SPED 120: Introduction to Special Education

Semester SPRING 2020 Program/Department

California State University,
Fresno

SPED 120: Introduction to Special Michael Mahoney, Ph.D.

Education

Units: 3 Office Location: Kremen 349

Time: Tuesdays 4:00 – 6:50pm E-Mail:

[email protected]

Location: Kremen School of Education Telephone: (559) 278-0326

(Room 176)

Website: Office Hours: Monday and

https://fresnostate.instructure.com/courses/5462 Tuesday 12:00 – 2:30pm

VISION

The Kremen School of Education and Human Development is a center for academic excellence
and collaboration in the fields of education and counseling. Graduates will become community
leaders who advocate for high standards and democratic values with attention to professional
ethics and diversity.

The faculty of the Kremen School of Education and Human Development foster the development
of the following candidate dispositions: Reflection, Critical Thinking, Professional Ethics,
Valuing Diversity, Collaboration, and Life-long Learning. Candidates will increasingly reflect
these dispositions in their work with students, families, and communities.

If there are questions or concerns that you have about this course that you and I are not
able to resolve, please feel free to contact the Chair of the department to discuss the
matter.
[Imelda Basurto, Ph.D., Department of Literacy, Early, Bilingual and Special Education,
[email protected], 559.278.0210]

Health Screening:

Students who come to campus for face-to-face classes will be required to complete a
daily health screening which will include temperature checks. If you have experienced
COVID-19 symptoms and/or have tested positive within the past 10 days; or if you have

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had close contact (less than 6 feet for longer than 15 minutes while unmasked) with a
suspected or confirmed COVID-19 patient within the past 14 days, you are not allowed to
come to campus. Please complete the campus online reporting form. A campus official
will reply to provide guidance and information.

Safety Measures: Consistent with the Governor’s order and updated state public-health
guidelines, face masks or cloth face coverings are required to be worn in public spaces
on-campus and during in-person classes to reduce possible exposure to COVID-19
and prevent the spread of the virus. Physical distancing must be practiced by maintaining
6 feet of distance between individuals. Good hygiene of hand washing for a minimum of
20 seconds or using hand sanitizer is required. Please avoid touching your face with
unclean hands. Disposable face masks will be provided to anyone who arrives to campus
without one.

Please see university website for the most updated

information: www.fresnostate.edu/coronavirus

REQUIRED COURSE MATERIALS

Required Text: There is not a required text for this course. All reading materials are available via
hyperlink and uploaded to Canvas.

COURSE DESCRIPTION

This course provides an introduction to the terminology, identification, and issues commonly
encountered when addressing the needs of diverse students with disabilities. Emphasis will be
placed on inclusion, diversity issues, federal and state legislative mandates pertinent to
nondiscriminatory assessments, parental involvement, individualized education programs; and
professional practice and foundations in special education. The course addresses the collaborative
roles of a multidisciplinary approach to supporting children and youth with disabilities in a
diverse society. Assignments include 20 hours of school-based observation and participation.

Coursework will include varied instructional strategies (e.g., lecture, group activities, discussion,
topic investigation, collaborative activities, online assignments), as well as an emphasis on
diversity and multicultural influence as they relate to identifying and programming for students
with disabilities.

This course is approved by the Liberal Studies Committee as meeting the required standards for
part of the blended program in the undergraduate teacher preparation, which includes the multiple
subject candidates by connecting subject matter and pedagogical studies in a manner that
emphasizes quality, depth, rigor and scope. This course adds to the candidates’ knowledge of
major themes, concepts, principles and ways of knowing of discipline-based studies and of
interdisciplinary studies. Students also learn the content-specific instruction consistent with
content standards for students.

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AN INTRODUCTION TO THIS COURSE

Since their inception, public schools have been caught in a contradiction that continues to this
day. On the one hand, schools promise to provide education to all to promote effective citizenship
and social and economic opportunities. On the other hand, schools have systematically offered
different opportunities to students of different races, classes, and abilities, segregating them into
tracks to attain their “proper” place in society.

