10025
SPED 346.01W: SURVEY OF EXCEPTIONALITIES
ONLINE COURSE SYLLABUS: Winter Mini-Semester 2014
Instructor: Suzanne Thomas, Ph.D. Assistant Professor of Special Education
Office Location: Henderson Hall # 227
Office Hours: As this is an online course, office hours will be by appointment only.
Please feel free to contact me (preferably by e-mail) to schedule an appointment.
Phone: (903) 348-9585 (Winter-mini phone contact)
Office Fax: (903) 886-5510
Email Address: [email protected] (preferred method of contact)
Responses to emails will be made Monday through Friday within 48 hours unless outof-office notification has been provided. Please note I will not guarantee response to
Virtual Office posts or emails during weekends, holidays, or in the evenings. If you have
any questions or need clarifications on any aspect of the course, please post early in
the week.
COURSE INFORMATION
Materials – Textbooks, Readings, Supplementary Readings
Textbook Required
Hallahan, D.P., Kauffman, J. M., & Pullen. P.C. (2015). Exceptional Learners: An
Introduction to Special Education (13th Ed.). Boston: Allyn and Bacon.
ISBN # 13:978-0-13-357104-2/ 10:0-13-357103-1
Course Description
This course will provide a survey of populations with exceptionalities. Attention will be
given to the cause of these deviations and their effect upon the individual’s
development. Professional roles of the special education team members as well as the
policies and regulations applicable to special education programs in general will be
covered.
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 1
Student Learning Outcomes (SLO)
The following completion of this course, the student is expected to be able to
SLO
#
#1A
# 1B
#2
#3
#4
QEP
Student Learning Outcome
Define special education service
categories as outlined in IDEA to include
possible causes and prevalence rates of
various service categories.
Describe characteristics, needs and
evidence based interventions of students
served in each service category.
Explain the special education process and
procedures for assessing and developing
the educational plans of individuals with
disabilities including the use of assistive
technology (AT).
Conceptualize special education as a
system of service delivery. Describe the
historical influences of special education
including the major legislations governing
the delivery of educational services for
individuals with disabilities.
Identify techniques for communicating
effectively to support collaboration
with families and other professionals
serving students with disabilities.
Global Learning SLO
Evaluate environmental and cultural
influences on delivery of effective
educational services to students,
including students from diverse ethnic
and language groups.
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
TExES Competencies
#001 Understand and apply knowledge of the
characteristics and needs of students with
disabilities
#004 Understand and apply knowledge of
procedures for managing the teaching and
learning environment, including procedures
related to the use of assistive technology
(AT)
#010 Understand the philosophical, historical,
and legal foundations of special education,
#012 Know how to communicate and collaborate
effectively in a variety of professional
settings.
Global Learning Competency
QEP
View themselves as engaged citizens within
an interconnected and diverse world
Page 2
STUDENT LEARNING OUTCOME MATRIX
Grading & Evaluation Criteria
Student Learning Outcome
# 1A Define special education service
categories as outlined in IDEA to
include possible causes and
prevalence rates of various service
categories.
# 1B Describe characteristics, needs
and evidence based interventions of
students served in each service
category.
# 2 Explain the special education
process and procedures for assessing
and developing the educational plans
of individuals with disabilities
including the use of assistive
technology (AT).
# 3 Conceptualize special education
as a system of service delivery.
Describe the historical influences of
special education including the major
legislations governing the delivery of
educational services for individuals
with disabilities.
# 4 Identify techniques for
communicating effectively to
support collaboration with families
and other professionals serving
students with disabilities.
QEP Evaluate environmental and
cultural influences on delivery of
effective educational services to
students, including students from
diverse ethnic and language
groups.
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Misunderstood
Minds
Discussion
Chapter
Discussion
Forum
Chapter
Quizzes
Film
Analysis
Final
Exam
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 3
COURSE REQUIREMENTS
Instructional Methods
This course will provide a variety of activities and assessments to assist you in
achieving the outcomes/objectives for the course. Students will work toward achieving
these outcomes through discussions/comments, papers, assignments, and tests.
