Faculty Contact Information:
E-mail: cyork@faculty.ed.umuc.edu (and on the DoDDS global listing)
Phone: DSN 338-7759 Commercial 0611-380-7759
Address:CMR 443 Box 118 APO, AE 09096
|
|
Consultation:
|
I am available by appointment and after class. Please call or send me e-mail if you would like to set up an appointment.
|
|
Required Texts and Readings:
|
Smith, D.D. (2004). Introduction to Special Education: Teaching in an Age of Opportunity. 5th Ed., Boston, MA: Allyn & Bacon.
|
|
Supplementary Readings:
(Recommended but NOT required)
1. Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders (4th Ed. - Text Revision). Washington, DC: American Psychiatric Association.
2. American Psychological Association (2001). Publication Manual of the American Psychological Association (5th Ed.). Washington, DC: American Psychological Association.
3. DoDDS Special Education Manual (Draft) will be provided in class.
4. All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
|
|
Recommended Journals:
|
A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the Counseling Webboard at http://www.ed.umuc.edu/graduate/webboards/
|
|
Course Description:
|
Students examine the historical development, the philosophies, research, legislation, and current difficulties that have emerged relative to the education of exceptional children. The characteristics of children with disabilities and the principles of effective instruction, management, and intervention are addressed as they apply to special education. Family empowerment concepts are explored relative to the diversity of our schools and communities. Professional, community, and parent organizations; local, state, and federal agencies dealing with exceptional children are also identified.
|
|
Course Goals:
|
The course focuses on theory and the development of skills related to the philosophical, historical, and legal foundations of special education. The class examines the characteristics of learners with exceptional learning needs, including those from culturally and linguistically diverse backgrounds; the implications of those individual differences; and the effects of the child’s cultural milieu. Information is provided on effective collaboration approaches among professionals, community and family members and particularly between general and special education professionals.
|
|
Course Objectives:
At the conclusion of this course, the student will be able to:
- demonstrate a knowledge of the models, theories, and philosophies of special education practice and begin to formulate a personal philosophy of special education,
- identify and define individuals with disability, including those from culturally and linguistically diverse backgrounds, from developmental, psychological, social-emotional, and educational perspectives,
- describe examples of differing learning styles of diverse learners and appropriate strategies and learning environments for addressing these styles,
- identify basic research-based classroom management theories and practices used to establish and maintain a safe, equitable, positive, and supportive learning environment,
- apply knowledge of laws and policies related to behavior management implementation to a variety of situations,
- identify roles and responsibilities of families, school and community personnel, and individual learners in the planning an individualized program,
- be familiar with local professional agencies and parent organizations, which serve mildly and moderately disabled children.
|
|
Grading Information:
Grades for this course will be assigned as follows:
A 92%
B 80 – 91%
C 70 – 79%
F Below 70%
Please note that Bowie State University does not use "D" for graduate students. The grade F(a) is used to designate academic failure. F(n) is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog. Hard copies of the catalog are available in your local Education Center.
|
|
Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Participation: 10%
Case Studies: 30%
Midterm: 20%
Final: 20%
Research Paper and Presentation: 20%
Late work: 10 percentage points will be taken from each assignment for each class meeting the work is submitted late. If something is going to be late because of official duties or medical reasons, please talk to me in advance and we will work something out.
|
|
Description of Course Requirements:
Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner. Usually this requires two to three hours of additional for every hour of a face-to-face class and approximately ten hours of preparation per week for a DE class.
Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Plan on committing approximately 150 hours over the duration of this course to producing professional level deliverables.
Orally/visually present prepared material: You are required to present your research in a professional manner. In a face-to-face course, this typically means an oral presentation accompanied by appropriate visual material. In a DE class, this means creating a visual/textual presentation for your instructor and classmates.
Complete one or more written examination(s): The examination process in this class will assist you in developing the writing and critical thinking skills necessary to successfully passing the comprehensive exam required of all graduate students. The questions used for this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam.
Description of Course Work:
Assignment One
Vocational Rehabilitation Services and Enrollment
Due: 06 November 2004
Description: Contact a Vocational Rehabilitation office in the state of your choice and collect a description of services offered, the eligibility requirements, and the process for initiating services. Collect information on services for persons with mild, moderate, and severe disabilities. Contact information, including the name and address of the agency you contacted, as well as the name and title of the person you interviewed should be included in your report.
Assignment Two
Case Review
Due: 07 November 2004
Select a student from your school who has either learning disabilities and/or speech disabilities. Using the criteria presented in your text and the DoDDS Procedural Manual, explain how the student has met the eligibility criteria presented. Be descriptive and use test scores to justify the placement.
Assignment Three
Due: 20 November 2004
Select a student from your school who has either mental retardation or a pervasive developmental disability. Using the criteria presented in your text and the DoDDS Procedural Manual, explain how the student has met the eligibility criteria presented. Be descriptive and use test scores to justify the placement.
Assignment Four
Transition Planning
Due: 21 November 2004
Description: Select a student and complete a transition plan for the remainder of their high school experience. If the student you select is in elementary, pretend the student is in the 10th grade and work the plan from there.
Research Paper
Due: 11 December 2004
The final assignment is a research paper. Research (including your textbooks, other texts, professional and trade journals, web sites, etc.) and write a paper, 5 to 10 pages (double spaced) in length, on ANY topic of your choosing, that relates to Special Education and Counseling. If you are unsure of your chosen topic or the breadth of your topic, please speak with me.
