Saint Josephs University

Department of Education
Education of the Special Learner
SPE 600 Current Issues in Special Education: Theoretical Practice and Procedures
Instructor: Dr. Kimmarie Cipolla
Email: kcipolla@sju.edu
Office Hours: Tuesday by appointment only

Course Description
This course is a critical study of the contemporary and controversial issues within the
field of special education. Consideration will be given to the philosophical,
psychological, and sociological basis of teacher education, including an analytical review
of research-based curricula, programmatic innovations, policy issues and their effects,
and ethical practices. Discussions will focus on evidence-based core concepts that
contribute to effective program planning; investigation of cognitive, academic,
behavioral, and psycho-social solutions and implications for those working with
exceptional students; and future implications for the advancement of special education
diagnostic and instructional services.
Course Rationale
Special education continues to be a field of change and, resulting from different
perceptions of that change, conflict. As a field of change, new ideas, issues, and topics
continually arise or are revisited. The professional educator must be conversant regarding
many of these topics. This course is designed to encourage continuing curiosity and study
of the many issues surrounding the field of special education. Specific topics will include:
historical and sociological issues of disabilities; contemporary trends and issues in special
education; the relationship between schools, parents, and communities;
overrepresentation in special education classes; using empirical research to inform
classroom instruction.
This class is exclusively on-line. While the on-line format offers great flexibility, it also
requires considerable discipline and individual motivation to succeed in this type of class.
This course is designed for two different groups of educators. It assumes that you have
been exposed to the basics of Special Education. The two required textbooks are
anthologies which build upon that foundation of knowledge. For those students who may
lack the essential knowledge base, I have recommended an Introduction to Special
Education textbook to provide you with the background needed.
Course Objectives/Learning Outcomes
Course Objectives will be met through assigned readings, class discussions, objective and
subjective assessments, and academic writing. General objectives are for you to:
1. Identify current concerns and issues that challenge educators in the field of
special education.