Below is an explanation of each course requirement including due date, assignment
instructions, and other requirements.
As a student enrolled at Texas A&M University-Commerce, you have access to an
email account via MyLeo. ALL class emails from your instructor WILL GO TO YOUR
MyLeo ACCOUNT. Please be sure to check this email account frequently and
regularly.
Activities and Assessments
I.
Week # 1 includes 3 assignments intended to give you
experience using 3 specific features of LearningStudio:
1. A discussion forum called “Getting to Know You”
2. A sample quiz based on the information contained in this syllabus
3. A sample drop box post on a series of videos called “Misunderstood Minds”
1. Discussion forum: Getting to Know You 10 points
Post a short autobiography so that your classmates and I can get to know you. Give
information about your degree sought, teaching experience, ambitions for the future or
anything else you think we will find interesting. It would be helpful to provide a picture of
yourself so others “get to know you”. Feel free to include pictures of your kids, your
dog, etc. This assignment should be completed as a discussion thread for Week One.
GRADING: M10 points
2. Sample Quiz: 15 points
Week #1 contains a short, sample quiz. This is intended to give you an opportunity to
“practice” taking an online quiz and to show your knowledge of course requirements as
outlined in this syllabus. There are 15 questions on this quiz. There is nothing to study
and no chapters to read. Most of the questions come directly from this syllabus, so
review the syllabus first. Just “dive in”.
Grading: maximum 15 points
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 4
3. Sample Drop Box based on “Misunderstood Minds” videos: 25
points
Week # 1 requires you to make an entry into the drop box. To complete this
assignment you are required to watch a series of short video clips and write your
reaction to them. The video clips will serve as an introduction to special education for
those unfamiliar with some of the topics we will be studying throughout the remainder of
the semester.
For this assignment you will be required to watch the 9 parts of the video,
Misunderstood Minds. This series of videos introduces you to 5 “exceptional” children
and their families. The various parts of this video will help you begin to think about
aspects not generally thought of with “exceptional” children. Few people would ever
think about special education when first introduced to Nathan VanHoy in clip # 1.
1. Access the videos at www.youtube.com. Search “Misunderstood Minds”
2. Watch Chapters 1 through Chapter 8.1. All are approximately 9 minutes with the
exception of 8.1 which is 4:39 minutes.
Sample Drop Box Assignment: Write a ½ to 1 page reaction to your watching the
Misunderstood Minds videos. For example, you might write about what you learned,
what surprised you, how what you saw agrees or disagrees with your past experiences
or how these videos will help effect you as a teacher. Your paper is to be brief but
include enough detail to show me that you watched all the clips. Post your paper in
WORD as an attachment in the Misunderstood Minds drop box in week #1.
GRADING: 25 points
II.
Chapter Assignments (12 @ 20 points = 240 maximum points)
Twelve times throughout the semester you will be required to complete a chapter
assignment. These assignments are scheduled as follows:
• 2 chapter assignment in Week # 1
• 5 chapter assignments in Week # 2
• 5 chapter assignments in Week # 3
These assignments may consist of discussion / reflections or chapter quizzes.
Discussion / Reflection:
Students are expected to participate actively in assigned discussions. For each
discussion, you are to contribute at least one original thought by posting your reflection
to a thought provoking question based on assigned readings / videos, etc. For some
discussion forum posts, you will be required to respond to one or more postings of one
of your classmates (peer response).
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 5
•
•
•
•
•
•
•
•
•
Due dates for each reflection will be included in each lesson but will be generally
midnight Sunday. Reflections/peer responses will not be accepted after the
due date!
If you are required to “respond” to the reflection of a peer, the 20 points will be
divided between your reflection and your peer response, with 15 points for your
reflection and 5 points for your reaction to a post of a peer.
