session 3 - april 13, 2015 - central texas college - for...

Final Syllabus – CDEC 1359 Instructor: Birgit Keiser

SYLLABUS FOR CDEC 1359Children with Special Needs

Hybrid CourseSemester Hours Credit: 3

Lecture Hours: 48Lab Hours: 0

Course Dates:

30 March-18 May, 2015

In Class sessions:

Mondays from 18:00 to 21:00

Class Dates:

March 30, April 13, 20, 27, May 4, 11, and 18

Location: Grafenwoehr Education Center

Instructor: Birgit Keiser

Office Hours: by appointment

Instructor Email: [email protected]

Phone: 01757683766

INSTRUCTOR BIOGRAPHYBirgit Keiser received her undergraduate degree in Social Work from a college in Nuremberg/ Germany. She earned a M.S. in Special Education from Portland State University. As Research Scholar in Developmental Disabilities at the Oregon Health Sciences Universities she has had the opportunity to work as part of a trans-disciplinary, medical team. Her passion is working with children with and without disabilities. She has worked as an early childhood teacher in an inclusive pre-school setting. In addition, she has provided assessment and consultation services for students with and without disabilities. She has worked at the elementary and middle school level with students with disabilities. Over the years she has taught a variety of parenting classes. She has five children ages 4-15.

I. INTRODUCTION

A. A survey of information regarding children with special needs including possible causes and characteristics of exceptionalities, intervention strategies, available resources, referral processes, the advocacy role, and legislative issues. The student will summarize causes, incidence, and characteristics of exceptionalities related to the domains of development; discuss current terminology and practices

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for intervention strategies; identify appropriate community resources and referrals for individual children and families; identify legislation and legal mandates and their impact on practices and environments; explain the role of advocacy for children with special needs and their families; and identify materials and resources, including current technology, to support learning in all domains for each and every child.

B. This course is a required course for the AAS Degree and Certificates in the Child Development field.

C. This course is occupationally related and serves as preparation for careers in Child Development.

D. Prerequisite(s): None

II. LEARNING OUTCOMES

A. Upon successful completion of this course, The Children with Special Needs, the students will be able to:

1. Summarize causes, incidence, and characteristics of exceptionalities related to the domains of development.

1. Define areas of exceptionalities and special education.2. Discuss classification and labeling of children with special needs.3. Identify individuals and their roles in developing and implementing

educations plans.4. Discuss history and impact of legislation affecting children with

special needs.5. Describe the impact of landmark court cases on special education.6. Identify the Code of Ethics for the Division for Early Childhood

(DEC) of the Council for Exceptional Children.

2. Discuss current terminology and practices for intervention strategies. a. Discuss classification and labeling of children with special needs. b. Identify individuals and their role in developing and implementing

educational plans. c. Discuss how goals from IEPs and IFSPs are written for daily

activities and routines.

3. Identify appropriate community resources and referrals for individual children and families. a. Summarize needs and challenges of families caring for children

with special needs by providing appropriate resources and referrals.

b. Gather information on resources available in the community.

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c. Discuss referral process.

4. Identify legislation and legal mandates and their impact on practices and environments. a. Discuss history and impact of legislation affecting children with

special needs. b. Describe impact of landmark court cases on special education.

5. Explain the role of advocacy for children with special needs and their families. a. Identify agencies which advocate for children with special

needs and their families. b. Explain how the code of ethical conduct applies to special

education.

6. Identify materials and classroom resources, including current technology, to support learning in all domains for each and every child. a. Create and/or modify environments, equipment, materials, supplies

and experiences to meet individual needs of all children including children with special needs.

b. Establish and maintain positive, collaborative relationships with other professionals and families, and work effectively as a member of a professional team.

III. INSTRUCTIONAL MATERIALS

There is NO TEXTBOOK required for this course. All required readings are contained within the blackboard learning platform as PDF Files. Instructors and sites may disseminate these files as needed in printed or digital formats.