2. Identify productive links among major issues and communicate

significance in policy contexts.
3. Conduct an in-depth examination of a selected issue.
Upon completion of this course, you will be able to:
- Explain the history of special education and how this history influences special
education today.
- Describe the key laws related to special education, including IDEA, NCLB, and
section 504 of the Americans with Disabilities Act.
- Develop your individual understanding of special education.
- Explain the policies of inclusion and the integration of students with special
needs.
- Explain the reform process that is happening in general education and how special
education fits into that model.
- Explain and appreciate parental advocacy involved in the inclusion and placement
process.
- Identify the challenges associated with inclusion.
- Understand how the demographics of students with exceptionalities are changing
and the effects of this change.
- Identify the reasons for over representation of minority students in special
education.
- Demonstrate culturally responsive practices in teaching and research.
- Describe current research based methods for instructing students with special
needs.
- Understand the varying needs for students with high or low incidence disabilities.
- Create classrooms to maximize student learning outcomes through instructional
interventions.
- Recognize the unique challenges of students with emotional and behavioral
disabilities.
- Explain the ideological controversies with regard to emotional and behavioral
disabilities.
- Describe methods of behavioral support for children with emotional and
behavioral disabilities.
- Understand trends and practices in transition services for persons with disabilities.
- Recognize the role of schools, parents, and communities in the transition to post
secondary life.
- Explain the similarities between special education and vocational rehabilitation.
- Connect key themes across the topics considered throughout this course.
- Reflect upon your role in the field of special education.
- Consider future issues and trends in education and the place of special education
within that general education agenda.
Special Education Online Program Policy Guidelines
~~ Students who find they are having difficulty maintaining timelines or the quality of
their work, should seriously consider reducing their workload and take only one course
per semester. Also, rather than risk getting a lower grade or failing the course, students
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should remember that they can withdrawal from the course; however, withdrawal must
occur before the withdrawal cut-off date [check with your advisor]. Likewise, students
who know they will not be available to participate in the online class for a period of time
during the semester, should postpone enrolling in the course until they know they will not
have to miss a block of time. In the
case of an emergency that occurs during the semester, students need to contact the
instructor as soon as possible. They may be advised to withdrawal or, for very serious
extenuating circumstances, reasonable accommodations may be made.
~~ Be sure to carefully read the complete syllabus and refer to it periodically throughout
the semester to be sure you are following all requirements. This document is your guide
to the course. It contains details about required assignments. Please be sure to refer to
Due Dates for specific submission timelines. The candidate is responsible for all course
requirements, for following assignment guidelines, and specified due dates. Only under
the most extreme circumstances is additional time to submit assignments permitted (e.g.,
medical emergency, personal crisis). Documentation is required for most situations. It is
the policy of this department that extra credit assignments are not accepted.
~~ Please note that students who have, or think they may have, a disability (learning,
physical or psychological) or a learning difficulty which is considered under Section 504
and the Rehabilitation Act of 1973 should contact the Services for Students with
Disabilities Office at 610-660-1774 or 610-660-1620 so that reasonable accommodations
can be provided. This may include extended time on tests and assignments.
~~ It is strongly suggested that students carefully review the assignment rubric before
starting an assignment, while working on an assignment, and again before submitting an
assignment. Instructors use the rubric for grading so it is advisable to take advantage of
this guide to criteria for grading.
~~ For questions or clarifications on course requirements, students should post any
general course questions in the Student Bulletin Board. Often, other class members have
the same question, so by posting in this central location everyone can benefit from the
question and answer. Class members are encouraged to respond by posting to the Student
Bulletin Board. Often class members can answer the question or provide insight that is
very helpful. The instructor will carefully monitor the questions and responses posted and
make additional comments or clarifications. Therefore, you should only need to contact
the instructor regarding personal issues not general course questions.
~~ Timelines will be enforced. As in all teacher education programs, it is our goal to
provide a very comprehensive, well-paced program of best practices. State and
professional education standards require that our program also focus on teacher
dispositions (e.g. professional attributes which clearly include following specified
guidelines and timelines). As classroom teachers, you will be required to submit lesson
plans on time, to follow a specific teaching schedule, and to maintain expected school
timelines. As a pre-teaching student, when you post your discussion comments after the
specified learning unit deadline, it is like missing your scheduled face-to-face class on
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Monday afternoon where you are expected to participate in a group discussion.

Obviously, you would not receive credit for this, because you missed hearing the
comments of your peers, and your classmates did not benefit from your rich contribution.
In an on-line class, once the learning unit is over, everyone moves on to the next learning
unit. Points will be deducted for late submissions of discussions and all assignments.
Online Attendance Policy
Online courses are intended to be highly interactive and collaborative, as authentic learning takes
place within a social context. To help ensure an effective online learning experience, all students
in online courses are expected to participate on a regular basis (as stated in the course schedule).
Participation is defined as being an active contributor and responder, in a timely basis, to fellow
students and instructor as set forth by online discussion guidelines in each course. Individual
circumstances may prevent a student from entering the course site for a period of time. It is the
candidates responsibility to contact the instructor. As in all in-class courses, absence from
weekly discussions will result in a reduction of the grade and, for two or more missed sessions,
possible course failure. The candidate must participate in the weekly small group discussions
within the time parameters established; a late submission will not earn credit. Candidates need
to submit in a timely manner a late posting will not be read by or responded to by other group
members who have gone onto the next discussion. If circumstances require the candidate will be
unable to post in a timely manner, it is suggested that consideration be made to withdrawing
from the course within the guidelines identified in the Saint Josephs University graduate
catalog.
Course Participation and Assignment Expectations
1. Students are expected to participate in a professional, punctual, and equitable manner in all
collaborations.
2. Since group work is an important part of the class, all students are expected to share their
ideas with their classmates in small groups as well as to actively participate in the group
discussions. Also, individuals are expected to take responsibility for the leadership of the
group including sharing the product of the groups discussions with the rest of the class.
3. Students are expected to complete all readings and activities assigned for each class, and to
contribute in a knowledgeable and professional manner on each assignment.
4. Students are expected to produce well-written assignments; including threaded discussions.
Therefore, please carefully proofread all submissions for grammar, punctuation, and spelling.
5. All written work must be submitted electronically in MSWord, using size 12 font, double
spaced, paginated, and use standard margins: 1 on top and bottom and on both sides.
6. All assignments must be written in APA format. It is required that all students acquire a copy
of the most recent edition of the APA handbook. PLEASE NOTE: the 6th edition of the APA
Manual will be available by July 1st, 2009.
7. All assignments are due before midnight on the assigned date. Late assignments. Any
assignments not submitted on their due date will be considered late and automatically receive
a 20 percent grade reduction. Assignments that are more than one week late may not receive
credit.
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Academic Honesty Policy

