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SEDN 602 OL: Introduction to Teaching Students with Disabilities Syllabus Spring 2025

M.S. in Education and Special Education/Touro University Graduate School of Education

Onsite/Videoconference- SEDN 602 Introduction to Teaching Students with Disabilities

Spring 2025 Syllabus

Course Information

Course Communication Policy

The official communication channels for Touro GSE courses are through Touro email and the Canvas learning management system. Candidates should frequently check Touro email and only use Touro email for communication concerning academic and other program registration matters. Please note: Social Security and other federal or state identification information must not be included in electronic correspondence.

Course Description

This course focuses on the historical background of current approaches to teaching children with disabilities; special education and the Individuals with Disabilities Education Act; state and federal special education laws and regulations; identification for evaluation of students who may have disabilities; current theories and methodologies for working with students with disabilities; inclusion and the concept of the least restrictive environment; early intervention; special education curriculum modifications, classroom management, and use of technology; planning and designing co-teaching and collaborative work with other teachers; developing partnerships, including with the family, for the benefit of students with disabilities; transitional services and employment; educational challenges and instructional approaches for children with cognitive deficits, physical and sensory impairments, language delays, emotional disturbance, and learning disabilities; working with children with autism; application of principles of response to intervention and differentiated instruction; approaches and debates on reading and language arts instruction for native English speakers and English language learners.  Students are exposed to evidence-based instructional methods and critically examine the concept that instruction should be evidence-based. 3 credits

Prerequisite

There are no prerequisites for this class.

Course Outcomes

By the end of this course students will be able to:

· Demonstrate a comprehensive understanding of the history of special education and the current laws that govern it (IDEA, Section 504, and ADA).

· Demonstrate knowledge of different educational interventions, strategies, and supports that can be used to increase a student with disabilities access to the general education curriculum.

· Demonstrate a comprehensive understanding of the pedagogical tools and knowledge that is necessary to become a special education teacher while also developing a critical and reflective mindset towards the art of teaching and learning technology.

AAQEP Standards:

This course addresses the following standards from the Association for Advancing Quality in Educator Preparation:

1b. Apply knowledge of learning science and learning theories to meet individual and group learning needs through developmentally appropriate practices

1c. Utilize knowledge of the diverse and intersecting aspects of human identity to support learner growth and development

1e. Apply knowledge of student exceptionalities and federal and state legal requirements to provide appropriate, evidence-based support to all learners

1f. Select and employ current educational technology tools and systems to support learning

2a. Communicate and foster relationships with families, guardians, and/or caregivers, and engage with the wider school community

2b. Enact culturally responsive and sustaining educational practices with diverse learners in diverse cultural and socioeconomic community contexts

2c. Create positive and productive learning and work environments in a variety of settings

You will meet the outcomes listed above through a combination of the following assignments and activities in this course:

Course Outcomes and Assessment Alignment
Demonstrate a comprehensive understanding of the history of special education and the current laws that govern it (1e, 2b)	Special Education Issues & Applications Journal, Discussion Board
Demonstrate knowledge of different educational interventions, strategies, and supports that can be used to increase a student with disabilities access to the general education curriculum (1b, 1c, 1e, 1f, 2b)	Case Study Analysis, Review of a High Leverage Practice
Demonstrate a comprehensive understanding of the pedagogical tools and knowledge that is necessary to become a special education teacher while also developing a critical and reflective mindset towards the art of teaching and learning technology (1b, 2a, 2b, 2c)	Review of a High Leverage Practice

Textbook & Course Materials

Required Materials

You do not need to purchase a textbook for this course. All course readings and resources are posted on or linked through Canvas. In keeping with the principles of Universal Design for Learning, your course texts will include print, audio, and video texts (multiple methods of representation).

Course Technology Requirements

· A strong internet connection that allows you to keep your camera on during Zoom classes

· A camera and microphone so that you can participate actively during Zoom classes

· The most current version of a web browser (Firefox, Chrome, Safari, or Edge)

· Access to Canvas

· Software that is compatible with Turnitin, e.g., Microsoft Word. (Please do not use Pages—Pages is not compatible with Turnitin)

· The ability to upload assessments to Canvas. Please do not use links (e.g., to Google Docs, Google Slides, YouTube videos, etc.) as those might break or be inaccessible without a password. Links are also not compatible with Turnitin. Work must be uploaded to Canvas to receive a grade.

Tech Tips and Advice:

· If you have any problems with technology (e.g., trouble uploading your work or accessing your Turnitin score), please reach out to the TouroOne Help Desk (available through TouroOne) immediately for assistance. Your instructor will not be able to help you with technical problems.

· Plan now for how you will address common problems associated with taking an online course (e.g., loss of internet at inopportune times, computer crashing). Tech problems are annoying, but no excuse for late or missing work.

· Save and backup your work regularly.

· Do not wait until the last minute to upload assessments.

