SPED3100: Introduction to General Curriculum for Students with Special Needs

Spring, 2014, Mondays and Wednesdays, 11:00AM 12:15PM

COED 103 Credit Hours: 3
Professor: Dr. Tiana Povenmire-Kirk
Telephone: 704-687-5391
Email: tpovenmi@uncc.edu

Office: COED 303

Cell: 541-912-2678 (course-related texts only)
Office Hours: By Appointment Only

CATALOG DESCRIPTION
SPED 3100. Introduction to General Curriculum for Students with Special Needs. (3) Prerequisite: Admission
to Teacher Education; Admission to Special Education Program; SPED 2100. Examines legislation and litigation
that govern and/or influence services for individuals with disabilities. Scrutinizes the IEP process and investigates
IEP objectives that reflect the general curriculum standards. Examines ones personal philosophy of education,
which reflects the diversity students with disabilities. Identifies services, networks, organizations, and publications
that serve or are relevant to individuals with disabilities. Identifies and critiques instructional implications of
published research. (Spring)
Fundamental Beliefs about Learning:
I believe in the freedom to learn (Carl Rogers, 1969); this means that I believe that I can only help you learn that
which you choose to learn. I believe that all students want to learn, and that we, as teachers, often beat this desire
to learn out of students as part of our daily teaching. In fact, I believe that I cant actually teach you anything.
You must choose to learn, and I, in the best moments of my teaching, can merely facilitate that learning. One of the
biggest challenges we face in education is that, for centuries, the same methods and formats have been used to
achieve student learning, leaving most of us feeling uneasy when we are not being prescribed a given set of
assignments or assigned a grade by the teacher/expert. I invite you to self-direct your learning in this course.
This means not only that you will be deciding when and where to complete your assignments, but also how to
complete and which assignments you choose to do.
One of the more salient features of self-directed learning is that it takes the responsibility for what you learn, how
you learn and what you do with what you learn from the professor and gives it to you, the student. If you reflect on
recent courses youve taken, you may find that this is the case, regardless of the nature of the course. You get out of
a class what you put into it. What I am asking you to do in this course is to reflect at the beginning on what you
want to learn, reflect at the end on what you have learned and what you have put into this course, and reflect
throughout on how the content is impacting you, and what you can change.
In order to help guide those of you who are new to the idea of student-directed learning through the transition from
where education typically lives to where I want us to go, I have developed the following course. My intention is to
provide you with access to the content, and to suggest opportunities for you to demonstrate your significant learning
to me. In the syllabus, you will find suggested assignments. For many of you, these will make sense and seem to fit
the bill, and for those of you who are uncomfortable with self-directed learning, you may carry on much as if this
were a typical course. However, for some of you, a different product may better demonstrate your learning. I urge
those of you who would like to propose alternative products to do so via email. Remember, my job is to facilitate
your learning, and I take that job seriously.
With all that said, however, some methods are fairly inescapable. For example, we will interact in person, using
e-mail and through Moodle. Additionally, there are a number of assignments I am requesting of you, and these
include reading, writing, projects, and using on-line resources.
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Perhaps the most important condition in creating an atmosphere in which you are free to learn is establishing a
relationship between you and your peers and I in which you do not fear being judged or evaluated or diagnosed or
labeled because of who you are, or because of what you express in the course, whether it be a thought, or a feeling,
or an experience. I will attempt at all times to model this acceptance, and have tried to observe that perspective in
developing this Syllabus. Most of all, I encourage you to be who you are at all times, without fear of consequences,
and to honor one another exactly as they are.
Related to this accepting atmosphere is your contribution to the learning of others, including me. As adults, you
have a wealth of experience with exceptionality in your own schooling, in your teaching, and perhaps within your
own family. We value those experiences and hope that you will feel safe in sharing them when you think it will
enhance our collective and individual learning. Moreover, I will request that you take responsibility for your own
initial contact with the content of our course, asking that you read chapters, articles, and websites about the course
content and topic for a given day prior to coming to class. I will assume you have this knowledge as we proceed
with our planned activities for the day.
You will see I hope that whenever possible, I will avoid making demands of you. That is, I will avoid asking
you to do something with some consequence hanging over your head if you do not comply. In lieu of demands, I will
make requests. That is, I will suggest something and, if you are willing, you may choose to do it. In this way,
your freedom to learn is further facilitated. For more on demands and requests, you might want to read Marshall
Rosenbergs Nonviolent Communication: A Language of Life (2003). His work also informs my style of
communication in this course, facilitating our goal of developing relationships in which we can all freely express
ourselves and not fear being judged. I look forward to walking through this journey with you, and to facilitating
your learning, if you so choose. Please let me know if you have any questions.
One inevitable side effect of giving you the freedom to learn is that some of you may be uncomfortable with this
new structure. I urge you to recognize your discomfort and reflect upon what such a feeling means about your
expectations as a product of the current educational system and as a future educator. Another inevitable result of
giving you the freedom to learn is that, if you choose not to learn, if you choose not to take in all that you can from
this course, the responsibility is on you. As your learning facilitator, I will make available to you all of my
knowledge and experience and the knowledge and experience of countless others; I will honor each of your
questions and help you discover answers to them, and I will structure the course to meet your needs as a learner.
What I will not do is fill you with knowledge while you sit idly by. Learning is an action verb; I urge you to take
control of your own learning right now, at this moment, and never relinquish that control again.
Attendance: Your attendance at and participation in our class activities is vital in order for our learning
community to take place. This is NOT because I, as the facilitator of your learning, might say something so
inspired that to miss it would be a huge loss. It is, instead, because each of you become part of a learning
community, bringing with you your own experiences, knowledge, skills and curiosity. Classroom instructional time
takes on a life of its own, based upon the myriad interactions and experience you bring to the community; I am
simply unable to re-create this synergy on my own. Please, DO NOT contact me and ask me if you missed
anything trust that you missed crucial, vital information and experiences that will be impossible to make up,
but try your damndest, anyway. You owe it to each of us as members of your learning community to be present to
make this the best collective experience possible.
Caveat to the above: If you are sick, especially with a respiratory illness, or flu-like symptoms, please do not
physically attend class. We will develop Skype buddy networks so that you may remotely attend class on days
when you are keeping your germs inside.

