Faculty Contact Information:
E-mail - jcalvin@faculty.ed.umuc.edu
Phone (U.S.) - (508) 362-2410
Address - P O Box 936, Barnstable, MA 02630-0936 | |
Consultation:
Class Location - WebTycho. Please check, by June 8th, to ensure that you are enrolled in the Class, and accessing WebTycho.
Office Hours - use WebTycho for general issues (that the whole class can read); for personal issues, e-mail, phone, or write Dr. Calvin. | |
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:
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Recommended (but NOT Required) Texts: 1) (supplemental reading and diagnosis – on various conditions) American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders (4th Ed. - Text Revision). Washington, DC: American Psychiatric Association. 2) (for your Term Paper) American Psychological Association (2001). Publication Manual of the American Psychological Association (5th Ed.). Washington, DC: American Psychological Association.
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:
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Students who wish to excel in this course must give evidence of critical thinking, and demonstrate an ability to thoughtfully compose and carry out the written assignments. Students should interact with their fellow students in WebTycho Topic Areas. Diversity of opinion is encouraged; it will serve our learning if we respect each other, and the values and opinions of each of us. If we cultivate an atmosphere in which we can challenge ourselves and each other supportively, we all learn and grow!
Grading Summary:
WebTycho Assignments/Participation - 50%
Written Projects
Term Paper - 20%
Self Assessment - 10%
Final Exam - 20%
Course GRADES will be given as follows: 92-100 points - A; 80-91 - B; 70-79 – C; Below 70 – F.
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:
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In addition to formal course requirements, personal journaling is strongly encouraged.
CONFIDENTIALITY - Because self-analysis is so important to promote understanding ourselves, and therefore important to counseling, each of you will be introspecting and analyzing yourselves. This is a course that will involve some self-examination and some degree of sharing personal information with the class. Therefore, students must be sensitive to the right to privacy of other students. It is important to be discrete and appropriate in your personal sharing in our “classroom”; therefore be VERY mindful of what personal information you post onto WebTycho (which goes to each of us, and to no one else). It is important to self-disclose about yourself; BUT ALSO, to be very mindful of what you share in “class” and NOT to share those personal things that you might regret sharing, at some later point. Further, you must be sensitive to the privacy of your fellow students, and that all information shared REMAIN CONFIDENTIAL! During the first week of class, you MUST go to the Topic Area titled “Self-Disclosure and Confidentiality” and AGREE TO the terms of self-disclosure and confidentiality in this course.
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.
EVALUATION - Grades will be given based on mastery of course objectives, class (WebTycho) participation and written assignments, and two Written Projects. | |
Description of Course Requirements:
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Mastery of objectives will be tested by a “Take Home” Final Examination, during Week 13, October 1 - 7. The Final will be worth 20 points, and will consist of essay questions.
WebTycho Assignments and Participation - There will be WebTycho assignments to be posted, each week (except Term Break, 8/1 – 8/20). These assignments are listed in the week-by-week assignments section, below. “Due date” means midnight, on the due date, in your time zone. You will be further reminded, AND can ask questions about, upcoming weekly assignments, week by week. Please do not be tardy with work. Because we are working on the internet (WebTycho), class participation is significant!! You are expected to read the required readings by the beginning of the appropriate week, then must log onto WebTycho, submit work and comments, and respond to others – weekly. An important note, for WebTycho assignments: on your WebTycho postings, I want YOUR thoughts and observations, NOT a “cut and paste” from your textbooks; it is important that you take the ideas and concepts from the texts and “make them your OWN”!! WebTycho assignments and Participation are worth 50 points.
Written Projects – There are TWO Written Projects.
The first Written Project is a Term Paper. Research (including your textbooks, other texts, web sites, etc.) and write a Paper, 10 – 15 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 consult Dr. Calvin. If your Term 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. Your Paper should be posted in your “Paper” Assignment Folder. Your Term Paper is DUE on Tuesday, September 27th, and is worth 20 points.