You may be assigned a group of your peers with whom you will “discuss”.. This
will enable you to get to know (albeit electronically) a few people in the course.
You are encouraged highly to post with your group but are not restricted to do so.
For example, assume an assignment requires you to respond to the posting of a
peer by tomorrow night. You are going out of town tomorrow and no one in your
group has posted yet. So what do you do? Post your response with another
group. OR, you are assigned to post with Group 3, but you “mess up” and post
with group 2 by mistake. Typically, this is not a problem. If I can find it, you will
receive credit – but to eliminate the worry of my finding it, try to post with your
group if at all possible.
Discussion Posts are meant to be discussions, even though they are electronic.
For that reason, you WILL NOT receive any credit for posting (your reflection or
peer response) after the due date. No exceptions!
RULES ABOUT DISCUSSIONS, REFLECTIONS AND PEER RESPONSES
These assignments are to encourage thoughtful reflection and expression of
your views. This is a college class so postings called “drive by” postings (such
as: “that’s great”, “yea I agree”, “good idea”, “You go girl!”) are not welcome and
will NOT receive a high grade.
There are few “wrong” answers. As said, these assignments are to encourage
thought and reflection. I expect all students in this class have different education
and professional experiences and have different goals in life. New ideas and
ways of looking at things are encouraged. Be creative and have fun with it.
Scoring will be based on timeliness, correctness of any factual information, and
your ability to justify your opinion.
There is no minimum length like you may have had in other classes. Conversely,
I don’t encourage really long answers – remember both your peers and I will be
reading your post, and we are all as cramped for time as you are. Generally, a
short paragraph is sufficient.
In responding to another person’s post, be considerate and respectful. You may
not agree – and do not have to. We all learn by being challenged to think deeper
and consider more alternatives. I encourage “talking” out new ideas and
perspectives. BUT, if you disagree, you are expected to express your
disagreement in a respectful way.
Good writing mechanics shows a respect for your reader, and allows me to score
your response (and not your grammar). If the writing and grammar compromises
my reading and understanding, you will not receive a high score. On this note – I
don’t speak “text” very well, so don’t use text abbreviations and expect me to
understand. Just, play it safe and don’t use these abbreviations.
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 6
Chapter Quizzes
For some chapters you will have a quiz that will cover information from that chapter.
These quizzes are intended to test your knowledge of information from the chapter and
to give you an idea of what to expect on the final examination. Most quizzes will be
timed and will have a “cut off” date and time after which they will not be available.
However, for some quizzes, you will be allowed to take the quiz multiple times until the
cut off time or until you reach the grade that satisfies you. These quizzes are open book,
open notes, but closed to your peers (it must be your own work). As the quizzes will be timed
you will need to have a good, general understanding of all the material in advance of taking the
quiz in order to complete it accurately and timely, so read required chapters and handouts
BEFORE attempting any quiz. .
Film Analysis: 50 total points - This assignments can be turned
III.
in before the due date
This assignment will allow students to analyze how society experiences “disability” as it
is portrayed in film. Please note, this is NOT a review of a film and cannot be
downloaded from the film’s website. There are specific questions to be addressed in
your analysis:
•
•
•
Summary of film
Critique of the film
Your analysis
o Emotional Response
o Portrayal
o Filmmaking
o Class Discussion
o Cultural Response
Additional information on each of these required sections AND a list of approved films is
provided in DocSharing.
DUE DATE: Midnight Wednesday, January 7th 2015
Your Film Analysis must be posted in WORD AS AN ATTACHMENT into the Drop Box
in Week # 4
GRADING: 50 points
3 bonus points for posting your film analysis into the drop box by
January 5 !
IV.
Final Exam (50 points)
The only test to be given during this winter mini-semester is one comprehensive final
examination. The final examination is intended to measure your comprehension and
ability to apply the course content covered throughout the semester. The final exam
may consist of both objective questions and/or short essay questions and will be posted
to online to LearningStudio and taken from your home or university computer lab. A
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 7
specific time period will be allocated for the examination. The final exam is closed book
(no access to notes/book, etc.).