All students are responsible for completing their own work. All work must be completed
specifically for this class, and not be work previously submitted for other classes or by other
people. Academic misconduct is a code violation according to the Saint Josephs University
Student Code of Conduct. Academic misconduct refers to dishonesty in examinations
(cheating), presenting ideas or writing of someone elses as ones own (plagiarism), or
knowingly furnishing false information to the university. Some plagiarism is extreme and willful
(i.e., buying or using the work of another). Other forms of plagiarism may arise from
carelessness or ignorance (i.e., is using quotation marks or citations). Plagiarism of any kind is
not acceptable and will not be tolerated. If a student is found to be involved with academic
misconduct, the student will receive an F grade on the assignment or the class and/or a referral
to the Director of the Universitys judiciaries with possible sanctions for suspension or
expulsion. For more information on plagiarism and how to avoid it visit
http://www.sju.edu/libraries/drexel/plagiarism/index.htm at our local library.
Accommodations
Students with Disabilities: For those who have or think that you may have a disability
(learning, physical or psychological), are encouraged to contact Services for Students
with Disabilities, Room 113, Science Center, 610-660-1774 or 610-660-1620 as early as
possible in the semester. Accommodations can only be provided to student with current
(within 3 years) documentation. Students are encouraged to discuss their instructional
(reasonable academic adjustments) and accommodation needs with their professors
early in the semester.
Required Texts
Danforth, S., & Taff, S. D. (2004). Crucial readings in special education. Upper
Saddle River, NJ: Pearson Education, Inc. ISBN: 0-13-089929-1
Sorrells, A. M., Rieth, H. J., & Sindelar, P. T. (2004). Critical issues in special
education: Access, diversity, and accountability. Upper Saddle River, NJ:
Pearson Education, Inc. ISBN: 0-205-34022-9
American Psychological Association (2010). Publication Manual: 6th edition.
Washington, D.C.: American Psychological Association.
Recommended Text
Rosenberg, M. S., Westling, D. L., & McLeskey, J. (2007). Special education for todays
teachers: An introduction. Upper Saddle River, NJ: Pearson Education, Inc.
ISBN: 0-13-118560-8
Assignments
All assignments must be typed, double-spaced and have 12 point font and 1 inch margins
on each side (top, bottom, left and right). Written assignments should be organized using
The American Psychological Association Manual (APA).They must be professional and
have been carefully proofread with clear, concise sentences, proper spelling and
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punctuation. Submit all assignments with your last name as part of the file name, and
saved as either a word document, power-point presentation, or a rich text file.
Assignments are due by midnight of the specified due date with no exceptions. Take
pride in your work because it is a reflection of your own attitude and character.

Assignments

Description

Points

The purpose of this assignment is for you to introduce yourself

to the other students in the class by writing a personal reflection
essay. The completed essay will be shared on Blackboard.

