201 Syllabus - Spring 2000

.. ..Julia Scherba de Valenzuela, Ph.D.

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Special Education (SPCED) 201: The Education of Exceptional Persons

Syllabus
Spring, 2000, Wednesdays, 4-6:30 p.m. (3 credit hours)
Mitchell Hall 113
Instructor: Julia Scherba de Valenzuela, Ph.D.
Office: Education Office Building, rm. 203
Phone: 277-1406
Fax: 277-8679
E-mail: devalenz@unm.edu
Web site: http://www.unm.edu/~devalenz/
Office Hours: Mondays & Tuesdays 4-6:30 on a drop-in basis
Course Description:
This is an undergraduate, introductory course in Special Education, designed to provide students with an overview of the history, major concepts, and issues in our field.
Rationale:
The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. This course is designed to contribute to the fulfillment of this mission, by explicitly focusing on student diversity, in terms of learning, abilities, background, and experiences.
Course Objectives:
The objectives of this course are to prepare and develop teachers and other leaders who:

understand that handicaps are a result of the interactions between individuals with disabilities and their environments;

understand the relationship of special education to the broader social, political and educational context;

value and support multiple perspectives in issues facing diverse exceptional learners and their families and communities;

are advocates for students and families;

recognize students with disabilities as life-long learners;

support diverse exceptional learners in their efforts to create for themselves personally satisfying lives; and

recognize the unique multicultural environment of New Mexico.

Required Text:
Heward, W. L. (2000). Exceptional children: An introduction to special education. Upper Saddle River, NJ: Merrill.

Course Design:
This course is designed so that students will interact actively with the course material -- small group projects, in-class and on-line discussion of readings, and in-class activities, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class having read all of the assigned readings. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Therefore, less emphasis will be placed on quizzes and exams and more will rest on graded out-of-class assignments that rely on interpretation of course materials and development of critical thinking. Students’ ability to participate appropriately during in-class discussions and small group work will also factor into their final grade. Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester, or as soon as difficulties become apparent, with appropriate documentation from the Learning Support Services Center (277-6670).

Specific Course Requirements
(Descriptions of and criteria for grading each assignment will be handed out in class. Extra copies can be obtained from the instructor's course home page.)

Homework:                                      60 points max

Students may turn in up to 7 total homework assignments from the following list, for a maximum total of 60 points. Each of the following assignments are worth 10 points each:

web site review (2 maximum)

intervention methodology review (2 maximum)

disability definition & description (2 maximum)

key issue discussion (2 maximum)

key concept/acronym list (1 maximum)

resource portfolio                                    25 points

class participation                                    15 points

Evaluation Procedures:
Final grades will be determined by a point system (X out of 100 total possible points). Fractionated grading will be used, with the following breakdown:
A+ = 100                C = 74-77
A = 94-99              C- = 70-73
A- = 90-93             D+ = 68-69
B+ = 88-89             D = 64-67
B = 84-87               D- = 60-63
B- = 80-83             F+ = 58-59
C+ = 78-79             F = below 57
Written directions for all assignments will be provided, along with the criteria for determining point values. Extra copies of assignments will be available at the instructor’s web site at: http://www.unm.edu/~devalenz/. All written assignments will be expected to be typed and follow the American Psychological Association Manual (4th ed.) format, unless otherwise specified. A brief guide to APA is also available on the instructor's web site, under the "handouts" link.
Class participation will be determined by instructor- and self-administered evaluations, copies of which will be distributed at the beginning of the semester and available on the web site. Students' conduct that contributes to their own learning and that of the others in the class will be evaluated. Behaviors that are considered to be conducive to learning (of the student him/herself or others) include: arriving to class on time and well-prepared, paying attention to instructor and/or other students when they are speaking, use of appropriate or non-offensive language during class or in written class assignments, demonstrating cooperation and respect for the instructor and peers during class discussions, and showing consideration for other students' need for alternative teaching strategies. Class attendance is mandatory and considered part of class participation - 1 point will be deducted for every unexcused absence or arriving more than 15 minutes late.
Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness (doctor's note required) or family emergency. If you will be not be able to be in class, please arrange for a friend to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in person to either Terri or Jo in the Special Education office prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff. Do not put late assignments under my office door, unless you want them accepted as turned in on the day I find them, which may or may not be the same day as you turned them in. Since I am not at the university every day, this could cost you points.