A FEW THINGS NOW:

Disability Accommodations: If you have a disability that qualifies you for academic accommodations, contact the
Office of Disability Services in Fretwell 230 or call 704-687-4355 at the beginning of the semester. Some requests
for accommodations cannot be honored without supporting documentation from the Office of Disability Services.
All information shared with the instructor concerning a disability will remain strictly confidential unless otherwise
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specified by the instructor. If you have any other condition or life situation that may impact your performance or
timeliness in this course, please notify me, so I can work with you in helping you structure and accomplish your
individual learning goals.
College of Education Commitment to Diversity: The College of Education at UNC Charlotte is committed to
social justice and respect for all individuals, and it seeks to create a culture of inclusion that actively supports all
who live, work, and serve in a diverse nation and world. Attaining justice and respect involves all members of our
community in recognizing that multi-dimensional diversity contributes to the Colleges learning environments,
thereby enriching the community and improving opportunities for human understanding. While the term diversity
is often used to refer to differences, the Colleges intention is for inclusiveness, an inclusiveness of individuals who
are diverse in ability/disability, age, economic status, ethnicity, gender, language, national origin, race, religion, and
sexual orientation. Therefore, the College aspires to become a more diverse community in order to extend its
enriching benefits to all participants. An essential feature of our community is an environment that supports
exploration, learning, and work free from bias and harassment, thereby improving the growth and development of
each member of the community.
INSTRUCTIONAL METHODS
This course will initially present information using an in-class lecture format. Data will be presented in a lecture
manner that encourages and provides opportunities for questions to be raised, appropriate discussion regarding the
target topic, and specific feedback related to the theme of each individual class meeting. Additionally, students will
be expected to use print literature, media, and access electronic resources to complete presentations focusing on
topical issues.
Cultural Competence and Bias
Diversity and cross-cultural awareness
Over-representation of culturally/ linguistically diverse students
Indicators of possible bias that are often found in the introductory section of a research report
Disability
Medications used for individuals with disabilities
Psychological and socio-emotional characteristics of individuals with disabilities
Human growth and development
Services, networks, organizations and publications relevant to individuals with disabilities
Special Education Law and Process:
Theoretical approaches to special education
Content and curriculum of North Carolina Standard Courses of Study
Pre-referral interventions and Individual Education Plan (IEP) process
Legislation and litigation which govern and/ or influence services for individuals with disabilities
Research and Evidence-based Decision Making
The fundamental assumptions and practices of educational research
Important terms used in educational research
Types of research and literature
Preliminary, primary, and secondary sources and describe how each is used in a review of educational research
The pros and cons of personal experience, expert advice, reviews of educational research literature, and action
research as aids in making educational decisions
The advantages of conducting a computer search of sources in special education
The steps to take in searching Education Index, RIE, CIJE, and Psychological Abstracts
Development of instructional procedures based on the findings of a study
Reflective Practices and Professional Growth
Elements of a personal philosophy of special education
Impact of disabilities on families, individuals, society and learning environments.
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Contributing influences to professional stress and specify strategies for minimizing this phenomenon.
Council for Exceptional ChildrenCode of Ethics and Standards for Professional Practice
Ethical practices in professional and personal interactions including protection of confidentiality of information,
respect for others, and a sense of discretion with privileged information

ILLUSTRATIVE COURSE ACTIVITIES

Individualized Learning Plan (ILP): Each student will reflect on what they want to learn out of the course
and set goals for themselves as part of this course.
Professional Membership: Each candidate will join the UNC Charlotte SCEC. Candidates will be
expected to participate in meetings, organizational opportunities in the community, and attend professional
workshops/conferences when possible.
Attend and Summarize a Workshop/Conference: This assignment is designed to expand the core
knowledge provided in the university teacher preparation program. The candidates will attend a workshop
at a school in which they are completing clinical requirements or attend local/state conferences appropriate
to meeting the needs of students with disabilities.
Introduction to Required Evidences (6) for Program and Taskstream: This assignment is simply
intended to provide a brief introduction to the evidences required by our program, and to Taskstream, the
means by which they will submit their evidences.
Tour of Turnitin: This assignment is intended to provide a brief introduction to the Turnitin technology that
will be used to check for originality in written products.
In-Class Group and Individual Work:
o IEP Goals
o ABA matrix
o Quizzes:
Laws
Values
o Discussion of the Common Core
ABA Homework: Students will be given an opportunity to follow up from the work they completed in
class on behavior and classroom management. More information will be discussed in class.
Cultural Competence/ Bias Discussion Board: For each forum prompt, you are to respond to the prompt
and reply to the responses of at least four classmates. In each post, I expected an introductory sentence, 3 5 sentences outlining your thoughts, which include examples from the readings, web sites, and class
discussions to back up your thoughts, and a closing sentence. I will not grade grammar, but too many
errors can impact the interpretation of your content, so I urge you to craft your reply in a program that
offers grammar and spell check prior to copying and pasting it to the online forum.
Group Presentations: Each small group will develop a more detailed, in-depth knowledge of a category of
disability or topic germane to the provision of services for students with special needs. The 30-45 minute
presentation requires the use of research-based literature and includes a Q and A session after the
completion of the presentation.
Article Review: This assignment is designed to provide an opportunity for the candidate to begin to secure
evidence-based literature, read this information, synthesize the information and provide a review of the
content of the article. This will also involve an introduction to the use of APA standards.
Teaching Philosophy: throughout the semester, we will be working on articulating your teaching
philosophy, and on honing it down to be as succinct and direct as possible. For this reason, you will submit
three drafts of this philosophy.
o First draft: to be reviewed by five of your colleagues.
o Second draft: to be reviewed by five different colleagues.
o Final draft: to be reviewed by your professor
Course Portfolio and Reading Summaries: For each assigned reading, students are expected to bring a
summary that contains: Three to five BIG Ideas and One Muddy Point. In addition, students are to
compile a course portfolio, including handouts, assignments, artifacts, and anything else that functions as
descriptors of the course and the students individual growth and learning throughout the semester.

