EDU 239 Course Outline Fall 2016-1

1
Department of Education
Niagara University
Fall 2016
Course ID: EDU 239 (3 credit hours)
Course Name:
Educating Students with Exceptional
Needs
Academic Complex, Room 229
E-mail: ppierce@niagara.edu
Phone:716-308-6842 (cell)
Instructor: Paulette Pierce

Office Hours: By appointment
Department Mission Statement

It is the mission of the College of Education to prepare educational and mental health leaders
who demonstrate the knowledge, skills and dispositions needed to serve others and who further
the values and practices of their respective professions. We seek to inspire our candidates in the
Vincentian tradition, and to foster core values of professional commitment and responsibility,
professional relationships, and critical thinking and reflective practice. As a faculty, we are
committed to developing programs with courses, clinical experiences and assessments based on
the following three complementary orientations
Course Description
This course introduces prospective teachers to the individual learning needs and challenges of
students with physical, cognitive and emotional/behavioral exceptionalities. The participants
will explore historical foundations, major contributors, legislation, methodology, transition
services, inclusion, etc. Participants will explore family structure and the continuum of
educational services available for students with various exceptionalities. Participants will reflect
upon observations and interactions with students with various exceptionalities from the required
field experience.
Field Experience
Candidates matriculated in pre-service teacher education programs must complete a minimum
number of field experience hours each semester in order to meet New York State teacher
certification requirements. Specific requirements for this course may be assigned to the field
experience. Candidates who fail to complete these assignments or the requisite number of field
experience hours shall not receive a passing grade in the course. Students must complete a
minimum of 20 hours of field experience over the course of the semester and completed by the
last scheduled class. The Field Experience for this course will be completed with a certified
classroom teacher who works with a Special Education Consultant Teacher in an inclusive
classroom containing students with exceptional learning needs including students with identified
disabilities or with a special education teacher certified to work directly with students with
educational disabilities.
Method of Teaching
This course is framed within a constructivist perspective that embraces the belief that knowledge
is socially constructed. Learning is viewed as a developmental process that is enhanced when
students learn to view problems and issues from multiple perspectives, constructing knowledge
from their own interpretations of numerous pieces of evidence. Teaching approaches are
directed toward open-ended inquiry, critical thinking and reflection, and social interaction.
Instructional methods will include whole class and small group discussion, individual and
cooperative activities, presentations by instructors and classmates, internet and library searches,
observations of instructional videos, field experiences, and research.
Student Learning Objectives
Prospective and Practicing Teachers will:
1.
Discuss etiology, definitions and issues related to the identification of individuals with
exceptionalities: CEC Standard 1: Learner Development and Individual Learning
Differences.
2.
Investigate models and theories of deviance and behavior problems as they relate to the
psychological and social-emotional characteristics of individuals with disabilities: CEC
Standard 2: Learning Environments.
3.
Explore the historical foundations, classic studies, major contributors, major legislation
and current issues related to knowledge and future practice: CEC Standard 6:
Professional Learning and Ethical Practice.
4.
Discuss and interpret the legal, judicial, and educational systems that are available to
assist individuals with exceptionalities: CEC Standard 3: Curricular Content Knowledge.
5.
Explore the continuum of placement services available for individuals with
exceptionalities, and, the roles and responsibilities of teachers and related service
personnel within this continuum: Standard 5: Instructional Planning and Strategies;
Standard 6: Professional Learning and Ethical Practice.
6.
7.
8.
Analyze the factors that influence the overrepresentation of culturally/linguistically

diverse students in programs for individuals with various exceptionalities, i.e. the role of
family and society in the development of individuals with exceptionalities: CEC
Standard 1 Learner Development and Individual Learning Differences.
Discuss reinforcement techniques in serving individuals with exceptionalities, including
behavioral interventions: CEC Standard 5: Instructional Planning and Strategies.
Introduce evidence based, research-supported methods for academic and non-academic
instruction for individuals with various exceptionalities: CEC Standard 5: Instructional
Planning and Strategies.
Outline of Course
1. History of special education
2. Major legislative and judicial directives
3. Characteristics of students with various exceptionalities
4. Role of family, community agencies, and school
5. Diversity issues related to exceptionality
6. Technology and exceptionality
7. Special education teaching models
8. Behavioral intervention
Course Outline
EDU 239
Tentative schedule: the instructor reserves the right to modify instruction as per the individual
needs of the class.
Date:
Topic:
Prior to class
September 6 & 8, 2016
Syllabus review, Canvas

information, Technology
issues and e-text
Module 1/Chapter 1
Special education overview
and IDEA
Annual goals
Practice quiz - sample
Major legislative and judicial
directives will be ongoing.
Historical perspectives
Review syllabus and bring