One result of this contradiction has been the growing fragmentation of the school community into
separate classes for many students perceived as not “fitting” a narrowly defined mold. Early on
people thought you couldn’t have students with wide ranges of abilities in a class together. Thus,
schools created pull-out programs and ways of labeling “gifted and talented” students, students
with an increasing array of disabilities, students “at risk”, second language learners and more.
Some analysts calculate that such ‘second system’ programs account for approximately 50% of
school budgets. Many have argued that such segregation and teaching a “one size fits all”
curriculum has hurt all students and has served to intentionally maintain students in the same
socio-economic status that they brought to the school, thus denying the promise of opportunity
and upward mobility. Others have argued that schools should accommodate those with
differences and create conditions to fulfill the original promises of school. Increasingly we see
schools demonstrating that having students of difference learn together is not only possible but
also supported by research as most effective for individual and social outcomes. Thus, efforts to
desegregate schools based on race starting in the 1950’s, the push for models of second language
learning that mix different ethnic groups in collaborative learning, and initiation of “talent
development” approaches to schooling that would integrate the best of gifted education strategies
to develop the gifts of all students. Not all of these efforts have been coordinated. Advocates for
racial and cultural diversity and those for those highly able students, for example, seldom
collaborate, attend different conferences, and talk a different language. Yet, all have, at their base,
a vision of schooling that is inclusive, heterogeneous, respectful of human diversity, and, one
which helps build citizenship to promote an inclusive and more democratic community.

No group is more indicative of these issues than are students with disabilities. Consequently, the
move towards truly inclusive education, where schools aim intentionally to create classrooms that
not only have racial and cultural diversity and talent development but also include students with
mild to severe disabilities in ‘regular classes’ as part of the learning community, such an approach
is a particularly important next step towards fulfilling the original dream of inclusion and equality
for public schools.

This class is designed to help you develop a vision of an inclusive school and classroom by
providing practical skills, attitudes, and understandings that will help you on your journey toward
being an effective and inclusive teacher. Your ideas, input, and collaboration, respectfully and
inclusively stated, are welcome.

PREREQUISITES

Previous or concurrent enrollment in EHD 50 and CI 100 is required.

PRIMARY LEARNING OUTCOMES

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Program Standards: 2, 3, 11, 13, 14. Specialty specific standards: MM: 1, 3; MS: 1, 3.
Upon completion of this course, the student will exemplify in practice the Kremen School of
Education and Human Development’s (KSOEHD) broad vision and mission of ethically informed
community leaders for classroom teaching, education administration, and/or higher education
who advocate for high standards and democratic values with attention to professional ethics and
diversity.

After completing the course, the student will be able to:

1. Discuss the major components of an IEP/IFSP the referral and assessment processes, as well as
the roles of students, families and professionals on the team. (In-class Activities, Quizzes, IEP or
IFSP Meeting Visual Representation Assignment)

2. Evaluate current legislation pertaining to students with disabilities and their families, as well as
ethical standards related to professional practices in the field. (In-class Activities, Quizzes)

3. Discuss significant philosophical and historical aspects of special education, as well as

emerging issues, practices, and research in the field. (Discussion, Quizzes)

4. Describe similarities and differences of students with and without disabilities, and the teaching
implications of diversity, including culture, language, ethnicity, race, socioeconomic status,
gender, religion, and lifestyle orientation factors. (In-class Activities, Fieldwork)

5. Demonstrate knowledge of a variety of disabilities including the etiologies, characteristics,

specialized physical health care procedures and regulations related to such care, educational and
social impact, educational approaches and resources. (In-class Activities, Fieldwork, School
Based Experience Report)

6. Analyze the concepts of Universal Design for Learning in inclusive classrooms. (In-class
Activities, Fieldwork, School Based Experience Report)

7. Develop critical reflection and thinking practices. (In-class Activities, Class Discussion)

8. Discuss strengths and challenges an observed child with disabilities may face in the school
setting and the effects that special education services and supports may have on the child. (In-
class Activities, Fieldwork, School Based Experience Report)

9. Discuss and describe effective communication strategies with parents from diverse
backgrounds as well as professionals from other disciplines and communities useful to those
working with exceptional students. (In-class Activities, Fieldwork, School Based Experience
Report)

10. Complete 20 hours of fieldwork with students with disabilities in school settings. (Fieldwork
Experience, Log and Reflection)

ADDITIONAL/SUPPLEMENTAL RESOURCES (TEXTS, ARTICLES, JOURNALS,

WEBSITES, ETC.)

