Foundations of Exceptionality – EDUC 521
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/01/2024
Course Description
A comprehensive course dealing with the characteristics of children and youth with disabilities and topics related to models of service delivery, documentation procedures, and legal/ethical issues. Recommended as the first special education course.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Rationale
A comprehensive course dealing with the characteristics of children and youth with disabilities and topics related to models of service delivery, documentation procedures, and legal/ethical issues. Recommended as the first special education course.
Course Assignment
Textbook readings and lecture presentations/notes
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in Module/Week 1.
Discussion Board Forums (2)
Discussion boards are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each forum. Each thread must be at least 400 words and demonstrate course-related knowledge. The thread must cite at least 1 source in current APA format. In addition to the thread, the candidate is required to reply to 1 classmate’s thread. The reply must be at least 250 words and must cite at least 1 source in current APA format. The course textbooks, the Bible, and scholarly journal articles may be used as sources. (CLO: A, B, C)
Exceptionality Chart
Candidates will create an exceptionality chart which covers the following: exceptionality and definition (all IDEA, 2014 categories), criteria for services, characteristics, and general teaching methods/instructional strategies/technology. (CLO: C, D)
Law Analysis (Parts I and II)
Part I: Candidates will complete the activity, Laws in Special Education.
Part II: Candidates will analyze landmark, special education court cases by stating the facts of the case, the rulings of the case, and the implications to special education. (CLO: B)
IEP Book Summary: Planning, Writing, and Implementing IEP’s: A Christian Approach (2)
After reading the Claxton IEP text, the candidate will complete two book summaries. The first book summary assignment will cover chapters one through four and the second book summary assignment will cover chapters five through eight. Each book summary assignment will include an introduction, conclusion, and a summary on the Christian Perspective (each section should be 150 words in length for a total of 1050 words per summary assignment). The summaries must be formatted according to current APA style and include a title page and reference page. (CLO: A, B)
IEP Goals
After reviewing the assigned study resources, the Claxton IEP text, and course presentations, the candidate will use the provided Present Level of Academic Achievement and Functional Performance (PLAAFP) to write three standards-based IEP goals specific to Reading and Decoding (SOLs 2.5–2.10). (CLO: D)
Interview Assignment
Using the provided questionnaire, the candidate will interview an adult family member of an individual with exceptionalities to inquire about his/her school experiences. The candidate is responsible for locating this person and must not contact the School of Education Field Office. Afterwards, the candidate will write an interview summary of at least 500 words and a conclusion of at least 500 words in current APA format. The summary must include at least 1 journal article and the course textbook as references. (CLO: A, C, D, F)
Final Individualized Education Program (IEP)
An IEP will be completed using a provided Present Level of Academic Achievement and Functional Performance (PLAAFP). While the length of a completed IEP will vary, the candidate must complete all parts of the provided template form, which includes 3 written, standards-based goals, a list of 5 accommodations/modifications appropriate to the student in the provided scenario, and a rationale for the placement decision. (CLO: A, C, D)
Chapter Quizzes and VDOE LD Guidelines Quiz (14)
Throughout the course, the candidate will complete quizzes that correspond with the Reading & Study materials. All quizzes are open-book/open-notes and contain 10 multiple-choice questions (15 for the VDOE LD Guidelines Quiz). The candidate will have 1 hour and 30 minutes to complete each quiz. (CLO: A, B, C)
Community Engagement (MLO: B, C, D )
1. Community Engagement Plan: The candidate will submit a paragraph informing the instructor of the plan for the required 10-hour volunteer service in an educational/community setting, including the supervising organization’s name and other pertinent information.
2. Community Engagement Log (CEL): The candidate is required to log hours throughout the placement in the Community Engagement Log (CEL) which should specify the dates and times of observations as well as disability category observed (e.g., LD, ED, ID, etc.) and be signed by the supervisor by the end of the placement.
3. Community Engagement Reflective Journal: The candidate will complete a reflective journal entry following each observation. Journal entries should include direct observations of students, and educators, questions, and reflections as it relates to individuals with exceptionalities and culturally responsive practices for meeting the needs (academic, social, emotional, behavioral) of diverse learners.
4. Community Engagement Assessment (CEA): The host supervisor will complete the CEA to evaluate the candidate’s professional dispositions in the setting.