questions to class.
Read chapter 1 in e-text.
Review Common Course
Assessment and Rubric and
bring questions to class.
September 13 &15, 2016
September 20 &22, 2016
September 27 & 29, 2016
October 4 & 6, 2016
October 11 & 13, 2016
Module 2/Chapter 2
Inclusion, Universal Design
for Learning,
Individual Education
Programs/ resources and
regulations nysed.org
Continuum of services,
Multitiered system of
supports
CCA rubric review
Module 3/Chapters 3 & 4
Diverse schools & families
and partnerships
Small group activities
hidden resources, rules,
language
Differentiating instruction
Module 4/Chapter 5
Learning Disabilities
definition, UDL, services,
strategies
F.A.T. city video activity
Response to Intervention
Review Field Placement Log
Information
Module 5/Chapter 6
Communication disorders
UDL, related services, aids,
Specially Designed
Instruction
Group activity language
registers role play
Assistive technology
scavenger hunt
Module 6/Chapter 7
Emotional and behavioral
disorders
Behavioral Intervention Plans
Conflict resolution,
skillstreaming role play,
conduct disorders, bullying
Read chapter 2
Submit chapter 2 quiz in
class on Tuesday.
Begin working on categories
1 (ELL) & 2 (ED) of
exceptionalities/disabilities
Power Point.
Read chapter 3 & 4

class on Tuesday.
Continue work on Power
Point categories 1 & 2.
Read chapter 5
Submit handicap
accessibility project by
September 26 by 2:00 P.M.
and prepare to share findings
with the class.
Bring a sample of your log
entry to class.
Read chapter 6
Submit categories 1 & 2 via
Canvas by October 3 by 2:00
P.M.
Begin working on categories
3 (Gifted/Talented) & 4 (LD:
Reading) of Power Point
project.
Begin working on your movie
project.
Read chapter 7
class on Tuesday.
Continue working on the
movie project.
Continue working on
categories 3 & 4 of Power
Point.
October 18 & 20, 2016
Module 7/Chapter 8
Attention Deficit
Hyperactivity Disorder
Case study activities
Strategies and interventions
Conners Rating Scale
Sharing of movie review
insights
Read chapter 8
Submit the movie project via
Canvas by October 17,
2:00P.M.
Bring completed Disposition
Rubric to class on October
202016.
Prepare to share movie
information with the class.
Continue working on Power
Point
Read chapter 9
Submit categories 3 & 4 for
Power Point project via
Canvas by October 24 by
2:00 P.M.
October 25 & 27, 2016
Module 8/Chapter 9
Intellectual Disabilities
Adaptive behavior, life skills,
task analysis & transition
(community based
instruction)
Sharing of categories 3 & 4
November 1 & 2, 2016
Module 9/Chapter 10 & 11

Autism Spectrum
Social Stories, Positive
Behavioral Supports
Multiple disabilities
program supports
Activities case studies for
Content Specialty Test
preparation
Read chapter 10 & 11 in a

jigsaw format assignment
of section on Canvas, bring
to class on Tuesday.
Module 10/Chapter 12
Physical Disabilities and
Other Health Impairments
Seizures, epilepsy, asthma
Accommodation activities,
Technology use
Collaborative teaming
Traumatic Brain Injury
Accommodations
Field placement discussions/problem solving
Field placement activity
Read chapter 12
class on Tuesday.
November 8 & 10, 2016
November 15 & 17 2016
Continue work on your field

placement log.
Work on categories 5 (LD:
Math), 6 (LD: Writing) & 7
(Speech/Language) of Power
Point.
Continue work on categories

and field placement log.
Read chapter 13
Bring field placement notes
to class.
Prepare to discuss context

for learning information
November 22, 2016
November 24 no Class Enjoy
Thanksgiving!
Module 12/Chapter 14 & 15

Hearing and vision
impairments
Specially Designed
Instruction activity modification of lesson plans
(log).
Read chapter 14 & 15:
Selected sections as per
assignment on Canvas.
Submit categories 5, 6 & 7 of
Power Point project via
Canvas by November 21 by
2:00 P.M.
Work on Field Placement