IV. COURSE REQUIREMENTS

A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.

B. You should attend class regularly and be prepared to participate in classroom discussions and to take unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current Central Texas College (CTC) Course Catalog.

C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-

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cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.

D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.

E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.

F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.

G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:

Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.

Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.

Cheating: Giving or receiving information on examinations.

H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.

V. COURSE FORMAT – Hybrid with BLACKBOARD

This course has been developed as a hybrid course. Hybrid courses combine face-to-face classroom instruction with assignments and interaction with instructor via CTC Blackboard. It is the student’s responsibility to make sure that they have access to CTC Blackboard and that they are familiar with the contents and assignments. It is also the student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the online class portion and to participate in the online Blackboard discussions and assignments. Failure to do so will violate the attendance policy and will have a negative impact on the course grade.

The course will meet for eight weeks on Mondays from 18:00 to 21:00 for face-to-face sessions. In addition, instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the remaining instruction per week.

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VI. EXAMINATIONS

A. There will be a minimum of two major examinations and a written paper or project as follows:

1. Mid-term exam online (non-proctored)

(Exam will be available on blackboard between 04-21-15 to 04-24-2015 at midnight European Time)

2. Final exam on 18 May, 2015 (proctored)

3. Research Project due on May 10, 2015 (midnight)

4. In-class PowerPoint presentation due on May 11, 2015

To be presented during class time.

B. A student must be present for all examinations. Students who know in advance that they will be absent from an examination due to valid reasons must arrange to take an early examination. Unexpected absences due to illness or extenuating circumstances will require the student to see the instructor about individual make-up work.

C. Students without excused absences will be given a zero for the missed examination.

D. Examinations will consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.

VII. SEMESTER GRADE COMPUTATIONS

A. Your point total is determined by adding earned points on each assignment and scored assignments.

B. Grading Scale: Points: Grade:100%-90% A - Superior89%-80% B – Above Average79%-70% C - Average69%-60% D – Passing, but unsatisfactoryBelow 59% F - Failure

C. Assignments and Points

Assignments DueDates:

Points %

Plagiarism Quiz on Blackboard 4-5-15 20 2%

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Assignment 1Community Resources Flyer

4-19-15 at midnight Central European Time

50 5%

Assignment 2Book Report

4-26-15at midnight Central European Time

50 5%

Book Report – In Class Presentationbring your book to class and share with your peers

4-27-15 in class

20 2%

Assignment 3Research Paper


70 7%

Assignment 41 page hand-out on the topic of your research paper


50 5%

Assignment 5PowerPoint Presentation

5-11-15 to be presented in class

40 4%

Mid Term - non proctored(Exam will be available on blackboard between 04-21-15 to 04-24-2015 at midnight)

04/21- 04/24 on blackboard

80 8%

Final Exam (proctored – in class) 5-18-15 100 10%In-Class Attendance20 points per in-class session (Class Session 2 will be held on-line and the students are asked to complete assignment 1 instead)

Weekly 140 14%

11 Blackboard Quizzes (20 points each) Weekly 220 11%Mandatory Discussion Board Responses(10 points for discussion board response and 10 points for peer response)

Weekly 160 16%

Total: 1000 100%

You will receive 20 points per in-class session for attendance.

If you are not able to attend class you will be given the opportunity to complete an additional assignment that covers the missed class content. You can receive 20 points for this assignment. It is the student’s responsibility to get the information from the instructor. The assignment needs to be posted on blackboard no later than the Sunday (midnight – European time) immediately following the class absence.

The instructor deserves the right to reduce points if students are late or leave class early.

IMPORTANT: You are responsible for turning in your assignments on-time and complete. Your written assignments need to be turned in on blackboard and on time. Late assignments will not be counted. It is your responsibility to answer the weekly, on-line discussion questions. You are expected to read and comment on your fellow students posts.