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CALSTAT. The Edge [Special Education free publication for teachers]. https://www.calstat.org/
Center for Applied Special Technology website: http://www.cast.org/
Center for Parent Information and Resources website: http://www.parentcenterhub.org/nichcy-
resources/
Council for Exceptional Children. (2005). Universal design for learning: A guide for teachers
and education professionals. CEC/Merrill: Arlington, VA.
Meyer, A., Rose, D.H. & Gordon D. (2013). Universal Design for Learning: Theory and Practice.
CAST
Available online, kindle or paperback.
National Center for Response to Intervention. (2010). RtI Resources and Tools. Retrieved from
www.rti4success.org

COURSE POLICIES

Classroom Expectations

 Use respectful, person-first language at all times.

 Come to class fully prepared, having completed the assigned readings for the week and
fully ready to participate.
 You are encouraged to bring laptop computers to class sessions. However, since the
primary purpose of class sessions is to facilitate learning through interactions with
colleagues, please refrain from using your computers for purposes not directly related to
the class discussion and arrange your desk space so that the computer does not prevent
eye contact with other students and instructors. Cell phones should remain muted during
class sessions and used only for emergency calls. If you are found to be on your laptop or
cell phone unengaged from your learning (aka on Facebook, etc.), you will be given a
warning and/or asked to leave and will lose quiz points.

Attendance

The Special Education Faculty place great importance on attendance and participation, as these
are professional expectations. Much of the work of this course is done during class in a
collaborative environment, because of this, attendance is of particular importance. To receive
points for group quizzes and participation for the day, you must be in class for the entire class
session. Every unexcused/ unauthorized absence, early departure, and/or tardy may result in a
lower grade. Students who leave early will lose points on the classwork for that day. Students will
be able to make up points for missed class assignments only in exceptional circumstances and
only with prior permission from the instructor.

A total of 2 excused absences/tardies/early departures are allowed in order to make up

missing credit/points. Each additional absence will result in a lower grade. Students who
miss more than 2 classes will receive a grade no higher than a B. Each additional
absence/tardies/early departures will result in the lowering of grade (e.g., 4
absence/tardies/early departures will receive a grade no higher than C, etc.)

Per University policies, excused/authorized absences/tardies/early departures will be allowed only

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under these conditions: (1) when a student has a serious and compelling medical condition that
s/he can support with documentation, or (2) when a death or serious illness in the immediate
family (i.e. parents, sibling, spouse, or child) prohibits student from attending class.

ASSIGNMENTS

1. Students are expected to complete all assignments due before each scheduled class session.

2. Students are expected to complete assigned readings prior to each class session and to
participate in class discussions and to collaborate with group members.

3. Assignments must be completed independently and individually and must be each student’s
own work.

4. Scoring guidelines will be provided for each assignment.

4. All assignments are to be uploaded and submitted to Canvas by 11:59pm on the date the
assignment is due. Late assignments must be submitted within one week of the due date in
order to receive credit. For each day that an assignment is late, a total of 5 points will be
deducted per day. Late assignments will receive, at maximum, the number of points equal to a
grade no higher than a ‘B’ (i.e., up to 80% of points possible).

GRADING

 There is a total of 330 points available

 Grades are calculated by percentage (the total points received divided by the total points
possible).
 Percentages: 100-90% = A; 89-80% = B; 79-70% = C; 69-60% = D; 59%-0 = F

In-Class Quizzes, Activities, and Participation (150 points)

Class sessions will start with a 5-minute Home Group meeting to review the assigned readings for
the day. After the Home Group meeting, you will take a group quiz (5 points) on the reading,
which will help prepare you for the final exam. You may use your notes from the readings on all
quizzes. In addition, there will be an in-class activity (5 points) each week. We will spend class
time reading and discussing a case aligned with the reading for that week. Class will conclude
with a short lecture and presentation on the reading and topics for the following week. Each
unauthorized/unexcused absence will result in a deduction of 10 points per class sessions. In-class
participation points cannot be made up. Excessive unexcused absences, tardies, or early
departures (i.e., 2 or more class sessions) will result in a lowered letter grade.