Everyone with an “A” average on all chapter assignments will be exempt from the final
(The film analysis does NOT count in exempt computation unless turned in by Jan 5th)
GRADING
Course Evaluation & Grading:
“Getting to Know You” Post
Sample Quiz
Sample Drop Box – Misunderstood Minds
Chapter Assignments (12 @ 20 points)
Film Analysis
10
15
25
240
50
Total possible IF EXEMPT from final 340
Final Exam
50
Total possible WITH final exam
Grading Criteria:
390
A = 90%; B = 80%; C = 70%; D = 60%; F = < 60%
TECHNOLOGY REQUIREMENTS
•
To fully participate in online courses, you will need to use a current, Flash
enabled browser. For PC users, the suggested browser is Internet Explorer 9.0 or
10. For Mac users, the most current update of Firefox is suggested.
•
You will need regular access to a computer with a broadband Internet connection.
The minimum computer requirements are:
o 512 MB of RAM, 1 GB or more preferred
o Broadband connection required courses are heavily video intensive
o Video display capable of high-color 16-bit display 1024 x 768 or higher
resolution
•
You must have a:
o sound card, which is usually integrated into your desktop or laptop
computer
o speakers or headphones.
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 8
•
Depending on your course, you might also need a:
o webcam
o microphone
For courses where interactive tools are used, like VoiceThread or Class Live Pro,
headphones are suggested for use with recording and playback. We recommend a
webcam with an integrated microphone, such as the Microsoft LifeCam Cinema. All
devices should be installed and configured before class begins.
•
Both versions of Java (32 bit and 64 bit) must be installed and up to date on your
machine. Java can be downloaded at: http://www.java.com/en/download/manual.jsp
•
Current anti-virus software must be installed and kept up to date.
•
You will need some additional free software for enhanced web browsing. Ensure that
you download the free versions of the following software:
o Adobe Reader
o Adobe Flash Player
•
At a minimum, you must have Microsoft Office 2013, 2010, 2007 or Open Office.
Microsoft Office is the standard office productivity software utilized by faculty,
students, and staff. Microsoft Word is the standard word processing software,
Microsoft Excel is the standard spreadsheet software, and Microsoft PowerPoint is
the standard presentation software. Copying and pasting, along with
attaching/uploading documents for assignment submission, will also be required. If
you do not have Microsoft Office, you can check with the bookstore to see if they
have any student copies.
•
For additional information about system requirements, please see:
https://secure.ecollege.com/tamuc/index.learn?action=technical
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 9
ACCESS AND NAVIGATION
Pearson LearningStudio Access and Log in Information
This course will be facilitated using Pearson LearningStudio, the learning management
system used by Texas A&M University Commerce. To get started with the course, go
to: http://www.tamuc.edu/myleo.aspx.
You will need your CWID and password to log in to the course. If you do not know
your CWID or have forgotten your password, contact Technology Services at
903.468.6000 or [email protected]
It is strongly recommended that you perform a “Browser Test” prior to the start of your
course. To launch a browser test, login to Pearson LearningStudio, click on the
‘myCourses’ tab, and then select the “Browser Test” link under Support Services.
Pearson LearningStudio Student Technical Support
Texas A&M University Commerce provides students technical support in the use of
Pearson LearningStudio.
Technical assistance is available 24 hours a day/ 7 days a week.
If at any time you experience technical problems (e.g., you can't log in to the course,
you can't see certain material, etc.) please contact the Pearson LearningStudio Help
Desk, available 24 hours a day, seven days a week.
The student help desk may be reached by the following means 24 hours a day, seven
days a week.
•
Chat Support: Click on 'Live Support' on the tool bar within your course to chat
with an Pearson LearningStudio Representative.