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Personal
Reflection
Threaded
Discussions

Throughout the semester, there will be threaded discussions

40(20 at
posted on our class discussion board. You will be responsible for midterm;
posting original responses and responses to your professor or
20 at end
peers throughout the semester on Blackboard.
of
semester)
Students will be expected to participate in reflective analysis
with their peers through threaded discussions that will primarily
consist of original contributions and responses to comments,
questions, or case studies provided by the instructor and peer
questions and comments. These electronic dialogues should
consist of personal reflections and discussions via group verbal
interactions posted in the course Learning Units. These
discussions may be based on the sharing of ideas and/or
experiences related to the textbook, professional education
journal article readings, videos, web site searches, online class
discussions, or personal experiences. A good reflection does not
require a reference from the text or other sources, but you may
choose to include these outside sources to support your
assertions. Citations and references must always be in correct
APA format (6th Edition).
Please remember that the intent of the threaded discussion is to
provide class members an opportunity to engage in an active
discussion with the professor and other members of the section
concerning the course content, the readings, and the activities
assigned for each module. Think of this as a way to interact with
members of your section as you would in a small group
discussion in a class that would meet face-to-face. You are
encouraged to ask questions about the readings and tell us about
your interesting or challenging experiences in the classroom.
This is to be an interactive written discussion and an opportunity
to share your knowledge and experiences.
The students discussion postings will be read each week by
your professor, but evaluated mid-semester (week seven) and at
the end of the semester. Therefore you will have two grades for
your discussion postings per course per semester. Please refer to
the discussion rubric that is posted in this syllabus immediately
following the assignment descriptions. The highest marks will
be awarded to candidates whose entries are pertinent, clear, and

resourceful and who demonstrate a familiarity with assigned

readings. Responses should further the discussion by supporting
or challenging the original post. ** Students must remain
current in posting to the discussion. They will need to submit an
original posting for each learning unit between Monday at 9 AM
and Thursday at 9 AM and at least 2 more postings in response
to your professor or your classmates comments between
Thursday at 9 AM and Sunday at 12 AM, Midnight. To clarify,
for each discussion question required for a particular Learning
Unit, each candidate should post at least 3 responses; an
original post for each and at least 2 responses to peers or
professors comments for each. Candidates are encouraged to
complete their peer postings before starting the next Learning
Unit when possible. Less than full compliance with these
guidelines will result in reduced points for your grade. Please
carefully read the Online Attendance Policy.

Scenario
Paper

Inclusion
Lesson

Problem
Solution
Essay
Researchbased
Practices
Power Point

Program
8

As teachers, we need to be prepared to confront personal

prejudices and acknowledge how they affect us professionally.
Because teachers are required to set aside all personal biases and
opinions in order to work with their students, it is important for
us to reflect on exactly what those prejudices might be. The
purpose of this assignment is to first create a fictional scenario
by describing a student and their specific needs, and second,
discuss possible oppositions or difficulties that this situation
might present.
The purpose of this assignment is to demonstrate how
instruction must be designed prescriptively for students with
special need. You will be asked to adapt a lesson that would be
appropriate for a student with a disability in your inclusive
classroom. After the adaptations have been made, then you will
analyze the lesson by discussing the anticipated benefits and
shortcomings of the lesson.
Part of becoming a culturally responsive teacher is to develop a
vision of students who succeed. This assignment asks you to
reflect on a pre-determined scenario and identify the problem
and offer a solution.
Individually, or in a small group, you will research a researchbased practice relevant to students with exceptional needs. Then,
you and your group will provide a presentation that will
highlight the findings of your research (Part One). Once all
presentations are posted, individually you will be responsible to
analyze one of your classmates projects and post your critique
on the class discussion board (Part Two).
This assignment requires you to research and analyze a

20

20

20

30
(Part One
20, Part
Two 10)

20

Analysis
Paper
Literature
Review

transitional program for a disabled person(s) in your local

community.
This assignment is intended to allow you to investigate a topic of
personal interest related to themes of the course. A draft of the
initial parts of the paper will be submitted four weeks prior
(week Eleven) to the final version due date.
Total Points Possible

50
(Part One
20, Part
Two 30)

210

Threaded Discussion Grading Rubric

Original Posts

Possible
Points

Posts are submitted in a timely manner.

Posts are reflective, analytical, and demonstrate

critical thinking.

Posts demonstrate a knowledge of course materials.

Posts are well-developed, organized, and thorough

yet concise.

