EXCEPTIONAL STUDENT EDUCATION PROGRAMese600.weebly.com/uploads/3/6/1/9/3619392/ese-0600...Plan...

NOVA SOUTHEASTERN UNIVERSITY

FISCHLER SCHOOL OF EDUCATION AND HUMAN SERVICES

GRADUATE TEACHER EDUCATION PROGRAM

EXCEPTIONAL STUDENT EDUCATION PROGRAM

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COURSE SYLLABUSFOR

ESE 600SURVEY OF EXCEPTIONALITIES

OFCHILDREN AND YOUTH

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NOVA SOUTHEASTERN UNIVERSITY

********FISCHLER SCHOOL OF EDUCATION

AND HUMAN SERVICES

********GRADUATE TEACHER EDUCATION PROGRAM

******


COURSE SYLLABUSFOR

ESE 600SURVEY OF EXCEPTIONALITIES

OFCHILDREN AND YOUTH

TERM:__________________SESSION:______________ SITE/ON-LINE:_______________

INSTRUCTOR’S NAME:_______________________________________________________

TEL #: (MORNING)_______________________(EVENING)__________________________

FAX#:___________________________________CELLULAR#:________________________

NSU E-MAIL ADDRESS: _______________________________________________________

University contact: Dr. Sidi M. Lakhdar Professor and Lead Faculty Graduate Program in Exceptional Student Education

Tel. # 954-262-8638 or 1-800-986-3223, Ext. 8638Fax # 954-262-3826E-mail: [email protected] Site: http://www.nova.edu/~lakhdars

Revised 10/2008

ESE 600 Page 1 of 40 October 2008

GTEP MISSION STATEMENT

The Graduate Teacher Education Program (GTEP) as part of the Division of Teaching and Learning is dedicated to developing and mentoring highly effective professional educators at both the preservice and inservice levels. To accomplish this goal, GTEP offers opportunities to translate research into practical applications through degree programs and non-degree selections in a variety of delivery formats.

GTEP PHILOSOPHY

The Faculty and Staff of the Graduate Teacher Education Program (GTEP) believe:Learning is life-long.Students merit quality instruction.Educators must be effective in diverse settings.Educators must advocate for all students.Educators must adopt leadership roles.Educators must adhere to ethical standards.

GOALS OF THE GRADUATE PROGRAM IN EXCEPTIONAL STUDENT EDUCATION

The goal of the Graduate Program in Exceptional Student Education is to prepare teachers to help students with disabilities develop self-management and decision-making capabilities, and learn the skills to function as independent individuals. Students in the program are expected to attain the following goals:

Develop knowledge, skills, and competencies to prepare them to face the challenge, complexity, and diversity in the field of exceptional student education.

Develop sensitivity to the unique needs of all students found in today’s multicultural and inclusive classroom settings.

Engage in reflective practices that prepare them to adapt teaching styles and instructional strategies to effectively address more the diverse needs of students found in today’s inclusive classrooms.

Develop and model the role of a collaborative member of a learning community, working with others in effecting educational change and personal growth.

Implement the best teaching and assessment practices for students with special needs that have been validated by current research and theory.


COURSE TITLE

ESE 600 - Survey of Exceptionalities of Children and Youth (3 Graduate Credit Hours)

COURSE DESCRIPTION

This course will provide students with fundamental information on laws, policies and practices in exceptional student education and on specific categories of exceptionality, including definitions, prevalence, causes, assessment techniques, educational strategies, and current and future trends in the field of exceptional student education.

COURSE OBJECTIVES

At the end of this course, students will able to:

1. Trace the history of special education through the centuries. (FEAP #8, FESE #3,#6,#7CEC #4, INTASC #1)

2. Identify the advantages and disadvantages of labeling children. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

3. Identify state and federal legislation and case law that have affected the education of students with disabilities. (FEAP #5; FESE #1.1; CEC 1, #2; INTASC #3)

4. Identify appropriate practices based on legal and ethical standards outlined in IDEA (FEAP #5, #6; FESE #1.2; CEC 1, #2, #8; INTASC #3, #9)

5. Identify the required components of Individual Educational Plans (IEP), Family Support Plan (FSP), and Individual Transition Plans (ITP) (FEAP #5; FESE 1.3; CEC #1, #2; INTASC #3)

6. Identify the classification system and eligibility criteria under the current Individuals with Disabilities Education Act (FEAP #5; FESE #1.4; CEC #1, #2; INTASC #3)

7. Compare the development and characteristics of children with disabilities to typical development and characteristics (FEAP #7, FESE #1.5; CEC #2; INTASC #2)

8. Recognize the roles and responsibilities of IEP and child study team members (FEAP #11; FESE 1.6; CEC #7; INTASC #10)

9. Identify the major goals of cultural pluralism and multicultural education. (FEAP #5; FESE #1; TESOL #25; CEC #1, #2; INTASC #3)


10. Analyze the issues involved in non-discriminatory assessment. (FEAP #1, #6; FESE #2, #4; TESOL #19, #20, #21; CEC #3, #4, INTASC #8, #4)

11. Describe the different bilingual special education models. (FEAP #5; FESE #1; TESOL #25; CEC #1, #2; INTASC #3)

12. Identify the various definitions of mental retardation and the common elements in these definitions. (FEAP #7, FESE #1, CEC #2, INTASC #2)

13. Identify the possible causes of mental retardation (FEAP #7, FESE #1, CEC #2, INTASC #2)

14. Identify the various definitions of learning disabilities, including the Federal definition and the NJCLD (National Joint Committee of Learning Disabilities) definition. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

15. Identify the characteristics of children with learning disabilities and the possible causes and contributing factors to learning disabilities. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

16. Define emotional and behavior problems. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

17. Identify the characteristics of students with emotional and behavioral disorders, and the possible biological and psychological causes of emotional and behavioral problems.(FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

18. Describe the types and causes of speech and language disorders in children. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

19. Analyze the various educational services for students with communication disorders. (FEAP #10; FESE #3,#6,#7; TESOL #4-#9, #11, #12, #14, #16; CEC #5; INTASC #7)

20. Describe the various types and degrees and the possible causes of hearing impairment. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

21. Describe the various educational considerations for children who are deaf and hard of hearing. (FEAP #10; FESE #3,#6,#7; TESOL #4-#9, #11, #12, #14, #16; CEC #5; INTASC #7)

22. Describe both the legal and educational definitions of visual impairment. (FEAP #6, FESE #4, CEC #8, INTASC #9)

23. Identify the possible causes of visual impairment. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)


24. Describe the various special adaptations and methods used to educate blind students and students with low vision. (FEAP #10; FESE #3,#6,#7; TESOL #4-#9, #11, #12, #14, #16; CEC #5; INTASC #7)

25. Describe the common physical and health impairments in school-age children, including orthopedic and neurological impairments, traumatic brain injury, and other chronic illnesses. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

26. Identify the characteristics of children with severe disabilities, including children with dual sensory impairments and autism. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

27. Analyze the various definitions of giftedness and talent. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

28. Analyze the various educational considerations for gifted and talented students. (FEAP #10; FESE #3,#6,#7; TESOL #4-#9, #11, #12, #14, #16; CEC #5; INTASC #7)

29. Recognize the effects that a child’s disability has on the family, including the parents and siblings. (FEAP #2, #11; TESOL #10;FESE #3, #5; CEC #7; INTASC #6, #10)

30. Identify the legislative support for early childhood special education, including PL 99-457. (FEAP #8, FESE #3,#6,#7 CEC #4, INTASC #1)

31. Analyze the various intervention strategies and programs used in early childhood special education. (FEAP #9; FESE #4; TESOL #13, #18; CEC #5, #6; INTASC #5)

32. Discuss the prospect of employment for young adults with disabilities. (FEAP #10; FESE #3,#6,#7; TESOL #4-#9, #11, #12, #14, #16; CEC #5; INTASC #7)

33. Identify the various residential alternatives for adults with disabilities. (FEAP #10; FESE #3,#6,#7; TESOL #4-#9, #11, #12, #14, #16; CEC #5; INTASC #7)

