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COURSE SYLLABUS PAGE 1

Middle Georgia State CollegeSchool of Education

SPED 3110-01: Introduction to the Exceptional LearnerCRN: 53263 (3 credit hours)

David P. Fuller, Ph.D.12:30 – 2:55 PM, Tuesday & Thursday, TEB 203

Summer 2013

Instructor Information

Professor: David P. Fuller, Ph.D.

Office Hours: Other times available by appointment.

Office Location: Education 312

Telephone: (478) 757-2544

Fax: (478) 471-2007

E-mail: [email protected]

Conceptual FrameworkThe School of Education’s philosophy consists of four essential elements that constitute a highly qualified adaptive professional who will contribute to the field and affect the lives of children and communities in positive and meaningful ways. Graduates exiting the MSC program will exemplify these four essential elements, being competent, accountable, reflective, and engaged adaptive professionals in the field. This adaptive professional is one who continuously assesseshis or her own instruction and knowledge and makes changes accordingly to ensure that every child in his or her classroom is successful. Teacher candidates will appreciate the value of asking questions of themselves as they develop as teachers, reflecting on their answers in relation to their students’ outcomes, their communities, the current literature, and other factors.

Course PurposeThe Individuals with Disabilities Act (IDEA) 2004 mandates that all students, regardless of

SPED 3110 - INTRODUCTION TO THE EXCEPTIONAL LEARNER


disability, have access to the general education curriculum. It is important to realize that special education is a service, not a placement. The purpose of this course is to provide a comprehensive overview of educational practices and legal mandates that influence the identification, placement, and teaching of students with exceptionalities. This course serves as an educational and social guide for teaching these students. It is crucial that educators develop a clear understanding of the types of learning problems that characterize students with exceptionalities as well as how to communicate with both colleagues and families about the child’s needs. This course provides information about learning strategies, instructional methods, and assistive and instructional technology to meet the needs of all learners.

Course DescriptionPrerequisites: Formal acceptance into a Teacher Certification Track

In this course, teacher candidates will be introduced to the field of special education, children and youth with exceptional learning needs, and students who are at risk. Topics include the legal foundation for special education, professional and ethical practices, IEP process, diagnostic and intervention practices, the referral and placement process, collaboration with families, community, and professionals, characteristics of students with exceptionalities, and various instructional methods. The use of technology is required. This course is aligned with state and national standards.

**Important Note: It is strongly recommended that students in the BS program apply for graduation two semesters before the expected graduation term to have adequate time to meet all degree requirements.

Withdrawal DeadlineThe last day to withdraw from this course with a “W” is June 26, 2013.

Course Questions*

INTASC Essential QuestionCF

CARE Proficiencies Performance Options

1, 3, 7How do I demonstrate competency in the legal and ethical issues surrounding teaching exceptional learners?

C A 1SELRG, DRP

1, 3, 7How do I demonstrate competency in identifying the needs of exceptional learners and meeting those needs?

C A 1, 2, 3, 5, 7, 9Mid-Term Exam, FinalExam



INTASC Essential QuestionCF

CARE Proficiencies Performance Options

1, 2, 3, 4,5, 6, 7, 8,

9, 10

How do I ensure that all students learn and develop cognitively, socially, psychologically, ethically, physically, and linguistically in their least restrictive environment?

A 2, 3, 8, 10

Mid-Term Exam, FinalExam

3, 5, 6How do I ensure a culturally responsive environment?

A R3, 4, 8


6, 7, 10How do I collaborate with colleagues and families to provide services to children with special needs?

A R E7

SELRG, DRP

4, 9How do I obtain, synthesize, and integrate research in order to meet the needs of all learners?

C A R E9

SELRG, DRP

5, 9, 10 What is my role as a change agent? A R 10 CLE

3, 4, 6How do I enhance student learning using assistive technology?