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Final Reflection and Self Evaluation: Each student will reflect upon the progress they made toward the
goals established in their ILP at the beginning of the course and will determine how well they believe they
have done in the course.

SPED3100 TENTATIVE* SCHEDULE SPRING 2014

Wk
1
2

Date
W
1/7
M
1/12
W
1/14
M
1/19
W
1/21

Topic/ Activity
Introductions/Syllab
us
Introductions/Syllab
us
Questions, Answers,
Culture
Martin Luther King,
Jr. Holiday
Culture, continued

Reading
No Readings Due

Assignment Due
In-Class: Nametags

Task Stream & Turnitin

In-Class: Nametags

Introduction Chapter
on Special Education
NO CLASS

In-Class: Values Quiz

DUE: Chapter Summary
NO CLASS

Chapter on diversity in
special Education

M
1/26
W
1/28
M
2/2
W
2/4

Difference /
Scenarios
Power and Privilege

Southern Poverty Law

Center
McIntosh Article,
Handout (In-Class)
Ford Article

DUE: Individualized Learning Plan (ILP

REQUIRED)
DUE: Chapter Summary
DUE: Web Reading Summary

M
2/9

Laws and History

W
2/11
M
2/16

Group Work No
Dr. P
ABA/APA

W
2/18

SNOW DAY

Scenarios
Laws and Litigation

ABA part 1
8

M
2/23
W
2/25

MF
3/2 3/6

DUE: Article Summary

DUE: Article Summary

Chapter on Special
Education Laws and
Legislation,
Comparison Table
SMART Goal Website
Student-Led IEP
Hawbaker
NC Common Core
Standards Website
PBIS PDF and
Videos on pbis.org
website

In-class: Laws Quiz

DUE: Chapter Summary

SWPBIS for Beginners

In-class: ABA group work Matrix In

Class

DUE: Web Reading Summary

DUE: Web Reading Summary
In-class: IEP Group Goals
DUE: Common Core Reflection* Extra
credit

ABA part 2
ABA finishing up,
and Bias discussion

DUE: Homework: ABA

SPRING BREAK NO CLASS!!!!
BE SAFE! HAVE FUN!

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Wk
9

10

11

12

Date
M
3/9

Topic/ Activity
Group Lesson on
ADHD

Reading
Chapter on ADHD

W
3/11

Group Lesson on
Specific Learning
Disability
Video and
Reaction/Discussion

Chapter on SLD

W
3/18

Group Lesson on
Autism Spectrum
Disorders

Chapter on ASD

M
3/23
W
3/25

Group Lesson on
Mild/Moderate ID
Group Lesson on
Traumatic Brain
Injury
Group Lesson on
Emotional/Behaviora
l Disorders
Group Lesson on
Communication
Disorders
Group Lesson on
Hearing Impairment
Group Lesson on
Blindness/Low
Vision
Forum
Theater/Activity
Group Lesson on
Orthopedic
Impairments
Group Lesson on
Health Impairments
Group Lesson on
Giftedness
Forum
Theater/Activity

Chapter on
Mild/Moderate ID
Chapter on TBI

M
3/16

M
3/30
W
4/1

13

14

15

16

M
4/6
W
4/8
M
4/13
W
4/15
M
4/20
W
4/22
M
4/27

NO READINGS DUE

Assignment Due
DUE: ADHD Summary
ABA Homework DUE
DUE: Cultural Competence Discussion
Board response
DUE: SLD Summary
Reaction / Discussion worksheet from
class
DUE: Article Review
DUE: Teaching Philosophy Draft 1
DUE: ASD Summary
DUE: Cultural Competence Discussion
Board replies
DUE: M/MID Summary
DUE: TBI Summary

Chapter on Behavioral
Disorders

DUE: EBD Summary

DUE: Teaching Philosophy, Draft 2

Chapter on
Communication
Disorders
Chapter on Hearing
Impairments
Chapter on
Blindness/Low Vision

DUE: Communication Disorders

Summary
DUE: Hearing Impairment Summary
DUE: Blindness/Low Vision Summary
DUE: Teaching Philosophy FINAL Draft

Chapter on Orthopedic
Impairments

DUE: Orthopedic Impairments Summary

Chapter on Health
Impairments
Chapter on Giftedness

DUE: Health Impairments Summary

DUE: Giftedness Summary
DUE: Complete Course Portfolio and
Reading Summaries
DUE: Conference Reflection
DUE: Self Evaluation

M
FINAL EXAM
5/4
11:00AM 1:30PM
*All dates are subject to change related to the ongoing medical concerns of the professors baby, as
discussed in class. An assignment will NEVER be due BEFORE the scheduled due date, but may be pushed
back more to accommodate for changes in the schedule.
Grading Criteria:
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Assignment

Maximum Points

Individualized Learning Plan

Cultural Competence/Bias Discussion Forum
150
Teaching Philosophy
Quizzes
In- Class work
Group Presentation (See Appendix A)
Task Stream
Turnitin
Article Review (See Appendix B)
Applied Behavior Analysis Class work
ABA Homework
Workshop or Conference Reflection
Course Portfolio and Reading Summaries
Final Reflection and Self-Evaluation
Attendance and Participation (in person or via Skype)