____________________________________________________________________Key:FEAP: Florida Educator Accomplished Practices http://www.firn.edu/doe/rules/6a-5.htmFESE: Florida Exceptional Student Education Competencies http://www.firn.edu/doe/sas/ftce/pdf/ftcomp61.pdfTESOL: Teaching English to Speakers of other Languages Competencies http://www.firn.edu/doe/omsle/perstand.htmCEC: Council for Exceptional Children Standards http://www.cec.sped.org/ps/ps-entry.htmlINTASC: New teacher Assessment and Support Consortium Standards http://www.dpi.state.nc.us/pbl/pblintasc.htm


COURSE OUTLINE

WEEKS OBJECTIVES CHAPTERS ASSIGNMENTS/DUE DATES

Week One 1- 8 1. The Purpose and Promise of Special Education2. Planning and providing Special education Services3. Collaborating with Parents And Families in a Culturally and Linguistically Diverse Society

Week Two 9 -13 4. Intellectual Disabilities Study Questions #1 due Week #2

Week Three 14 & 15 5. Learning Disabilities Review of Articledue Week #3

Week Four 16- 19 6. Emotional or behavioral Study Questions #2 Disorders due Week #4

7. Autism Spectrum Disorders

Week Five 20- 24 8. Communication Disorders Field Experience Report9. Deafness and Hearing Loss due Week #510. Blindness and Low Vision

Week Six 25 &-26 11. Physical Disabilities, Health, Study Questions #3

Impairment, and ADHD due Week #6 12. Low-Incidence Disabilities:

Sever/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury

Week Seven 27- 33 13. Giftedness and Talent Research Paper14, Early Childhood Special due Week #7 Education15. Transition to Adulthood

Week Eight Review of all Chapters Study Questions #4

and objectives due Week #8Final Exam


REQUIRED TEXTBOOK

Heward, W. L. (Latest ed.). Exceptional children: An introduction to special education. Englewood Cliffs, NJ: Prentice Hall, Inc.

REQUIRED RESOURCES

American Psychological Association. (2001). Publication manual of the American Psychological Association. (5th ed.). Washington, DC: Author.

Note: Before purchasing textbooks, first check the following course textbook list for updates:http://www.fgse.nova.edu/gtep/books.pdf

In this course, there are no specific pages from the textbook, Exceptional Children: An Introduction to Special Education, that students are assigned to read. However, students are expected to become familiar with the content of the textbook as it addresses most of the course objectives. Answers to the course weekly study questions and activities may be found in the textbook as well as in sources from the List of Suggested Resources list in the syllabus. The textbook is only one source of information. No single textbook can address all of the objectives in this course. Graduate students must be able to locate information from other sources and be exposed to different points of view and perspectives than those offered in the textbook.

Every week, the instructor will assign students activities and study questions related to the objectives for that particular week to do and to answer using the textbook and other sources. Students must come to each session ready to discuss their findings with the rest of the class.

COURSE ASSIGNMENTS

A. STUDY QUESTIONS AND ACTIVITIES

Four times during the course students will answer study questions related to the assigned chapters for those weeks. The biweekly study questions are designed to encourage students to read the chapters in the textbook related to the objectives for these weeks, and to come to class ready to address the topics and participate in the activities prepared by the instructor. Each set of questions contains 5 questions worth one point each. Students can earn up to 20 points for the 4 sets of the biweekly study questions.

To get credit for the answers to the study questions, students are expected to address all study questions fully and extensively. No points will be given for late assignments. Students should not be limited to the textbook when answering these questions. In addition to the textbook students are expected to get information from the List of Suggested Resources in this syllabus and from the Internet, and to use at least two other sources in addition to the textbook when answering each question. Students are also encouraged to and draw on their knowledge and experience in education when answering these questions.


The following are the study questions to be completed by students and turned in to their instructor according to the schedule in the Course Outline. Students cannot answer these questions in advance and submit them before their due date and before they are addressed by the instructor. The answers to the weekly study questions will be submitted to the course instructor who will grade them and return them to the students. If students decide to use selected weekly study questions in their portfolio, they must include 3 different study questions per Accomplished Practice.

Study Questions #1 and Activities related to objectives 1-13 (due Week #2)

1. The practice of labeling exceptional children is controversial. What are some of the advantages and disadvantages of labeling? How can the use of labels both help and hinder the education of children with exceptionalities? Give details and sources for your answers.

This question addresses the following standards and competencies: FEAP #8; FESE #3, #6, #7; CEC #4; INTASC #1

2. What are some of the major components of the 2004 IDEA (Individuals with Disabilities Education Act, H.R. 1350)? This is the 1997 IDEA Public Law that was reauthorized and recently signed into law by President George Bush on December 3, 2004. How is this law different from the 1990 ADA (Americans with Disabilities Act, or PL. 101-336)? Provide details and sources with your answers.


3. Most bilingual education programs emphasize either a transitional or a maintenance approach. What is the basis/belief of each approach? Where should LEP (limited

English Proficient) with disabilities receive their special education services, in the regular classroom, in a monolingual special education classroom, or a bilingual special education classroom? Explain your answer and provide details and sources with your answers.

Activity: Write a letter to one of the parents of your LEP (limited English proficient) students explaining to them the difference between the transitional and the maintenance programs to help them decide which placement is better for their child

This question addresses the following standards and competencies: FEAP #2, FESE #5, TESOL #10, CEC #7, INTASC #6

4. The 1992 AAMR definition of mental retardation focuses on the issues of support needed by the environment. Compare and contrast this definition with Grossman's (1983) definition. What are the levels of support outlined in the 1992 AAMR definition? Provide details and sources with your answers.



5. There are hundreds of known causes of mental retardation; but, for the majority of individuals, the exact cause of mental retardation is unknown. All of the unknown causes of mental retardation are biological or medical. Describe some of these biological and medical causes and discuss recent scientific advances that are helping to decrease the incidence of clinical retardation, including genetic counseling and amniocentesis. Give sources to support your answers. Provide details and sources with your answers.

Activity: Contact a pediatrician or an obstetrician, in person or by phone, and ask his/her feelings on the importance of prenatal care. Further, ask about the Apgar scaleand have him/her explain it to you. How much does he/she rely on the results of this test?

This question addresses the following standards and competencies: FEAP #7, FESE #1, CEC #2, INTASC #2


1. What is the most widely used and accepted definition of learning disabilities? What are some of the common elements in all the definitions of learning disabilities?Also, what are the illegibility criteria for learning disabilities in your school district?Provide details and sources with your answers.

Activity: Write a letter to the parents of a child with learning disabilities explaining to them what learning disabilities is. Identify for them some of the characteristics of children with learning disabilities. How can these characteristics interfere with their child's learning?


2. The exact causes of a child's learning disability are unknown; yet, many causes have been proposed. Discuss the three major categories of etiological factors. Provide details and sources with your answers.

- Brain dysfunction - Biochemical imbalance - Environmental factors.



3. Why is it difficult to define and measure emotional and behavioral problems in children? Review the Federal definition of "Serious Emotional Disturbance"

and determine if this definition can be applied to children living in other countries and children from other cultures living in the United States. Provide details and sources with your answers.


4. What is the difference between conduct disorders and emotional disorders? How would you, as a teacher, be able to recognize if a child has a conduct or an emotional disorder. Provide details and sources with your answers.

Activity: Find out if there is an advocacy or support group for individuals with emotional and behavioral problems in your community. What is the purpose of these groups and what services do they offer children with emotional and behavior problems and their families?


5. Describe the various causes of speech and language disorders in children. What can you do as a teacher to minimize some of these causes? Also, what is the difference between a conductive hearing loss and a sensorineural hearing loss? Provide details and sources with your answers



1. What are the four different types of articulation errors? How can a speech and language pathologist determine if a child has a different articulation system or an articulation disorder? Provide details and sources with your answers.


2. Define and give the Decibel (dB) level for the following hearing impairmentclassifications: slight, mild, moderate, severe, and profound. Provide details and sources with your answers.



3. What is the history of Braille and how is it used with students who are blind? What aresome of the differences between the legal and the educational definitions of visual impairment? Provide details and sources with your answers.

Activity: Visit 3 fast-food restaurants and ask the workers in these restaurants for their Braille menus. Describe the workers’ reactions to your request. Examine and describe these menus? What is so different or unique among these menus?


4. What are some of the guidelines for determining the level of physical and health impairment? Why are severity, visibility, and age at acquisition important factors to consider when assessing the effects of a physical or health impairment in children? Provide details and sources with your answers.