C A E6


*A full alignment of course questions with the CEC, ACEI, PSC, BOR, NCATE, and GFTstandards can be found in WebCT.

Course ResourcesRequired TextGargiulo, R. M. (2012). Special education in contemporary society: An introduction to

exceptionality (4th edition). Thousand Oaks, CA: SAGE Publications, Inc.

Additional RequirementAll teacher candidates enrolled in upper division education coursework are required to have an active LiveText account. Candidates may buy LiveText online at www.livetext.com or in the Middle Georgia State College Bookstore.

Attendance PolicyThe classroom experience is a vital part of college education. Interaction with instructors and other students is an important element of the learning process. Students should attend all class sessions. Students whose number of absences is more than twice the number of class meetings per week earns a failing grade for the course. Students who have more absences than the number of class meetings per week but less than twice the number of class meetings per week will be penalized at the discretion of the instructor.



The final course average is decreased five percentage points for each unexcused absence. A valid doctor’s note is required for an absence to be considered as an excused absence. However, this does not automatically qualify an absence as being an excused absence. The student is responsible for informing the professor before an absence or immediately after an absence (no more than 24-hours later). This can be done in person, through email, or by voice mail message. If a student arrives to class late and/or leaves class early on more than three occasions during the semester, the student must meet with the professor, develop, and implement an action plan to resolve the situation.

Being late to or absent from a class does not excuse you from any assignment. Responsibility for materials presented in, assignments made for, and quizzes given in regularly scheduled classes rests solely with the student. The student must obtain this information from classmates. Unannounced quizzes and in-class activities may not be made up under any circumstance. When a student is absent and has not made prior arrangements with the professor, the student will automatically earn a “0” on any quiz or in class assignments for that day.

Students Rights and Responsibilities and MGSC Policies and ProceduresStudents are responsible for knowing their rights at MGSC. Information on your rights can be found in the Middle Georgia State College Academic catalog and Student Handbook.

Statement of DiversityFaculty in the School of Education are committed to prepare students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, physical, and intellectual – while striving to provide fair and equitable treatment and consideration for all. Therefore, faculty intends to treat all students fairly and equitably regardless. Any student who believes that she/he has not been treated fairly or equitably for any reason should bring it to the attention of the instructor.

Academic Honesty/ Ethics Policy/Plagiarism/Disruptive BehaviorAs a member of the MGSC academic community, “The primary expectations of Middle Georgia State College students are integrity and civility.” Each student should approach academic endeavors, relationships, and personal responsibilities with a strong commitment to personal integrity and interpersonal civility.

“A plagiarism prevention service is used in evaluation of written work submitted for this course. As directed by the instructor, students are expected to submit or have their assignments submitted through the service in order to meet requirements for this course. The papers may be retained by the service for the sole purpose of checking for plagiarized content in future student submissions.”

Please review the Middle Georgia State College Academic Catalog for additional information regarding academic honesty.



It is the responsibility of each student to know and understand established rules of conduct. Lack of awareness is not recognized as a legitimate reason for failure to comply.

Academic Resource Centers (ARC)Tutoring is available for most MSC classes free of charge in the Academic Resource Centers (ARC) on the Macon and Warner Robins campuses. Other services include Academic Success Skills workshops and tutor-led study groups. The centers also have computer workstations with Internet access.

The Macon ARC is located in the lower level of the Library building on the Macon campus. The WRC ARC is located in room 214 of the Academic Services building on that campus. To schedule an appointment in the Macon ARC, call (478) 471-2057. For an appointment at the WRC ARC, call (478) 929-6770.

How to get the most out of a tutoring session:1. Start right away. Students who begin tutoring from the beginning of the semester typically

do better than those who wait.2. Book your appointments early. During peak times, you may need to book at least a week in

advance to get the times you want.3. Come prepared. Please bring your syllabus, class notes, textbook and specific assignment.

Look over the readings and try the problems. If you can, bring a list of specific questions. The more you prepare, the more you will get out of the session.