Log.
November 29 & December 1
December 6 & 8
Gifted and Talented
Gardners Multiple
Intelligences
Blooms Taxonomy
Classification definition bingo
activity.
Power Point presentations

by all class participants
(Categories/Sections will be
assigned)
Content Specialty Test
Preparation
Read chapter 16
Submit Field Placement Log
(reflecting at least 15 of the
20 hours) via Canvas by
December 1 by 2:00 P.M.
Bring completed Disposition
Rubric to class by December
1, 2016.
Review Grade Comments on
Common Course Assessment
Projects.
Submit Power Point of
categories 1-7 on Chalk &
Wire no later than
December 5 by 2:00 P.M.
Submit Field Placement Log
on Chalk & Wire no later
than December 7 by 2:00
P.M.
Final exam week
No final exam. Projects will

be reviewed and graded as
per grading information in
the syllabus.
The instructor reserves the right to modify the learning experiences as per the individual needs of
the class. We want you to be successful in meeting your competencies!
Requirements of Course
Textbooks(s)
Turnbull, A., Turnbull, R., & Wehmeyer, M. L. (2016). Exceptional Lives: Special education in
todays schools (8th ed.). NJ: Pearson Education Inc. (loose leaf text with e-access)
Major assignment
All activities submitted must be typewritten and submitted electronically through Blackboard
Grade Center except where noted. It is expected that all written work will be proofread and
edited for correct grammar, spelling, and usage. Citations and bibliography should follow
American Psychological Association (APA - 6) format.
All written papers should follow the American Psychological Association format (6th edition)
http://www.apa.org/pubs/index.aspx
Scroll down to Need to Write in APA Style to obtain a video tutorial regarding APA 6. Click
on it and go from there. You will see it on the next page (left side).
This site helps with internet sources as citations and references
http://mesacc.libguides.com/content.php?pid=38266&sid=281078 and http://owl.english.purdue.edu/owl/resour

Chalk & Wire: The purchase of a Chalk & Wire student account is a requirement for all candidates in pre-service
teacher education programs at Niagara University. This account will enable candidates to submit key
assessments throughout the program, and develop a personal portfolio for interview and professional
development purposes. It is highly recommended that candidates consider purchasing a four year account
which will provide them with a free additional year, coverage in case they do not complete the program in the
anticipated timeframe, and continued access during the initial phases of their career. The account can be
purchased using your MyNU account under the Resources Tab. Transfer students may only need a three year
account but a four year account is more cost effective. Please note that this account will require 72 hours to
activate from the time of purchase; therefore, it is the responsibility of the candidate to ensure that sufficient
time has been allotted prior to the due date of the required assignment.
Technology: Students must have access to Canvas in order to view resources and assignments. Support for
Canvas can be accessed under the help tab on the Canvas menu. You will need to have a valid, working e- mail
address and check your NU e-mail and Canvas accounts on a regular (daily) basis. You must have a word
processing application that has the capability to save files in the Microsoft Word/ PDF formats.
If you are unable to solve technological difficulties, the NU Information Technology Help Desk can be reached by
telephone at (716) 286-8040, by e-mail at helpdesk@niagara.edu, and through twitter @ niagarait. The link to
their website for more information on services and supports offered is http://www.niagara.edu/it/
Major Assignments
All activities submitted must be typewritten and submitted electronically through Canvas
assignments except where noted. It is expected that all written work will be proofread and edited
for correct grammar, spelling, and usage. Citations and references must follow APA-6 format.
1. Handicap Accessibility Project: Each candidate will research a building used by the
public (no school or university building can be used) and share how accessible it is
using Accessibility Standards provided. The project will include at least 3 photos of
various aspects of accessibility into the project. All details are contained on Canvas for
this assignment.
The Handicap Accessibility Project is due Monday, September 26, 2016.
2. Movie Review: Select a movie that is related to exceptionality. The purpose of this
assignment is to promote a critical stance toward special education topics, in this case,
through the analysis of exceptionality images portrayed in popular films. You must
receive the instructors approval prior to viewing the movie and there are no
duplications of any movie chosen. The selection of your movie will take place during a
class meeting. Once you have chosen a movie, it cannot be chosen a second time by
anyone without special permission. Failure to do this will result in a loss of 10 points
for anyone who duplicated the same movie for review. I have put a movie template
and rubric for you to use on Canvas. It is under the assignment titled: Movie
Project.
Your 1-2 page (double spaced) review will be evaluated according to the following
criteria that are included in project assignment and rubric located as the Movie
Project. The Movie Project will give all of the information that is to be included in
your written document. After you read all of the information, use it, download the
Movie Template that is also located in Canvas and complete the assignment. Some
areas that are covered in your paper include: (a) the images/roles of exceptionality and
how they were portrayed (i.e., positively or negatively) or the purpose the disability
serves in the movie (i.e., to evoke pity, sympathy, understanding, etc.) (b) accuracy of
disability portrayal (c) support for arguments through the use of information, ideas,
and reference from the text; (d) analysis of impact of movie on public perceptions, and
(e) clarity of writing. CHECK THIS SITE OUT FOR OTHER MOVIES AND FOR
REFERENCE:
http://iris.peabody.vanderbilt.edu/resources.html
You can use the following link to find movies:
http://iris.peabody.vanderbilt.edu/resources.html
Some of the films you may view include (note that other films can be viewed with instructor's
approval): The Boy who Could Fly, When the Bough Breaks, Temple Grandin, Looking for
Mr. Goodbar, See No Evil, Hear No Evil, Grand Canyon, Immortal Beloved, Mr. Hollands
Opus, Sound and Fury, The Three Faces of Eve, Sybil, As Good as It Gets, Mask,
Awakenings, The Other Side of the Mountain, Eleanor and Franklin, The Bone Collector,
Frida, The Piano, The Kings Speech, A Patch of Blue, Butterflies are Free, If You Could See
What I Hear, The Terry Fox Story, Coming Home, Amadeus, Jack, Searching for Bobby
Fisher, Of Mice and Men, The Other Sister, Born on the 4th of July, Awakenings, Mask, The
Elephant Man, Children of a Lesser God, One Flew Over the Cuckoo's Nest, The Heart is a
Lonely Hunter, Dominick and Eugene, The Water Dance, Ordinary People, Shine, What's
Eating Gilbert Grape?, Rain Man, Miracle Worker, The Dream Team, Scent of a Woman,
Benny and June, Lorenzo's Oil, Sling Blade, Little Man Tate, My Left Foot, Charley, Forrest
Gump, Nell, I am Sam, Radio, Ray, Pumpkin, The Village, and A Beautiful Mind.
The Movie Project is due Monday October 17, by 2:00 P.M. 2016
3. Exceptionality Handbook (PowerPoint)-- The Individuals with Disability Education Act
(IDEA) provides definitions of the 13 disability categories. These federal definitions guide
how states identify who is eligible for a free appropriate public education (fape) under
IDEA. You will research and create a comprehensive investigative handbook in PowerPoint
to address high incidence disabilities/exceptionality categories in an easy-to- read format.
The investigative Power Point should begin with a Title Page, your name and the title of our
course. You should include a simple Table of Contents indicating each of the disabilities
/exceptionalities under study. Each section of your handbook must include the headings and
descriptions. The handbook should be adaptable to all grade levels. The information
contained within the PowerPoint should be entirely research based and in your own words.
You must use APA 6 for citations and references.
Categories:
1. English Language Learners
2. Emotional Disturbance
3. Gifted and/ or Talented
4. Learning Disabilities in the area of Reading
5. Learning Disabilities in the area of Math
6. Learning Disabilities in the area of Writing.
7. Speech/Language Impairments
Due date for Categories 1 & 2: October 3, 2016
Due date for Categories 3 & 4: October 24, 2016
Due date for Categories 5, 6, &7: November 21, 2016
Submit categories 1-7 to Chalk & Wire by December 5, 2016
4.
Field Placement Log