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MAJOR ASSIGNMENTS

1. Special Education Fieldwork Experience, Professional Interview, and Reflection

(Individual; 100 points total). During the semester, candidates will engage in 20 hours of
documented field experience with learners (ages 3-21) identified as having disabilities. Fieldwork
can take place in either: 1) a special education classroom, 2) a general education classroom, or 3)
a residential or clinical setting providing special education services.

a. School-Based Field Experience (40 Points)

 Select a school, residential facility, or clinical setting and contact the appropriate
site administrator (e.g., principal or administrator in charge of facilities) and the
teachers or service providers that you wish to observe to obtain permission and to
pre-arrange the hours.
 Document all observation hours spent in the classroom or facility providing
services on the fieldwork log provided. Each line of the log must be signed by the
teacher or administrator. Candidates may not sign for the teacher or
administrator.

b. Special Education Professional Interview (30 Points)

 Candidates will interview an individual in the field of special education who

works directly with students with disabilities (e.g., special education teacher,
school counselor, paraprofessional educator, behavior specialist, etc.).
 A template of interview questions and prompts is located on Canvas.

c. Reflection (30 Points)

 Candidates will write-up a detailed description of their fieldwork experience

including a description of the classroom or facility and staff (e.g., grade and
setting, number of adults assigned, class size, etc.), classroom or behavior
management, one selected student with a disability, the student’s typical daily
schedule, and special education services and supports.

2. IEP or IFSP Meeting Visual Representation (Individual; 25). Candidates will create a visual
representation (e.g., diorama, drawing, comic strip, infographic, movie, cartoon, etc.) illustrating
all of the components of an IEP/IFSP meeting including all required members and their roles. No
wording/language is allowed on this project.

3. Resource Guide for Families and Professionals (Individual; 25 Points). Candidates will
engage in a jigsaw activity in which each candidate will provide a 10-minute overview of
effective strategies applied to a specific disability area commonly found in schools to their
colleagues (e.g. autism, ADHD, Emotional/Behavior Disability, Learning Disability). This
activity will be supported by a one to two page outline or “brochure”. Students will select their
particular topic area during the first session. Details & exemplars are available on Canvas.

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4. Final Project (Individual; 50 Points). The final project will enable you to demonstrate your
breadth of the knowledge about special education. This project will be discussed further in class
and examples will be provided in class. The final project will be completed individually.

Assignment and Examination Schedule

Due Assignment Points

Date

Weekly In-class Quizzes, Activities, and Participation 130 Points

2/25 IEP or IFSP Meeting Visual Representation 25 Points

3/24 Resource Guide for Families and Professionals 25 Points

4/14 Special Education Fieldwork Experience, Professional 100 Points

Interview, and Reflection

5/05 Final Project 50 Points

COURSE POLICIES & SAFETY ISSUES

Disruptive Classroom Behavior

"The classroom is a special environment in which students and faculty come together to promote
learning and growth. It is essential to this learning environment that respect for the rights of
others seeking to learn, respect for the professionalism of the instructor, and the general goals of
academic freedom are maintained. Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students
and faculty may learn to reason with clarity and compassion, to share of themselves without
losing their identities, and to develop an understanding of the community in which they live.
Student conduct which disrupts the learning process shall not be tolerated and may lead to
disciplinary action and/or removal from class."

Plagiarism Detection

The campus subscribes to Turnitin, a plagiarism prevention service, through Canvas. You
will need to submit written assignments to Turnitin. Student work will be used for
plagiarism detection and for no other purpose. The student may indicate in writing to the
instructor that he/she refuses to participate in the plagiarism detection process, in which

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case the instructor can use other electronic means to verify the originality of their
work. Turnitin Originality Reports WILL NOT be available for your viewing.

UNIVERSITY POLICIES
Students with Disabilities: Upon identifying themselves to the instructor and the
university, students with disabilities will receive reasonable accommodation for learning
and evaluation. For more information, contact Services to Students with Disabilities in
the Henry Madden Library, Room 1202 (278-2811).