150 ***Required
200
100
500
300
25
25
100
100
100
100
500
150***Required
500

Total Possible Points

3000

REQUIRED READINGS:
We will be utilizing selected chapters from the following textbooks. Per the Fair Use Act, we will be using no more
than 10% of any single textbook. We will also utilize many websites and additional articles. The selected chapters,
articles, and websites will be available on Moodle2.
Center on School Wide Positive Behavior Interventions and Supports (2013). Available online
at: http://www.pbis.org.
Colarusso, R. P., & ORourke, C. M. (2010). Special Education for All Teachers (5th ed.).
Georgia: Kendall Hunt Publishing Company.
Ford, D. Y. (2012). Culturally different students in special education: Looking backward to move
forward. Exceptional Children, 78, 391-405.
Forum Theater (2013). The Brecht Forum. Available online at:
http://brechtforum.org/aboutforum.
Friend, M. (2010). Special Education: Contemporary Perspectives for School Professionals (3rd
ed.). Boston, MA: Allyn & Bacon, Inc.
Hawbaker, B. W. (2007). Student-let IEP meetings: Planning and implementation strategies.
TEACHING Exceptional Children Plus, 3 Article 4. Retrieved [January 4, 2013] from
http://escholarship.bc.edu/education/tecplus/vol3/iss5/art4
McIntosh, P. (1990). White Privilege: Unpacking the invisible knapsack. Excerpted from
Working Paper 189. Independent School, Winter Edition.
O'Brien, C. & Beattie, J. (2011). Teaching children with special needs: A guide for future educators. Dubuque,
IA, Kendall Hunt.
Office of Special Education Programs, Center on Effective School Wide Interventions: Positive
Behavior Interventions and Supports(2009). What is School-Wide Positive Behavior
Interventions and Supports? Retrieved [January 4, 2013] from www.pbis.org.
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Rosenburg, M. S., Westling, D. L., & McLeskey, J. (2011). Special Education for Todays
Teachers: An Introduction. Upper Saddle River, NJ: Pearson Publishing Company.
Smith, D. D. (2006). Introduction to Special Education: Teaching in an Age of Opportunity (5th
ed.) Boston, MA: Pearson Publishing Company.
Southern Poverty Law Center. (2013). Available online at: http://www.splcenter.org/?ref=logo
Special Education @ About.com (2013). How to Write SMART IEP Goals. Available online at:
http://specialed.about.com/od/iep/a/iepGoalWriting.htm
Turnbull, A., Turnbull, R., & Wehmeyer, M. L. (2010). Exceptional Lives: Special Education in
Todays Schools. Upper Saddle River, NJ: Pearson Publishing Company.
University of Tennessee, Postsecondary Education Consortium (2005). Comparison of the Individuals
with Disabilities Education Act (IDEA '04), Section 504 of the Rehabilitiation Act (Section 504),
The Americans with Disabilities Act (ADA), and The Elementary and Secondary Education Act (also
known as No Child Left Behind Act of 2001 - NCLB '01). Retrieved [January 4, 2013] from
http://www.michiganallianceforfamilies.org/inf/docs/iep.idea.comparison.pdf
Vaughn, S., Bos, C., & Shumm, J. S. (2011). Teaching Students Who are Exceptional, Diverse, and At
Risk in the General Education Classroom. Upper Saddle River, NJ: Pearson Publishing
Company.
References:
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th
ed.). Washington, DC: Author
SPECIFIC POLICIES THAT APPLY TO THE COURSE
Grading Policy
Assignment Submission in Professional Quality
All assignments must be proofed for grammatical errors prior to submission. All essays and reflective
summaries must follow the APA 6th edition guidelines, typed, double-spaced (with zero point before and
after each paragraph), using 12-pt Times or Times New Roman font throughout the paper, with 1
margin at all sides. Any submitted assignment that does not follow the directions or have numerous
grammatical errors will result in a deduction of 10% of the possible total points for that assignment.
Late Assignments
Departmental policy states: Late submissions of work will result in a deduction of 10% of the possible
total points for that assignment for each day the assignment is late. An assignment is considered late if
it is turned in after the class ends on the due date. Any late assignment should be turned in within 48
hours after it is due to be graded, or a zero point will be awarded for the assignment.
HOWEVER, Dr. Povenmire-Kirks policy is: Assignments may be turned in up to 5 days before the
suggested due date, or up to 10 calendar days after the suggested due date. Exceptions to this are the
Final Reflection and Self Evaluation and the Conference Reflection. The Final Reflection and Self
Evaluation is due NO LATER THAN 5:00PM Wednesday, April 30th, and the Conference
Reflection can be submitted at any time after the student attends the event.
Policy on a Grade of Incomplete
The grade of I is assigned at the discretion of the instructor when a student who is otherwise passing
has not, due to circumstances beyond his/her control, completed all the work in the course. The
grade of I cannot be removed by enrolling again in the same course. (see page 37 of the catalog at
http://catalog.uncc.edu/undergraduate-catalogs). A contract must be written and signed by the
student and instructor before a grade of I can be posted.
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Turn It In
All essays should be submitted via Turnitin (linked from Moodle) for textual similarity review for the
detection of plagiarism. Students will also use Turnitin to help detect plagiarism of their own writing and
make revisions as needed before final product is submitted for a grade (i.e., Turnitin allows multiple
submissions prior to deadline). All submitted papers will be included as source documents in the
Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Students will
complete a written consent and permission for the use of Turnitin. If a student does not provide such
written consent and permission, the instructor may: (i) require a short reflection paper on research
methodology; (ii) require a draft bibliography prior to submission of the final paper; or (iii) require the
cover page and first cited page of each reference source to be photocopied and submitted with the final
paper.
Religious Accommodations
UNC Charlotte provides reasonable accommodations, including a minimum of two excused absences each
academic year, for religious observances required by a students religious practice or belief. Such
reasonable accommodations must be requested in accordance with the procedures in this Policy, and include
the opportunity for the student to make up any tests or other work missed due to an excused absence for a
religious observance. Students wishing to request a religious accommodation may refer to the information
found at http://legal.uncc.edu/policies/ps-134.html.
Student Behavior Policy
Moodle Support
The instructor will utilize Moodle (http://moodle.uncc.edu/) to display all course-related materials,
including syllabus, guided notes, modules, and other reading resources. Please bring a copy of the
guided note for each class session.
In-class Behavior
Students are expected to conduct themselves in a professional manner in relationship to the opinions,
ideas, and values of fellow classmates. Additional in-class behaviors that are considered by the
instructor to be unprofessional include: (a) texting or checking emails over cell phones or laptops,
(b) carrying on side conversations during class instruction and/or while another individual is
speaking, (c) arriving late to class and disrupting others already engaged in the sessions activities, and
(d) not coming to class prepared causing a lack of meaningful participation and/or effort on the part of
the student.
Cellular Phones
All cellular phones should be turned off during class, unless you have an emergency situation in which
you will need to receive prior permission from the instructor to place the cellular phone on vibration. If
your phone rings aloud during class, you and your colleagues will be asked to dance to your ringtone.
Laptop Computers
If you bring a laptop or tablet, you are expected to use it for activities directly related to the course
content for that day. If you have other pressing work that must be done on the laptop during class time,
I invite you to leave the room and complete these tasks where they will not distract other students. You
are adults, you are paying for your education and you will get out of it what you put into it. I invite you
to join me in being here and now during this class.
Other University/College Policy
Disability Services
Students with documented disabilities who need accommodations regarding assignments and/or exams
should inform the instructor at the beginning of the semester.
Inclement Weather Policy
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In the event of severe inclement weather, the University will operate on its normal schedules unless the
Chancellor (or appropriate designee) publicly announces otherwise. Faculty, students, and staff are
expected to use personal judgment concerning travel safety when the weather is inclement. In the event of
extreme emergency conditions, every possible effort will be made to communicate procedures to be
followed by the University community. The University inclement weather hotline (704-687-2877) has been
established to provide a recorded announcement to answer inquiries regarding the status of campus
conditions during inclement weather. If the instructor is unable to hold a class due to unsafe travel, he/she
will leave a message on his/her voicemail and will also send an email to students UNC Charlotte email
accounts at least 3 hours prior to the class.
UNC Charlotte Code of Student Academic Integrity
Students have the responsibility to know and observe the requirements of The UNC Charlotte Code of
Student Academic Integrity (http://www.legal.uncc.edu/policies/ps-105.html). This code forbids cheating,
fabrication or falsification of information, multiple submissions of academic work, plagiarism, abuse of
academic materials, and complicity in academic dishonesty. Any special requirements or permission
regarding academic integrity in this course will be stated by the instructor, and are binding on the students.
Academic evaluations in this course include a judgment that the students word is free from academic
dishonesty of any type; and grades in this course therefore should be and will be adversely affected by
academic dishonesty. Students who violate the code can be expelled from UNC Charlotte. Standards of
academic integrity will be enforced in this course. Students are expected to report cases of academic
dishonesty to the course instructor.
College of Education Technology Statement
Professional education programs at UNC Charlotte are committed to preparing candidates for success in
the 21st century through an emphasis on knowledge, effectiveness and commitment to technology
integration and application. Preparation in the integration and application of technology to enhance student
learning is essential for all candidates. Programs across the professional education unit, including the
College of Arts + Architecture, College of Education, and College of Liberal Arts and Sciences, reflect this
commitment in coursework, early field experiences, and clinical practice which includes student teaching
and/or the capstone/internship phase of the respective programs.
Online Course Evaluation
Beginning spring 2012 all courses in the College of Education will be evaluated through an online
evaluation survey process. Student course evaluations provide an important source of feedback for faculty
regarding course design and instructional effectiveness. The online course evaluations will be administered
at the end of the term, most likely in the final two weeks (prior to final exams). You will receive an email
announcement alerting you when the survey period opens. Periodic reminders will be sent during the time
the survey is open. Please be advised that this process will be secure and confidential. The technology used
will ensure anonymity of participants as well as confidentiality

