office of Disability Support Services (DSS) at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DSS with disability related documentation and are encouraged to provide it at least eight

weeks prior to the time you wish to receive accommodations. You must register with DSS each semester you are enrolled at NAU and wish to use accommodations.

Faculty are not authorized to provide a student with disability related accommodations without prior approval from DSS. Students who have registered with DSS are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed.

Concerns or questions regarding disability related accommodations can be

brought to the attention of DSS or the Affirmative Action Office.

INSTITUTIONAL REVIEW BOARDAny study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.

The IRB meets once each month. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures.

A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office. If you have questions, contact Carey Conover, Office of Grant and Contract Services, at 928-523-4889.

ACADEMIC INTEGRITYThe university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner.

Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix F of NAU’s Student Handbook.

ACADEMIC CONTACT HOUR POLICYThe Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.”

The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.

For a three credit course, this suggests six hours of work outside of class per week.

Professionalism in Special Education (50 points)Grading Criteria

Please use the following criteria to guide the writing of your essay. The essay must be word processed and submitted in print form, with a cover page.

Criteria Points Possible

Points Earned

The essay is well-organized, with appropriate use of paragraphs and transitions.

5

The essay contains clear and cited evidence from both readings. 10The essay contains a clear, but concise, perspective on your values and beliefs with regard to special education and students with disabilities.

10

The essay reflects a professional presence, in both spirit and form (i.e., what you write, and how you write it, demonstrates qualities of a professional).

8

The essay effectively relates the readings to your teaching philosophy and values.

6

The essay demonstrates a critical review of fluency, grammar and writing conventions (e.g., spelling, capitalization, punctuation, etc.).

5

The essay includes a supplementary reflection that answers the following questions:

o What did I learn about myself in this assignment?o With which part of this assignment am I most pleased, and

why?o If I had it to do over again, where would I put more effort,

and why?

6

TOTAL 50

Journal Article Summary and Critique (50 points)Grading Criteria

Locate a journal article relating to students with mild disabilities in special education from a reputable, peer-reviewed or refereed journal. Summarize the article and provide a personal reflection on its content. Use the following rubric to guide your summary/critique.

Please Note: You must cite your journal resource using formats from the American Psychological Association (APA). Please see the syllabus for further information on APA formatting.

Criteria Points Possible

Points Earned

IDEAS & CONTENTSummary clearly reflects the main idea of an appropriate article(The focus of the article is fully addressed in the first paragraph of the summary, and is based on a research study from a reputable, peer-reviewed source)

5

Summary thoroughly addresses the article;specific, major details from the article are evident in the summary, including the purpose of the research, a summary of methods and the conclusion(s) of the author(s).

15

The review section of the assignment includes a perspective on the content of the article, supported with facts, experiences, or logic, including examples from the text or other course material.

10

ORGANIZATIONThe summary and review are logically sequenced(Key points from the article are addressed sequentially and smoothly with appropriate transitions and paragraph breaks.)

5

CONVENTIONSThe assignment reflects a thorough review of grammar, punctuation, spelling and fluency, prior to submission.

5

Article citation in APA style(the citation is accurate to APA style, including format, punctuation and capitalization), and is presented at the top of the page.

5

Use of person-first language throughout the review, and avoidance of “handicapism” is clearly evident.

5

TOTAL 50

Chapter Review (50 points)Grading Criteria

Please use the following rubrics to guide the preparation of the written and oral components of your chapter review, as well as completing the collaborative group participation self-evaluation.

Criteria Points possible

Points earned

A brief outline of the chapter is provided, including a copy for each member of the class.

2

The outline should include key sections of the chapter, with pertinent information represented from each section. The outline must be in standard outline form.

4

A narrative summary of the chapter is provided for each member of the class, and should include a more elaborated discussion of the items from the outline.

10

The outline and summary must reflect a critical review of grammar and mechanics, prior to submission and distribution to the class.

4

The presentation must be organized, succinct and thorough, and should provide the class with a clear understanding of the key points from the chapter.

10

The presentation should be engaging, and presenters must be prepared to include the rest of the class in discussion and to

answer relevant questions pertinent to the chapter.

10

An evaluation of the collaborative group process is included, based on the rubric provided. One rubric for the group will be

submitted.

Please note that the rubric contains a total of 20 points; the total score on the rubric will be divided by 2 to determine the value for this component of the assignment grade.

10

TOTAL 50

Collaborative Group Process

Please use the following criteria to evaluate your group process and performance. You must provide a written rationale for each score given, and a total score for your group must be submitted with your rationale. You will use this rubric as a guide only, and your final self-evaluation will consist of a word-processed document, with a score and a rationale for each heading from the rubric. Critical and honest feedback is expected.

Please note that there is a total of twenty possible points on this rubric. The total points submitted will be divided by two to match the chapter review Rubric.

© Level of AchievementCriteria 2

Exemplary1

Satisfactory0

UnacceptableGROUP FUNCTIONING

Attending Most, if not all, members attend all meetings.

Most members are present at most meetings. When members have to be absent, they inform and/or seek the agreement of the team.

Many members frequently miss meetings and do not inform the team.