This question addresses the following standards and competencies: FEAP #1; FESE #2; TESOL #19, #20, #21; CEC #3, INTASC #8

5. What are some of the frequently observed developmental and behavioral characteristics of children with autism? What is the Savant syndrome? What is the prognosis for children with autism? What is the controversy surrounding facilitated communication, a method used to assist persons with autism communicate? Provide details and sources with your answers



1. What are some of the differences among talented, gifted, and genius people? Explain the three-component definition of Giftedness (the three basic clusters of human traits)? Describe the two educational models, enrichment and

acceleration, used with students who are gifted. What are the advantages and disadvantages of each model? Provide details and sources with your answers.

This question addresses the following standards and competencies: FEAP #9; FESE #4; TESOL #13, #18; CEC #5, #6; INTASC #5

2. When parents discover that their child has a disability, their responses are characterized by three stages of adjustment. List and describe each stage and comment on what you can do or say as a classroom teacher if a parent seeks your assistance during each one of these stages? Select one the 13 exceptionalities and provide the parents of a child with this disability with the names, the addresses, telephone numbers, the e-mail addresses, and the web sites of organizations


related to their child's disability. Provide details and sources with your answers.


3. What was the name of the first federal law written exclusively for preschoolers with disabilities? When did it become law? What was its purpose? What are some of the

components of this law? Also, discuss the advantages and disadvantages of home- based versus center-based early intervention programs for preschoolers with disabilities. What are some of the recommendations for early childhood education programs? Provide details and sources with your answers.


4. Individuals with disabilities in the supported employment arena are currently being placed in four distinct placement models:

- Individual placement model - Work enclave or clustered model - Mobile work crew model - Small business enterprise model

Describe each of the models, and list the advantages and disadvantages of each model. Give details and sources for your answers

Activity: What is a sheltered workshop? Find out about a sheltered workshop in your community and list some of the advantages and disadvantages of this employment model for people with disabilities.


5. Discuss the advantages and disadvantages of the following living arrangements for young adults with disabilities:

- Institutions - Group Homes - Foster Homes - Apartment living

Also, why are recreation and leisure activities so important to young adults with disabilities? Provide details and sources with your answers.


Activity: Research and present a number of individuals who have refused to let their disability interfere with their quality of life. How does each serve as an inspirational role model for others? (FEAP #3, #5, #7)

This question addresses the following standards and competencies: FEAP #10; FESE #3, #6, #7; TESOL #4-#9, #11, #12, #14, #16; CEC #5; INTASC #7

B. REVIEW OF A RESEARCH ARTICLE

The research article for Survey of Exceptionalities of Children and Youth must be related to any one of the 13 disabilities identified in IDEA. The subjects of the study must be school-age (k-12) children with one of these 13 disabilities. The research article cannot be a review of the literature; it must be a review of a recent study (within the last three years), experimental in nature, with results and conclusions. The typical experimental research design in education involves subjects who are randomly assigned to the experimental and control groups. The experimental group is given the experimental treatment, and both groups are given a post-test that measures the dependent variable. If students have any questions regarding the kind of research article to review, they must contact their instructor prior to the due date. A photocopy of the article must be submitted to the instructor with the review. Students must use the format provided in Attachment #4 in this syllabus when writing their review. This review must be seven to nine pages in length, with only two to three pages devoted to the summary of the article, and the rest to the critique and overall assessment of the article.

Students are expected to summarize the article in two or three pages, and spend five to seven pages describing what they liked or not about the study. Also, what did they think about the selection of the Subjects? What did they think about the procedures? How would they conduct this study if they had the chance? What would they do differently if they had to do this study over? What implications would the results of this study have for them or their students?

Students should include a copy of the article and the cover page in Attachment #3 with their review. This assignment is worth 10 points and will be graded according to the attached General Rubric for Assigning Grades (Attachment #2) and Attachment #4. Therefore, for students to get a passing grade on their report, their work needs to show superior graduate quality not only in content, but also in verbal expression, attention to detail, and correct application of the conventions of English language. Students’ sentence structure, their word choice, as well as their use of spelling, capitalization, and punctuation will also be evaluated.

To locate full-text articles in ERIC, Wilson, or ProQuest databases, students may use NSU Off-Campus Library Services by calling 1-800-541-6682, extension 24613, or using NSU On-Line Library Services by going on the library website at http://www.nova.edu/library/eleclib/journalsearch.html or e-mailing the library at [email protected] . Nova Southeastern University students are entitled to a Nova e-mail account and the software needed to access their account.


This assignment addresses the following standards and competencies: FEAP #1, #5, #7, #9, #10, #11; FESE #1, #2, #3; TESOL #4-9, #11-14, #16, #18, #19-21, #25; CEC #1, #2, #3, #5, #6, #7; INTASC #2, #3, #5, #7; #8, #10.

C. FIELD EXPERIENCE

Arrangements for the following field experience must be made early in the courses as students must submit their field experience report to their instructor in week five for evaluation. Students must conduct this field experience in a setting other than their own classroom if they already work with students with disabilities, and preferably in another school to gain a different experience and perspective, and to compare this setting to a similar setting in their school.

This report must be between seven and ten pages in length. Students must attach the Field Experience Verification Form in Attachment #1 and the cover page in Attachment #3 with your report.

This assignment is worth 15 points and is graded according to the grade distribution below:

ASSIGNMENT:

Arrange to spend at least four hours in any K-12 special education setting observing the teaching-learning process. Observe the session and keep a log of the teacher’s activities, and prepare a detailed report of your observation addressing each one of the following areas separately and extensively:

1. Describe the school and the setting of your observation, and give background information about the teacher whose classroom you are observing. (1 point)

2. Describe in detail the exceptionalities of the students in the classroom. (2 points)

3. Describe the languages and cultures represented in this setting. (1 point)

4. Describe the verbal interactions of the teacher with at least four different students.You do not need to reveal the names of the students. You can refer to them by their initials, but give some general details about them. (2 points).

5. List and describe significant non-verbal interactions between these students and their teacher. (1 point)

6. Describe the curricular material for these four selected students. (2 points)

7. Describe the instructional style of the teacher. Report on how much time the teacher spends in large-group instruction, small-group instruction, supervision of students’ independent work, and on non-instructional duties. (2 points)


8. Report on any work that you are permitted to do with one or more students. Give details about this work (1 point)

9. Summarize the observation and describe how valuable this visit was for you.Also, how does this special education classroom compare to special education classrooms in your own school or ones that you may have visited in the past? Reflect on what you have learned from this experience and how it will help you become a better teacher. (3 points)

This assignment addresses the following standards and competencies: FEAP #4, #5, #7, #8, #9, #10, #11; FESE #5; TESOL #4-9, #11-14, #18, #25; CEC #1, #2, #4, #5, #6, #7; INTASC #1, #2, #3, #4, #5, #7, #10)

D. RESEARCH PAPER

The research paper must be fifteen to twenty pages in length, with ten to fifteen references, and must be comprehensive. Students must address each aspect of the topic separately and extensively, exactly as outlined in the assignment, and use research evidence from books, articles and professional web sites to support their arguments and conclusions. This assignment must be submitted to the instructor in week seven. Please include the cover page in Attachment #3 with your paper. This assignment is worth 30 points and will be graded according to the grade distribution in the assignment and the rubric in Attachment #2.