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Appendix A: Detailed Descriptions of Assignments:

Individualized Learning Plan (Required): Because I am moving toward a more student-directed style of
instruction (See Carl Rogers Freedom to Learn 1969), I want you to begin this class by writing your own
learning plan. At the end of the course, I will ask you to revisit this plan and assess yourselves on how well you
made progress towards your goals. You will assign yourself the grade you believe you have earned in this class and,
if I agree with your self-assessment, you will earn the grade you believe you deserve.
Some suggested questions you may consider when developing your ILP include:
1. What do you hope to get out of this class?
2. What do you currently know about special education?
3. What questions do you have about special education that you would like answered as part of this course?
4. What are some struggles you face as a student and how do you plan to compensate for these struggles?
5. What key strengths do you bring to the class?
Cultural Competence/Bias Self Reflection: Answer the following questions in a narrative. Remember that critical
reflection is the most important part of this paper. Integrate all of what you have done, heard, read and experienced
thus far.
1. Consider the activities in class thus far: which ones have had the greatest impact on you and why?
2. How do you feel about what you have learned about yourself and others in class to date?
3. What biases do you have about people? About education? About special education? (please dont claim to
have no biases)
4. How do these biases you hold surprise or disturb and why?
5. Based upon what you have learned about yourself through your work so far, what challenges do you think
you may face as an educator?
6. What personal and professional steps might you take to ameliorate these challenges?
Teaching Philosophy: In a brief (1-2 paragraphs, total) essay, consider the following questions:
1. What type of impact do you want to make on the world? Your students? Their families?
2. How will you achieve these impacts through your classroom environment, culture, and daily activities?
3. What values guide your philosophy and your goals as a teacher?
Peer Review of Teaching Philosophy:
Students will each review five teaching philosophies for their colleagues in two separate rounds. Students are
expected to review five different teaching philosophies for each of two drafts, with a total of ten teaching
philosophies reviewed and ten reviewers for each philosophy.
Introduction to Task Stream and 6 Electronic Evidences: Dr. Baxter, the program coordinator for Special
Education, will visit class to introduce you to the Electronic Evidences, Task Stream, and Turnitin. Students are
required to begin an account on Task Stream and on Turnitin.
Review an Article : Students will be expected to locate and review a research article published in a peer-reviewed
journal about students with disabilities who are also from diverse backgrounds and the identification, assessment or
treatment of the disabilities (i.e. cultural, ethnic, racial, gender, religious, sexual-orientation, socio-economic status,
family structure, language, etc.). Students are encouraged to use the topic they choose for their Group Project for
these article reviews. Students should use the Article Review format in the Appendix below.
Course Portfolio and Reading Summaries: For each assigned reading, students are expected to bring a summary
that contains: Three to five BIG Ideas and One Muddy Point. In addition, students are to compile a course
portfolio, including handouts, assignments, artifacts, and anything else that functions as descriptors of the course
and the students individual growth and learning throughout the semester. The intent of this assignment is for
students to compile a resource resulting from their work in this course that will be useful and informative
throughout their professional lives.