· Have a backup plan for accessing internet (e.g., a local library or café) or a device (e.g., at the Touro campus) and give yourself enough time to implement your backup plan if need be.

Course Format

· This class meets weekly on DAY at TIME on Zoom or via in person.

· All texts and activities will be available through our course page on Canvas “Texts” include readings, videos, audio, images, etc.

· You will submit all of your assessments through our course page on Canvas

· Plan on spending an average of 8-10 hours per week on this class. Some weeks may vary depending on assessments due that week. Look at your calendar now, and plan ahead for weeks that will be busy so that you can complete your coursework in advance of busy work or personal weeks.

Online Resources

· Touro College Library Have a question? Ask a Librarian.

· Please note that your work must be submitted using APA format. Take the time to review Purdue's Online Writing Lab resources, download, and/or print them to ensure that the quality of your writing conforms to the conventions of grammar and that your in-text citations and reference lists adhere to APA guidelines. Please note that APA requires specific formatting (e.g., Times New Roman, 12-point font; double spacing, headings, etc.).

· The Touro Graduate Writing Center - A Free Student-Support Service: http://www-new.tourostage.com/departments/writing-center/

Course Calendar

Spring 2025 Suggested Module Dates:
Module 1	January 27 – February 3
Module 2	February 4 – February 11
Module 3	February 12 – February 24
Module 4	February 25 – March 4
Module 5	March 5 – March 11
Module 6	March 12 – March 19
Module 7	March 20 – March 26
Module 8	March 27 – April 2
Module 9	April 3 – April 9
Module 10	April 10 – April 28
Module 11	April 29 – May 7
Module 12**	May 8 – May 16

* No late assessments are accepted for Module 12 for any reason. Please plan accordingly.

  

No classes: February 17 – 22nd, March 13-14th, April 11- 20th 

Graded Course Assessments

Learning activities and materials will be located on the Modules page. Access the relevant materials for each assessment in the Module in which the assessment is due . Your assessments must be uploaded to the correct location to be graded.

· Resources to complete the Midterm are in Module 6.

· Resources to complete the Final are in Module 11.

Click each assessment’s link in Canvas for detailed instructions and grading rubrics. Use your syllabus, too.

Weights of Each Type of Assessment (Percentage toward your final grade)

Introductions, Baseline Survey and Syllabus Review (Module 1)	5%
Journal Entries (Modules 1, 3, 5, 7, 9, 12)	30%
Midterm Project: Behavior Case Study (Module 6)	30%
Final Project: High-Leverage Special Education Practice Review (Module 11)	35%

Assessment 1: Introductions, Baseline Survey and Syllabus Review (5% of your grade; d ue in Module 1):

Before you read anything for the course, answer questions about the syllabus, and then submit them to Canvas. See the Grading Rubric below for details on this assessment. 

Introductions: Introduce yourself on Canvas using words and images. If you do not wish to share a picture of yourself, you can share a picture of something important to you (e.g., a favorite place or a pet). You will receive two points if you use both words and images; one point if you use words or images (but not both).

Baseline Survey: (submit with your Syllabus Review)

There are no “right” or “wrong” answers. Your Baseline Survey will be scored on whether you answer each question using at least 80 words per question.

1. What experience do you have teaching or working with people with disabilities?

2. What questions do you have about teaching students with disabilities that you hope this course will address?

3. What should I know to better support you this semester?

Grading Rubric: Baseline Survey (5% of your grade; 5 total points)

Criteria	Highly Effective (4)	Effective (3)	Developing (2)	Ineffective (1)
Thoroughness	All questions are thoughtfully answered using at least 80 words each	All questions are thoughtfully answered. 2 of 3 use at least 80 words per answer	Questions are thoughtfully answered using at least 50 words per answer	All 3 questions are answered, but responses are general, broad, or shorter than 50 words.

Syllabus Review: (submit with your Baseline Survey)

Use the syllabus to answer the following questions. Each correct answer is worth 1 point.

1. You will need to submit all assignments online. What are two backup plans if your primary device is not working or your internet goes down? Plan A: Plan B:

2. What format style is all of your work to follow? Insert a link to an online resource for this formatting style.

3. Instructions for completing your Journal Entries can be found on p. ____ of the syllabus.

4. The Midterm is due on _____________.

5. The Final is due on _____________.

6. Most late work will be accepted for up to ____ week after the original due date with a _____% deduction to your grade.

7. Exception to the late work policy: No late work will be accepted for Module ___ for any reason. Please do not wait until the last evening to submit work for this Module.

8. Is it okay to submit links to Google Docs, YouTube, etc. for your assessments?

Assessment 2: Special Education Issues and Applications Journal Entries (Each Journal Entry is worth 5% of your grade; due Modules 2, 3, 5, 7, 9, 12)

Journal Entries ask you to consider multiple perspectives on complex topics that are relevant to special educators. You may find yourself agreeing more with some perspectives than others and are always encouraged to express your own informed opinion, supported by evidence. However, it is important that you demonstrate a good understanding of those perspectives that you don’t agree with, too, since your colleagues and the families you work with may think differently from you. For example, you might think that the benefits of a particular approach outweigh the challenges and make that argument. You will still discuss the challenges of that approach as well, explaining how you have formed your opinion after carefully considering all available evidence.