Topic: The achievement of culturally diverse children, as a group, has often been below that of white children, and a disproportionately large number of children identified as having a disability come from culturally and linguistically diverse backgrounds. Referral, assessment, placement, and instructional practices are all affected by the degree to which teachers and other education professionals respect and appreciate the unique needs of children from different cultural and linguistic backgrounds. Providing equal educational opportunity for exceptional children from culturally and linguistically diverse backgrounds requires knowledge about and sensitivity toward their diversity. Using research evidence to support your observations and comments, write a research paper addressing the following issues separately and extensively.

a. What are the major issues and concerns affecting educational services for culturally and linguistically diverse students with disabilities and their families?How should assessment, curriculum, and instructional methods differ for students from culturally or linguistically different backgrounds? (4 points)

b. If a student cannot speak, read, or write English well enough to progress in the school curriculum, does it make a difference whether the limited English proficiency is caused by cultural differences or by a disability? What is the appropriate placement for this student? (3 points)


c. What is meant by bilingual special education? Who is served in these programs?(2 points)

d. Why is there such a national debate about the issue of overrepresentation of culturally and linguistically diverse students in disability categories and their underrepresentation in gifted education? (4 points)

e. What initial steps can a teacher take to become culturally responsive? What steps can be taken to make the curriculum and instruction more multiculturally sensitive? (3 points)

f. How can we create opportunities for children from culturally and linguistically diverse background to have equal chances to success? (3 points)

g. Address recommendations university professors should implement into their curriculum for teacher training programs in order to prepare new teachers better for working with students from diverse backgrounds. (3 points)

h. Find out how your school district addresses the needs of culturally and linguistically different students with disabilities. Does your school district have a bilingual special education program, bilingual psychologists, and bilingual special education teachers? Find out the process linguistically and culturally different students with disabilities in your school district go through from the time they are referred for evaluation to the time they are placed. Please identify the web sites you visited and the people you contacted for your information. (5 points)

i. Now that you have gained this knowledge about culturally and linguistically diverse students with disabilities, what can you do with this information? How can you use this information to help your CLD students with disabilities in your classroom or your school? What support do you need from your school administration that could help you improve the lives of these children? (3 points)

This assignment addresses the following standards and competencies: FEAP #1, #4, #5, #6, #8, #9, #10, #11; FESE #1, #2, #3, #5; TESOL #4-9, #11-13, #18 25; CEC #1, #2, #4, #5, #6, #7; INTASC #1, #3, #4, #5, #7, #8, #9, #10)

E. FINAL EXAMINATION

A written in-class or online final examination will be given to students at the end of the course. The exam will consist of multiple choice questions, true/false questions, and/or essay questions worth 20 points.

The final questions will address again several of the FEAP, FESE, TESOL, CEC, and NTASC standards and competencies already covered in the course assignments.


COURSE POLICY

A. Attendance: Students are required to attend EVERY class and chat session.

B. Plagiarism Policy: Work that is submitted for credit must be the original work of the student.Assignments that are not the original work of the student are considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility.Plagiarism occurs when another person’s work, words, or ideas are represented as one’s own without the use of a school-recognized method of citation (e.g., copied form another source such as an author or another student without properly acknowledging the actual writer/author). Plagiarism also occurs when giving or allowing one’s own work to be copied or otherwise duplicated. Additional information pertaining to original work/plagiarism and the Code of Student Conduct and Academic Responsibility can be found in the program catalog at the GTEP Home Page. Look for Page 15, section 1, paragraph 2. http://www.fgse.nova.edu/fgshome/catalog/fgse2003.pdf

C. Writing Across CurriculumThis course includes written assignments that make up at least one half of the final course grade.Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports.

D. Americans With Disabilities Act http://www.usdoj.gov/crt/ada/adahom1.htmNova Southeastern University provides reasonable accommodations for students with documented disabilities. If you have a disability for which you believe you require accommodations, please contact Dr. Mark Seldine [email protected] (1-954-262-8617 or 1-800-338-4723, ext. 8617). You need to submit proper documentation one month prior to the first class meeting. To access the forms, click on GTEP Home Page http://www.fgse.nova.edu/gtep.

E. Last Day to Withdraw from CourseIn order to withdraw from a course it is NOT enough to stop attending class or to inform the instructor of your intention to withdraw. In accord with GTEP policy, students wishing to withdraw from a course must do so formally through the Registrar prior to the last class session.


F. Grading CriteriaGrading Rubric http://www.fgse.nova.edu/gtep/students/gteprubrics.htmlCourse Assignments and their percentage of the final grade Students must keep the graded assignments required by their specialization for their portfolios. Click on Portfolio Guide at http://www.fgse.nova.edu/gtep/students/portfolio.html

G. Professional Organizations and StandardsCitation Machine (for assistance with APA citation formats) http://www.landmarks4schools.org/citation_machine/cm_web.php3Council for Exceptional Children http://www.cec.sped.orgFlorida Educator Accomplished Practices http://www.firn.edu/doe/rules/6a-5.htmFlorida Department of Education http://www.firn.edu/doe/doehome.htmFlorida Sunshine State Standards http://www.firn.edu/doe/curric/prek12/frame2.htmNevada Academic Standards http://www.nde.state.nv.us/sca/standards/National Board for Professional Teaching Standards http://www.nbpts.org/standards/Nevada Department of Education http://www.nde.state.nv.us

H. PortfolioAll GTEP students are required to maintain a portfolio. A successfully completed portfolio is a requirement for graduation for all students in GTEP.

The portfolio is a record of a student’s achievement of the Florida Educator Accomplished Practices http://www.firn.edu/doe/rules/6a-5.htm, and of specific program competencies acquired during the program of study. Students must keep the graded course assignments to include in their portfolios. Only assignments with a “B” or better should be included in the portfolio.

For more information about the portfolio process, students should refer to the Portfolio Guide at http://www.nova.edu/gtep/students/portfolios.html

It is important to remember that maintaining a portfolio is the responsibility of the student. Students must attach an IERF (Individual Evidence Reflection Form) with each assignment and collect the signed IERF and the graded assignment from their instructors immediately after the assignment is graded. Students taking courses online should provide their instructors with a self-addressed, stamped envelope if they want their assignments returned to them. Unclaimed papers are discarded one session after the course is over.

I. SurveyAs you are aware, NSU’s approved programs are based on specific guidelines and standards that are set by the Florida and Nevada Departments of Education (DOE).Both states require the universities to survey students and their employers to determine their levels of satisfaction with their program of study. Our programs are reviewed by a team of DOE reviewers, and they personally look at our survey instruments and review our data. We are proud that our NSU graduates are generous


with their time and participate in these surveys. We are also proud that our graduates invite their employers to provide us with feedback that helps us to improve our programs.

You will be contacted at least two times: (1) within 12 months after graduation, and (2) three years after graduation. When you receive an NSU envelope from FSEHS with a letter that asks you to participate in our survey, please respond. In that envelope will be (1) a letter for you with a link to an online survey and (2) a survey and a return envelope for your employer. We are asking graduates to give the survey, personally, to the employer to ask for feedback on our programs. These surveys will take about 15 minutes to complete.

Thank you in advance for your participation in our survey process. This is your opportunity to help us improve our programs!


GRADING SYSTEM

The course evaluation and final grade will be based on the students’ attendance, on class participation, and on the satisfactory completion of the course assignments. These assignments will be evaluated according to the GTEP General Rubric for Assigning Grades in Attachment # 2 in this syllabus.

All assignments must be written and typed following the guidelines in the Publication manual of the American Psychological Association (APA manual), and must be written at a graduate level, with good sentence structure and good syntax. Students must also adhere to the professional guidelines for the use of copyrighted literature and commercially produced materials, as well as materials generated by colleagues and friends and information collected from conferences and presentations. The inappropriate use of materials can result in expulsion from the Program. For more information on this subject, students need to consult the GTEP Student Catalogue.

All assignments must be organized and numbered the way they are in the course syllabus. An assignment cover sheet should accompany each assignment, including name, telephone and social security numbers; the number and title of the course, the name of the instructor; and the date the assignment is due and submitted. Students must include a copy of the assignment cover sheet provided in Attachment # 3 in this syllabus with each assignment.

The course assignments must be submitted to the instructor on time and on the days specified in the syllabus. Students are advised to make and keep copies of their assignments before turning them in. Any assignment submitted after the specified due date will not be accepted.

The final examination will be conducted at the site in the last two hours of the last day of the course. Students taking the course on-line will have a take-home examination. There will be no make up for this examination.

Students must attend all face-to-face classes at the site, and all chat sessions if they are taking the course on-line. Absence from any of these sessions is not permitted without a compelling reason and prior notification and arrangement with the instructor. If an extreme emergency arises, students must notify their instructor in advance, if possible, or immediately afterwards. The session missed must be made up by completing formal written responses to all activities related to that particular session, and by doing an extra assignment addressing one of the objectives of the session missed. Credit will not be granted in the course if more than one session is missed for any reason.