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Applied Behavior Analysis Assignments 1and 2:

Students will complete two assignments, one in class as part of a group and one at home as an individual effort,
involving behavior analysis and positive behavior support to prepare them to manage classroom behavior as
teachers. Detailed instructions and rubrics for these assignments will appear on Moodle2.
Workshop/Conference Reflection Report: Professional Development is required for this course. Students will
spend 3 -5 hours in a workshop or conference on a topic of professional interest to them. Students will submit a 3 to
5 page summary of their observation, using the guiding questions below. Students should include a paragraph or
two about how the workshop or conference impacted them as professionals.
1. What was the Workshop/Conference Title? Topic? Purpose?
2. Describe the format (lecture/presentation, discussion, action planning, etc.).
3. What BIG Ideas did you take away?
4. What was the Muddiest Point?
5. How did the experience impact you as a professional?
Final Reflection and Self Evaluation (Required): Based upon what you knew before this class, and what you
know now, please evaluate your learning. Some questions that you may choose to guide your development of this
document include:
1. How well did you meet your goals as part of this course?
2. What realizations did you have as part of this course: about yourself, about the field, about teaching and
learning?
3. What struggles did you face as a learner and how did you address those struggles?
4. What strengths did you bring to this course and how did they manifest?
5. What grade do you believe you earned through your demonstration of your learning in this course?
6. Why do you deserve that grade?
Group Disability Assignment: Students will be assigned into groups. Each group will be responsible for creating
two things:
1. A description of the disability, including general characteristics and how it manifests in the classroom.
2. An experiential component what it is like to have the disability in a classroom. This will be discussed in
more detail in class.
Some things you should know:
It is my belief that life is all about group projects. It is also my belief that when everyone works on every part of
something, it lowers the overall quality of the end product; its like having Olympians all compete in each event.
Swimmers are not necessarily good runners, and gymnasts may or may not be good at ice hockey. Remember the
story about bread and brownies? I expect you to each play to your strengths in developing and delivering this
lesson. Because this means that you may work together to develop and deliver an amazing lesson in which you do
not each end up speaking to the class, I have developed a self-evaluation, wherein you will each describe the
contributions of every member of your group and rate the grade each person should earn.
Although I encourage you to have fun with this assignment, and to use respectful humor and creativity in
developing and delivering your lesson, I also take this very seriously. I have found that students learn much more
from one another in my classes than they do from me. Your learning is what matters most to me in this course.
Please take seriously the role you play as an educator of your colleagues as part of this class.

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Format for Article Review

Bryant, D., Bryant, B., and Hammill, D. (2000). Characteristic behaviors of students with LD who have a teacheridentified math weakness, Journal of Learning Disabilities, 33(2), 168-177, 199.
Purpose of this research
The purposes of this study were to validate those mathematics behaviors that can be used to discriminate
students with LD who have math weaknesses from students without math weaknesses and to identify math
behaviors predictive of math LD.
Description of subjects
870 students ranging in age from 8-0 to 18-11 who were officially diagnosed having math LD and received
special ed. services in grades 1 through 12. Sample was generally representative of the population of students with
LD as shown by federal government report. A comparison group of 854 non-math LD students were also identified.
Methods
Students were rated on a rating scale that identified behaviors in mathematics. Raters included teachers,
clinicians, and therapists working in the area of LD who were randomly selected from a commercial mailing list.
391 professional raters from 42 states and D. C. agreed to participate. The rating scale consisted of 32 specific,
observable behaviors exhibited by students with math LD. A panel of experts revised this list and evidence was
obtained for the scales reliability and validity of its items. Raters randomly selected up to five of their students with
math LD and rated each student as to the frequency of the behaviors listed.
Results
The two groups, math and non-math LD, were compared. Statistically significant differences (p < .05) were
found between groups for all math behaviors, indicating that the behaviors cited in the research and the
theoretical literature are observed by professions in students with math LD.
Discussion and Personal Opinion
Findings showed statistically significant differences between math and non-math LD groups which can be
used to validate the existence of a group identified in the literature that constitute mathematics disabilities and that
can be used to identify students having math weaknesses in need of remediation. Results have implications for
regular classroom teachers by providing a list of specific behaviors that red flag students with possible math LD,
can red flag math learning behaviors that need a proactive instructional planning, and can be used to train future
teachers on current research on math LD. Specific application to further research was also discussed.
This study helped me learn the specific behaviors identified with a possible math LD. This will help me in
future team meetings concerning diagnosis, identification of possible intervention points, a noting specific referral
cases causing concern or red flag to regular classroom

Appendix B: Grading Rubric

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Teaching Philosophy Grading Rubric