Intellectual Property Provision: As part of your participation in virtual/online

instruction, please remember that the same student conduct rules that are used for in-
person classrooms instruction also apply for virtual/online classrooms. Students are
prohibited from any unauthorized recording, dissemination, or publication of any
academic presentation, including any online classroom instruction, for any commercial
purpose. In addition, students may not record or use virtual/online instruction in any
manner that would violate copyright law. Students are to use all online/virtual instruction
exclusively for the educational purpose of the online class in which the instruction is
being provided. Students may not re-record any online recordings or post any online
recordings on any other format (e.g., electronic, video, social media, audio recording,
web page, internet, hard paper copy, etc.) for any purpose without the explicit written
permission of the faculty member providing the instruction. Exceptions for disability-
related accommodations will be addressed by Services for Students with Disabilities
(SSD) working in conjunction with the student and faculty member.

The following University polices can be found at:

 Adding and Dropping Classes

 Cheating and Plagiarism
 Computers
 Copyright Policy
 Disruptive Classroom Behavior
 Honor Code
 Students with Disabilities
 Title IX

UNIVERSITY SERVICES

The following University services can be found at:

 Associated Students, Inc.

 Dream Success Center
 Learning Center Information

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  Student Health and Counseling Center
 Writing Center

THIS SYLLABUS AND SCHEDULE ARE SUBJECT TO CHANGE IN THE

EVENT OF EXTENUATING CIRCUMSTANCES.

COURSE CALENDAR
Date Topic Readings Assignments
Due

Week Introduction and

1 Course Overview
(01/21)

Week History of Special READ: In-class Quiz

2 Education, IDEA, (5 points)
(01/28) People First http://www.specialednews.com/the-history-of-special-
Language education-in-the-united-states.htm Case Study 1
(5 points)
WATCH:

https://www.youtube.com/watch?v=ZMpay6mdLYw

Week Accommodations, READ: In-class Quiz

3 Modifications, and (5 points)
(02/04) Individualized https://www.mdsc.org/mdsc_Content/documents/Acc
Education Plans omadations vs Modifications.pdf Case Study 2
(IEPs) (5 points)
WATCH:

https://www.youtube.com/watch?v=X6rT2_fn4u0

Week Universal Design READ: In-class Quiz

4 in Learning (UDL) (5 points)
(02/11) and Assistive (2002) Hitchcock et al. (UDL) – Download on
Technology Canvas-Module #4

WATCH: In-class UDL

Classroom (5
http://www.cast.org/our-work/about-udl.html - Points)
.Xho2WpJKjBI

Week Functions of READ: In-class Quiz

5 Behavior – (5 points)
(02/18) https://pro.psychcentral.com/child-
therapist/2019/07/functionsofbehavioraba/

WATCH: In-class
Functions of
Behavior

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 https://www.youtube.com/watch?v=PZMjI4gXbmI Report (5
points)
OPTIONAL:

https://www.behaviorbabe.com/functions-of-behavior

Week Classroom READ: IEP or IFSP

6 Management and Meeting
(02/25) Evidence-Based https://www.prodigygame.com/blog/classroom- Visual
Practices (EBPs) to management-strategies/ Representatio
Support the Health n DUE (25
and Safety of Points)
Students within the
Instructional In-class Quiz
Environment (5 points)

In-class Visual
Representation
Gallery Walk
(5 points)

Week High Incidence READ: In-class Quiz

7 Disabilities – (5 points)
(03/03) Specific Learning https://ldaamerica.org/types-of-learning-disabilities/
Disabilities (SLD),
Attention Deficit WATCH:
Hyperactivity Case Study 3
Disorder (ADHD), https://www.youtube.com/watch?v=6hmwM5G2mCw (5 points)
UDL and Assistive
Technology

Week Supporting READ: In-class Quiz

8 Students with (5 points)
(03/10) Autism Spectrum Grandin & Panek (2013) “The Autistic Brain:
Disorder (ASD), Thinking Across the Spectrum” - Chapter 1
UDL and Assistive (Download on Canvas)
Technology Case Study 4
OPTIONAL: (5 points)

2.)https://www.nimh.nih.gov/health/topics/autism-
spectrum-disorders-asd/index.shtml (Download on
Canvas)