You will also reflect on how the current Module’s texts do, and do not, reflect your own experiences with schools (as a student, paraprofessional, teacher, parent, etc.). You will address implications for your practice, using specific, concrete examples and applications rather than general principles. For example, you might give examples of how to apply a particular principle in a second-grade math lesson or tenth-grade chemistry class.

Journal Entries are short, formal typed papers.

Logistics:

· Use and cite ideas from the current Module’s texts to address all prompts on Canvas

· 2-4 pages typed, double-spaced, 11-12 point font, Times New Roman or Arial

· Use APA formatting including cover page, reference list, and formatted in-text citations. Do not include an abstract.

· Upload to Canvas using a .doc, .docx, or .pdf file – do not upload a .pages file or link to a Google Doc

· You only need to upload your Journal Entries once. They will automatically go through Turnitin.

· Your Turnitin score should be below 30% and must be below 40% to be graded. A high Turnitin score does not necessarily mean that you have plagiarized (are trying to pass someone else’s ideas off as your own) but may mean that you are relying too heavily on very long quotes (a full sentence or longer) rather than using your own words to explain key ideas.

Highly effective Journal Entries will:

· engage with the specific arguments and ideas expressed in the current Module’s texts, not just the general topic of the Module (e.g., what you think of a particular author’s argument about LRE, not just what you think about LRE in general)

· address diverse perspectives on each topic (e.g., arguments for and against a particular approach or applications to different age groups and subject areas)

· give specific, concrete examples of how educators might apply the ideas from the texts in their own practice. “Specific” and “concrete” means that you will describe things a teacher might say and do in a particular type of classroom (e.g., third grade science or tenth grade physical education)

· synthesize ideas from across texts to form your own nuanced argument about a topic rather than summarizing each text separately

· cite specific examples and quotes from the current Module’s texts to support all claims

· explain key ideas in your own words, citing the texts they came from, rather than letting the texts speak for you with very long quotes (e.g., a full sentence or longer)

Grading Rubric: Journal Entries (16 points)

Criteria	Highly Effective (4)	Effective (3)	Developing (2)	Ineffective (1)
Multiple Perspectives	Entry thoroughly responds to each question or prompt, addressing multiple perspectives on each topic found in the current Module’s texts	Entry responds to each question or prompt, but focuses primarily on one perspective from the current Module’s texts on each topic	Entry only addresses one perspective on each topic from the current Module’s texts	Entry makes broad, general claims about the topic rather than engaging with the specific arguments and examples in the texts
Applications to Teaching and Learning	Entry gives specific, concrete examples and applications to teaching and learning to illustrate all claims	Entry gives some specific, concrete examples and applications to teaching and learning to illustrate most claims	Entry gives one example or application to teaching and learning	Entry addresses broad, general topics and principles but does not include specific examples and applications to teaching and learning
Textual Evidence	Entry cites specific examples and/or quotes from this Module’s texts to support all claims, synthesizing ideas to form your own argument. Direct quotes are short and explicitly connected to your argument.	Entry cites specific examples and/or quotes from this Module’s texts to support most claims, synthesizing ideas to form your own argument. Some quotes are longer than a single key phrase or not explicitly connected to your argument.	Entry cites examples and/or quotes from this Module’s texts to support some claims. Most direct quotes are longer than a single key phrase or not explicitly connected to your argument.	Entry addresses the broad general themes and topics of this Module, but not specific texts’ arguments and contributions.
Writing Style and Formatting	Response is 2-4 pages long and uses APA formatting. Any errors in APA formatting, spelling, or grammar are extremely minor and do not detract from understanding paper	Response is 2-4 pages long and uses APA formatting. Minor errors in formatting, grammar or spelling are distracting.	Response is 2-4 pages long and uses APA formatting. Errors in formatting, grammar or spelling make meaning unclear in places.	Response is significantly shorter or longer than page range. APA formatting is not used consistently. Errors in spelling or grammar make meaning unclear.

Assessment 3: Midterm Project - Case Study Analysis (30% of your grade; due Module 6)

For your midterm, you will apply your understanding of behavior to analyze a real-life Case Study and make recommendations to provide better behavior support. You will choose to focus on the Case Study of Robert or Edith (Harry & Klingner, 2022).

All resources for this Project can be found on Canvas in Module 6; you will submit your Midterm in Module 6. You will also need to use and cite additional course texts from Modules 1-6 to support your arguments.

Your analysis and recommendations will take the form of a formal, typed paper. Specifically:

· Your paper will be 5-8 pages double-spaced and use APA format. The page count does not include the title or reference pages. You do not need to include an abstract.