During the semester, students will be required to complete 20 hours of field placement in a
setting that allows them to interact with individuals with disabilities. Each candidate is
responsible to write up a Field Log containing information about the class and types of
learners/strategies used during the Field Placement. The log may represent 15 hours of
your field placement. Details are on Canvas and will be shared in class.
Field Placement Log is due Tuesday December 1, 2016.
Please note the Common Course Assessment which includes the Exceptionalities Power
Point/Handbook and Field Placement Log:
Undergraduate 1-6
Assessment # 2-Assessment of content knowledge in special education
1
0
Name of Assessment: Exceptionality Project

Type of assessment: Course-Embedded Project for EDU 239 Educating Students with
Exceptionalities
1. Description of the Assessment

The Individuals with Disabilities Education Act (IDEA) and other federal and state legislation
mandate that students with disabilities be educated in the least restrictive environment. General
and special education teachers need to be aware of the characteristics of each disability category so
that they can help secure the appropriate services and adjust their own practice to meet the needs
of students with disabilities. This assignment is intended to develop research skills to learn about
disability categories, patterns of development typical of these disabilities, and instructional
strategies and services to enhance the learning of students with these educational disabilities.
2. Alignment between CEC Standards and Assessment
The following alignment between this assignment and CEC Standards exists:
CEC Standard
Evaluation Criterion from Project Rubric
CEC Standard 1
Learner Development and Individual Learning

Differences
CEC Standard 3
Standard 3: Curricular Content Knowledge
CEC Standard 5
Standard 5: Instructional Planning and Strategies
CEC Standard 6
Professional Learning and Ethical Practice
CEC Standard 7
Collaborations
3. Analysis of Data Findings