Students must keep copies of all their assignments. If students want any of their assignments returned to them with the instructor’s comments to include in their portfolio, they must include a large self-addressed, stamped envelope and an Individual Evidence Reflection Form (IERF) with each assignment. Unclaimed papers will be discarded one session after the course ends.


The final grade of 100 points will be assigned as follows:

20 points for the Study Questions and Activities or 5 points for each of the four sets of study questions due in Week #2, Week #4, Week #6, and Week #8 of the course. (Course Assignment A).

15 points for the Review of a Research Article due in Week #3 of the course (Course Assignment B).

15 points for the report on the Field Experience due in Week #5 of the course (Course Assignment C).

30 points for the Research Paper due in Week #7 of the course (Course Assignment D).

20 points for the Final Examination given in Week #8 of the course (Course Assignment E).

GRADING POLICY

GRADE QUALITY POINT

91 – 100 A Excellent Achievement 4.0

86 – 90 B+ Very Good Achievement 3.5

80 – 85 B Good Achievement 3.0

70 – 79 C Below expectations for Graduate Work 2.0

Below 69 F Failing

Incomplete I

NOTE: A grade of "B" is considered passing in graduate school; however, a “C” grade is accepted provided it does not bring the student's grade point average (GPA) lower than 3.0. Also, plagiarism of any kind will result in the dismissal of the student from the Program and from the University.


LIST OF SUGGESTED RESOURCES

A. Books and Articles:

Allbritten, D., Mainzer, R., Ziegler, D. (2004). Will students with disabilities be scapegoats for school failures? Educational Horizons, 82(2), 153-160

Amerman & Fleres (2003). A winning combination: Collaboration in inclusion. Academic Exchange Quarterly. 7, 66-69.

Anton, D. (2004). If we can dream it, we can achieve it. Modified consent decree presentation. Los Angeles Unified School District.

Bailey, R. L., Parette, H.P. & Stoner, J.B. (2006). Family members' perceptions of augmentative and alternative communication device use. Language, Speech, and Hearing Services in School, 37(1), 50-60.

Bauman, L. & Stein, R., & Westbrook, L. (1997). The questionnaire for identifying children with chronic conditions. Pediatrics, 99(4), 513-521.

Bernstein, D.K., & Tiegerman-Faber, E. (2002). Language and communication disorders in children. Boston, MA: Allyn and Bacon.

Blazer, B. (1999). Developing 504 accommodation plans: A collaborative systematic parent-student-teacher approach. Teaching Exceptional Children. 32(2), 28-33.

Brownell, M., Sindelar, P., Bishop, A., Langley, L., & Seo, S. (2002). Special educationteacher supply and teacher quality: The problems, the solutions. Focus on Exceptional Children, 35(2), 1-16

Browder, D., & Cooper, D. (2003). Evidence based practices for students with severe disabilities and the requirement for accountability in NCLB. The Journal of Special Education, 37(3), 157-63

Brownell, M., Sindelar, P., Bishop, A., Langley, L., & Seo, S. (2002). Special educationteacher supply and teacher quality: The problems, the solutions. Focus on Exceptional Children, 35(2), 1-16

Chenoweth, K. (2004). Fifty years later: Can current education policy finish the work started with Brown? Black Issues in Higher Education, 21, 40-42.

Conners, F.A., Rosenquist, C.J. & Sligh, A.C.. (2006). Phonological reading skillsacquisition by children with mental retardation. Research in Developmental Disabilities. 27(2), 121-137.

Cress, C. J. (2004). Augmentative and alternative communication and language: Understanding and responding to parents' perspectives. Topics in Language Disorders. 24(1), 51-61.


Dipipi, C.M., Jitendra, A.K., & Miller, J.A. (2001). Reducing repetitive speech: Effects of strategy instruction. Preventing School Failure, 45(4), 177-181.

Duffy, J. (1999). Home schooling and students in special education: sorting out the options for parents. Preventing School Failure 43(2), 57-63.

Elliot, S. & Marquart, A. (2004) Extended time and a testing accommodation: its effectsand perceived consequences. Exceptional Children, 70(3), 349-367

Estes, M. (2000). Charter schools and students with special needs: How well do they mix? Education & Treatment of Children. 23(3). 369-373.

Firmin, M., Hwang, C., Copella, M., Clark, S. (2004).Learned helplessness. Education, 124(4), 688-693

Fletcher, K.L., Huffman, L.F. & Bray, N.W. (2003). Effects of verbal and physical prompts on external strategy use in children with and without mild mental retardation. American Journal on Mental Retardation. 108(4), 245-256.

Grossman, H.J. (1983). Classification in mental retardation. Washington, DC: AmericanAssociation on Mental Deficiency.

Guthrie, P. (2006). Section 504 and ADA promoting student access: A resource guide for educators (3rd ed.). Fort Valley, GA: Council of Administrators of Special Education.

Harris, R., & Robertson, J (2001) Successful strategies for college-bound students with learning disabilities. Preventing School Failure, 45(3), 125-131

Hetzroni, O. E. & Roth, T. (2003). Effects of a positive support approach to enhance

communicative behaviors of children with mental retardation who have challenging behaviors. Education and Training in Developmental Disabilities. 38(1), 95-105.

Heward, W.L. (2008). Exceptional children: An introduction to special education (9th ed.).Upper Saddle River, NJ: Pearson.

Hicks, T. (2004). School reform can boost disabled inclusion. Education Daily, 37, 1-4.

Koscjulek, J.F. (2004). Empowering people with disabilities through vocational rehabilitation counseling. American Rehabilitation, 8, 13-15.

Lanfranchi, S., Cornoldi, C. & Vianello, R. (2004). Verbal and visio-spatial working memory deficits in children with Down syndrome. American Journal on Mental Retardation, 109(6), 456-466.

Lanford, A.D., & Cary, L.G. (2000, May/June). Graduation requirements for students with disabilities: Legal practice considerations. Remedial and Special Education, 21(3), 152-160.


Lava, V.F., Recchia, S.L., & Giovacco-Johnson, T. (2004). Early childhood special educators reflect on their preparation and practice. Teacher Education and Special Education 27(2), 190-201.

Lumley, Vicki A., McNeil, Cheryl B., Herschell, Amy D., Bahl, Alisa B. (2002). An examination of gender differences among young children with disruptive behavior disorders. Child Study Journal, 32(2), 89-100.

Lewis, B.A. (2004). School-age follow-up of children with childhood apraxia of speech. Language, Speech, and Hearing Services in Schools, 35(2), 122-140.

Lovett, D. (2003). Family Perceptions of Transitions in Early Intervention. Training in Developmental Disabilities, 38(4), 370-377.

Luecking, Richard. (2003). Employer perspectives on hiring and accommodating youth in transition. Journal of Special Education Technology, 18, 65-72.

McCollum, J.A., & Chen, Y.J. (2003). Parent-child interaction when babies have Down syndrome: The perception of Taiwanese mothers. Infants & Young Children. 16(1), 22-23.

Merritt, S. (2001). Clearing the hurdles of inclusion. Educational Leadership, 59(3), 67-70

Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools, 34(3), 203-216.

Miolo, G., Chapman, R.S. & Sindberg, H.A. (2005). Sentence comprehension in adolescents with Down syndrome and typically developing children: Role of sentence voice, visual context, and auditory-verbal short-term memory. Journal of Speech, Language, and Hearing Research. 48(1), 172-188.

Morse, T. (2000). Ten events that shaped special education’s century of dramatic change. International Journal of Education Reform, 9(1), 32-38.

Moores, D. (2004). No child Left Behind: The good, the bad and the ugly. American Annals of the Deaf, 148, 347-348.

Mostert, M. P. (2002). Teaching the illusion of facilitated communication. Journal of Autism and Developmental Disorders, 32(3), 239-240.

Murray, C., Goldstein, D., Nourse, S., & Edgar, E. (2000). The postsecondary school attendance and completion rates of high school graduates with learning disabilities. Learning Disabilities Research & Practice, 15(3), 199-227.

O’Neill, P.T. (2001). Special education and high stakes testing for high school graduation: an analysis of current law. Journal of Law & Education, 30(2), 185-222.


Osborne, A. G. & Russo, C. J. (2003). Special education and the law: Guide for practitioners. California: Corwin Press.

Parker, D. (2001). Social promotion or retention? Leadership, 30(4), 12-16.