If your research paper topic relates to a condition or disorder that is included in DSM-IV, then DSM-IV information (prevalence, diagnosing, etc.) should be included in your Paper. Your Paper should be written, referenced, etc. in APA style.
It is important that you include a list of references with this paper. While it is open to discussion, I would generally expect to see at least three professional references. You are free to include any references from non-professional sources (news magazines, etc), but for the purposes of this paper, professional references include only those texts that include peer review or are accepted standards of the field (such as the DSM IV).
Presentation of Research Paper
Due: 12 December 2004
The final class activity for this course will be your presentation of your topic and paper. Prepare summary information using PowerPoint, slides, or handouts for your classmates so they will be able to keep the information you provide. Presentations should be 15 to 30 minutes long, and should include 5 to 10 minutes for questions and discussions.
Important Notes about Assignments:
1. Confidentiality is a MUST. Do not use information that will identify a student in attendance at your school.
2. I lose things too. Keep hard copies of all of your work!
3. You’re free to get help from anyone in your home school (CSC chairs, Sped teachers, etc.), but please do not collaborate with your classmates from this course on individual assignments and papers.
4. Three of the four assignments will count towards the final grade. Students have the option of not completing one assignment, or of completing all four and having their lowest score dropped.
|
|
Course Schedule:
This schedule presents 16 units or modules, with each unit corresponding to a regular three-hour weekday meeting, a half-day on weekends, or a full week of DE.
Initial Meeting:
Saturday October 23, 2004
9:00 to 12:00
- Introductions
- Review of syllabus
- Clarification of goals, objectives and requirements Orientation to
subject
Second Meeting
Saturday October 23, 2004
13:00 to 16:00
Read: Chapter One
- History of Special Education
- Individuals with Disabilities Education Act (IDEA)
- Vocational Rehabilitation Act (VR)
- Americans with Disabilities Act (ADA)
- Section 8 and Section 9 Housing
- Supplemental Security Income (SSI)
- Social Security Disability Income (SSDI)
Third Meeting
Sunday October 24, 2004
9:00 to 12:00
Read: Chapter Two
- IEP Process
- Eligibility and Evaluations
Guest Speaker: Marcia Blom
- DoDDS Special Education Guide
Fourth Meeting
Sunday October 24, 2004
Read: Chapter Three
13:00 to 16:00
- Multicultural and Bilingual Issues
- Inclusion Issues
Fifth Meeting
Saturday November 6, 2004
9:00 to 12:00
Read: Chapter Four
- Learning Disabilities
Guest Speaker: TBA
ASSIGNMENT ONE DUE
Sixth Meeting
Saturday November 6, 2004
13:00 to 16:00
Read: Chapter Five
- Speech or Language Impairments
Seventh Meeting
Sunday November 7, 2004
9:00 to 12:00
Read: Chapters Six, Twelve and Thirteen
- Mental Retardation
ASSIGNMENT TWO DUE
Eighth Meeting
Sunday November 7, 2004
13:00 to 16:00
- Accommodations and Modifications
- Inclusion Issues
- Mid-Term Exam
Ninth Meeting
Saturday November 20, 2004
9:00 to 12:00
Read: Chapters Ten and Eleven
- Hearing and Visual Impairments
Guest Speakers: Tawona Wilson and Janet Roos
ASSIGNMENT THREE DUE
Tenth Meeting
Saturday November 20, 2004
13:00 to 16:00
Read: Chapter Nine
- Physical Impairments and Special Health Care
- Assistive Technology
Guest Speaker: Maureen Crouse
Eleventh Meeting
Sunday November 21, 2004
9:00 to 12:00
Read: Chapter Eight
- Emotional or Behavioral Disorders
- Functional Behavior Assessments
ASSIGNMENT FOUR DUE
Twelfth Meeting
Sunday November 21, 2004
13:00 to 16:00
Read Chapter Seven
- Gifted and Talented
Guest Speaker: Marjorie Rodman
- Course Review and Final Exam Prep
Thirteenth Meeting
Saturday December 11, 2004
9:00 to 12:00
- Final Exam
RESEARCH PAPER IS DUE
Fourteenth Meeting
Saturday December 11, 2004
13:00 to 16:00
- Final Exam
Fifteenth Meeting
Sunday December 12, 2004
9:00 to 12:00
- Student Presentations
Sixteenth Meeting
Sunday December 12, 2004
13:00 to 16:00
- Student Presentations
- Course Evaluations
|
|
Academic Policies:
Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center.
|
|
Faculty Bio:
Chuck York has his BS from DePaul University, Chicago and MS from the University of Tennessee, Knoxville. I am currently one of two Instructional Systems Specialist/ Autism Consultants serving the Europe Area for the Department of Defense Dependents Schools. Previous related professional experience includes working as a teacher for children with moderate to severe disabilities at Zama American High School at Camp Zama, Japan; with the Chicago Public Schools as a Rehabilitation Counselor and Team Leader; with the Jewish Vocational Service of Chicago (a rehabilitation facility) as a Program Supervisor for Community Based Services; and with Anderson County Schools in Tennessee as a teacher for children with emotional impairments.
Unrelated experience includes hosting local portions of National Public Radio’s All Things Considered, Being lost in the Smokey Mountains National Park overnight with just the glow of my Indi-Glo watch to keep me warm, and missing the last train out of Shinjuku station in Tokyo and sleeping on the stairs outside the station for six hours.
|
|