4. Interpretation of how data provides evidence for meeting standards
5. Assessment Documentation
(a.) Description of the assessment as included in the course syllabus.
EDU 239 Research Project and Field Experience Log
1
1
Each candidate will complete a special needs investigation research project and log focusing on five
specific conditions/disabilities. The project will begin with:
a.) a review of some of the major federal laws regarding special education (ex. IDEA and Section
504) and then for each
b.) a definition and
c.) characteristics of a particular condition/disability
d.) a review of how students with the condition/disability commonly differ from
typical human growth and development patterns, and
e.) a summary of instructional strategies including accommodations, modifications, and
assistive technologies that may assist a student with this condition/disability in
making
educational progress. In addition, the project will
and
f.) name and describe a community, state, or national organization or agency that
provides assistance to individuals with the particular condition/disability and their families
g.) address a transition need.
The 20 hour Learn and Serve Field Experience for this course will be completed with a special
education teacher working directly with students with exceptional learning needs. Candidates will
maintain a journal of their field experience and reflections consisting of:
a. a description of the program (Consultant Teacher, Self-Contained Teacher, Resource Room
Teacher, etc.).
b. dates of attendance;
c. conditions/disabilities of students that the candidate worked with on each day of attendance;
d. a list of related services that are observed being provided by other professionals to the students
(occupational therapy, physical therapy, speech/language therapy, counseling, etc.)
e. instructional strategies, accommodations, modifications and/or adaptations provided to the
students by the special education teacher, general education teacher and/or the teacher candidate
on each day of attendance;
f. technologies and assistive technologies observed.
(b.) The scoring guide for the assessment
Students with Special Needs Investigation Project and Field Experience Log
English Language Learners
Emotional Disturbance
1
2
Gifted and/or Talented
Specific Learning Disability: Reading
Specific Learning Disability: Mathematics
Specific Learning Disability: Writing
Speech Language Impaired
Development and Characteristics of Learners

Individual Learning Differences
CEC Standards
Standard 1: Learner
Development and
Individual Learning
Differences
1.0 Beginning special
education
professionals
understand how
exceptionalities may
interact with
development and
learning and use this
knowledge to provide
meaningful and
challenging learning
experiences for
individuals with
exceptionalities.
Standard 1: Learner
Development and
Individual Learning
Differences
education
professionals
understand how
Unsatisfactory
Satisfactory
Exceptional
The investigation
project presented by
the candidate
provides little or no
summary of the
differing
development of
children with special
needs for each
category under study.
The investigation
the candidate
provides a brief
summary of at least
three characteristics
indicating how a child
with the high
incidence disability
and special needs
might differ in each
The investigation
the candidate
provides a
comprehensive and
detailed summary of
at least four
characteristics
indicating how the
development of a
child with the high
incidence disability
or special need
differs from the norm
for each category
under study.
The investigation
project provides no
description of
cultural and /or
language difficulties
that may impede
learning for
individuals with
The investigation
the candidate
summarizes at least
one cultural or
language difficulty
that may impede
learning for
The investigation
the candidate
summarizes both
cultural and language
difficulties that may
impede learning for
individuals with
1
3
language, culture, and special needs in the
family background
classroom.
influence the learning
of individuals with
exceptionalities.
The field log outlines
no strategies that
address the cultural
and linguistic needs
of students with
special needs in the
classroom.
individuals with
classroom.

at least one strategy
that address the
cultural and linguistic
needs of students
with special needs in
the classroom.

classroom.

at least two strategies
that address the
needs of students
the classroom.
Curricular Content Knowledge

Standard 3:
Curricular Content
Knowledge
education
professionals modify
general and
specialized curricula
to make them
accessible to
individuals with
disabilities.
The investigation
the candidate does
not provide examples
of accommodations
and modifications.
The investigation
the candidate
identifies at least two
modifications and
two accommodations
appropriate for each
student with a special
need for each
The field log provides

The field log provides two to three brief
no description of
descriptions of
accommodations and supports,
modifications for
accommodations or
students encountered modifications, and/or
in the field
IEP Goals for students
experience.
encountered in the
field experience.
The investigation
the candidate
identifies at least four
detailed
accommodations and
modifications to
assist each student
the classroom for
each category under
study.
a detailed description
of at least four
supports,
accommodations,
modifications, and/or
IEP Goals for students
encountered in the
field experience.
Instructional Planning and Strategies

Standard 5:
Instructional
Planning and
The investigation
the candidate does
The investigation
the candidate
The investigation
the candidate
1
4
Strategies
education
professionals
consider an
individuals abilities,
interests, learning
environments, and
factors in the
selection,
development and
adaptation of
learning experiences
for individual with
exceptionalities.
Standard 5:
Instructional
Planning and
Strategies
education
professionals are
familiar with
augmentative and
alternative
not demonstrate that

the candidate has
made satisfactory
progress in focusing
on the abilities rather
than disabilities of a
learner with special
needs for each
candidate under
study.
demonstrate that the

candidate has made
at least 3 brief entries
that point out,
through instructional
strategies,
interventions,
adaptations, grouping
arrangements and/or
progress monitoring
the abilities rather
than the disabilities
of a learner with
special needs for each
demonstrate that the

candidate has made
at least 4 detailed
entries that point out,
through instructional
strategies,
interventions,
arrangements and/or
progress monitoring
the abilities rather
than the disabilities
of a learner with
special needs for each

only one or two
descriptions of
instructional
strategies,
interventions,
arrangements and/or
progress monitoring
that support
individuals with
classroom.
The field log

provides at least 3
brief descriptions of
instructional
strategies,
interventions,
arrangements and
/or progress
monitoring that
support individuals
the classroom.