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If you have to miss an assignment you need to make arrangements with your instructor prior to, but no later than the due date of your assignment.

VIII. NOTES AND ADDITIONAL INSTRUCTIONS

A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details.

B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.

Please note: a military withdrawal does not override CTC’s grading policy.For self-pay students, refunds are computed from the date the Application for Withdrawal or Refund is filed with the CTC Field Representative or designated Student Services Officer. Special conditions apply to students who receive federal, state, and/or

institutional financial aid.

Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.

C. Course Withdrawals, Student Responsibilities : It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Field Representative or the Student Services Officer for that region.

Applications for Withdrawal will be accepted at any time before the completion of 75% of the course, after which time the student will be assigned an “FN”- “Failure for Non-attendance.”

D. Incomplete / Course in Progress Grade Policy : An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade.

E. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class purposes. No texting or social networking is allowed during class.

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F. Instructor Discretion : The instructor reserves the right of final decision in course requirements.

G. Civility : Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.

IX. COURSE OUTLINE Note: The instructor has the right to change the course schedule. Any changes will be announced in class. If the student misses a class period and changes are announced, it is the student’s responsibility to receive the missed information from a classmate or the instructor.

Hybrid courses combine face-to-face classroom instruction with assignments and interaction via CTC Blackboard. It is the student’s responsibility to make sure that they have access to internet so that they may communicate, via CTC Blackboard, with the instructor. The class is broken down into eight sessions. See below for course outline.

(Instructors may combine lessons as required to meet term dates).

Class time is always on Mondays from 18:00 to 21:00 Exception: There will be no face to face class on 04-06-2015. Instead of meeting face

to face you will be required to complete Assignment # 1 and review all course information on blackboard.

Every week you need to respond to one discussion board question on-line and add at least one peer response

IMPORTANT: All of your discussion board responses needs to be at least 250 words. Your peer responses needs to be at least 150 words.

The discussion board question and peer response are due on Thursday of each week at midnight European time. (Exception: Week 8 due date is Tuesday 05-19-2015 at midnight European time.)

The on-line assignments are always due on Sunday at midnight European time. All assignments need to be posted on blackboard Exception: Assignment 6 is due to be presented in class on 05-11-2015 There are 11 quizzes that correspond with the chapters covered in class. The quiz is

always due on blackboard to be completed on Sunday at midnight during the week it is covered.

SESSION 1 - March 30, 2015 Law and Inclusion Teaching Chapter 1

A. Learning Outcomes : Upon successful completion of this unit, the student will be able to:

When you successfully complete this lesson, you will be able to:

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1. Define areas of exceptionalities and special education.2. Discuss classification and labeling of children with special needs.3. Identify individuals and their roles in developing and implementing

educations plans.4. Discuss history and impact of legislation affecting children with

special needs.5. Describe the impact of landmark court cases on special education.6. Identify the Code of Ethics for the Division for Early Childhood

(DEC) of the Council for Exceptional Children

SESSION 2 - SPRING BREAK WEEK Families Chapter 2

IMPORTANT: There will be no face to face class on 04-06-2015. Instead of meeting face to face you will be required to complete Assignment # 1 and review all course information on blackboard.

Learning outcomes: Upon successfully complete this lesson, you will be able to:

a. Identify state and local agencies which support and/or advocate for families and children with special needs and discuss the ways in which they support the family and children with special needs.

b. Discuss the effects of a child with a disability on the family and summarize the needs and challenges of families caring for children with special needs.

c. Explain the code of ethical conduct when working with families and children with special needs.

d. Summarize ESL and various cultures awareness of children and disabilities.

Learning Activities:

a. Read assigned course material b. Class lecture/discussion c. Outside class assignments d. Quizzes/Exams as determined by instructor

Equipment and Material: Audio-Visual Aid and other material per instructor needs.

