Return to Marathon County Special Education Trainings


Viterbo University

Course Syllabus
  

For additional information, please contact: Dave Funk, Instructor of Record

 

1. Course Title:

 

Eleventh Annual Institute: Educational and Legal Issues of Educating Children with Emotional and Behavioral Disabilities

 

2. Instructor (of record):

 

Dave Funk

 

3. Course Credit:

 

One semester hour

 

4. Catalog Description:

 

This course has been designed to explain new and current legal issues relating to students with disabilities in regards to the IDEA, Section 504, state statutes, policies, and procedures.  Special emphasis will be placed on current initiatives in Congress and an analysis of judicial interpretations of legal issues as they relate to the provision of special education services.

 

5. Course Overview:

 

Special education increasingly requires an elevated sophistication in educator training.  Specific sections of this course include discipline, access to the general curriculum, statewide testing, and a discussion of the No Child Left Behind Act.  In addition, information will be presented regarding the reauthorization of IDEA and related issues.  Other information will be provided regarding a national perspective on policies and procedures regarding services for students with emotional/behavioral disabilities.

This conference-format course will involve information from a number of experts in the diverse disciplines that comprise special education.  Information regarding the applications and practices needed to make accurate and informed decisions regarding programming for students with challenging behaviors will be incorporated into the presentation content.  Other information about school violence and instructional interventions will be included.

 

6. Student Learning Objectives:

 

6.1 Participants will identify various components of successful interventions for students with challenging behaviors.

6.2 Participants  will develop skills in the interrelated areas of special education law, instructional theory, and interpretation of assessment information.
6.3 Participants will develop expertise in the area of special education law and procedure
6.4 Participants will analyze specific social skills training strategies to assist students in dealing with  hostility, disruption, and avoidance.
6.5 Participants will explain the parameters for involvement of law enforcement relative to interventions for special education students.
6.6 Participants will identify specific aspects of strategies that are effective in the management of behaviorally disordered/emotionally disturbed students.
6.7 Participants will demonstrate understanding of factors necessary to implement IDEA mandates and procedural requirements of Wisconsin statutes.

 

7. Teaching Method/Class Format


7.1 Lecture presentations from keynote speakers.
7.2 Specific interest interaction groups.
7.3 Formal question/answer sessions.
7.4 Informational sessions/displays.
7.5 Structured sessions for explaining course logistics, requirements, assignment criteria, etc.

 

8.  Required Text:

 

8.1 A notebook/text (approximately 150 pages) will be part of the materials distributed to participants that will include presentation  summaries and other pertinent information.

 

9. Units of Work:


9.1 Review of the relevant issues surrounding the topics of discipline, access to the general curriculum, and statewide testing.
9.2 Review the impact and implications of the No Child Left Behind Act.

9.3 Procedural issues regarding evaluation, programming and placement of students with emotional and behavioral disabilities.
9.4 Acceptable practices in applying state-defined eligibility criteria.

9.5 Evaluating and responding to school violence.
9.6 Assessing the impact of ADD on emotionality and behavior.

9.7 Open forum.

                                                                               

10.  Class Activities:


10.1 Attend large group sessions and the open forum.
10.2 Participate in required orientation meetings.

10.3 Develop an individual application project.
10.4 Complete required review of research (readings).

 

11. INTASC/Wisconsin Teaching Standard

The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.Ó  (Standard 3)

 

12. Evaluation and Grading Procedures:

Grading will be based on quality of work with components as follows:

 

12.1 Involvement in class discussion and activities.
12.2 Independent project.

12.3 Research component.
12.4 Results of peer review.


Grades are based on completion of individual components within standards identified in course materials.  Assessment of student performance is conveyed by the following symbols:

 

A - Superior graduate work indicating exemplary achievement and initiative.

A/B - Above average work at a graduate level but without elements of exemplary scholarship.

B - Adequately meets basic expectations of graduate work in terms of product and research

B/C - Stated course requirements met but with marginal research and product.

C - Minimal course requirements are met at the lowest level acceptable for graduate work.

 

 

Assessment of the INTASC/Wisconsin Teaching Standard #3 will be accomplished by requiring that the following components be addressed in the studentÕs independent project:

 

1. Bases action plan on identified unique characteristics of individual student(s) or set of circumstances affecting instruction or programming.
2. Indicates plan or protocol for addressing a specific impediment to the instruction or programming of a student or group of students with disabilities and/or exceptionalities.

3. Forms a nexus between the action plan and issue relevant to extending a knowledge base within the field of special education.

 

 

13. Bibliography:

 

Funk, D, Love and Logic Solutions for Kids with Special Needs, (The Love and Logic Press, 2002)

Gorn, Susan, The Answer Book on Individualized Education Programs, LRP Publications, 1997

Gorn, Susan, The Answer Book on Special Education Law, Second Edition, LRP Publications, 1997

Hartwig, E.P., and G.R. Ruesch, Discipline in the School-Second Edition, (LRP Publications, 2001)

Jenson, W.R., H.K. Reavis, and G. Rhode, The Tough Kid Tool Box, (Sopris West, 1994)

Lavoie, R., ÒHow Difficult Can This Be?: The F.A.T. City Workshop,Ó video and booklet, (PBS Publications, 1994)

Lavoie, R., ÒWhen the Chips Are Down: Behavior Management Strategies for Children with Learning Disabilities,Ó video and booklet, (PBS Publications, 1997)

Levine, M., A Mind At A Time, (Simon & Schuster, 2002)

Long, N.J., and W.C. Morse, Conflict in the Classroom, (Pro-Ed, 1996)

Sheridan, S., The Tough Kid Social Skills Book, (Sopris West, 1995)

Smith, S., ÒTeam Me Different: Successful Strategies for Teaching Children Who Learn Differently,Ó video, (PBS Publications, 2001)

Weber, M.  Special Education Law and Litigation Treatise, (LRP Publications, 2001 [updated])

 

14. Attendance Policy:


Students are expected to attend all classes and to participate in class discussions, small group activities, experimental and experiential group exercises and projects.

 

15. Academic Honesty and Integrity:

 

Students are expected to maintain academic honesty and integrity as students at Aurora University by doing their own work to the best of their ability.  Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student receiving a zero for that test, assignment or paper.

 

16.  In Compliance with the American's with Disabilities Act:

 

In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the beginning of the term.  Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation.