Syllabus

Syllabus **EDS 2900**

Spring 2013
Instructor: Lisa Combs Phone Number: 937-548-7443 (home) or 937-417-4710 (cell) Office Hours: By appointment, before or after class E-mail: lisa.combs@wright.edu or lco918@gmail.com


 * Texts: Salend, S. J. ://Creating Inclusive classrooms: Effective and reflective Practices for All Students//. 7th edition New York: Macmillan Publishing

This course is designed as an overview of learning differences resulting from handicapping conditions and at-risk factors. It is intended to provide a pre-professional orientation of the history, laws, and discourse peculiar to special education, as well as the nature of learners with exceptional needs.
 * __Purpose of this Course__**__:__

1. Knowledge of the historical aspects of educational services to learners with exceptional needs and their relationship to current practices. 2. Knowledge of legal aspects of educational services to learners with exceptional needs. 3. Knowledge of inclusion and the continuum of services delivery models for effecting the least restrictive environment appropriate to learning differences. 4. Knowledge of the Ohio State standards and rules governing the delivery of educational services to all learners. 5. Knowledge of the nature and needs of the wide range of learning differences, from students with multiple handicaps to those with gifted/talented characteristics. 6. Knowledge of the nature and needs of learners with exceptionalities across the life span.
 * __Course Objectives:__** The student will demonstrate:
 * __Knowledge:__**
 * 1) Knowledge of the discourse and terminology peculiar to the practice of inclusion and adaptive (special) education.

1. Accept, appreciate, and accommodate diversity as found in a multicultural/pluralistic society, especially the diversity of learner differences. 1. Use technology to access library and other research resources. 2. Use technology in the preparation of papers and other course assignments. 3. Prepare and present materials enhanced by multimedia.
 * __Dispositions:__**
 * 1) Affirm the right of all learners, with their numerous inherent differences, to participate and be served as fully as possible in an inclusive environment (i.e., the least restrictive environment).
 * 2) Promote and support adaptive educational and instructional practices designed to most appropriately address the differences in learner needs and learning styles.
 * __Performances:__**

= __ CLASS SCHEDULE __ =

Course Overview
 * 1/8 Campus (both sections 1 and 2)**

Whose Idea Is This? Scavenger Hunt History of Special Ed./LRE/ Sean's Story Video History of Special Ed./LRE/ Sean's Story Video Whose Idea Is This? Scavenger Hunt Sean's Story Activity Whose Idea Is This? Scavenger Hunt Activity Special Education Process Beginning to End/ 3-Tiered Model/Disability Categories Special Education Process Beginning to End/ 3-Tiered Model/Disability Categories Do Learning Styles Self Inventory Activity on Wiki Disability Resource File Activity Do Learning Styles Self Inventory Activity on Wiki Disability Resource File Activity Positive Behavior Supports Positive Behavior Supports Teacher Interview Activity Positive Behavior Support Activity on Wiki
 * 1/15:**
 * Section 1 On-line**
 * Section 2 On Campus**
 * 1/22**
 * Section 1 On Campus**
 * Section 2 On Line**
 * 1/29**
 * Section 1 On-line**
 * Section 2 On Campus**
 * 2/5**
 * Section 1 On Campus**
 * Section 2 On Line**
 * 2/12**
 * Section 1 On-line**
 * Section 2 On-Campus**
 * 2/19**
 * Section 1 On Campus**
 * Section 2 On Line**


 * 2/26 SPRING BREAK: NO CLASS**

Teacher interview Activity Positive Behavior Support Activity on Wiki Introduction to Differentiation Introduction to Differentiation/UDL WebQuest on Universal Design for Learning WebQuest on Universal Design for Learning Differentiation Continued Differentiation Continued Disability Reports WebQuest on Assistive Technology (Disability Reports) (Disability reports) WebQuest on Assistive Technology
 * 3/5**
 * Section 1 On-line**
 * Section 2 On Campus**
 * 3/12**
 * Section 1 On Campus**
 * Section 2 Online**
 * 3/19**
 * Section 1 On-line**
 * Section 2 On Campus**
 * 3/26**
 * Section 1 On Campus**
 * Section 2 On Line**
 * 4/2**
 * Section 1 On-line**
 * Section 2 On-Campus**
 * 4/9**
 * Section 1 On-Campus**
 * Section 2 On-Line**


 * 4/16 Both Sections OnLine**
 * Take home Final Project**


 * 4/23 Midnight FINAL DUE by email**

**POINTS AVAILABLE (each activity is described in detail on the wiki):**

 * ESSENTIAL QUESTIONS ( 10 points per chapter, 120 points total__)OPTIONAL FOR EXTRA CREDIT!__**
 * UNIVERSAL DESIGN WEBQUEST: (25 POINTS)**
 * ASSISTIVE TECHNOLOGY WEBQUEST: (25 POINTS)**
 * POSITIVE BEHAVIOR SUPPORT PLAN: (20 POINTS)**
 * DISABILITY REPORT: (50 POINTS)**
 * LEARNING SELF ASSESSMENT AND ANALYSIS (30 POINTS)**
 * SPECIAL EDUCATION PARENTAL RIGHTS AND PROCEDURAL SAFEGUARDS SCAVENGER HUNT (50 points)**
 * SPECIAL EDUCATION INTERVIEW __(__50 points)**.
 * DISABILITY RESOURCE FILE. (140 points)**
 * FINAL EXAM . (100 points)**

The comprehensive final will be comprised of the topics and specific information from: All class notes and materials may be used as resources on the take home final.
 * Reading assignments
 * In class lecture and activities
 * Online activities

Final quarter grades will be assigned based on the following scale:

90-100% = A 80-89% = B 70-79% = C 60-69% = D Below 60% = F

All projects should be presented professionally, with close attention to proper grammar, spelling, punctuation, and organization.

All student work is to be completed individually, unless stated otherwise in writing. Absolutely no academic misconduct will be tolerated in this course. Regardless of the type of assignment, students found responsible for violating the WSU Academic Integrity Policy will receive an "F" for the course. All violations will be forwarded to the Office of Judicial Affairs where a university disciplinary file will be created. Information regarding academic misconduct can be found in the Code of Student Conduct located at []. Please contact the instructor during office hours should you have any questions or concerns.
 * Academic Integrity:**

= Accommodation for Disabilities and Office of Disability information = Students with documented disabilities are encouraged to set up an appointment with your instructor to discuss any reasonable academic adjustments (e.g., test proctoring, in-class writing, alternative formats, etc.) that may be necessary prior to the completion of the second class. If you have questions or concerns about your ability to perform any of the requirements for this course, please contact your instructor immediately so that your learning needs might be addressed appropriately. Wright State University’s Office of Disability Services is located in room E186 in the Student Union, telephone 937-775-5680.

University Writing Center
You may wish to contact the Writing Center for advice and assistance with your written assignments. The Writing Center is located in room 031 Dunbar Library; telephone 937-775-4186, and the Writer’s Hotline phone number – 937-775-2158. The Writing Center has an APA Mini-manual that is helpful for references and writing.