Participating There is a clear definition of tasks to be accomplished, anticipating future needs. All members take an active role. Tasks are defined by the group and assigned to all members. The team engages in follow-up activities to monitor progress.

Tasks are defined informally, and most but not all members understand them. Most members contribute. Follow-up is sporadic.

Tasks are not defined, and few members participate actively. There is no follow-up.

Defining Members’ Roles

Every member’s role on the team is defined and understood by all. Each team member can explain the role of others.

Members’ roles are defined informally and may not be completely understood by all. Some members may not be able to explain the role of others.

There is little understanding of who does what.

Making Collective Decisions

Clear procedures for making decisions are established and documented. Decisions, the process by which they were made, and the involvement of

Decision-making procedures are established informally, leading to inconsistency in implementation and a

Because there is no decision-making process, decisions are made by individuals, and they do not reflect the thinking or

members are also documented.

failure to involve all members in decision making.

the desires of the team.

Team Member Support

Every team member is treated with respect. All members listen to all ideas. The work of each person is acknowledged. Members feel free to seek assistance from others or to ask questions.

There is a general atmosphere of respect for team members, but some members may not be heard as much as others. Acknowledging others’ work is serendipitous rather than planned. Some members may not feel free to turn to others for help.

The team atmosphere is competitive and individualistic rather than cooperative and supportive.

Managing Conflict Conflicts are consistently resolved through open discussion and compromise.

Members are generally able to resolve conflicts through open discussion and compromise.

Conflicts that arise are either not dealt with or cannot be resolved.

PROCESS MANAGEMENTMeeting Regularly Weekly or biweekly

meetings are scheduled and held at defined times.

Meetings are scheduled sporadically to keep the project going.

Meetings are rare.

Establishing and Documenting Goals

Realistic, prioritized, and measurable goals are agreed upon and documented.

Goals are established, but some may be too general or unquantifiable. Priorities may be unrealistic. Documentation may be incomplete.

Clear goals are not formulated or documented.

Adjusting When working to achieve goals, the team is able to adjust plans as needs arise. There is a clear understanding of the nature of mid-course corrections and why they were needed.

The team is not always able to adjust as needed to meet goals. Realization of the need for mid-course corrections sometimes comes too late.

The team seems to be thrashing about. Activity plans (if they exist) are unfocused, and thus there is no ability to adjust and make corrections.

Timely Submission of Assignments

Team is self-motivated and can complete work assignments and reports in a timely manner without being reminded.

Work assignments and reports are submitted but are sometimes late.

Work assignments and reports are submitted inconsistently. The team is not self-motivated and needs constant chasing to get the work submitted.

Case Study Evaluation (100 points)Grading Criteria

As part of a small group, each class member will prepare an evaluation of a case study in special education. A written evaluation will be accompanied by an in-class presentation of the group’s findings.

Please use the criteria below to guide the preparation of your case evaluation. One case study evaluation report will be submitted per group.Criteria Points

PossiblePoints Earned

CharacteristicsThe student's demographic characteristics are outlined, including age, grade, cultural and/or ethnic affiliation, language status, and disability category.,

4

The student's medical characteristics are identified, such as medications taken, allergies, physical symptoms related to disability, etc.

4

The student's academic characteristics are identified, including results of formal and informal assessments, classes in which he/she is participating, grades earned, etc.

4

The student's social and emotional characteristics are identified, including diagnosed or observed mental and/or emotional issues, suicidal ideation, internalized or externalized behaviors, peer and adult interactions, etc.

4

EducationClearly describe the factors that qualify the student for services under IDEA, or what additional information is needed to make such a determination.

10

Identify three goals appropriate for the student’s individualized education plan, based on the Arizona Academic Standards, and explain the rationale for your recommendations.

12

Identify five appropriate academic accommodations and/or modifications for the student, based on his or her specific strengths and needs, and explain the rationale for your recommendations.

10

Identify appropriate behavioral interventions for the student, and explain the rationale for your recommendations.(Note: behavioral interventions are appropriate for each of the case studies in this class, not just for emotional disturbance.)

10

MechanicsThe written case study evaluation demonstrates a thoughtful review of grammar and mechanics.

5

The case study evaluation avoids handicapisms and uses person-first language throughout.

5

Oral PresentationThe presentation is logically sequenced and cohesive. 8The presentation provides a succinct, yet comprehensive summary of the case study evaluation.

8

Opportunities for discussion are provided, and questions are answered knowledgeably and accurately

6

Group ProcessA final evaluation of the group process is included, stating the relative participation and collaboration of each group member.

10

Each group member must receive a grade, based on the scale provided, along with a group explanation for the grade. The feedback must be specific and constructive.

**Please see the group process evaluation rubric below.**TOTAL 100

Group Process Evaluation

Please use the following criteria to evaluate your group process and performance. You must provide a written rationale for each score given, and a total score for your group must be submitted with your rationale. You will use this rubric as a guide only, and your final self-evaluation will consist of a word-processed document, with a score and a rationale for each heading from the rubric. Critical and honest feedback is expected.