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SESSION 3 - April 13, 2015

Intellectual and Developmental Disabilities and Learning Disabilities Chapters 3 & 4

Learning outcomes: Upon successfully complete this lesson, you will be able to:a. Define intellectual disabilities according to educational and

medical models. b. Explain the causations of intellectual disabilities. c. Discuss the incidence rate of intellectual disabilities. d. Identify who, when and how a diagnosis occurs for children

with intellectual disabilities. e. Summarize and discuss classroom strategies and technology

resources for students with intellectual disabilities. f. Research and/or review parent and teacher resources for children

with intellectual disabilities. g. Define learning disabilities according to educational and medical models. h. Explain the causations of learning disabilities. i. Discuss the incidence rate of learning disabilities. j. Identify who, when and how a diagnosis occurs for children with learning disabilities. k. Summarize and discuss classroom strategies and technology resources for students with learning disabilities. l. Research and/or review parent and teacher resources for children with learning disabilities. m. Discuss assessment practices professionals use with students with learning disabilities. n. Identify some of the psychological, behavioral and educational characteristics of learners with learning disabilities.

2. Learning Activities :

a. Read assigned course material. b. Class lecture/discussion. c. Outside class assignments. d. Quizzes/Exams as determined by instructor.

3. Equipment and Material: Audio-Visual Aid and other material per instructor needs.

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SESSION 4 April 20, 2015

Attention Hyperactive Deficit Disorder: Chapter 5

1. Learning outcomes: Upon successfully complete this lesson, you will be able to:a. Define ADHD according to educational and medical models. b. Explain the causations of ADHD. c. Discuss the incidence rate of ADHD. d. Identify who, when and how a diagnosis occurs for children with

ADHD. e. Summarize and discuss classroom strategies and technology resources

for students with ADHD. f. Research and/or review parent and teacher resources for children with

ADHD. g. Summarize the different types of medicines and therapies for children

with ADHD. 2. Learning Activities :

a. Read assigned course material. b. Class lecture/discussion c. Outside class assignments. d. Quizzes/Exams as determined by instructor.

3. Equipment and Material : Audio-Visual Aid and other material per instructor needs.

MIDTERM EXAM You will take your midterm exam on Blackboard. You will have access to the exam from midnight April 21st (Tuesday) to midnight April 24th (Friday). The midterm exam needs to be completed within two hours. Once the exam is started it needs to be completed. You have only one opportunity to complete the exam.

SESSION 5: April 27, 2015

Emotional Behavioral Disorder and Autism: Chapters 6 & 7

Learning Outcomes : Upon successful completion of this unit, the student will be able to:

Emotional Behavioral Disorders a. Define emotional and behavioral disabilities according to educational and medical models.

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b. Explain the causations of emotional and behavioral disabilities. c. Discuss the incidence rate of emotional and behavioral disabilities. d. Identify who, when and how a diagnosis occurs for children with emotional and behavioral disabilities. e. Summarize and discuss classroom strategies and technology resources for students with emotional and behavioral disabilities. f. Research and/or review parent and teacher resources for children with emotional and behavioral disabilities. g. Discuss the society perception of mental health and the issues that families face. h. Discuss classroom behavior management strategies and Applied Behavior Analysis techniques.

Autisma. Define autism spectrum according to educational and medical

models. b. Explain the causations of autism. c. Discuss the incidence rate of autism and various theories of why

the rate is increasing. e. Identify who, when and how a diagnosis occurs for children

with autism. f. Summarize and discuss classroom strategies and

technology resources for students with autism disorders. g. Research and/or review parent and teacher resources for children

with autism. h. Discuss some of the behavioral characteristics of autism spectrum

disorders. i. Explain how the concepts of bullying in schools affect

students in general and those with autistic spectrum disorders.

Learning Activities:

b. Read assigned course material. c. Class lecture/discussion d. Outside class assignments. e. Quizzes/Examinations as determined by instructors.

Equipment and Material: Audio-Visual Aid and other course material per instructor needs.