3.)http://nymag.com/news/features/autism-spectrum-
2012-11/

Week Collaborating with NO READING – Resource Guide for Families Due DUE:
9 Families within Resource
(03/17) Various Guide for
Developmental Families and
Stages and Multi- Professionals
(25 Points)

11
 tiered Systems of In-class
Support (MTSS) Resource
Guide
Presentation
(10 points)

Week Low Incidence READ: In-class Quiz

10 Disabilities I – (5 points)
(03/24) Emotional https://community.cec.sped.org/ccbd/about/ebddefinti
Behavior Disorder, on Case Study 5
UDL and Assistive (5 points)
Technology WATCH:

https://www.friendshipcircle.org/blog/2013/10/02/wh
o-cares-about-kelsey-a-must-see-documentary-about-
emotional-behavioral-disability/

Week No Class – Cesar

11 Chavez Day
(03/31)

Week No Class – Spring

12 Break
(04/07)

Week Low Incidence NO READING – Professional Interview and Professional

13 Disabilities II - Observation Due Interview
(04/14) Supporting (Part B of
Students with Fieldwork
Intellectual Experience)
Disabilities and
Other Health In-Class Peer
Impairment (OHI), Reviewed
UDL and Assistive Article (10
Technology points)

Week Supporting READ: In-class Quiz

14 Students Who are (5 points)
(04/21) Culturally and (2012) Lo (Demystifying the IEP Process for Diverse
Linguistically Parents of Children with Disabilities (Download from Case Study 6
Diverse Canvas) (5 points)

WATCH:

https://www.youtube.com/watch?v=yiZQaE0q9BY

OPTIONAL:

https://www.colorincolorado.org/article/addressing-
ells-language-learning-and-special-education-needs-
questions-and-considerations

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Week Inclusion Debate READ: Bring to Class
15 1 peer
(04/28) Student Choice: Identify and summarize 1 peer reviewed
reviewed article on the inclusion of students with article (5
disabilities points)

OPTIONAL: In-class
Debate (5
Ayers et al. (2011) – “I Can Identify Saturn but I points)
can’t Brush My Teeth” (Uploaded to Canvas)

Week Bringing it All NO READING – Final Projects Due DUE: Final

16 Together Projects
(05/05)
Project Galley
Walk (10
points)

Week Finals Week DUE: Final

17 Observation
(TBD) Hours (05/12)

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 IEP or IFSP Meeting Visual Representation (25 Points)

Candidates will work alone to create a visual representation* that illustrates all of the following:

1. the journey from general education to special education; and

2. the required and optional participants of an IEP team [the people involved and their roles

The visual representation may not include any form of text or words.

Examples of visual representation choices:

 Create a diorama or drawing or comic strip

 Create a game board with directions for playing
 Create a S’More

Note: Slide presentations (e.g., Google slides, PowerPoint, Prezi, Nearpod, etc.) are not an approved
alternative.
Criteria Assessment Points

All IEP members are represented in Full Marks No Marks

visual

10 Points

Visual representation is completed Full Marks No Marks

using one of the following formats:
powtoon, diorama, drawing, comic
strip, poster board, game board, or
other method of visual
representation as agreed upon with 10 Points
instructor

Visual representation is completed Full Marks No Marks

with accuracy and detail

5 Points

Total Points:

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 Resource Guide for Families and Professionals (25 Points)

Assignment Guidelines for Jigsaw Report on Disabilities Categories

Directions: Please read all of the directions carefully. If you still have questions email the instructor asap.
You will sign up for a specific type of disability at the first special needs session. You will then be
responsible for reading and synthesizing the readings listed for the type of disability you have signed up
for.

Context: Teachers encounter many students with or at risk of developing a learning or behavior problem.
For this exercise think of this presentation as one you might provide at a grade level or staff meeting.
Therefore, it should be professional, concise, and helpful to practicing professionals.

Content & Format:

Look at the list of students assigned to type of disability and group to determine the area you are
responsible for covering (based on what you signed up for in class). Please don’t swap topics or groups
unless you talk with the instructor directly first!

Develop a 2-page handout summarizing the following information. Bring copies for the classmates in your
group (and one for the instructor)! The handout can be formatted as a brochure, flier, or an outline but it
should include the following information.