•
Phone: 1-866-656-5511 (Toll Free) to speak with Pearson LearningStudio
Technical Support Representative.
•
Email: [email protected] to initiate a support request with Pearson
LearningStudio Technical Support Representative.
Accessing Help from within Your Course: Click on the 'Tech Support' icon on the
upper left side of the screen inside the course. You will then be able to get assistance
via online chat, email or by phone by calling the Help Desk number noted below.
Note: Personal computer problems do not excuse the requirement to complete all
course work in a timely and satisfactory manner. Each student needs to have a backup
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 10
method to deal with these inevitable problems. These methods might include the
availability of a backup PC at home or work, the temporary use of a computer at a
friend's home, the local library, office service companies, an Internet cafe, or a
bookstore, such as Barnes & Noble, etc.
Policy for Reporting Problems with Pearson LearningStudio
Should students encounter Pearson LearningStudio based problems while submitting
assignments/discussions/comments/exams, the following procedure MUST be
followed?
1. Students must report the problem to the help desk. You may reach the helpdesk
at
2. [email protected] or 1-866-656-5511
3. Students MUST file their problem with the helpdesk and obtain a helpdesk ticket
number
4. Once a helpdesk ticket number is in your possession, students should email me
to advise me of the problem and to provide me with the helpdesk ticket number
5. At that time, I will call the helpdesk to confirm your problem and follow up with
you
PLEASE NOTE: Your personal computer/access problems are not a legitimate excuse
for filing a ticket with the Pearson help desk. You are strongly encouraged to check for
compatibility of your browser BEFORE the course begins and to take the Pearson
LearningStudio tutorial offered for students who may require some extra assistance in
navigating the Pearson LearningStudio platform. ONLY Pearson LearningStudio based
problems are legitimate.
Internet Access
An Internet connection is necessary to participate in discussions and assignments,
access readings, transfer course work, and receive feedback from your professor. View
the requirements as outlined in Technology Requirements above for more information.
myLeo Support
Your myLeo email address is required to send and receive all student correspondence.
Please email [email protected]u or call us at 903-468-6000 with any questions about
setting up your myLeo email account. You may also access information at
https://leo.tamuc.edu.
Learner Support
Go to the following link One Stop Shop- created to serve you by attempting to provide
as many resources as possible in one location.
Go to the following link Academic Success Center- focused on providing academic
resources to help you achieve academic success.
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 11
COMMUNICATION AND SUPPORT
Interaction with Instructor Statement
Communication & Support:
If you have a general question of interest to the class, please post those questions to
my Virtual Office in eCollege. Please consult Virtual Office to see if a question has
already been answered before sending me an e-mail. (See Three Before me Rule
below). Responses to emails will be made Monday through Friday within 48 hours
unless out-of-office notification has been provided. Please note I will not guarantee
response to Virtual Office posts or emails during weekends, holidays, or in the
evenings. If you have any questions or need clarifications on any aspect of the course,
please post them early in the week.
A Note About the Virtual Office: The Virtual Office is a public forum. Everyone else in
the class can read everything you write there. If you need to contact me about
something of a personal nature, feel free to e-mail me.
Three Before Me Rule: The 3 before me rule simply means, before you e-mail me with
a question, (when is an assignment due, how do I turn it in, how many points is it worth,
etc.), you are to attempt 3 times to answer your question. What are some suggested
ways you can do this? You could: read your syllabus, review Virtual Office to see if
someone else has asked this question, post a question for your peers in the Virtual
Office, or contact other members of your discussion group, etc.
As a student enrolled at Texas A&M University-Commerce, you have access to an
email account via MyLeo. ALL class emails from your instructor WILL GO TO YOUR
MyLeo ACCOUNT. Please be sure to check this email account frequently and
regularly.