· You will use and cite course texts (in addition to the Case Studies) to support all claims. A good rule of thumb for any academic paper is that you should incorporate at least one citation per paragraph. You can cite the same text more than once.

· Use section headings (in bold below) to organize your paper and orient the reader. Do not include the descriptions of each section in your paper.

Your paper should include the following sections and information:

Introduction: Begin your paper with a brief (1-2 paragraph) overview of your arguments.

Functional Behavioral Analysis

The purpose of a functional behavioral analysis (FBA) is to try to understand why a particular child is behaving a particular way. To conduct an FBA, we identify the ABC—the antecedent, the behavior, and the consequence—so that we can understand what is causing and/or reinforcing the target behavior.

In the real world, you will have access to more information than you have in these Case Studies of Robert and Edith. If some necessary information is not available in your case, say that and explain what additional information you would gather next.

Part 1 should address the following prompts:

1. Choose and describe a focal behavior that you would like to help the student change. Use neutral, specific language to describe this behavior in as much detail as possible.

a. For example: “The student crossed his arms and looked down at his desk” not “The student was defiant”.

b. Make sure you select a behavior that interferes with learning or compromises safety, not a behavior that seems unusual or that you just don’t like.

2. What is the antecedent to this behavior?

a. In other words, what is happening immediately before the child exhibits this behavior? Be as specific and detailed as possible.

3. What is the consequence of this behavior?

a. In other words, what happens immediately after the student exhibits this behavior? Be as specific as possible.

b. Describe both formal and informal consequences. For example, the formal consequence might be that the student gets sent out of the room; the informal consequence might be that the student’s classmates laugh.

4. What cultural considerations should be taking into consideration when trying to understand this behavior?

5. What function do you think this behavior serves? Be as specific as possible (e.g., “The child is trying to avoid reading aloud” NOT “The child is upset”). Use and cite course texts from Modules 1-6 in addition to the Case Study to support all claims.

Culturally Responsive Positive Behavioral Interventions and Supports

In this section, you will pretend that Robert or Edith is about to transfer to your classroom. You will describe both proactive steps you would take to create a positive classroom climate and targeted supports you would implement to help Edith or Robert.

Part 2 should address the following prompts:

1. Describe two specific, concrete steps you will take to establish a consistent, organized, and responsive learning environment (Pillar Practice HLP 7) for your class as a whole. Use and cite course texts from Modules 1-6 in addition to the Case Study and HLP resources to support your decisions.

2. Identify one strategy from IRIS Center (2024) that you will use to address the behavior you identified in Part 1. Explain how you will apply this strategy to support Edith or Robert in changing that behavior. Give specific, concrete examples addressing all recommended steps for implementation. Make sure you address cultural and linguistic considerations. Use and cite course texts from Modules 1-6 in addition to the Case Study and IRIS Center to support all recommendations.

Discussion and Conclusion: Briefly (1-2 paragraphs) sum up your key arguments.

Grading Rubric: Behavior Case Study (20 points)

Criteria	Highly Effective (4)	Effective (3)	Developing (2)	Ineffective (1)
FBA - ABC	FBA describes the antecedent, behavior, and consequence using specific, neutral language. The FBA cites specific evidence from the Case Study	FBA describes the antecedent, behavior, and consequence, but some descriptions are general, broad, or negative. The FBA cites evidence from the Case Study.	FBA describes the antecedent, behavior, and consequence but descriptions are broad, general and negative. The FBA mentions the Case Study.	FBA is incomplete.
FBA – Function of the Behavior	Makes a specific argument about the function of the behavior citing evidence from the Case Study and additional course texts to support all claims. Argument addresses the role of culture and language in understanding and interpreting the focal behavior	Makes an argument about the function of the behavior citing evidence from the Case Study and additional course texts to support most claims. Argument addresses the role of culture and language in interpreting behavior	Make an argument about the function of the behavior citing evidence from the Case Study and additional course texts to support some claims. Argument addresses culture and language	Makes an argument about the function of the behavior, but argument is broad or not supported by additional course texts.
Proactive Behavior Supports	Describes two specific, concrete steps to establish a consistent, organized, and responsive learning environment. Uses and cites course texts in addition to the Case Study and HLP resources to support all decisions.	Describes two steps to establish a consistent, organized, and responsive learning environment. Uses and cites course texts in addition to the Case Study and HLP resources to support most decisions.	Describes two general ideas for establishing a consistent, organized, and responsive learning environment. Uses and cites course texts to support most decisions.	Describes two general ideas for establishing a consistent, organized, and responsive learning environment. Uses and cites texts to support some claims.
Targeted Behavior Supports	Specific, concrete application of IRIS Center (2024) strategy, addressing all recommended steps. Strategy is targeted to a specific behavior and is culturally, linguistically, and developmentally appropriate. Rationale uses and cites course texts from Modules 1-6 to support all claims.	Application of IRIS Center (2024) strategy addressing all recommended steps. Strategy is missing one of the following: targeted, culturally and linguistically responsive, developmentally appropriate. Rationale uses and cites course texts from Modules 1-6 to support most claims.	Application of IRIS Center (2024) strategy addressing most recommended steps. Strategy is missing two of the following: targeted, culturally and linguistically responsive, developmentally appropriate. Rationale uses and cites course texts from Modules 1-6 to support some claims.	Recommends a strategy but does not include specific applications of all IRIS Center (2024) steps to a targeted behavior. Rationale does not address culture, language, or developmental appropriateness. Does not cite course texts beyond the Case Study and IRIS Center (2024) Module.
Writing Style and Formatting	Paper is 5-8 pages long and uses APA formatting, including section headings. Paper organization is logical. Any errors in APA formatting, spelling, or grammar are extremely minor and do not detract from understanding paper	Paper is 5-8 pages long and uses APA formatting, including section headings. Paper organization is logical. Minor errors in APA formatting, grammar, or spelling are distracting.	Paper is 5-8 pages long and uses APA formatting. Errors in organization, APA formatting, grammar, or spelling begin to detract from understanding meaning in places.	Paper is much shorter or longer than recommended range. Inconsistent use of APA formatting. Errors in organization, formatting, grammar, or spelling make understanding difficult.