at least 4 detailed
descriptions of
instructional
strategies,
interventions,
arrangements and/or
progress monitoring
that support
individuals with
classroom.
The investigation
the candidate
provides no
summation
concerning
educational and/or
assistive technology
devices.
The investigation
the candidate
provides
identification
information of at
least two educational
and/or assistive
technology devices
that might pertain to
each of the students
The investigation
the candidate lists a
comprehensive and
detailed description
of at least three
educational and
assistive technologies
that can enhance
instruction for each
student with the
1
5
communication
systems and a variety
of assistive
technologies to
support instruction
and the
communication and
learning of
individuals with
exceptionalities.
Instructional
strategies include
intervention used in
academic and
specialized curricula.

each category under
study.
particular special
need in each category
under study.

a summation of at
least two educational
and/or assistive
technologies used by
students in the field
experience.

a summation of at
least 3 educational
and/or assistive
technologies used by
students in the field
experience.
The investigation
project and the field
log do not follow
standard writing
conventions, do not
use appropriate
grammar, spelling,
syntax, and voice.
Information is not
referenced
appropriately.
The investigation
log generally follow
standard writing
conventions, uses
appropriate
grammar, spelling
syntax and voice. A
limited number of
references and
citations are correctly
written and included
when appropriate.
The investigation
log demonstrate
outstanding
execution of standard
writing conventions
using appropriate
grammar, spelling,
syntax and voice.
Multiple references
are appropriately
written and are
included throughout
the report.
The investigation
the candidate does
not provide any
description of the
services offered by a
community or
transition agency or
The investigation
the candidate
provides at least one
brief description of
the services offered
by a community and
transition agency or
The investigation
the candidate
provides a detailed
description of the
services offered by at
least two community
or transition agencies

no description of
educational and/or
assistive technologies
used by students in
the field experience.
Professional Learning and Ethical Practice

Standard 6:
Professional
Learning and
Ethical Practice
education
professionals use
professional Ethical
Principals and
Professional Practice
Standards to guide
their practice.
Collaboration
Standard 7:
Collaboration
education
professionals use
collaboration to
promote the well-
1
6
being of individuals
with exceptionalities
across a wide range
of settings and
collaborators.
organization that
provides support to
individuals with a
particular
exceptionality and/or
their families.
organization that
provides support to
individuals with a
particular
their families for each
or organizations that
provides support to
individuals with a
particular
their families for each
(c.) Candidate data derived from assessment.

EDU 239 Common Course Assignment Percentage of Candidates Scoring in Each Rubric Range
CEC Standard
CEC Standard 1.1

CEC Standard 3.1
CEC Standard 3.3
CEC Standard 5.1
CEC Standard 5.3
CEC Standard 6.1
CEC Standard 7.3
Excepti
onal
Semester
Semester
Semester
N=
N=
N=
Satisfact
ory
Unsat
isfact
ory
Exception
al
Satisfactor
y
Unsatisfact
ory
Excep
tional
Sati
sfa
ctor
y
Unsatisfactory
5.
1
7
Supplemental Chapter Reading Responses/Quizzes

In order to obtain information on various aspects of special education including the
exceptionalities, it should take you approximately one to one and a half hours to read each
chapter thoroughly. After reading, a supplemental chapter reading response will take place
for selected chapters. You have until the following Tuesday to complete the supplemental
quiz and submit it in class. Each quiz is worth 15 points and an average of all quizzes taken
will formulate the final grade. If you do not get the chapter supplemental quiz in on time 20%
will be deducted from the grade you receive. Quizzes will be corrected and you will be given
your score soon but no later than the following Tuesday. Academic Integrity is a very
important component of this project and will be discussed in great detail during our meetings.
The chapters covered throughout the semester through the supplemental quiz/responses are
chapters: 2, 3, 7, & 12 although the instructor reserves the right to amend this assignment due
to the learning needs of the class. Each student will be given one homework pass for use on a
supplemental quiz. The pass must be submitted in hard copy and followed up with an e-mail
to document the submission.
Late Work:
All work submitted is due by the date and time on the syllabus or if amended on Canvas. If
you do not get any of the work, projects, papers, quizzes etc. in on time, 20% will be
deducted from the grade you receive unless there are emergency circumstances
communicated to the instructor. The 20% is cumulative which means that on each day past
the due date an additional 20% is deducted. All work will be corrected and grades and
comments if appropriate will be posted in canvas under grades.
The Instructor must be contacted immediately for emergency