Points
Possible

Points
Item
Earned
20 What type of impact do you want to make on the world? Your students? Their
families?
15 20 points: desired impact is described clearly, succinctly, and in detail, and touches
on all three areas.
7 14 points: desired impact is described less clearly, and only touches on one or two
areas.
0 6 points: desired impact is unclear or missing.
20 How will you achieve these impacts through classroom environment, culture, and
daily activities?
15 20 points: methods for achieving impact are described clearly, succinctly, and in
detail, and include on all three areas.
7 14 points: methods for achieving impact are described less clearly, and only
include on one or two areas.
0 6 points: methods for achieving impact are unclear or missing.
20 What values guide your philosophy and goals as a teacher?
15 20 points: values described clearly, succinctly, and in detail.
7 14 points: values described less clearly.
0 6 points: values unclear or missing.
15 Writing Mechanics: grammar, spelling, punctuation
15 points: < 3 different grammar, spelling, and punctuation errors combined.
8 - 14 points: only 4 7 different errors in total.
5 7 points: 7 10 different errors in total.
3 - 5 points: 11-15 different errors in total, and errors begin to impact the readability of
the philosophy.
0 points: > 15 different errors AND these errors significantly impacted the readability of
the philosophy.
25 Quality of writing
25 points: well organized, works together well as part of a whole, author supported
her/his arguments and statements and included a brief introduction and conclusion, in
order to get all 25 points, the reader must want to pump at least one fist in the air upon
completion.
20 24 points: well organized, lacked transitions, segmented, supported arguments,
caused the reader to nod head in agreement.
15 - 19 points: above without an introduction and/or conclusion.
10 - 14 points: poorly put together, lacked major portions, arguments not supported.
< 10 points: largely incoherent.
100 TOTAL
Suggestions for improvement:

Appendix C:
COURSE RATIONALE AND RELATIONSHIP TO CURRENT PROGRAMS AND PROFESSIONAL
STANDARDS

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The course addresses both the Council for Exceptional Children Professional Standards, and NCATE competencies
regarding foundations, development and characteristics of exceptional learners and professional and ethical
practices. The course along with other courses responds to North Carolina Department of Public Instruction
Standards for Special Education Teachers in regard to content and professionalism. Additionally, this course along
with SPED 2100 and EDUC 4290 responds to the concern that all teachers are prepared to address the educational
needs of students with learning disabilities
An additional purpose of the course is to promote professional involvement in and development through the Council
for Exceptional Children. The Council is the primary professional organization, which advocates for exceptional
students. Professional association, professional development, and professionalism go hand in hand. The Council
publishes major journals that are well recognized contributions to the special education literature. The Council also
publishes professional standards and ethics for special educators.
Similarly, the course will provide students with exposure to state and national standards of ethical practice in
working with students with and without special needs. Students will recognize the significance of ethical practice
and begin to develop strategies and techniques to incorporate these ethical practices into their future work with all
students.
SPED 3100 will also develop students initial understanding of the working relationship among all professionals.
This will include school based committees (e.g., School Improvement Teams), IEP teams, and strategies
implemented on a school-wide basis (e.g., Positive Behavior Support).
The course will also begin to emphasize the importance and relevance of diversity in todays schools. The diverse
nature of schools today requires professionals to be aware of the importance of addressing the unique needs of
students from all backgrounds; this course will emphasize the importance of diversity as well as a beginning
understanding of how to ensure quality educational opportunities for all students.
As an initial exposure to meeting the needs of individuals with special needs, the course will help students develop
an understanding of the importance of collecting and using assessment data to drive instruction. Similarly, students
will learn the significance of using these data to appropriately challenge all students.
Finally, this course will extend the core understanding (initially introduced in SPED 2100) of the nature and
characteristic behavior of individuals in each disability category. Specific attention will be given to the policies and
procedures utilized to identify, evaluate, and place students in settings that are appropriate to their individual needs.
UNC Charlotte College of Education Conceptual Framework:
Professional Educators Transforming Lives, the Conceptual Framework for Professional Education Programs at
UNC Charlotte, identifies the proficiencies that our graduates will demonstrate. During coursework, early field
experiences, and clinical practice candidates have multiple opportunities to develop the knowledge, effectiveness,
and commitment necessary to transform the lives of the learners with whom they work. This course seeks to
develop the proficiencies that are in bold/underlined below.
Core Proficiency: Knowledge. Candidates will demonstrate the Knowledge that provides the foundation for
transforming the lives of the children, youth, and families with whom they work. This knowledge includes elements
such as:
K1: Knowledge relevant to life in the 21st century
K2: Specialty area knowledge
K3: Pedagogical knowledge
K4: Knowledge of learners and their contexts
K5: Self-awareness
K6: Knowledge of policies, laws, standards, and issues
Core Proficiency: Effectiveness. Candidates will demonstrate Effectiveness in their work with children, youth,
and families by applying knowledge and developing effective skills in areas such as:
E1: 21st century skills
E2: Planning, implementation, and evaluation
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E3:
E4:
E5:
E6:
E7:

Research-based practice
Research skills
Culturally competent practice
Response to diverse learners
Reflective practice

Core Proficiency: Commitment. Candidates will demonstrate their Commitment to transforming the lives of
others through their actions in areas such as:
C1: Positive impact on learners
C2: Ethics
C3: Leadership
C4: Collaboration
C5: Advocacy
C6: Professional identity and continuous growth
The core proficiencies of knowledge, effectiveness, and commitment are fully aligned with the North Carolina
standards for teachers, school executives, and counselors. This course seeks to develop the North Carolina
standards that are in bold/underlined below.
North Carolina Professional Teaching Standards (2007): 1) Demonstrate leadership, 2) Establish a respectful
environment for a diverse population of students, 3) Know the content they teach, 4) Facilitate learning for their
students, 5) Reflect on their practice.
Initial Content Standard 1: Foundations6
Special educators understand the field as an evolving and changing discipline based on philosophies,
evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and
human issues that have historically influenced and continue to influence the field of special education and the
education and treatment of individuals with exceptional needs in both school and society. Special educators
understand how these influence professional practice, including assessment, instructional planning,
implementation, and program evaluation. Special educators understand how issues of human diversity can impact
families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of
special education services. They understand the relationships of organizations of special education to the
organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as
a ground upon which to construct their own personal understandings and philosophies of special education.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s)
Knowledge and Skills for which the program is preparing candidates. (CEC, 2009, p. 47)
Knowledge:
ICC1K1 Models, theories, philosophies, and research methods that form the basis for special education practice
ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation
ICC1K3 Relationship of special education to the organization and function of educational agencies
ICC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from
culturally and linguistically diverse backgrounds
ICC1K7 Family systems and the role of families in the educational process
ICC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them
ICC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and
school
IGC1K2 Models and theories of deviance and behavior problems
IGC1K7 Factors that influence the over-representation of culturally/linguistically diverse individuals with
exceptional learning needs in programs for individuals with exceptional learning needs
IGC1K8 Principles of normalization and concept of least restrictive environment
Skills:
ICC1S1 Articulate personal philosophy of special education
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Initial Content Standard 2: Development and Characteristics of Learners