Pimentel, J. S. & Meneres, S. (2003). The development of children with Down syndrome: The influence of maternal adaptation, mother-child interaction and early forms of support. European Journal of Special Needs Education, 18(2), 209-225.

Rajendran, G., Mitchell, P. & Rickards, H. (2005). How do individuals with Asperger syndrome respond to nonliteral language and inappropriate requests in computer-mediated communication? Journal of Autism and Developmental Disorders, 35(4), 429-443.

Rund, J., & Scharf, T. (2000). Funding programs and services for students with disabilities. New Directions for Student Services, 91, 83-92.

Schuler, A.L. (2003). Beyond echolalia: Promoting language in children with autism. Autism: The International Journal of Research and Practice, 7(4), 455-469.

Smith, M.A. (2003). Appearances, Stigma, and Prevention. Remedial and Special Education, 24(4), 195-198.

Smith, T. E. (2002). Section 504: What teachers need to know. Intervention in School and Clinic, 37(5), 259-268

Stough, L.M. & Palmer, D.J. (2003). Special thinking in special settings: A qualitative study of expert special educators. The Journal of Special Education, 36(4), 206-222.

Sunderland, L.C. (2004). Speech, language, and audiology services in public schools. Intervention in School and Clinic, 39(4), 209-217.

Tasse, M.J., Schalock, R., Thompson, J.R., Wehmeyer, M. (2005). Guidelines for interviewing people with disabilities: Supports intensity scale. American Association for Mental Retardation: Washington, D.C.

Tomlinson, C.A. (2003). Deciding to teach them all. Educational Leadership, 61(2), 6-11

Tsang, H. (2003). Augmenting vocational outcomes of supported employment with social skills training-vocational outcomes of supported employment. Journal of Rehabilitation, 6, 18-21.

U. S. Department of Education (2003). No Child Left Behind: A parents' guide. Washington, DC: U.S. Government Printing Office.

Wehmeyer, M. (2003). Defining mental retardation and ensuring access to the general curriculum .Education and Training in Developmental Disabilities, 3, 271-282.


Woods, J.J. & Wetherby, A.M.(2003). Early identification of and intervention for infants and toddlers who are at risk for autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34(3), 180-193.

Vaughn, S. & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? Journal of Special Education, 37, 140-147

Yoder, P. J. & Warren, S.F. (2004). Early predictors of language in children with and without Down syndrome. American Journal on Mental Retardation. 109(4), 285-300.

Zigmond, N. (2003). Where should students with disabilities receive special education services? Is one place better that another? The Journal of Special Education, 37(3), 193-206.

B. Journals

- American Annals of the Deaf- American Journal of Diseases of Children- American Journal of Mental Retardation- Child Development- Behavior Disorders- Developmental Psychology- Education and Training in Mental Retardation- Education of the Visually Handicapped- Exceptional Children- Gifted Child Quarterly- Gifted Child Today- Human Development- Journal of Abnormal Child Psychology- Journal of Applied Behavior Analysis- Journal of Blindness and Visual Impairments- Journal of Childhood Communication Disorders- Journal of Early Intervention- Journal of Educational Psychology- Journal of Learning Disabilities- Journal of Special Education- Journal of Speech and Hearing Disorders- Learning Disabilities Focus- Learning Disabilities Quarterly- Mental Retardation- Remedial and Special Education- School Psychology Review- Teaching Exceptional Children- Topics in Early Childhood Special Education- Behavioral Disorders- Behavior Modification- Beyond Behavior


- Canadian Journal of Behavioral Science- Child Development- Developmental Psychology- Education and Treatment of Children - Exceptional Children- Exceptional Parent- Human Behavior- Human Development- Journal of Abnormal Child Psychology- Journal of Applied Behavior Analysis- Journal of Behavior Therapy and Experimental Psychiatry- Journal of Counseling Psychology- Journal of Correctional Education- Journal of Educational Research

C. Web Sites:

ABLEDATA. This website is a premier source for information about assistivetechnology for children, youth, and adults. It is sponsored by the National Institute on Disability and Rehabilitation Research, U.S. Department of Education. The website describes a vast array of software and assistive devices that are useful to individuals with disabilities. URL: www.abledata.com

ADHD Owner’s Manual. This site is a resource that includes information about both learning disabilities and ADHD. It discusses educational and behavioral interventions, medication, and tips for teachers. There is a section entitled “The Feeling of Having ADHD” for those who want to have that perspective as they learn more about this condition. URL: www.edutechsbs.com/adhd

The Alexander Graham Bell Association for the Deaf and Hard of Hearing. This website offers information on a wide range of programs and services for parents of children with hearing loss, educators, adults with hearing loss, and hearing health professionals. The website has linked in updated news and information, advocacy for people with a hearing loss, and publications and products. URL: www.agbell.org

AllRefer.com. This website covers a variety of health conditions and prominently features speech disorders, including articulation, disfluency, and voice disorders. The site targets the general public and includes information on symptoms, prevention, diagnosis, and links. URL: www.health.allrefer.com/health/speech-disorders-info.html

American Association on Mental Retardation. This is the oldest and largest interdisciplinary organization of professionals (and others) concerned about mental retardation and related disabilities. This website contains AAMR publications, products, and information on the definition of mental retardation. URL: www.aamr.org


American Foundation for Suicide Prevention. The “Talk to the Experts” page of a valuable website for reporters and others who are writing articles about suicide. One may contact a psychiatrist who specializes in suicide prevention and the treatment of depression. URL: www.afsp.org/education/recommendations/6/index.html

American Foundation for the Blind. This foundation—to which Helen Keller devoted her life—focuses on eliminating barriers that prevent Americans who are blind or visually impaired from reaching their potential . This website provides resources on independent living, literacy, employment, and technology for people with visual impairments. URL: www.afb.org

American Printing House for the Blind. APH is the world’s largest company devoted solely to creating products and services for people who are visually impaired. This website contains accessible publications and products, employment resources, and government links. URL: www.aph.org

The American Speech-Hearing-Language Association (ASHA). ASHA is the professional scientific, and credentialing association for more than 100,000 speech-language pathologists; audiologists; and speech, language, and hearing scientists in the United States and internationally. The ASHA website provides information and resources on speech-language pathology and audiology for family members, practitioners, researchers, and the general public. URL: www.asha.org

Americans with Disabilities Act (ADA). The website contains up-to-date information on ADA, along with often-asked questions about the law, stories of people with disabilities, and analysis of the law’s major provisions. URL: www.usdoj.gov/crt/ada/adahoml.htm

The ARC. The ARC is a national organization of and for people with mental retardation and related developmental disabilities and their families. This website provides information on promoting and improving supports and services for people with mental retardation and their families, as well as research and resources on the prevention of mental retardation in infants and young children. URL: www.thearc.org

Association for Persons in Supported Employment. The Association for Persons in Supported Employment provides information on improving and expanding integrated employment opportunities, services, and outcomes for persons with disabilities. This website provides information on supported employment resources and education for professionals, consumers, family members, and employers. URL: www.apse.org

Autism Resources. This website provides information and links related to autism and Asperger syndrome. A simple and straightforward resource site offering a broad array of information. URL: www.autism-resources.com

Autism Society of America. This website provides opportunites for people who want to expand their network of resources related to autism. It provides a vehicle for joining ASA, as well as information about legislation and legal cases related to autism. ASA uses this website to


encourage participation by people who have a relationship with someone who has autism or have a professional interest in autism. URL: www.autism-society.org

Autism Web (The). This website is aimed at parents of children with autism and related pervasive developmental disorders. Clearly intended to enhance networking and provide support, this site includes community-based resources, information on conferences, and message boards to promote communication. URL: www.autismweb.com

Baby BumbleBee. This commercial website provides a wide array of products for parents of children with language delays and challenges. These include language stimulation techniques that can be used in conjunction with interventions and therapies recommended by professionals. URL: www.babybumblebee.com/learningdifferences.htm

Beach Center on Disability. This website is designed for parents and other family members who are interested in children, youth, and adults with disabilities. The Beach Center provides meaningful materials, training, and other services to families that include children with disabilities. URL: www.beachcenter.org

Brain Injury Association of America. This website is a comprehensive source of information for individuals and families who are interested in learning more about brain injuries. The association consists of national network of more than 40 state organizations that work together for the benefit of individuals who have brain injuries. URL: www.biausa.org