Assessment 4: Final Project (30% of your grade; due by the end of Module 11) Review of a High-Leverage Practice

For your final project, you will select a High-Leverage Practice to analyze and review in a presentation to your colleagues. You will focus on an HLP from Domain 3: Instruction in Behavior and Academics. All resources for this project can be found in Module 11, but you will also use and cite course texts from Modules 1-11 throughout your presentation.

Your presentation should meet the following requirements:

· 10-15 minutes long (I will not watch after 15 minutes, and anything included after 15 minutes will not be graded)

· Use both words and images on slides

· Use titles on each slide based on the prompts below (e.g., “Introduction”)

· Do not just read slides aloud—use bullet points and/or images to highlight key information on the slides while you talk through ideas in more depth

· Use in-text citations on each slide (except for your Title slide)

· Include a Title Slide to begin the presentation and a “References” slide at the end

· Use APA formatting for all in-text citations and references

A highly effective final project will:

· thoughtfully and thoroughly address all prompts below, including multiple perspectives on each prompt

· illustrate applications of your HLP with specific, concrete examples related to a particular age group and subject area (e.g., ninth-grade algebra or first-grade phonics)

· synthesize research and theory from course texts from Modules 1-11 to form your own argument about the strengths and challenges of implementing your HLP

· use and cite specific examples from course texts from Modules 1-11 to support all claims

· keep direct quotes short and sweet, focusing on the most important word or phrase rather than pasting large chunks of text into your presentation (e.g., quotes that are full sentences or longer)

· strategically use images and bullet points on slides to focus the viewer’s attention on the most important ideas rather than reading full sentences directly from the slides

Prompts:

Your final project should include the following information and address the following prompts. Each slide should include both text and visuals. Each slide (besides the Title Slide) should include in-text citations.

Title Slide: Your title slide should include: the name of your HLP, the course name and number, your name, and the date of your presentation.

Introduction (1-2 slides): Give a brief overview of your HLP, explaining how it connects to its pillar and domain. Use and cite course texts from Modules 1-11 to support your claims.

Applications (2-4 slides): Give 2 concrete, specific examples of how this HLP could be applied. Each example should describe specific things a teacher would do and say to support a specific age group and topic (e.g., third-grade multiplication or tenth-grade essay writing). Each example should address cultural and linguistic considerations. Each example should use and cite course texts from Modules 1-11 to support your recommendations.

Challenges (1-2 slides): Describe 2 specific challenges teachers might face while trying to implement your HLP (e.g., “It would be hard to implement this HLP without x, y, and z,” not “You would need enough resources to implement this HLP”). Use and cite course texts from Modules 1-11 to support all claims.

Conclusion (1-2 slides): Overall, do you recommend that teachers use this HLP? Make sure you consider both the strengths and challenges in this section to make your nuanced argument. Use and cite course texts from Modules 1-11 to support all claims.

Reference Slide (1 slide): List all references in APA format, including all HLP resources.