4. If you miss a class, please get notes from a classmate before your tutoring session. Tutoring is not a substitute for attending class!

Students with DisabilitiesThe Disability Support Center coordinates and provides a variety of services for students with physical and learning disabilities. Our aim is to ensure that students with disabilities have equal access to all programs offered at Macon State College. If you are in need of a modification(s) or an accommodation(s), please contact the Disability Support Services in the Counseling and Career Center to utilize college-wide student assistance programs and to obtain a certification letter. The phone number is 478-471-2714. We will work collaboratively to make reasonable accommodations for students who demonstrate a documented problem that interferes with the successful completion of this course. However, it is your responsibility to request a modification(s) and/or accommodation(s) before assignments are due.

Technology StatementSuccessful completion of this course requires the student to have a moderate level of computer literacy (e.g., word processing programs; accessing information via the internet; checking e-mail; scanning). Students should be familiar with these types of technologies prior to taking this course. Students may receive tutorial assistance through the Academic Resource Center locatedin lower level of the MSC library or in Room 214 Academic Services building on WRC.



MGSC Email PolicySee MGSC Student Handbook (p. 69) regarding the MSC Email Policy. Email is an official means of communication within the MGSC. Therefore the college has the right to send communications to students via email and the right to expect that those communications will be received and read in a timely fashion. Every student is required to have a MGSC emailaddress. This is a free service. If you do not have a MGSC email address activated you may go to the Academic Resource Center for assistance. Students are responsible to regularly check their MGSC email accounts for updated classroom information.

Student Professional Dispositions:Professional dispositions are the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities, and affect student learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment. Students will demonstrate professional dispositions by exhibiting the following professional behaviors:

• Arriving for class at the designated class start time.• Preparing for class by reading the assigned materials• Participating in class discussions in a variety of ways.• Turning in completed assignments on designated due dates (see above).• Interacting in a professional manner (verbally and nonverbally) with other students

and professor.• Taking responsibility for his/her professional learning.• Taking responsibility for contacting the professor via email or by phone prior to an

absence and taking responsibility for getting class notes/materials from peers.

This list of professional behaviors is not limited to only the above professional behaviors -- other professional behaviors may be taken into account by the professor when grading the student at the end of the semester. Please be polite and courteous in your interactions with each other and your professor. Discussion and active participation is always valued, however, rudeness and disruption in any form will not be tolerated. Remember that cell phones and beepers must be turned off or to a silent mode prior to entering the classroom.

Person First Language:During your enrollment in this class, it is expected that you will reference students with disabilities using person-first language. Person-first language refers to identifying an individualas a human being - first, who possesses a disability – second. Person-first language maintains the dignity and worth of an individual who faces a cognitive and/or physical disability. I will not accept labels such as, “SPED students”, “disabled students”, “MI students”, etc. Please address individuals with disabilities using person-first language during class participation and in all



written assignments.

Key Assessments:This class contains two Key Assessments.

Written Assignment CriteriaAll written material submitted should be typed, double-spaced, and when appropriate, submitted in American Psychological Association (APA) sixth edition format. If you have difficulty in the area of written communication skills, please ask for my assistance. When constructing your written materials, special attention MUST be given to the following:

• Grammar, punctuation, spelling• Sentence and paragraph structure• Organization, neatness, and content knowledge• Write clearly and concisely• Crediting sources

Grading Policy

ValueCourse AssignmentsContribution to the Learning Environment (CLE) Mid-Term Examination (ME)Disability Resource Project (DRP)Special Education Law Resource Guide (SELRG) Final Examination (FE)

25 points100 points60 points

180 points100 points

Total Possible 465 points

Assignment Weights• Disability Resource Project (DRP), Special Education Law Resource Guide (SELRG) = 25% of final grade• Mid-Term Examination (ME), Comprehensive Examination (CE) = 40% of final grade• Contribution to the Learning Environment (CLE), Course Preparation Activities (CPA) = 35%of final grade