Brain Injury Association of Kentucky. This affiliate of the Brain Injury Association of America is a state-based organization that provides information about advocacy, treatment, research, and services for individuals with traumatic brain injury. URL: www.braincenter.org

Canter for Gifted Education Policy. This website promotes public awareness of gifted children and youth. It also provides crucial information about research and innovative programs for gifted children and youth. The website focuses on programs and initiative for all kinds of giftedness, including academics, sports, and the performing arts. URL: www.apa.org/ed/cgep.html

Center for Applied Special Technology (CAST). CAST is a not-for-profit organization that uses technology to expand opportunities for all people, especially those with disabilities. This website contains information on how technology can help students with disabilities by improving their access to and progress and participation in the general education curriculum. URL: www.cast.org

Center for Effective Collaboration and Practice (CECP). CECP improves services for children and youth with E/BD and helps neighborhood and communities create schools that promote emotional well-being, effective instruction, and safe learning. The center is an integral part of the American Institutes for Research and is funded by a cooperative agreement with the Office of Special Education Programs in the U.S. Department of Education. URL: www.cecp.air.org


Center for Multicultural Education at the University of Washington. This website reports on research and activities aimed at improving practice related to equity issues, intergroup relations, and achievement by students of color. This site includes information about the center’s research and teaching missions, successful K-12 programs, and events that are scheduled at the center. URL: www.depts.washington.edu/ceterme/home.htm

Center for Multilingual, Multicultural Research (CMMR). This website provides a rich source of bilingual, ESL, and multicultural education resources. The visitor will find articles and links to websites that include full text presentations and a broad array of other resources. The full spectrum of age ranges may be seen in the material available. URL: www.usc.edu/dept/education/cmmr

Children with Disabilities. This website gives service providers, other professionals, and families pertinent information about education, employment, advocacy, housing, health, recreation, and transportation. It also provides in-depth information about specificdisabilities. URL: www.childrenwithdisabilities.ncjrs.org

Center for Talented Youth at John Hopkins University. This website describes the programs and opportunities offered through the center, which identifies academically talented students in grades 2 through 8 and provides distinctive educational programs through their first and second years of high school. This identification takes place through a talent search in which students are sought out because of their high national test scores in mathematics. The center also sponsors summer programs and conferences tailored to the special interests of gifted students. URL: www.jhu.edu/gifted/

Council for Children with Behavior Disorders(CCBD). CCBD is a division of the Council for Exceptional Children. CCBD, whose members include educators, parents, mental health providers, and other professionals, vigorously pursues quality services and programs for children and youth with E/BD. URL: www.ccbd.net

Council for exceptional Children (CEC). The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. This site contains information on professional development opportunities, publications and products, and updates on the individuals with Disabilities Education Act. URL: www.cec.sped.org

Diamond Ranch Academy. This private commercial website is for an academic program aimed particularly at teens with ADHD and other conditions that result in challenging behaviors. It is representatives of the private academic and treatment organizations that some families turn to for assistance with their children or teens who are having difficulty in public school settings. URL: www.strugglingteens.us/academic.html

Division for Early Childhood (DEC) of the Council for Exceptional Children. The Division for Early Childhood (DEC) of the Council for Exceptional Children advocates for individuals who work with or on behalf of children with special needs, birth through age 8, and their


families. This website contains information on early childhood conferences, publications, government services, and jobs. URL: www.dec-sped.org

Duke University Talent Identification Program. This website provides information for educational leaders who are interested in identifying and providing innovative programs for gifted children and youth. The site also offers valuable information about developing model programs for academically able children and youth. URL: www.tip.duke.edu/

Electronic Magazine of Multicultural Education. This is an on-line magazine for scholars, practitioners, and students of multicultural education. EMME includes material for both the general public and professionals working in multicultural education. Content is compiled as theme-based issues that contain articles, teaching ideas, and reviews of juvenile and professional books. URL: www.eastern.edu/publications/emmeEpilepsy Foundation. This website is a great source of information about services and programs for individuals with epilepsy or seizure disorders. If you are interested in the latest research, legislation, or medical treatment for individuals with epilepsy, you should examine thiswebsite in some depth. URL: www.epilepsyfoundation,org

Families and Advocates Partnership for Education (FAPE). This project is funded by the federal government. The website links families, disability advocates, and other care providers who are interested in and committed to IDEA. Specifically, the project is designed to improve the outcomes of special education services. URL: www.fape.org

Family Caregiver Alliance. The Family Caregiver Alliance was founded in 1977 as a not-for-profit organization that focuses on helping families provide long-term care, at home, to individuals with disabilities and other challenging conditions. This website provides helpful information about caring for loved ones with Alzheimer’s disease, stroke, traumatic brain injuries, and other debilitating cognitive disorders. URL: www.caregiver.org

Fathers Network (The). The Fathers Network offers resources and information for fathers, family members, and care providers. The network provides news, press releases, and recent articles about children and youth with disabilities and their families. URL: www.fathersnetwork.org

Future Horizons, Inc. This website features products, publications, and resources to people interacting with children and adolescents with autism. In many cases the resources will be of interest to family members who find themselves in ongoing and close relationships with such youngsters. Resources provided include conference information, magazines, and medical resources. URL: www.futurehorizons-autism.com

Gus Communications. This website is a commercial website offering many different assistive technology products for a variety of conditions that result in language and communication disorders. Software is available for assisting people with aphasia, ALS (Lou Gehrig’s disease), stroke, and other conditions. URL: www.gusinc.com


Human Genome Project. This website provides up-to-date information on what’s new in human genome research, frequently asked questions about genetic engineering and research, and discussions of ethical, legal, and social issues. URL: www.ornl.gov/TechResources/Human_Genome/home.html

IDEA Practices. This website provides up-to-date news on IDEA, information and questions and answers on the provisions of the law and federal regulations, and professional development resources. URL: www.ideapractices.org

Inclusive Education Website: The “Whats” and “How Tos” of Inclusive Education. Whether you’re familiar with inclusive education or have little idea what the term means, this website is designed to help you learn more about it. It answers some of the most frequently asked questions on inclusive and offers basic guidelines for teaching in an inclusive classroom. Resources for learning more about inclusive education are also included. URL: www.uni.edu/coe/inclusion/

Learning Disabilities Association of America (LDA). This association is a not-for-profit organization of individuals with learning disabilities, professionals working with learning disabilities, and family members. The aim of this organization is to advance the education and welfare of children and adults with learning disabilities. The site links resources, news and alerts about learning disabilities, and announcements of upcoming events. Legislative action bulletins are also included. URL: www.ldanatl.org

The Learning Disabilities Council. This site provides a variety of helpful materials for parents of children with learning disabilities and adults with learning disabilities. Include information on parent guide and workbooks, support groups for adults, and various links to other sites that address useful topics. URL: www.ldcouncil.org

Link for Life. This terrific site offers an entertaining and informative multimedia presentation on diabetes. It is sponsored by the drug company GlaxoSmithKline. URL: www.diabetes.org/main/info/LinkForLifeAd/chooser.htm

The National Alliance for the Mentally III (NAMI). NAMI is an advocacy organization of individuals who are interested in people with severe mental illnesses, such as schizophrenia, major depression, bipolar disorder, obsessive-compulsive disorder, and anxiety disorders. URL: www.nami.org

National Association for Gifted Children. This nonprofit organization is composed of parents, teachers, educators, and other professionals. It promotes programs, policies, and legislation that benefit gifted children and youth. This website provides valuable information for individuals who are interested in promoting educational and other support services for children and youth who are gifted, talented, or creative. URL: www.nagc.org

National Association of Multicultural Education. The National Association of Multicultural education was founded to bring together individuals and groups with an interest in multicultural education from all levels of education, different disciplines, and diverse professions and


organizations. This website provides information about the organization, its activities, and a variety of other resources pertaining to multicultural education. URL: www.nameorg.org

The National Association of the Deaf (NAD). This website provides information on programs and publications focused on advocacy; the deaf community and deaf culture; policy and research on deafness; and public awareness. URL: www.nad.org

National Campaign to Prevent Teen Pregnancy. This website provides concerned parents and teens with information about preventing teen pregnancy, research related to adolescent pregnancy, and national media events. URL: www.teenpregnancy.org