Please note that there is a total of twenty possible points on this rubric. The total points submitted will be divided by two to match the Case Study

Evaluation Rubric.Level of Achievement

Criteria 2Exemplary

1 Satisfactory

0Unacceptable

GROUP FUNCTIONINGAttending Most, if not all, members

attend all meetings. Most members are present at most meetings. When members have to be absent, they inform and/or seek the agreement of the team.

Many members frequently miss meetings and do not inform the team.

Participating There is a clear definition of tasks to be accomplished, anticipating future needs. All members take an active role. Tasks are defined by the group and assigned to all members. The team engages in follow-up activities to monitor progress.

Tasks are defined informally, and most but not all members understand them. Most members contribute. Follow-up is sporadic.

Tasks are not defined, and few members participate actively. There is no follow-up.

Defining Members’ Roles

Every member’s role on the team is defined and understood by all. Each team member can explain the role of others.

Members’ roles are defined informally and may not be completely understood by all. Some members may not be able to explain the role of others.

There is little understanding of who does what.

Making Collective Decisions

Clear procedures for making decisions are established and documented. Decisions, the process by which they were made, and the involvement of

Decision-making procedures are established informally, leading to inconsistency in implementation and a

Because there is no decision-making process, decisions are made by individuals, and they do not reflect the thinking or

members are also documented.

failure to involve all members in decision making.

the desires of the team.

Team Member Support

Every team member is treated with respect. All members listen to all ideas. The work of each person is acknowledged. Members feel free to seek assistance from others or to ask questions.

There is a general atmosphere of respect for team members, but some members may not be heard as much as others. Acknowledging others’ work is serendipitous rather than planned. Some members may not feel free to turn to others for help.

The team atmosphere is competitive and individualistic rather than cooperative and supportive.

Managing Conflict Conflicts are consistently resolved through open discussion and compromise.

Members are generally able to resolve conflicts through open discussion and compromise.

Conflicts that arise are either not dealt with or cannot be resolved.

PROCESS MANAGEMENTMeeting Regularly Weekly or biweekly

meetings are scheduled and held at defined times.

Meetings are scheduled sporadically to keep the project going.

Meetings are rare.

Establishing and Documenting Goals

Realistic, prioritized, and measurable goals are agreed upon and documented.

Goals are established, but some may be too general or unquantifiable. Priorities may be unrealistic. Documentation may be incomplete.

Clear goals are not formulated or documented.

Adjusting When working to achieve goals, the team is able to adjust plans as needs arise. There is a clear understanding of the nature of mid-course corrections and why they were needed.

The team is not always able to adjust as needed to meet goals. Realization of the need for mid-course corrections sometimes comes too late.

The team seems to be thrashing about. Activity plans (if they exist) are unfocused, and thus there is no ability to adjust and make corrections.

Timely Submission of Assignments

Team is self-motivated and can complete work assignments and reports in a timely manner without being reminded.

Work assignments and reports are submitted but are sometimes late.

Work assignments and reports are submitted inconsistently. The team is not self-motivated and needs constant chasing to get the work submitted.

Review of Literature (100 points)Grading Criteria

Your review of literature should cover a topic from special education in the area of mild disabilities for which you are interested, and for which you can locate sufficient sources. The paper should be word processed and approximately 6 pages in length, double spaced with one inch margins. You must have a minimum of six reputable sources, and you must cite them using APA style.

Criterion Points Possible

Comments/Points Earned

The research paper is relevant to the class (i.e., topics in mild disabilities, learning, motivation, social and emotional characteristics of students with mild disabilities, etc.).

4

The research paper is organized in a clear, sequential order, including an introduction, a thesis statement, supporting ideas and a conclusion.

12

The supporting ideas clearly relate to the thesis, include cited evidence from the sources used and demonstrate a critical evaluation of the research.

27

The conclusion follows logically from the body of the paper, summarizes the content and presents a thoughtful evaluation of the research findings from your perspective.

12

The sources used are legitimate, and are sufficient to provide a strong foundation for the paper (i.e., articles from peer-reviewed journals, textbooks, etc.)

12

The sources are cited accurately, using formatting from the American Psychological Association (APA), and are presented on a separate reference page, double-spaced with hanging indents.

12

Parenthetical citations are used appropriately. 6Fluency and mechanics demonstrate a critical review and evaluation of the paper prior to submission.

6

The paper is presented with a title page, including your name, the course number and name, the date and instructor’s name

3

Person-first language is used throughout the assignment, and handicapism is avoided completely.

6

TOTAL 100

In-Class oral Presentation (30 points)

Each student must prepare an oral presentation to accompany his or her research paper. The oral presentation must clearly summarize the results of the research, and should last approximately 10-12 minutes.

Criterion Points Possible

Points Earned

The presentation applies directly to the topic of the research paper and demonstrates a critical review of the research in its development.

3

The presentation is made in a clear, sequential and logical order 7The presentation is made using appropriate supplemental materials (i.e., visual aids, handouts, overheads, MS PowerPoint, etc.), and allows for full access by all class members.

7

The presentation is engaging and interactive, providing opportunity and impetus for discussion during, or subsequent to, the presentation.

7

The material presented is relevant and comprehensive. 4Due respect is given to the time allotted. 2

TOTAL 30