Grading Rubric: Review of a High-Leverage Practice

Criteria	Highly Effective (4)	Effective (3)	Developing (2)	Ineffective (1)
Introduction	Gives a brief overview of HLP, explaining how it connects to its pillar and domain. Uses and cites course texts from Modules 1-11 to support all claims.	Gives a brief overview of HLP, mentioning its pillar and domain. Uses and cites course texts from Modules 1-11 to support most claims.	Gives a brief overview of HLP. Uses and cites course texts from Modules 1-11 to support some claims.	Gives a brief overview of HLP.
Applications	Gives 2 concrete, specific examples of what a teacher would say and do when implementing this HLP in a particular subject with a specific age group. Thoroughly addresses cultural and linguistic considerations. Uses and cites course texts from Modules 1-11 to support all recommendations.	Gives 2 examples of how a teacher could apply this HLP in a particular subject with a particular age group. Addresses cultural and linguistic considerations. Uses and cites course texts from Modules 1-11 to support most recommendations.	Gives 2 examples of how a teacher could apply this HLP. Addresses culture and language, but in ways that are superficial or stereotypical. Uses and cites course texts from Modules 1-11 to support some recommendations	Gives broad, general examples of how a teacher could apply this HLP.
Challenges	Describes 2 concrete, specific challenges a teacher might face while implementing this HLP. Uses and cites course texts from Modules 1-11 to support all claims.	Describes 2 challenges a teacher might face while implementing this HLP. Uses and cites course texts from Modules 1-11 to support most claims.	Briefly describes 2 challenges a teacher might face while implementing this HLP. Uses and cites course texts from Modules 1-11 to support some claims.	Names 2 challenges a teacher might face while implementing this HLP.
Conclusion	Clearly and concisely summarizes key arguments to make recommendation about whether and how to use this HLP. Uses and cites course texts from Modules 1-11 to support all claims.	Summarizes key arguments to make recommendation about whether and how to use this HLP. Uses and cites course texts from Modules 1-11 to support most claims.	Summarizes key arguments to make recommendation about whether to use this HLP. Uses and cites course texts from Modules 1-11 to support some claims.	Makes a recommendation about whether to use this HLP.
Presentation Delivery	All slides include visuals and text. Text highlights key ideas. Presenter talks about key ideas from the slide beyond what is written on the slide.	Most slides include visuals and text. Text highlights key ideas. Presenter reads some slides rather than talking about key ideas presented on slides.	Most slides include visuals or text but not both. Presenter reads most slides rather than talking about key ideas.	Slides include only text. Presenter reads directly from slides.
Grammar and Formatting	Presentation uses APA formatting, including in-text citations on each slide and a reference slide. Any errors in spelling, grammar, or formatting are minor and do not interfere with understanding.	Presentation uses APA formatting, including in-text citations on each slide and a reference slide. Errors in spelling, grammar, or formatting are distracting.	Presentation uses APA formatting, including in-text citations on each slide and a reference slide. Errors in spelling, grammar, or formatting are confusing in places.	Use of APA formatting is inconsistent. Errors in spelling, grammar, or formatting are confusing throughout.

Course Overview

Module 1: An Overview of the Special Education Landscape

Description

In this Module you will learn about the Disability Rights movement and the origins of special education. This Module will explain some key laws that govern special education and protect the rights of children and youth with disabilities in, and outside of, schools.

Learning Outcomes

After this Module you will be able to: 

· Describe how the Disability Rights movement led to the Education for All Handicapped Children Act (1975), currently known as the Individuals with Disabilities Education Improvement Act (IDEA, 2004)

· Identify and describe how the IDEA (2004), Americans with Disabilities Act (1990) and Section 504 of the Rehabilitation Act (1973) impact the education of children with disabilities in the United States

Learning Activities

Read:

Reid, D.K., & Knight, M.G. (2006). Disability justifies exclusion of minority students: A critical history grounded in disability studies. Educational Researcher, 35(6), 18-23.

Taylor, J.C., & Monaco, E.A.H. (2024). Culturally inclusive pedagogies and practices, intersectionality, and HLPs. In Aceves, T.C. & Kennedy, M.J. (Eds.) (2024, February). High-leverage practices for students with disabilities (pp. 19-23) . Council for Exceptional Children and CEEDAR Center.

Valle, J.W., & Connor, D.J. (2011). Rethinking disability: A disability studies approach to inclusive practices. McGraw Hill. [read Chapter 2]

Watch (All of these videos are open access. You do NOT need a code to view)

Judith Heumann LLC. (2022). The 45th anniversary of the 504 sit-in with Dennis Billups and Emily Smith Beitiks. https://www.youtube.com/watch?v=21qi3Wbc0U8

Module 1 Assessments

I. Course Memorandum of Understanding: Read, sign, and post. 

II. Academic Integrity Statement: Read, sign, and post.  

III. Introductions: Introduce yourself on Canvas using words and images. If you do not wish to share a picture of yourself, you can share a picture of something important to you (e.g., a favorite place or a pet). You will receive two points if you use both words and images; one point if you use words or images (but not both).

IV. Baseline Survey and Syllabus Review (5% of your grade): See prompts in this syllabus or on Canvas.

Module 2: Creating a positive classroom climate and culturally responsive positive behavioral interventions and supports

Description

Accessible, culturally and linguistically relevant instruction is the best preventive behavior support you can offer. Sometimes, kids need some extra support, though. Many educators agree that behavior is communication—that kids are trying to communicate with us through their actions as well as their words. Like all forms of communication, behavior norms are also embedded in culture. How, then, can we determine what types of behavior we want to teach and promote that will genuinely support student learning and not perpetuate inequities? How can we teach and reinforce desired behaviors in productive ways (hint: it’s not so different from how we teach other skills)?