COURSE AND UNIVERSITY PROCEDURES/POLICIES
Course Specific Procedures
•
All students enrolled at the University shall follow the tenets of common decency
and acceptable behavior conducive to a positive learning environment. (See
Code of Student Conduct from Student Guide Handbook)
o All students are expected to display professional behaviors (dispositions)
expected of educators and to demonstrate these behaviors in their
interactions with K-12 students, families, your colleagues, the professor,
and communities at all times. These professional behaviors consist of
such behaviors as professional responsibility, professional and personal
integrity, collegiality, and commitment to learning. Failure to display
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 12
professional behaviors can result in counseling by the professor and result
in lowering of the course grade.
o Academic Dishonesty. To be successful in this class, you must invest time
for study. Honesty is expected. Academic dishonesty (cheating,
plagiarism, collusion) will NOT be tolerated and will result in a grade of
zero (0) for the assignment. A second infraction will result in automatic
failure of the class. Dishonesty is defined as (i) the use of unauthorized
materials, (ii) any communication with peers during quizzes, (iii)
representing another’s work as one’s own (i.e. plagiarism) or (iv)
fabricating information. The professor reserves the right to determine
occurrences of cheating.
o Plagiarism occurs at any time that another’s ideas or words are used as
your own without attribution. Direct quotations must be cited and set off
from other text by quotation marks (“ ..”). Paraphrasing of another’s ideas
must also be cited (although this does not require quotation marks).
Copying from other students and two or more students who work together
and turning in the exact same work (unless it’s an assigned group project)
also constitute plagiarism.
For many assignments, students are encouraged to work together.
However, if individual submission of the assignment is required, the
final product must be your own work.
•
All assignments must be turned in on the assigned due date. Any assignment
turned in after the due date will be returned ungraded.
o Please note: Late postings to the discussion board will not be graded,
regardless of the circumstance. The purpose of discussion items is to
stimulate thought and discussion, which is compromised if postings are
not timely.
o A note about timeliness: The timelines for this course are not
negotiable. I realize that on occasion “life happens” – children get
sick, cars break down, and thunderstorms occur.
For these
reasons and many more, it is highly advised that you DO NOT wait
until the deadline for turning in an assignment. If you wait until 11:00
pm on Sunday to turn in an assignment due at midnight and the
electricity goes out, you have missed the deadline and will NOT get
credit for the assignment.
•
Ensure the assignment guidelines presented in the syllabus are followed. It is
important all assignments are organized according to the headings and
subheadings delineated in the guidelines. Failure to do so will result in an
ungraded assignment or a lower evaluation.
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 13
•
Make/Up exam. As the only exam for this summer class is the final exam, there
will be NO make-up exams for this course unless a true emergency exists.
Students are expected to submit relevant documentation ( e.g. doctor’s note,
funeral notice, etc.) when requesting a make/up examination.
•
Written Assignments. Written assignments MUST be typed using double
spaced lines, include your name, and have page numbers. In addition, work
submitted should reflect a professional quality in terms of scope, depth, writing
mechanics, and appearance that would be expected of students at a prestigious
university. Proofread all assignments as only materials with minimal or no errors
will receive high scores.
•
Person First Language: Our language is a reflection of our attitudes. Always
refer to persons with disabilities with respect. Degrading terminology will not
be tolerated. In this class we will strive to use “people first” language at all
times. “People First” language always refers to the person first and not as a label
or a category. For example, refer to “a student with autism” and not “an autistic”
or “students with disabilities” and not “disabled students”. In addition, avoid such
stigmatizing terminology as “confined to a wheelchair” (say “uses a wheelchair”
instead.).
•
If you have suggestions, comments, questions, or concerns about the class or
the assignments, please call or see the instructor. Please do not save your
suggestions for the course evaluation at the end of the term when it is too late to
implement your suggestions.