1. Summary of the type of disability and its’ legal (IDEA) definition (e.g. autism, Learning, etc.).
2. Description of the most common indicators of this disability (Language, Learning, etc.). What are
teachers likely to observe if a student with this type of disability is in their class?
3. Summary of common evaluation and assessments related to identifying the disability.
4. Outline of strategies and interventions demonstrated to be effective for individuals with this type of
disability. What can teachers do to support an individual with this disability in their classroom? What
could they suggest to a parent of student with this disorder asking for resources and support?
5. Identify 2 additional sources of information (printed such as a book or manual, or web-based) that
provide evidence-based information on this disability. Many of the articles provided on Canvas and
your text provide good references that you can use.
6. Include content from all assigned readings. Upload your assignment to Canvas (as well as bring the
handouts to class).

Jigsaw Presentation:

 Print 10 physical copies to pass out to your peers

 Upload presentation to Canvas March 24

Each member of the group will have 10 minutes to provide an overview of the information learned about
their topic and to answer questions from other members of the group. Remember that you are serving as the
“expert” of this type of disability for your group, so be prepared to be as helpful as possible to your group.

Criteria Assessment Points

Summary includes legal (i.e., IDEA) Full Marks No Marks

definition of the selected disability
category and description of common
indicators
5 Points

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Summary includes common Full Marks No Marks
evaluation and assessments that are
related to the identification of
selected disabilities category
5 Points

A minimum of 5 (evidence-based) Full Marks No Marks

strategies to support parents and
teachers are included in the
presentation
5 Points

2 or more additional resources are Full Marks No Marks

included for parents and teachers to
learn more information on the
selected disability category
5 Points

Visual representation is completed Full Marks No Marks

with accuracy and detail

5 Points

Total Points:

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 Special Education Fieldwork Professional Interview and Reflection (30 Points)

Each candidate will conduct an interview with an academic Special Education teacher and observe the
same special educator teaching a lesson to students with disabilities.

Criteria Assessment Points

Introduction Full Marks No Marks

 Special Educator’s actual name
and title, school and school address.
 Date, time, length and location of
the interview.
10 Points (2 points each)
 Date, time, length and location of
the observed lesson.
 Why you selected this special
educator.
 Any other relevant information the
special educator shared.

Interview Questions Full Marks No Marks

 Number and write the question.
 Type the special educator’s
response in italics underneath the
question. Paraphrase if needed
2 Points (1 Point each)

Lesson Observation Full Marks No Marks

 Purpose of the lesson and
expected outcomes. What did the
special educator teach?
 Discuss the target audience - # of
8 Points (1 Point each)
students by gender, grade levels,
disabilities, languages spoken by
students, etc.
 Describe the lesson the special
educator taught. Include lesson
objectives and outcomes.
 Describe the instructional
strategies did the special educator
use throughout the lesson.
 Describe how the students
interacted with the special educator
and instructional assistant during the
lesson.
 Describe how the students
interacted with each other during the
lesson.
 Describe how the Special
Educator measured the students’
progress towards the lesson
objectives.
 Describe anything else you
observed during the lessons that you
would like to share.

Reflection Full Marks No Marks

 Discuss the most significant things
you learned as a result of the
interview and the observation.

17
 What effective ideas and strategies
did you observe that you could use
in your classroom? 10 Points (2 points each)
 What did you learn from the
experience that relates to what you
have heard, read, seen or discussed
in class?
 Discuss how your perspective of
special education has changed
because of this assignment.

What is the impact of this
assignment on your future teaching?

Total Points:

18
 Final “What I Knew, What I Wondered, What I Learned” Project (25 Points)

The final project will enable you to demonstrate your breadth of knowledge about special education. Your
final project will be based on the "What I Know, What I Wonder, What I've Learned" activity completed in
class.

You may select any topic covered or discussed in class that you wish to present or learn more about.

*See Canvas for Examples

Criteria Assessment Points

Final project represents a minimum Full Marks No Marks

of one topic (or related topic)
discussed in-class

20 Points

Project demonstrates a minimum of Full Marks No Marks

one example of each “what I knew”,
“what I wondered”, and “what I
learned” reflected using the in-class
assignment
20 Points

Final project is completed with Full Marks No Marks

originality, accuracy, and detail

10 Points

Total Points:

19