Learning Outcomes

After this Module, you will be able to: 

· Describe how culture affects behavior, and how teacher biases can affect their interpretations of student behavior

· Describe the steps of conducting an FBA and developing a BIP

· Identify the rationale for—and cautions against—using multitiered systems of support (MTSS) such as positive behavior interventions and support (PBIS) to promote positive behavior

Learning Activities

Read

Bal, A. (2018). Culturally responsive positive behavioral interventions and supports: A process-oriented framework for systemic transformation. Review of Education, Pedagogy, and cultural studies, 40(2), 144-174.

Council for Exceptional Children and CEEDAR Center. (2024). High-leverage practices for students with disabilities. [read pp. 89-93 “Establish a consistent, organized, and responsive learning environment” and pp. 96-99 “Teach social behaviors”]

IRIS Center. (2024). Functional behavioral assessment: Identifying the reasons for problem behavior and developing a behavior plan. https://iris.peabody.vanderbilt.edu/module/fba/#content [read through all Perspectives and Resources, Page 1-Page 12]

Watch

DrRossGreene. (2010). Kids do well if they can Ross Greene #1. https://www.youtube.com/watch?v=jvzQQDfAL-Q&list=PL96FCD5F40215BB70

Listen:

Leading Equity. (2022). Culturally responsive positive behavioral interventions and supports with Dr. Ambra Green. https://www.leadingequitycenter.com/147

Module 2 Assessments   

I. Journal Entry: Please review the assessment description and rubric in this syllabus, then address the following prompts based on Module 1 and 2 texts:

1. What are some proactive ways we can establish a consistent, organized, and respectful learning environment? Give 2 specific, concrete examples from your experience and the texts to clarify and illustrate your claims.

2. Why do we need to understand the function of students’ behavior? Give 2 specific, concrete examples from your experience and the texts to clarify and illustrate your claims.

3. What are some constructive ways we can address behavior problems that arise? Give 2 specific, concrete examples from your experience and the texts to clarify and illustrate your claims.

Module 3: Referral, identification, and eligibility for services

Description

The IDEA (2004) guarantees children with disabilities a free appropriate public education (FAPE) based on an individualized education program (IEP, which you will learn more about this semester). Eligibility for special education services should not be based on problems resulting from poor instruction or students’ acquisition of a new language. Yet, research consistently finds that students of color and emergent bilingual students (sometimes also called English Learners) are disproportionally represented in special education due to unequal access to high-quality instruction and teachers’ lack of understanding of second-language acquisition. This Module will address how kids are identified for special education services and some common problems in the processes of referral, identification, and determination of eligibility.

Learning Outcomes

After this Module you will be able to:

· Identify and describe how students become eligible for special education services

· Identify and describe common problems in this process, including over- and underrepresentation of students of color and emergent bilingual students

Learning Activities

Read

Council for Exceptional Children and CEEDAR Center. (2024). High-leverage practices for students with disabilities. [please read pp. 61-65 “Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs”]

IRIS Module: Developing High-Quality Individualized Education Plans : https://iris.peabody.vanderbilt.edu/module/iep01/#content [focus on “What is an IEP?” and “What is the IEP Process?” from the Perspectives and Resources section]

National Council on Disability. (2018). The segregation of students with disabilities. [please read Chapters 1-2/pp. 17-26]

Rinaldi, C. (2018). Helping English language learners succeed with a multi-tiered system of support (MTSS). Colorín Colorado. https://www.colorincolorado.org/article/helping-english-language-learners-succeed-multi-tiered-system-support-mtss

Recommended/Optional Resources:

Advocates for Children. (2024). Special education: The initial referral, evaluation, and recommendation process. https://advocatesforchildren.org/resource/special-education-process-initial-referral-evaluation-and-recommendation/

Module 3 Assessments

I. Journal Entry

Please review the assessment description and rubric, then address the following prompts, using and citing course texts Modules 1-3 to support all claims:

1. Briefly describe the process by which students are supposed to be determined eligible for special education services under the law.

2. Identify two common problems that arise during the process of referral, evaluation, and identification. Give specific examples from the texts and your experience to clarify and illustrate your claims.

3. Offer at least one concrete, specific suggestion to teachers for addressing or mitigating this problem.

Module 4: What goes into an Individualized Education Programs (IEP)?

Description: The Individuals with Disabilities Education Improvement Act (IDEA, 2004) requires that each child with a disability be provided with an individualized education program (IEP). Although a child’s classification and label opens the door to services and supports, decisions about those services and supports should be individualized based on the child’s unique strengths, interests, and goals. As autistic advocate Dr. Stephen Shore has famously said, “If you’ve met one person with autism, you’ve met one person with autism.” This statement is true for students with other disabilities as well, who will vary tremendously.