SESSION 6: May 4, 2015 Communication Disorder and Deaf and low of Hearing: Chapters 8 & 9

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Learning Outcomes: Upon successful completion of this unit, the student will be able to:

.a. Define communication disorders according to educational and

medical models noting the difference between speech and language disorders.

b. Explain the causations of communication disorders. c. Discuss the incidence rate of communication disorders. d. Identify who, when and how a diagnosis occurs for children

with communication disorders. e. Summarize and discuss classroom strategies and

technology resources for students with communication disorders.

2. Learning Activities:

a. Read assigned course material. b. Class lecture/discussion c. Outside class assignments. d. Quizzes/Examinations as determined by instructors.

SESSION 7: May 11

Blind and low vision, Physical Impairment, and Traumatic Brain Injury (TBI), and Other Health Impairments (OHI): Chapters 10 &11

Assignment 5 (PowerPoint Presentation) due today and to be presented during class time.

1. Learning Outcomes : Upon successful completion of this unit, the student will be able to:

a. Define blindness and low vision impairments according to educational and medical models.

b. Explain the causations of blindness and low vision impairments. c. Discuss the incidence rate of blindness and low vision

impairments. d. Identify who, when and how a diagnosis occurs for children with

blindness and low vision impairments. e. Summarize and discuss classroom strategies and technology

resources for students with blindness and low vision impairments and how these affect the classroom as a whole.

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f. Research and/or review parent and teacher resources for children with blindness and low vision impairments.

g. Discuss deaf-blindness and explain some unique educational considerations and/or problems it entails for both the classroom teacher and the student.

h. Define physical impairments, TBI and OHI according to educational and medical models.

i Explain the causations and different types of physical impairments and OHI.

J. Discuss the incidence rate of these different disabilities. k. Identify who, when and how a diagnosis occurs for children with some of the common types of impairments for these disabilities. a. Discuss the incidence rate of these different disabilities. b. Identify who, when and how a diagnosis occurs for children with

some of the common types of impairments for these disabilities. c. Summarize and discuss classroom strategies and technology

resources for students with physical, TBI and OHI types of disabilities.

d. Research and/or review parent and teacher resources for children with these disabilities.


a. Read assigned course material. b. Class lecture/discussion. c. Outside class assignments. d. Quizzes/Examinations as determined by instructors.

3. Equipment and Material : Audio-Visual Aid and other course material per instructor needs.

H. Emotional Behavior Disorders

1. Learning Outcomes : Upon successful completion of this unit, the student will be able to:

a. Define emotional and behavioral disabilities according to educational and medical models.

b. Explain the causations of emotional and behavioral disabilities. c. Discuss the incidence rate of emotional and behavioral disabilities. d. Identify who, when and how a diagnosis occurs for children with

emotional and behavioral disabilities. e. Summarize and discuss classroom strategies and technology resources

for students with emotional and behavioral disabilities. f. Research and/or review parent and teacher resources for children with

emotional and behavioral disabilities. g. Discuss the society perception of mental health and the issues that

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families face. h. Discuss classroom behavior management strategies and Applied

Behavior Analysis techniques.


a. Read assigned course material. b. Class lecture/discussion. c. Outside class assignments. d. Quizzes/Examinations as determined by instructors.


SESSION 8: May 18, 2015

Class Review and Final Exam

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

a. Summarize causes, incidence, and characteristics of exceptionalities related to the domains of development.

b. Identify exceptionality as to genetic versus environmental causes.

c. Discuss the prevalence/incidence rate of the disability. d. identify materials and classroom resources, including current technology to support learning in all domains for each and every child. e. Create and/or modify environments, equipment, materials, supplies and experiences to meet individual needs of all children including children with special needs


a. Read assigned course material. b. Class lecture/discussion c. Outside class assignments. d. Quizzes/Examinations as determined by instructors.


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session 3 - april 13, 2015 - central texas college - for...

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