circumstances regarding late work and absences. Documentation
will need to be provided.
Attendance Policy
Attendance and participation are considered indicators of professional commitment and
responsibility. This course is based on discussions and experiences that will allow you
to internalize the concepts and techniques therefore, you are required to attend
everyday including being on time, being engaged, and remaining for the entire class.
If you miss class for any reason you need to notify the instructor via e-mail or text.
You are responsible for obtaining any notes or changes from a classmate. Having more
than one unexcused absence will decrease your grade by a half letter grade (if you
have an A it becomes an A-). Additional unexcused absences are cumulative. Serious
illness or personal matters should be discussed with the instructor.
Lateness/Leaving Early also affects the attention of the class, the disruption of the room
and the ability to keep up with what has transpired prior to entering the class. At least
1
8
five minutes will be used for review, questions and taking attendance.9:50 A.M. marks
lateness (for any reason including travel and parking) unless excused for emergency
purposes by the instructor. Every two late classes will decrease your grade by a half
letter grade. After two late attendances/leaving early, an A will become an A-.
Lateness/Leaving Early are cumulative. The next two late attendance results in another
loss of a half letter grade (A- becomes B+). The resulting grade will occur after the
grade point average has been calculated.
ABSENCES AND FINAL GRADE

Two unexcused absences will result in a drop of one level from any final grade. This
includes leaving early. (For example: A grade becomes A-, etc.)
Three unexcused absences will result in a drop of 2 levels from the final grade. This
includes leaving early. (For example: A grade becomes B+, etc.)
Four unexcused absences will result in a drop of 4 levels from the final grade. This
includes leaving early. (For example: A grade becomes B-, etc.)
Five unexcused absences will result in a drop of 7 levels from the final grade. This
includes leaving early. For example: A grade becomes C-, etc.)
Six unexcused absences or more = a grade of F. This includes
leaving early. Assignments and Final Grading are based upon
Niagara University grading.
Grading Policies and Procedures
The final grade for the course will be determined on the basis of the fulfillment
of course requirements and participation in discussion.
Written work will be judged on the following criteria: The candidate has
Written precisely to the assignment and its purpose.
7
Organized and clearly communicated his/her idea.

Skillfully applied knowledge gleaned from the readings, and class presentations in
Documented his/her positions or analyses.
Skillfully applied his/her other experiences in documenting positions taken or analyses.
EVALUATION AND GRADING

Major Investigative Paper
(Power Point format): 30 points (each exceptionality/disability is worth 30 points for a
final average of 30 points). Due by due date through Canvas or
20% deducted daily.
Field Log:
15 points (The log is submitted through Canvas by due date or

20% deducted daily.
Supplemental Quizzes:
15 points (each is worth 15 points for a final average of 15 points).
1
9
(The Supplemental Response/Quiz is to be submitted
in class. Grades will be posted on Canvas. Quiz due
by due date or 20% deducted daily).
Movie Review:
15 points. Due by due date through Blackboard or 20% will be

deducted daily.
Handicap Accessibility:
20 points. Due by due date through Canvas or

20% will be deducted daily from final score.
Dispositions
5 Points In class etiquette to other students and instructor(s)
Total = 100 points