The second Written Project is a Self Assessment. This is a written project, approximately two pages (single spaced, or 4 pages double spaced) in length, about you and your ability to work with various Special Education clients. This project should include your background (family or friends), your education and training, and your personal attitudes and abilities – as relates to each of the major categories of Special Education clients that we are studying. This project will be submitted directly to Dr. Calvin – in your “Self” Assignment Folder – and is in the strictest confidence between you and Dr. Calvin. Your Self Assessment is due on Saturday, September 24th, and is worth 10 points. | |
Course Schedule:
COURSE CALENDAR
Week 1 – June 13 - 18, 2005 - Welcome, Getting Started, Introductions, and Why Study Special Education
Reading – Please read the Preface, in the Smith textbook
Projects/Assignments - Under Topic Area “Assignments - Week One” - SEVEN INDIVIDUAL Projects, all to be posted by 6/18:
1. Questions for Jim - questions about syllabus, assignments, etc.
2. Go to the Topic Area titled “Self-Disclosure and Confidentiality” and AGREE TO the terms of self-disclosure and confidentiality in this course
3. Read my Introduction (Topic Area – “Jim’s Introduction”). In that Topic Area, respond to my Introduction by answering the following TWO questions: How does my Introduction of myself relate to the issues of self-disclosure and confidentiality? And, what else would you like to ask about ME?
4. Introduce YOURSELF - in the Topic Area “Student Introductions”
5. Respond to the Introductions of at least TWO of your fellow students, in the Topic Area “Student Introductions”
6. In the Topic Area “Why Study Special Education” - briefly answer the following question: Why is it important to study Special Education, as it relates to YOUR practice of counseling?
7. Read my thoughts in the Topic Area “My philosophy on this Course and on Distance Education”; post any thoughts or questions you have.
Week 2 & 3 – June 19 – July 2, 2005 – Foundations and Principles of Special Education, Individualized Special Educational Programs, and Multicultural/Bilingual Issues
Reading – Smith, Chapters 1 - 3
Projects/Assignments - Under Topic Area “Assignments - Week Two/Three” – SEVEN INDIVIDUAL Projects to be posted:
1. Questions for Jim - questions about definitions, concepts, etc.
2. Post onto WebTycho, your answers to this question: After reading the “special education controversies” (Smith, pages 26 – 31), which ONE of these “Concerns” do you think is most important, and why? AND, BRIEFLY, what is your proposed solution? Post your response by 6/29
3. RESPOND to the postings of (at least) ONE of your fellow students on the above (Concerns) question; post those Responses to Others by 7/2
4. Post onto WebTycho, your answers to this question: What do YOU think are the most important steps (or elements) of an Individualized Education Program (IEP), and why? Post your response by 6/29
5. RESPOND to the postings of (at least) ONE of your fellow students on the above (IEP) question; post those Responses to Others by 7/2
6. Post onto WebTycho, your answers to this question: Why are cultural/multicultural issues and considerations important in Special Education? Post your response by 6/29
7. RESPOND to the postings of (at least) ONE of your fellow students on the above (Multicultural) question; post those Responses to Others by 7/2
Important Note: In many of the following Assignments, I pose the Assignment as, “In YOUR future Counseling practice….” Please respond to these questions in terms of the counseling practice (children, teenagers, adults, school setting, etc.) that YOU hope, plan, or intend as the kind of future counseling work that you will be doing.
And a suggestion: as we go through each of these “Special Ed” topics, make notes about yourself – which you can combine into the Self Assessment project.