Grading Scale100%-90%=A 89%-80%=B 79%-70%=C 69%-60%=D 59%-0%=F



Key AssessmentsThis class satisfies a component of the “Key Assessments” Content Assessment Portfolio as well as the Success for All Learners Portfolio. In all programs ending in teacher certification, program candidates are expected to complete a series of assessments, which demonstrate their knowledge and skills. Each “key assessment” has criteria, which must be obtained in order for a candidate to move forward and complete the program. Therefore, passing this class does not guarantee your continuance in the program. In addition to obtaining a grade of “C” or higher,you must also meet the required criteria for the key assessment in order to continue to progress toward graduation in this certification program. The criteria for your key assessments are completing the Special Education Law Resource Guide and the Disability Resource Project each with an 80% or better on the scoring guide.

Course RequirementsThe following requirements are expected of each candidate:

• Contribution to the Learning Environment (CLE). Candidates will take an active part in classroom activities requiring individual, small, and large group participation. Candidates will engage in self-reflection and self-assessment about their participation and contribution to the learning environment. This assignment is due July 25, 2013.

• Disability Resource Project (DRP). Students will research and write a report on a specific disability category. This is a key assessment. This assignment is due June 20,2013.

• Special Education Law Resource Guide (SELRG). Students will create a resource guide of special education law. This is a key assessment. This assignment is due July 18,2013.

• Mid-Term Examination (ME). Candidates will complete a mid-term examination on topics covered during the semester. This assignment is due June 25, 2013.

• Comprehensive Examination (CE). Candidates will complete a comprehensive final examination on topics covered during the semester. This assignment is due July 25, 2013.

Final Exam ScheduleThe Final Examination will be held on July 25, from 1:00-3:00 PM.

Tentative Course Calendar

Date Topics, Readings, and Assignments

May 28 Review course syllabus and requirements

May 30 Chapter 1. Special Education in Context: People, Concepts, and Perspectives



Date Topics, Readings, and Assignments

June 4 Chapter 1. Special Education in Context: People, Concepts, and Perspectives, continued

June 6 Chapter 2. Policies, Practices, and Programs

June 11 Chapter 2. Policies, Practices, and Programs, continued

June 13 Chapter 3. Cultural and Linguistic Diversity and Exceptionality

June 18 Chapter 3. Cultural and Linguistic Diversity and Exceptionality, continued

June 20 Chapter 4. Parents, Families, and Exceptionality

June 25 Mid-Term Exam

June 27 Chapter 6. Learning Disabilities

July 2 Chapter 6. Learning Disabilities, continued

July 4 Independence Day Holiday - No Class

July 9 Chapter 7. ADHD

July 11 Chapter 7. ADHD, continued

July 16 Chapter 8. EBD

July 18 Chapter 8. EBD, continued

July 23 Chapter 14. Gifted and Talented

July 25 Final Exam - 1:00-3:00 PM

This syllabus may be modified at the discretion of the instructor. Candidates will be notified of any changes during class and/or via email.



ModulesPart 1. Foundations of Special EducationChapter 1. Special Education in Context: People, Concepts, and PerspectivesChapter 2. Policies, Practices, and ProgramsChapter 3. Cultural and linguistic Diversity and ExceptionalityChapter 4. Parents, Families, and Exceptionality

Part 2. Study of Individuals with Special NeedsChapter 6. Learning DisabilitiesChapter 7. ADHD Chapter 8. EBDChapter 14. Gifted and Talented


Course Contract

By signing this semester contract I acknowledge that I have received the syllabus for the class SPED 3110, Introduction to the Exceptional Learner and I acknowledge and agree to abide by the following:

I know the meeting time(s) and dates for this class.

