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Online · School of Education · Graduate Education

Foundations of Exceptionality
EDUC-521

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 02/12/2020

Contact Information

See detailed faculty information in Blackboard.

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.

Requisites

Prerequisites

EDUC 500 (may be taken concurrently)

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.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Identify the conceptual and biblical basis of special education.
  2. Recognize the legal requirements concerning students with exceptionalities.
  3. Identify the characteristics of various categories of exceptionality.
  4. Discuss intervention strategies for students with exceptionalities.
  5. Research current professional literature on special education.

Course Resources

Required Resource Purchases

Claxton, B. L. (2018). Planning, writing, and implementing IEPs: A Christian approach. Dubuque, IA. Kendall Hunt. ISBN: 9781524952938.

Please note: the Claxton text is not provided in the course. The Claxton text is required and is available to purchase through the Liberty University Online bookstore, MBS Direct.

Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN: 9781337065733.

(This required resource has been provided in this course as an e-book). However, if the student prefers a physical copy of the book, he or she may purchase it through the Liberty University Online bookstore, MBS Direct. The purchase of the physical copy of the textbook is optional.

www.LiveText.com membership: This is a website for portfolio development and the submission of major course assignments. Please note: Your one-time LiveText subscription purchase lasts for a period of 5 years and is required for all candidates seeking licensure. LiveText is required in the following Virginia state-approved, licensure programs: M.A.T. in Elementary Education, M.A.T. in Middle Education, M.A.T. in Secondary Education, M.A.T. in  Special Education, M.Ed. Reading Specialist, M.Ed. Math Specialist, M.Ed. Administration & Supervision, M.Ed. in Curriculum & Instruction – Gifted Education, and M.Ed. in Curriculum & Instruction – Early Childhood Education. ISBN: 9780979663567.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resource

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.

Additional Materials for Learning 

  1. Computer with basic audio/video output equipment
  2. Internet access (broadband recommended)
  3. Blackboard recommended browsers
  4. Microsoft Office
  1.  

Course Assignments

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. (MLO: 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. (MLO: C, D)

Law Analysis (Parts I and II)

Part I: Candidates will complete the activityLaws 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. (MLO: 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. (MLO: 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). (MLO: 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. (MLO: 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. (MLO: 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. (MLO: 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.

Course Grading

Course Requirements Checklist

10

Discussion Board Forums (2 at 25 pts ea)

50

IEP Book Summaries (2 at 50 pts ea)

100

IEP Goals

50

Exceptionality Chart

50

Law Analyses (Parts I and II)

100

Interview Assignment

100

Final IEP

100

Chapter Quizzes (14 at 25 pts)

350

Community Engagement (Plan, Log, Journal, Assessment)

100

Total

1010

Course Policies

LiveText Submission Policy

All LiveText assignments must be submitted to Blackboard and LiveText in order for the candidate to receive credit.

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

EDUC 521

Textbooks: Claxton:Planning, writing, and implementing IEPs: A Christian approach (2018).

Kirk et al., Educating Exceptional Children (14th ed., 2015).

Module/Week

Reading & Study

Assignments

Points

1

Kirk et al.: chs. 1–2

2 Cengage video cases

2 video presentations

 

Course Requirements Checklist

Class Introductions

Advising Guide Acknowledgement

Chapter Quiz 1

10

0

0

25

2

Claxton: chs. 1–4

2 video presentations

1 lecture note

2 websites

DB Forum 1

IEP Book Summary: chs. 1–4

Chapter Quiz 2

25

50

25

3

Kirk et al.: ch. 3

1 Cengage video case

1 video presentation

2 videos

IEP Goals

Community Engagement Plan

Law Analysis Pt I

Chapter Quiz 3

50

15

50

25

4

Claxton: chs. 5–8

Kirk et al.: chs. 4–5

2 Cengage video cases

1 video presentation

2 videos

1 website

IEP Book Summary: chs. 5–8

Chapter Quiz 4

Chapter Quiz 5

50

25

25

5

Kirk et al.: chs. 6–7

2 Cengage video cases

1 video presentation

1 video

1 PDF

1 website

Law Analysis Pt II

Exceptionality Chart

Chapter Quiz 6

Chapter Quiz 7

VDOE LD Guidelines Quiz

50

50

25

25

25

6

Kirk et al.: chs. 8–9

2 Cengage video cases

1 video presentation

Interview Assignment

DB Forum 2

Chapter Quiz 8

Chapter Quiz 9

100

25

25

25

7

Kirk et al.: chs. 10–11

2 Cengage video cases

1 video presentation

Community Engagement-3parts

Chapter Quiz 10

Chapter Quiz 11

85

25

25

8

Kirk et al.: chs. 12–13

1 Cengage photo case

1 Cengage video case

1 video

Final IEP

Chapter Quiz 12

Chapter Quiz 13

100

25

25

Total

 

 

1010

DB = Discussion Board

NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.