Class Schedule:
January 19, 2000 (class #1)
Topic: Introduction
Read: nothing
January 26, 2000 (class #2)
Topic: Defining Special Education
Read: chapter 1
February 2, 2000 (class #3)
Topic: Planning and providing special education services
Read: chapter 2
Due: homework #1
February 9, 2000 (class #4)
Topic: Bilingual/multicultural special education
Read: chapter 3
February 16, 2000 (class #5)
Topic: Early childhood special education
Read: chapter 5
Due: homework #2
February 23, 2000 (class #6)
Topic: Mental retardation
Read: chapter 6
Guest Speaker: Bonnie Kraemer
**1st mid-semester class evaluation
March 1, 2000 (class #7)
Topic: Learning disabilities
Read: chapter 7
Guest Speaker: Shelle Van Etten
Due: homework #3
March 8, 2000 (class #8)
Topic: Emotional and Behavior Disorders
Read: chapter 8
Guest Speaker: Christina Rutland
March 14, 2000
SPRING BREAK - NO CLASS
March 22, 2000 (class #9)
Topic: Communication disorders
Read: chapter 9
Due: homework #4
March 29, 2000 (class #10)
Topic: Blindness and visual impairments
Read: chapter 11
Guest Speaker: Patrika Griego
April 5, 2000 (class #11)
Topic: Deafness and hearing impairments
Read: chapter 10
Due: homework #5
**2nd mid-semester class evaluation
April 12, 2000 (class #12)
Topic: Physical impairments and special health care needs
Read: chapter 12
April 19, 2000 (class #13)
Topic: Severe disabilities
Read: chapter 13
Guest Speaker: Liz Keefe
Due: homework #6
April 26, 2000 (class #14)
Topic: Gifted and talented
Read: chapter 13
Guest Speaker: Suki Harada
May 3, 2000 (class #15)
Topic: Transition
Read: chapter 15
Due: homework #7 (optional)
May 10, 2000
Finals Week
Due: resource notebook/portfolio and class participation self-evaluation

The vision of the College of Education:
Excellence and diversity through people, ideas, and innovation.
Our mission is the study and practice of education through teaching, research, and service. We

address critical education issues;

test new ideas and approaches to teaching and learning;

educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces, and

prepare students for participation in a complex and challenging society.

In carrying out our mission we value

excellence in all that we do;

diversity of people and perspectives;

relationships of service, accountability, collaboration, and advocacy;

the discovery, discussion, and dissemination of ideas, and innovation in teaching, technology, and leadership

The vision of the Special Education Program is to facilitate the development of supportive, effective, and culturally responsive environments for individuals with special needs and their families.
The mission of the Special Education Program at the University of New Mexico is to improve educational opportunities and services for the following individuals and their families:

Persons with exceptionalities,

Students at risk for school failure, and

Others facing significant life challenges.

The mission is accomplished by the study and practice of education through teaching, research, and service in a variety of multicultural environments.

We recruit and prepare competent and caring professional and other personnel who serve individuals with exceptionalities and their families. Implicit in these activities is the belief that learning is a lifelong process.

We conduct inquiry and disseminate research and information related to issues affecting individuals with exceptionalities and their families.

We provide professional service to individuals with exceptionalities and their families, as well as to other stakeholders who play a key role in their lives.

In carrying out our mission we remain consistent with the College of Education in valuing

excellence in all we do;

diversity of peo-ple and perspective;

relationships of service, accountability, collaboration, and advocacy;

discussion and dissemination of ideas;

innovation in teaching, technology, leadership.

Instructor's vision and mission statement
VISION: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.
MISSION: To facilitate the collaborative construction of the above learning environment via attention to the following:
whole and small group dynamics;
increased literacy in academic discourse (comprehension and production, oral and written); and
opportunities for active engagement with course content and materials.

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Last updated: January 15, 2000