I have read and understand the Policy on Academic Misconduct, the Policy on Disability Accommodations, the policy on Written Assignment Criteria, the policy on plagiarism and the grading policy for this class. I further understand that a violationof any of these can result in a zero for individual assignments and potentially a zero for the class, depending on the severity of the infraction.

I understand that all assignments, exams, quizzes, and other work due for this course are due on the date given in this syllabus by 11:59 PM. Failure to complete and submit these course elements on, or before, the given date will result in a zero for this graded element. There are NO EXCEPTIONS to this rule.

I understand that as a Teacher Candidate in this class I am expected to complete work independently of other Teacher Candidates. I understand that should any assignment and/or any portion of an assignment be found to be a duplicate of another individual’s work that all persons with duplicate work will receive a grade of zero for the assignment.

I have been given the contact information for Dr. Fuller and know how to contact him and understand Dr. Fuller’s office visit policy.

I understand that all materials should be read completely before the class date upon which they are listed and that on the posted class date I should be prepared to discuss the reading material and/or be tested on the reading material.

I understand that some assignments will be handed in electronically and that failure to upload / submit electronic document(s) to the appropriate location(s) before the submission deadline will result in a grade of zero for the assignment.

I understand that all assignments must be submitted in the appropriate electronic format. The “appropriate format” includes but is not limited to: 1) All scanned notes, etc., should be saved as a single file; 2) Electronic files should be legible and in proper orientation; 3) All electronic files should be able to be opened in a Microsoft Office Suite program. Failure to follow these guidelines will result in an automatic50% grade reduction.

I understand that while attendance is not a graded component of this class, attendance is considered mandatory and that missed classes or portions of classes will likely lead



to significantly lower grades on tests and other graded materials. I further understand that missing over 20% of the class dates will result in an automatic F for the course.

I understand that if I am absent from class, or any portion of class, it is not the responsibility of Dr. Fuller to provide me with any classroom materials. Any materials obtained on the missed class date, or any portion of the class (including butnot limited to notes, copies of handouts, reading materials, verbal instructions) should be obtained from other classmates.

I understand that Dr. Fuller will maintain possession of all graded materials. I will be able to view any graded item in Dr. Fuller’s office, during office hours, for 1-week after grading. During this 1-week period, questions about the graded-material can be asked and any inaccuracies in grading brought to the attention of Dr. Fuller. I understand that beyond this initial week no further grade adjustments will be made and that access to the graded-material beyond this initial week is up to the discretion of Dr. Fuller.

I understand that all letter grades are final and will not be altered beyond the grading policy listed in the syllabus.

I will make every effort to come to class prepared, make it to class on time, and follow the student professional disposition policy listed in this syllabus.

I have read this syllabus, understand its implications (and have sought clarification of those parts that were unclear to me), and will abide by it. I understand that the course instructor has the right to make modifications to the class and exam schedule as needed.

Name of Student (Please print name) Signature of Student

Date

• Indicate how soon the student has to sign and return this.• Where should the student hand in this signed statement (e.g., your campus office

mailbox, in class, submitted online as a Blackboard survey)?• Is there a penalty levied for not submitting it in within a specified period of time? If so,

what is the penalty (e.g., three points will be lost for each day this signed statement is not handed in, including weekend days).



ModulesPart 1. Foundations of Special EducationChapter 1. Special Education in Context: People, Concepts, and PerspectivesChapter 2. Policies, Practices, and ProgramsChapter 3. Cultural and linguistic Diversity and ExceptionalityChapter 4. Parents, Families, and Exceptionality

Part 2. Study of Individuals with Special NeedsChapter 6. Learning DisabilitiesChapter 7. ADHD Chapter 8. EBDChapter 14. Gifted and Talented

(The ECSE Program prepares teachers for working with students in high-incidence disabilities.)

Module Format Overview ObjectivesRequired ResourcesRecommended Instructional Events• Read Chapter(s)• Read Articles• Keynote Presentation• Unit Questions• Discussion Topic• ActivityReferences

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