University Specific Procedures
ADA Statement
Students with Disabilities
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this
legislation requires that all students with disabilities be guaranteed a learning environment that
provides for reasonable accommodation of their disabilities. If you have a disability requiring an
accommodation, please contact:
Office of Student Disability Resources and Services
Texas A&M University-Commerce
Gee Library- Room 132
Phone (903) 886-5150 or (903) 886-5835
Fax (903) 468-8148
[email protected]
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Page 14
Student Conduct
All students enrolled at the University shall follow the tenets of common decency and
acceptable behavior conducive to a positive learning environment. (See Code of Student
Conduct from Student Guide Handbook).
COURSE OUTLINE / CALENDAR
Tentative
Course
Schedule
SPED 346.01W - Introduction to Exceptional Children
Winter Mini-Semester, 2014
December 15, 2014 – January 8, 2015
Online
(Tentative Schedule – Subject to announced changes)
Refer to LearningStudio for changes to assignments, course requirements or the
course schedule
Date
Activity
Work Due
Upcoming
Assignments
After this week, I need to
be working on . . .
Week #1
Assignment
Review Syllabus,
Schedule and Course
Requirements
Dec. 15- 21
Watch Misunderstood
Minds Videos
Due midnight
Sunday, Dec. 21
Learning to use
LearningStudio
assignments:
Complete “learning to
use LearningStudio”
assignments
Sample Discussion
forum - Get to Know
Read Chapter 1-4
Sample Quiz
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Read Chapters 5,6,7,8,9
Make decision on film
for Film Analysis, and
locate a copy for your
viewing.
Me introduction
Page 15
Date
Activity
Work Due
Upcoming
Assignments
After this week, I need to
be working on . . .
Review any power
point presentations,
handouts or other
information on
Chapters 1-4
- Chapter 1:
Exceptionality &
Special Education
- Chapter 2, Current
Practices,
- Chapter 3, Multicultural
& Bilingual Aspects
- Chapter 4, Parents and
Families
Week #2
Dec. 21 – 28
Week #3
Dec. 29 –
Jan. 4
Complete assignments
on:
- Chapter 5,
Intellectual
Disabilities (formerly
called mental
retardation)
- Chapter 6, Learning
Disability
- Chapter 7, Attention
Deficit Hyperactivity
Disorder
- Chapter 8, Emotional
and Behavioral
Disorders
- Chapter 9, Autism
Complete assignments
on:
- Chapter 10,
Communication
Disorders
- Chapter 11, Hearing
impairments
- Chapter 12, Vision
Impairments
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Sample drop box
assignment on
Misunderstood
Minds videos
Chapter 1-4
assignments
2 discussion
forum (One of
these discussion
posts is part of
the university
Quality
Enhancement
Plan (QEP) and
will be graded on
a special QEP
rubric)
Due midnight
Sunday, Dec 28
- 5 chapter
assignments
(e.g., quizzes,
discussion
posts)
Read Chapters 10,
11,12,14,15
Due midnight
Sunday, Jan 4th
- 5 chapter
assignments (e.g.,
quizzes,
discussion posts)
Finalize film analysis
Work on film analysis
Page 16
Date
Activity
Work Due
Upcoming
Assignments
After this week, I need to
be working on . . .
Week #4
(Partial
Week)
- Chapter 14 Physical
Impairments and the
part of chapter 13 on
Traumatic Brain Injury
- Chapter 15, Students
with Gifts and Talents
Complete film analysis
Jan 5 – 7
(Mon – Wed)
Final Exam
Jan 8th
Final Exam
SPED 346 Survey of Exceptionalities
Winter Mini-Semester, 2014 / 2015
Instructor: Dr. Suzanne Thomas
Due midnight
Study for final exam
WED Jan 7th
Everyone with an “A”
- Film Analysis
average on all chapter
assignments will be
- 3 bonus points
exempt
from the final
for posting your
(film
analysis
does NOT
film analysis
count in exempt
into the drop
computation
unless turned
box by midnight
in by Jan 5th)
th
Jan 5
Comprehensive Exam over all chapters
(unless exempt from the final)
Page 17
Was this manual useful for you? yes no
Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Download PDF

advertisement