Posts are properly formatted (APA, when

appropriate) and free of spelling and grammatical
errors.

Responses

Possible
Points

There are at least two responses and they are

submitted in a timely manner.

Responses are reflective, analytical, and

demonstrate critical thinking.

Responses add to and further the discussion, by

supporting or challenging the original posts.

Responses are well-developed, organized, and

thorough yet concise.

Responses are properly formatted (APA, when

appropriate) and free of spelling and grammatical
errors.

10

Actual
Points 0 2

Actual
Points 0 2

TOTAL

20

Grading:
Final grades will be determined by the number of points accumulated, divided by the
number of possible points. This percentage will determine the corresponding letter grade
according to the following scale:
95 100 A
90 94
86 89
80 85
70 79
-

AB+
B
C

69 or below - F

Incompletes will NOT be awarded. All grades will be calculated on work

completed by the end of the semester.
All late assignments will receive a deduction of 10% of allotted points.
Work will not be accepted after two weeks of the due date.
There will be no extra credit offered.
Students are responsible and will be held accountable for any information, work,
assignment, etc., missed, regardless of the circumstance.
Academic integrity is expected. Dishonesty (plagiarism, cheating, or handing in
old work from a previous class) is done so at risk. Anyone found to be dishonest
would give cause to immediate failure of this class.
Course Calendar

Week
1

Date

Module
One

Readings
Required: Danforth & Taff
- Chapter 1.3 Sociology and
Special Education: Differentiation
and Allocation in Mass Education
(1986)
- Chapter 2.1 Using Ideology:
Cases of Non-recognition of the
Politics and Practices in Special
Education (1997)
- Chapter 2.2 The Crisis in Special
Educational Knowledge: A
Perspective on Perspective (1986)
-

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Recommended: Roseberg et. al.

Chapter One: Teaching Students

Assignments
Personal Reflection
DUE: Monday, January
24th
Threaded Discussion
Question #1
Posting Deadline:
Thursday, January 20th;
Sunday, January 23rd

with Special Educational Needs:

Finding your role

Two

Danforth & Taff:

- Chapter 3.2 Divided Society (1998)
- Chapter 4.3 Beyond Special
Education Toward a Quality System
for All Students (1987)

Threaded Discussion
Question #2
Posting Deadline:
Thursday, January 27th;
Sunday, January 30th

Sorrells et. al:

- The Historical Contexts of Special
Education pgs. 1-15
- Contemporary Legal Issues in
Special Education pgs. 16-30

Scenario Paper
DUE: Monday, February
7th

Recommended: Rosenberg et. al. Chapter

Two Special Education Today: An
Unfinished History

Three

12

Four

Sorrells et. al:

- Trends in Placement Issues pgs. 5772
Danforth & Taff:
- Chapter 4.2 Special Education in the
Restructured School (1991)
Chapter 7.1 The Real Challenge of
Inclusion: Confessions of a Rabid
Inclusionists (1995)

Threaded Discussion
Question #3
Posting Deadline:
Thursday, February 10th;
Sunday, February, 13th

Sorrells et. al:

- Issues, Trends and Challenges in
Early Intervention pgs. 92 -105
Danforth & Taff:
- Chapter 6.2 Parents and Inclusion
Schooling: Advocating for and
Participating in the Reform of Special
Education (1998)

Inclusion Lesson
DUE: Monday, February
21st

Recommended: Rosenberg et. al. Chapter

Four Identification and Planning for Students
with Special Needs
Sorrells et. al:
- Multicultural Perspectives in Special
Education: A Call for Responsibility
and Research, Practice, and Teacher
Preparation pgs. 73-91
Danforth & Taff:
- Chapter 4.1 The Disproportionate
representation of African American in
Special Education (1998)

Threaded Discussion
Question #4
Posting Deadline:
Thursday, February 24th;
Sunday, February 27th

Sorrells et. al:

Classification Issues in Special
Education for English Language
Learners pgs. 38-56
Danforth & Taff:
- Chapter 6.1 Making Sense of
Disability: Low Income, Puerto Rican
Parents Theories of the Problem
(1998)

10

13

Five

Six

Williams, C. & Finnegan, M. (2003).