Special educators know and demonstrate respect for their students first as unique human beings. Special educators
understand the similarities and differences in human development and the characteristics between and among
individuals with and without exceptional learning needs. Moreover, special educators understand how exceptional
conditions can interact with the domains of
human development and they use this knowledge to respond to the varying abilities and behaviors of
individuals with exceptional learning needs. Special educators understand how the experiences of individuals with
exceptional learning needs can impact families, as well as the individuals ability to learn, interact socially, and live
as fulfilled contributing members of the community.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s)
Knowledge and Skills for which the program is preparing candidates. (CEC, 2009, p. 47)
Knowledge:
ICC2K1 Typical and atypical human growth and development
ICC2K2 Educational implications of characteristics of various exceptionalities
ICC2K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptional
learning needs and the family
ICC2K4 Family systems and the role of families in supporting development
ICC2K5 Similarities and differences of individuals with and without exceptional learning needs
ICC2K6 Similarities and differences among individuals with exceptional learning needs
IGC2K2 Impact of sensory impairments, physical and health exceptional learning needs on individuals, families,
and society
IGC2K4 Psychological and social-emotional characteristics of individuals with exceptional learning needs
Initial Content Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individuals
learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across
and within cultures can affect relationships among and between students, their families, and the school community.
Moreover, special educators are active and resourceful in seeking to understand how primary language,
culture, and familial backgrounds interact with the individuals exceptional condition to impact the individuals
academic and social abilities, attitudes, values, interests, and career options.
The understanding of these learning differences and their possible interactions provides the foundation
upon which special educators individualize instruction to provide meaningful and challenging learning
for individuals with exceptional learning needs.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s)
Knowledge and Skills for which the program is preparing candidates. (CEC, 2009, p. 48)
Knowledge:
ICC3K1 Effects an exceptional condition(s) can have on an individuals life
ICC3K2 Impact of learners academic and social abilities, attitudes, interests, and values on instruction and career
development
Section 5: Initial and Advanced Professional Content Standards and Knowledge and Skill Sets 55
ICC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships
among individuals with exceptional learning needs, family, and schooling
Skills:
IGC3S1 Relate levels of support to the needs of the individual
Key for CEC Standards
ICC = Initial Common Core
IGC = Individualized General Education Curricula
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IIC = Individualized Independence Curricula

K = Knowledge
S = Skills
COURSE OBJECTIVES
The competencies for this course are derived from the North Carolina Professional Teaching Standards
(NCPTS) and North Carolina Specialty Area Standards for both General Curriculum (NCSSGC) and Adapted
Curriculum (NCSSAC).
Upon completion of the course, the candidate will be able to:
1. demonstrate teacher leadership (NCPTS Standard 1) to develop IEPs and specially designed
instruction by
engaging in collaborative and collegial professional learning activities (NCPTS1b.1)
developing and adhering to policies and practices positively affecting students learning
(NCPTS1d.1)
Identify services, networks, organization, and publications which serve or are relevant to
individuals with disabilities. (NCPTS1)
describing the purposes, benefits, organizational structure, journals, and major activities of the
Council for Exceptional Children (NCPTS1)
describing the Professional Standards of the Council for Exceptional Children (CEC GC9)
describing the Code of Ethics of the Council for Exceptional Children (CEC GC9)
demonstrating active participation in the Student Council for Exceptional Children (CEC GC9)
2. establish a respectful environment for a diverse population of students (NCPTS Standard 2) to
provide effective IEP development and instructional planning by
understanding the influence of diversity (e.g., pre-referral process and prevention in
disproportionality) and plans instruction accordingly (NCPTS2b.3)
demonstrating knowledge of pre-referral intervention and special education referral procedures
(NCPTS2)
critiquing factors that influence the overrepresentation of culturally/linguistically diverse students
with disabilities (NCPTS2b.3)
critiquing personal cultural biases and differences that affect ones teaching (NCPTS2b.3)
using research-verified strategies to plan for effective learning activities for students with
disabilities (NCPTS2d.2)
3. demonstrate content and curriculum expertise (NCPTS Standard 3; NCSSGC Standards 1, 2, 3;
NCSSAC Standards 1, 2, 5) in lesson development by
demonstrating knowledge in the Policies Governing Services for Children with Disabilities
(NCSSGC1.1, NCSSAC1.1)
developing and applying lessons based on the North Carolina Standard Course of Study/Common
Core (NCPTS3a.1)
identifying the psychological and socio-emotional characteristics of individuals with disabilities
(NCSSGC1.1, NCSSAC1.1)
identifying the content and curriculum sequence of language arts and mathematics included in the
North Carolina Standard Course of Studies (NCSSGC1.1, NCSSAC1.1)
demonstrating the use of knowledge about cultural and socio-economic factors in planning
instructional strategies and activities that connect student to the curriculum. (NCSSGC1.1,
NCSSAC1.1)
identifying medical aspects and effects of medications on individuals with disabilities
(NCSSGC1.1, NCSSAC1.1)
identifying educational implication of characteristics of various exceptionalities (NCSSGC1.1,
NCSSAC1.1)
demonstrating knowledge in the placement process from referral to delivery of services
(NCSSGC1.2, NCSSAC1.2)

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demonstrating knowledge of links between grade/subject and the North Carolina Standard Course
of Study by relating content to other disciplines (NCPTS3c.1)

4. facilitate learning for students (NCPTS Standard 4) to improve student performance through effective
IEP and lesson development by
identifying developmental levels of individual students and planning instruction accordingly
(NCPTS4a.1)
assessing and using resources needed to address strengths and weaknesses of students
(NCPTS4a.2)
using multiple indicators, both formative and summative, to monitor and evaluate students
progress and to inform instruction (NCPTS4h.1)

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