EDSP 323 Special Education Law and Characteristics

This course is designed to expose teacher candidates to a variety of special education related topics including legal/ethical issues, documentation procedures, development of Individualized Education Programs, models of service delivery, and collaboration.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Special education is an area that is continuing to expand and change in many ways. It is of utmost importance that the beginning special educator is as current as possible on these changes, many of which will have a direct impact on how he or she will meet the needs of the students he or she will serve.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate must provide a thread in response to the provided prompt for each discussion. Each thread must be 350 words and demonstrate course-related knowledge. Each thread must be supported with at least 2 scholarly citations in current APA format. In addition to the thread, the candidate must reply to 2 other classmates’ threads. Each reply must be 150 words. Replies do not require any citations. (CLO: A, C, E, F)

Topic 1. Normal Patterns of Child Development Compared to Students with Disabilities (Medical, Physical, Cognitive, Language, Social-Emotional, Fine and Gross Motor Skills, Spiritual Development)

Topic 2: Lesson Planning and Ethical and Professional Behaviors in the Special Education Classroom.

Law Analysis Assignment

Using the provided template, the candidate will examine the historical development of disability law through key legislation and litigation for the three major laws of Special Education: Individuals with Disabilities Education Improvement Act of 2004 (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act of 1990 (ADA). The candidate will complete a comprehensive chart for each law, outlining its purpose, age range, disabilities covered, evaluation procedures, service locations/placement options, behavioral provisions, and dispute resolution processes. The candidate will provide at least 1 citation per law in current APA format. (CLO: B, D, E, F)

IEP Goals Assignment

After reviewing the assigned study resources and course presentations, the candidate will use the provided case study to write three standards-based IEP goals. The goals will comply with standard IEP goal writing and meet legal guidelines (CLO: E, F).

Perspective Reflection Assignment

Each candidate will interview with either a student with a disability or the parent of a student with a disability to gain insight into their lived experiences and perspectives. The interview should explore the nature of the disability, including its medical, physical, psychomotor, cognitive, linguistic, social, and emotional dimensions. Additionally, the candidate will examine the ethical practices that educators demonstrate when working with students. Following the interview, the candidate will compose a 3–5-page summary paper (not to exceed 5 pages), reflecting on the information and insights gained. The paper must include at least 3 in-text citations, a title page, a reference page, and adhere to current APA formatting guidelines. (CLO: C, E, F)

The candidate will select two court cases to analyze and research. Each analysis must be 600 words and contain at least 1 citation per court case in current APA format. (CLO: B, D)

Workbook Summary Assignment

After reading the Gibb & Taylor (2022) textbook, the candidate will write a summary of at least 150 words for each section/step (for a total of at least 1200 words). The paper must include at least 1 citation from the textbook per section of the workbook, for a total of at least 8 citations. The paper must follow current APA format and must include a title page and a references page. (CLO: E, F)

Final IEP Assignment

An IEP will be completed using a case study provided. While the length of a completed IEP will vary, the candidate must complete all parts of the provided template form, which includes the PLAAFP, 3 written, standards-based goals, a list of 3 accommodations/modifications appropriate to the student in the provided scenario, and a rationale for the placement decision. (CLO: C, D, E, F)

Exceptionality and Other Behavioral Concerns Chart Assignment

The candidate will explore the 13 disability categories recognized by the Individuals with Disabilities Education Act (IDEA) and behavioral concerns such as Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) encountered in K-12 classrooms. By completing the Exceptionality Chart, the candidate will demonstrate a thorough understanding of the definitions, eligibility criteria for special education services in Virginia, and the cognitive, linguistic, behavioral, physical, and medical characteristics of each disability. Additionally, the candidate will identify 4-6 evidence-based teaching strategies or technologies that support students with these exceptionalities. The candidate will address 2-3 educational issues influenced by family, culture, environmental, and social domains. The candidate will provide a minimum word count of 40-150 words and 1 citation per definition in current APA format. (CLOs: C, E, F)

Quizzes (4)

Each quiz will cover the textbook material for the assigned Module: Week. Each quiz will be open-book/open-notes, contain multiple-choice questions, and have a 1-hour time limit. (CLO: A, B, C, D, E)