National Center for Learning Disabilities. This site includes many resources and fact sheets related to learning disabilities. Topics range from living with learning disabilities to advocacy and lobbying links for those interested in public policy. URL: www.ncld.org

National Council on Disability (The) (NCD). This federal agency promotes policies, programs, practices, and procedures that guarantee equal opportunity for those with disabilities. Its goal is to empower individuals with disabilities to achieve economic self-sufficiency, independent living, and inclusion and integration into all aspects of society. URL: www.ncd.gov

National Center on Secondary Education and Transition. The National Center on Secondary Education and Transition (NCSET) at the University of Minnesota coordinates national resources, offers technical assistance, and disseminates information related to secondaryeducation and transition for youth with disabilities in order to create opportunities for them to achieve successful futures. This website contains information on transition issues, publications, other links, and state resources. URL: www.ncset.org

National Dissemination Center for Children with Disabilities (NICHCY). This site provides information on disabilities and disability-related issues. NICHCY’s website has information on specific disabilities; special education and related services for children in school; individualized education programs; parent materials; disability-related organizations; professional associations; education rights and what the law requires; early intervention services for infants and toddlers, and transportation to adult life. URL: www.nichcy.org

National Dissemination Center for Children with Disabilities (NICHCY). This center funded by the federal government provides up-to-date information about disabilities and special education issues. URL: www.nichcy.orgNational Down Syndrome Society. The National Down Syndrome Society (NDSS) wasestablished to ensure that people with Down syndrome have the opportunity to achievetheir full potential in community life. After the U.S. government, it is the largestsupporter of Down syndrome research in the country. This website is a resource forresearch, educational opportunities, health issues, and life planning. An advocacy centerprovides up-to-date information on policy issues and national legislation. URL: www.ndss.org


National Federation of the Blind. NFB is the largest U.S. membership organization of people who are blind. The purpose of the National Federation of the Blind is to assist people with visual impairments in achieving greater self-confidence and self-respect, and to act as a vehicle for collective self-expression. This website includes information on accessible products and services, assistive technology, training and employment opportunities, and the use of Braille. URL: www.nfb.org

National Information Clearinghouse on Children Who Are Deaf-Blind. This federally funded information and referral service (DB-LINK) identifies, coordinates, and disseminates information related to children and youth who are deaf-blind (ages birth to 21 years). Four organizations have pooled their expertise into a consortium-based clearinghouse. The collaborative effort utilizes the expertise and resources of the American Association of the Deaf-Blind, the Helen Keller National Center, the Perkins School for the Blind, and Teaching Research at Western Oregon University. URL: www.tr.wou.edu/dblink/index2.htm

National Institute of Disability Management and Research. The National Institute of Disability Management and Research, a Canadian organization, focuses on workplace reintegration. The institute seeks to help workers return to meaningful employment through training and education. URL: www.nidmar.ca

National Mental Health and Education Center for Children and Families. A public service of the National Association of School Psychologists, this network promotes promising and data-driven practices in education and mental health for children, youth, and their families, capitalizing on family strengths, supporting diversity, and sustaining families. URL: www.naspweb.org/center/

National Organization on Disability (N.O.D.). The mission of the National Organization on Disability (N.O.D.) is to expand the participation and contribution of America’s 54 million men, women, and children with disabilities in all aspects of life by raising public awareness of disability. This site contains information on community involvement and economic participation for people with disabilities. URL: www.nod.org

National Research Center on the Gifted and Talented. This center is funded by the Jacob K. Javits Gifted and Talented Students Education Act. It represents a national array of researchers, practitioners, policymakers, and other individuals who are interested in promoting the development of gifted young people from preschool through secondary levels. Its website is loaded with resources for parents, teachers, and professionals interested in gifted education. URL: www.gifted.uconn.edu/nrcgt.html

Nemours Foundation (The). This website covers a number of issues related to teens’ health. It seeks to communicate directly with teens who may have articulation disorders or other language challenges. Other topics that are addressed include food and fitness, drugs and alcohol, and sexual health. URL: www.kidshealth.org/teen/diseases_conditions/sight/speech_disorders.html

Office of Special Education Programs (OSEP). This office is dedicated to improving results for infants, toddlers, children, and youth with disabilities from birth through age 21 by providing


leadership and financial support to assist states and local districts. This website offers information on IDEA grants to states and discretionary grants to universities/colleges and other not-for-profit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development, and parent training and information centers. URL: www.ed.gov/about/offices/list/OSERS/OSEP/Resources/index.html

Special Education Resources on the Internet. Special Education Resources on the Internet (SERI) is a collection of Internet-accessible information resources of interest to those involved in the collection exists in order to make on-line special education resources more readily available in one location. URL: www.seriweb.com

Spinal Cord Injury Peer Information Library on Technology. This is an astounding website for individuals who are interested in seeing real stories an=bout individuals who have used assistive technologies to vastly improve their lives. Available on the site are actual video clips in which individuals with spinal cord injuries relate their experiences in using a wide array of technologies both high-tech and homemade. URL: www.scipilot.com/_g/home_g/index.shtml

TASH. The Association of Children with Sever handicaps is an international advocacy association of people with disabilities, their family members, other advocates, and people who work in the disability field. This website contains lists of TASH publications, reviews of products, legislative updates, and conference information. URL: www.TASH.org

Technical Assistance Alliance for Parent Centers. This site provides a newsline service with information on federal programs and many listings of upcoming events such as conferences. Public law and policy debates are reviewed. Resources include consortia, fundraising opportunities, and wide array of parent-related information pertaining to family issues and learning disabilities. URL: www.taalliance.org

Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS). PBIS was established by the Office of Special Education Programs, U.S. Department of Education, to give schools technical assistance for identifying, adapting, and sustaining effective schoolwide disciplinary programs. URL: www.pbis.org/english/default.htm

Too Young to Die. Created by Deep Elm Records and its artists, this website provides songs and other educational materials for youth and others who are interested in preventing suicide. Each of the featured songs was carefully selected for lyrics that promote faith, hope, and perseverance. These songs reinforce the idea that youth who experience loneliness, doubt, and depression are not alone. URL: www.deeplm.com/tytd/tytd.html

Transition Research Institute at the University of Illinois at Urbana-Campaign. The Transition Research Institute at the University of Illinois at Urbana-Champaign (TRI) identifies effective practices, conducts intervention and evaluation research, and provides technical assistance activities that promote the successful transition of youth with disabilities from school to adult life. This website contains resources (such as recent publications, videos, and curricula) for teachers, services providers, and researchers on transition. URL: www.uiuc.edu/SPED/tri/institute.html


Troubled Teen Advisor. This site is for parents who are facing the challenges of Understandingtheir teenage children. It places ADHD in the context of the social world of these teens, alongwith school challenges, legal issues, substance abuse, runaway behaviors, and depression. URL: www.troubled-teenadvisor.com/index.php?source=ov&kw=adhd


ATTACHMENT # 1

NOVA SOUTHEASTERN UNIVERSITYGRADUATE TEACHER EDUCATION PROGRAM


FIELD EXPERIENCE VERIFICATION FORM

==================FOR USE BY THE STUDENT====================

PLEASE COMPLETE AND ATTACH THIS VERIFICATION FORM WITH YOUR FIELD EXPERIENCE REPORT.

YOUR NAME:_________________________________NSU ID #:______________________

NUMBER AND TITLE OF COURSE:____________________________________________

NAME OF YOUR SCHOOL:____________________________________________________

NAME OF SCHOOL OF FIELD EXPERIENCE:___________________________________

ADDRESS:___________________________________________________________________

TELEPHONE NUMBER:_______________________________________________________

TYPE OF SETTING OF FIELD EXPERIENCE:___________________________________

NAME OF RECEIVING TEACHER:____________________________________________

DATE OF FIELD EXPERIENCE:________________________________________________

TIME STARTED:________________________TIME COMPLETED:__________________

============FOR USE BY THE RECEIVING TEACHER============

I, ______________________________VERIFY THAT:_______________________________Name and Position Name of NSU Student

COMPLETED THE FOLLOWING ACTIVITIES IN MY CLASSROOM:_

__________________________________________________________________________________________________________________________________________

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