From myth to reality: sound
information for teachers about
students who are deaf. TEACHING
Exceptional Children, Vol. 35, No. 3,
pp. 40-45.

Dolnick, E. (Sept. 2003). Deafness as

culture. Atlantic Monthly. pp. 37-53.

Volta Voices articles on growing up

hard of hearing (TBA).

Problem and Solution

Essay
DUE: Monday, March 7th

Threaded Discussion
Question #5
Posting Deadline:
Thursday, March 10th;
Sunday, March 13th

Sorrells et. al:

Issues in Curriculum-Based
Measurement: Monitoring Instruction
to Increase Student Learning. pgs.
106-124.
- Instructional Interventions for
Students with Learning Disabilities.
pgs. 125-134.
- Sustainability of Research Based
Practices: Implications for Students
with Disabilities. pgs. 135-153
Danforth & Taff:
Chapter 7.2 Visions and Revisions: A Special
Education Perspective on the Whole Language
Controversy.

Threaded Discussion
Question #6
Posting Deadline:
Thursday, March 17th;
Sunday, March 20th

Sorrells et. al:

- Trends and Issues in Instructional
and Assistive Technology pgs. 205225.
Danforth & Taff:
- Chapter 7.3 Communication
Unbound: Autism and Praxispgs.
293-310. (1986)
Chapter 7.4 Citizenship in the
Literate Community: An Ethnography
of Children with Down Syndrome and
the written word. pgs. 310 321.
(1998)

Research-based Power
Point Presentation (Part
ONE)
DUE: Monday, March
28th

11

Seven

12

Sorrells et. al:

- Trends and Issues in Behavioral
Interventions pgs. 154 - 179
Danforth & Taff:
Chapter 2.5 Macro-Social
Validation: Referencing Outcomes in
Behavioral Disorders to Societal
Issues (1998)

Research-based Power
Point Presentations (Part
TWO)

Danforth & Taff:

- Chapter 8.2 Making Sense of
Disability: Low Income, Puerto Rican
Parents Theories of the Problem
(1998)
- Chapter 8.3 Behavioral Support for
Students with Severe Disabilities:
Functional Assessment and
Comprehensive Intervention (1997)

Literature Review (Part

One)
DUE: Monday, April 11th

Posting Deadline:
Monday, April 4th

Recommended: Rosenberg et. al. Chapter

Seven Emotional Behavioral Disabilities

13

Eight

14

Sorrells et. al:

- Transition Issues: Process, Practices,
and Perspectives. pgs. 180-204.
Danforth & Taff:
- Chapter 5.1 Generations of Hope:
Parental Perspectives on the
Transitions of their Children with
Severe Retardation from School to
Adult Life. (1988)
- Chapter 5.2 School-to-Work
Transitions for Youth with
Disabilities: A Review of Outcomes
and Practices.
Sorrells et. al.
- Contemporary Issues in
Rehabilitation Counseling: Interface
with and Implications for Special
education (1998). Pgs. 226-242

Threaded Discussion
Question #7
Posting Deadline:
Thursday, April 14th;
Sunday, April 17th

Program Analysis Paper

DUE: Monday, April 25th

Recommended: Rosenberg et. al. Chapters 6,

8, 9, 10 and 14 of transitional issues within
each disability category.

15

14

Nine

Sorrells et. al.

Public Policy: From Access to
Accountability in Special Education
pgs 277-292.
Teacher Education: Toward a
Qualified Teacher for Every
Classroom pgs 243-257
Leadership Personnel in Special

Literature Review (Part

Two)
A completed version of
the literature review is
DUE: Monday, May 2nd

Education: Can Persistent Shortages

Be Resolved? pgs 258-276
Recommended: Rosenberg et. al. Chapter 16
Continuing a Successful Career:
Professionalism, Collaborative Support, and
Professional Development

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