Week 4 & 5 – July 3 - 16, 2005 – Learning Disabilities, and Speech/Language Impairments
Reading – Smith, Chapters 4 & 5
Recommended (but NOT required) additional reading – DSM-IV, pages 49 - 69
Projects/Assignments - Under Topic Area “Assignments - Week Four/Five” - FIVE INDIVIDUAL Projects to be done/posted:
1. Questions for Jim
2. Post onto WebTycho, your answers to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding Learning Disabilities? Post your response by 7/13
3. RESPOND to the postings of (at least) ONE of your fellow students on the above question; post those Responses to Others by 7/16
4. Post onto WebTycho, your answers to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding Speech and Language Impairments? Post your response by 7/13
5. RESPOND to the postings of (at least) ONE of your fellow students on the above question; post those Responses to Others by 7/16
Week 6 & 7- July 17 - 30, 2005 – Mental Retardation, and Gifted/Talented Development
Reading – Smith, Chapters 6 & 7
Recommended (but NOT required) additional reading – DSM-IV, pages 41 - 48
Projects/Assignments - Under Topic Area “Assignments - Week Six/Seven” – FIVE INDIVIDUAL projects to be posted:
1. Questions for Jim
2. Post onto WebTycho, your answers to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding Mental Retardation? Post your response by 7/27
3. RESPOND to the postings of (at least) ONE of your fellow students on the above question; post those Responses to Others by 7/30
4. Post onto WebTycho, your answers to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding Gifted and/or Talented Development? Post your response by 7/27
5. RESPOND to the postings of (at least) ONE of your fellow students on the above question; post those Responses to Others by 7/30
August 1 - 20 – TERM BREAK
Week 8 & 9 – August 21 – September 3, 2005 - Emotional & Behavioral Disorders, and Physical Impairments & Special Health Care
Reading –Smith, Chapters 8 & 9
Recommended (but NOT required) additional reading – DSM-IV, pages 85 - 134
Projects/Assignments - Under Topic Area “Assignments - Week Eight/Nine” – FIVE INDIVIDUAL projects to be posted:
1. Questions for Jim
2. Post your response to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding Emotional and Behavioral Disorders? Post your response by 8/31
3. RESPOND to the postings of (at least) ONE of your fellow students on the above question; post those Responses to Others by 9/3
4. Post onto WebTycho, your answers to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding Physical Impairments and Special Health Care? Post your response by 8/31
5. RESPOND to the postings of (at least) ONE of your fellow students on the above question; post those Responses to Others by 9/3
Week 10 & 11 – September 4 - 17, 2005 – Hearing Problems & Deafness, and Vision Problems & Blindness
Reading – Smith, Chapters 10 & 11
Projects/Assignments - Under Topic Area “Assignments - Week Ten/Eleven” – FIVE INDIVIDUAL PROJECTS to be posted:
1. Questions for Jim
2. Post onto WebTycho, your answers to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding Hearing Problems and Deafness? Post your response by 9/14
3. RESPOND to the postings of (at least) ONE of your fellow students on the above question; post those Responses to Others by 9/17
4. Post onto WebTycho, your answers to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding Vision Problems and Blindness? Post your response by 9/14
5. RESPOND to the postings of (at least) ONE of your fellow students on the above question; post those Responses to Others by 9/17
Week 12 & 13 – September 18 – October 1, 2005 – Autistic Disorders, and Low Incidence Disabilities
Reading – Smith, Chapters 12 & 13
Recommended (but NOT required) additional reading – DSM-IV, pages 69 - 84
Projects/Assignments - Under Topic Area “Assignments - Week Twelve/Thirteen” – FIVE INDIVIDUAL Projects (NO Responses to Others required, these two weeks, but you MAY – if you wish!):
1. Questions for Jim
2. Post your response to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding Autistic Disorders? Post your response by 10/1
3. Post onto WebTycho, your answers to this question: In YOUR future counseling practice, what are the most important counseling issues that relate to your pupils/students/clients (and their families) – regarding any of the various “Low Incidence Disabilities”? Post your response by 10/1
4. SUBMIT your Term Paper – by 9/27
5. SUBMIT your Self Assessment – by 9/24
Week 14 – October 1 - 7, 2004 - **** ”Take Home” FINAL EXAM*** | |
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:
| Your Professor is Dr. Jim Calvin, who: took over 100 undergraduate semester hours (and got B.A. degree) and took two graduate CAPS courses, from UMUC, on Okinawa; got his M.A. and Ph.D. in Clinical Psychology from Kent State University; and did his Clinical Psychology Internship at National Naval Medical Center Bethesda. Jim is a Board Certified, Licensed clinical psychologist, and is a Diplomate of the American Board of Psychological Specialties. He served 27 years in the United States Navy - 9 years enlisted and 18 years as a clinical psychologist and health care manager; he was Chief of Mental Health, Quantico Naval Hospital; Clinical Psychologist, SERE San Diego; Chief Psychologist, Naval Submarine Medical Center; Executive Officer, 1st Medical Battalion; Commander, MPS Medical Battalion; and Clinical Director, Naval Alcohol Rehabilitation Center San Diego. Jim has been teaching undergraduate and graduate courses since 1990; he has taught at National University, Norwich University, Plymouth State University, American University in Kyrgyzstan, and for the Civil Education Project at Yale; he is presently a Collegiate Professor for University of Maryland University College Europe, teaching for UMUC Europe since January 2001. He was Resident Graduate Professor in Counseling for United Kingdom, Academic Year 2001-02. Jim is Abbot and Head Dharma Teacher of the Cape Cod Zen Center. | |