90 100 = A
A+(98 to 100 and 100% attendance)
A (93 to 97)
A- (90 to 92);
70 79 = C
C+ (77 to 79)
C (73 to 76)
C- (70 to 72)
80 89 = B
B+ (87 to 89)
B (83 to 86)
B- (80 to 82)
60 69 = D
D+ (67 to 69)
D (63 to 66)
D- (60 to 62)
Below 60.0 = F
2
0
Academic Integrity
Academic honesty being honest and truthful in academic settings, especially in the
communication and presentation of ideas is required to experience and fulfill the mission of
Niagara University. Academic dishonesty being untruthful, deceptive, or dishonest in academic
settings in any way subverts the university mission, harms faculty and students, damages the
reputation of the university, and diminishes public confidence in higher education.
All members of the university community share the responsibility for creating conditions that
support academic integrity. Students must abstain from any violations of academic integrity and
set examples for each other by assuming full responsibility for their academic and personal
development, including informing themselves about and following the university's academic
integrity policy.
Violations of academic integrity include but are not limited to the following categories: cheating;
plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the
university's academic resources, alteration or falsification of academic records; academic
misconduct; complicity; and copyright violation. This policy applies to all courses, program
requirements, and learning contexts in which academic credit is offered, including experiential
and service-learning courses, study abroad programs, internships, student teaching and the like.
Please refer to the undergraduate catalogue for Niagara Universitys policy on academic integrity
or access the policy online, www.niagara.edu/academicintegrity.
Inclusivity, Diversity and Support for Students at Niagara University
Niagara University supports a learning environment that fosters inclusiveness where diversity
is respected and valued. It is expected that students in this class will respect differences and
develop an understanding of how other peoples perspectives, behaviors, and worldviews may
be different from their own.
Students are always encouraged to meet with faculty as early as possible in the semester to
discuss their needs or concerns. Students may also seek additional assistance from a variety of
resources available on campus.
Students with disabilities
Students with documented disabilities who may need accommodations, students who have
any emergency medical information I should know of, or students who need special
arrangements in the event of an evacuation, should make an appointment with me as early as
possible in the semester, preferably no later than the first week of the semester. Students with
disabilities must also register with Disability Services to facilitate the provision of needed
accommodations.
10
Contact: Kelly Engert, Coordinator, Disability Services at 716-286-8541,
kadams@niagara.edu, Seton Hall, first floor, Office of Academic Support.
Office of Academic Support- Seton 1st floor, 716-286-8072, www.niagara.edu/oas
Provides peer tutoring, writing center, reading assistance, and study skills training.
Office of the Dean of Students- Gallagher 111, 716-2868405 provides a wide range of support services
including Counseling Services, Health Services, Multicultural Affairs, Residence Life, and Veteran
services. For a full explanation of services and direct contact information please go to:
www.niagara.edu/student-affairs; www.niagara.edu/veterans. The Dean of Students serves as deputy
Title IX Coordinator who advocates for students regarding harassment and sexual misconduct issues,
and can offer information regarding students rights and responsibilities under the student code of
conduct.
Counseling Services and Academic Support
During the course of any semester, a student may need help managing the academic, social, and
personal demands of college life. The Counseling Services staff, located in the lower level of
Seton Hall, is here to help students cope with the stresses of life in a number of ways, including
individual or group counseling, assessments, and workshops. The Office of Academic Support
staff, located on the first floor of Seton Hall, is here to help students develop the skills and tools
needed to be successful here at Niagara by offering tutoring, a Writing Center, workshops, and
individual meetings to discuss various study strategies. All private consultations are confidential
and free of charge. Appointments can be scheduled by calling 286-8536 (Counseling) or 286-8072
(Office of Academic Support).
Respect for Diversity
It is the intent of this course that students from all diverse backgrounds and perspectives be wellserved, that students learning needs be addressed both in and out of class, and that the diversity
that students bring to this class be viewed as a resource, strength, and benefit. It is also intended
that this course present materials and activities that are respectful of diversity: gender, disability,
age, socioeconomic status, ethnicity, race, culture, perspective, and other background
characteristics. Your suggestions about how to improve the value of diversity in this course are
encouraged and appreciated.
11
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EDU 239 Course Outline Fall 2016-1

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1

Instructor: Paulette Pierce

Department Mission Statement

Analyze the factors that influence the overrepresentation of culturally/linguistically

September 6 & 8, 2016

Syllabus review, Canvas

Review syllabus and bring

September 20 &22, 2016

September 27 & 29, 2016

October 4 & 6, 2016

October 11 & 13, 2016

Read chapter 3 & 4

October 25 & 27, 2016

November 1 & 2, 2016

Module 9/Chapter 10 & 11

Read chapter 10 & 11 in a

November 8 & 10, 2016

November 15 & 17 2016

Continue work on your field

Continue work on categories

Prepare to discuss context

Module 12/Chapter 14 & 15

Work on Field Placement

November 29 & December 1

Power Point presentations

Final exam week

No final exam. Projects will

http://mesacc.libguides.com/content.php?pid=38266&sid=281078 and http://owl.english.purdue.edu/owl/resour

Field Placement Log

Name of Assessment: Exceptionality Project

1. Description of the Assessment

Evaluation Criterion from Project Rubric

Learner Development and Individual Learning

Standard 3: Curricular Content Knowledge

Standard 5: Instructional Planning and Strategies

Professional Learning and Ethical Practice

3. Analysis of Data Findings

(a.) Description of the assessment as included in the course syllabus.

EDU 239 Research Project and Field Experience Log

(b.) The scoring guide for the assessment

Development and Characteristics of Learners

The field log outlines

special needs in the

The field log outlines

Curricular Content Knowledge

The field log provides

Instructional Planning and Strategies

not demonstrate that

demonstrate that the

demonstrate that the

The field log provides

The field log

The field log provides

with special needs in

The field log provides

The field log provides

The field log provides

Professional Learning and Ethical Practice

(c.) Candidate data derived from assessment.

CEC Standard 1.1

Supplemental Chapter Reading Responses/Quizzes

The Instructor must be contacted immediately for emergency

ABSENCES AND FINAL GRADE

Organized and clearly communicated his/her idea.