Learning Outcomes:

In this Module you will be able to:

· Identify and describe the sections of a culturally and linguistically relevant IEP

· Identify the benefits of strengths-based IEPs

· Identify and describe some common problems associated with developing IEPs

Learning Activities

Watch

Colorín Colorado. (2019). What does an IEP look like for an ELL? https://www.youtube.com/embed/nG6XUiAx6O4?width=640&height=360&autoplay=0&vq=large&rel=0&controls=1&autohide=2&showinfo=1&modestbranding=0&theme=dark&iv_load_policy=1&wmode=opaque

Read

Cheatham, G.A., Hart, J.E., Malian, I., & McDonald, J. (2012). Six things to never say or hear during an IEP meeting. TEACHING Exceptional Children, 44(3), 50-57.

IRIS Module: Developing High-Quality Individualized Education Plans : https://iris.peabody.vanderbilt.edu/module/iep01/#content [focus on “What is included in the IEP document?” from the Perspectives and Resources section]

Patti, A.L. (2016). Back to the basics: Practical tips for IEP writing. Intervention in School and Clinic, 51(3), 151-156.

Review Writing Quality IEPs powerpoint

Module 5: How does the IEP team develop a culturally and linguistically sustaining IEP?

Description

Special education is inherently collaborative. Families, the school, and ideally the student come together as equal partners with different expertise to develop an appropriately individualized education program. In order to be appropriately individualized, an IEP must address and draw upon students’ cultural and linguistic funds of knowledge. This Module addresses some common misconceptions about multilingual learners with disabilities, ways to partner with families and students, and the role of culture throughout the process.

Learning Outcomes

After this Module, you will be able to: 

· Identify and refute common misconceptions about multilingual students with disabilities.

· Describe ways that students and families can contribute to culturally and linguistically sustaining IEPs.

Learning Activities

Read

Cheatham, G.A., & Barnett, J.E.H. (2017). Overcoming common misunderstandings about students with disabilities who are English language learners. Intervention in School and Clinic, 53(1), 58-63.

Nieves, K. (2021). 4 ways students can take an active role in their IEP meetings. Edutopia. https://www.edutopia.org/article/4-ways-students-can-take-active-role-their-iep-meetings

Urtubey, J. (2019). English language learners in special education: How to partner with your students’ families. Colorín Colorado. https://www.colorincolorado.org/article/english-language-learners-special-education-how-partner-your-students-families

Watch (These are open access videos. You do NOT need a code to view them.)

Learning for Justice. (2012). Enlisting parents’ help, rejecting deficit views by Dr. Jacqueline Jordan Irvine. https://www.youtube.com/watch?v=Ysai2sJquWI

Listen

Leading Equity. (2020). Episode 87: How to design culturally responsive and relevant IEPs with Dr. Brenda Barrio. https://www.leadingequitycenter.com/87

Module 5 Assessments

I. Journal Entry

Please review the assessment description and rubric, then address the following prompts, using and citing course texts from Modules 1-5 to support all claims:

1. Give 2 specific, concrete suggestions for supporting multilingual learners with disabilities.

2. Give 2 specific, concrete suggestions for developing culturally relevant/responsive/sustaining IEPs.

3. Choose one of the posted IEPs (for elementary, middle, or high school) to read and critique. To what extent does is this IEP culturally and linguistically relevant/responsive/sustaining? Give a specific suggestion for making this IEP more culturally or linguistically sustaining (e.g., what additional information should the IEP team include? How can the IEP team gather this information?).

Module 6: Developing Collaborative Partnerships with Families (MIDTERM DUE)

Description:

The Individuals with Disabilities Education Improvement Act (2004) requires that families of students with disabilities participate “meaningfully” in the development of an individualized education program (IEP). Yet, research suggests that schools do not necessarily take advantage of families’ extensive knowledge of our students over time and across contexts. In fact, research suggests that many families of students with disabilities feel disrespected, alienated, and even blamed for problems by their children’s schools! This Module, we will discuss how to develop collaborative partnerships with families in order to better support our students.

Learning Outcomes

After this Module you will be able to:

· Identify common mistakes that schools make that prevent parents from participating as equal partners in their children’s education

· Describe ways to solicit and use input from families to develop culturally and linguistically relevant IEPs

Learning Activities

Read

Peng, J. (2022). Let families teach you about new students. Edutopia. https://www.edutopia.org/article/let-families-teach-you-about-new-students/

Valle, J.W. (2018). Across the conference table: Private and public mothering of children with learning disabilities. Learning Disabilities Quarterly, 41(1), 7-18.

Watch

NYU Metro Center. (2020). Culturally responsive & sustaining family engagement explained in 6 minutes. https://www.youtube.com/watch?v=RXDlYSmZS90

Listen

Dive In. (2023, October 31). Centering BIPOC mothers’ narratives in special education research: A conversation with María Cioè-Peña. https://divein.alitu.com/episode/fdf4a121-475b-4679-832f-c97e164c6269

Module 6 Assessments

I. MIDTERM PROJECT: FINAL SUBMISSION DUE

Module 7: Collaborating with other professionals – paraprofessionals, related service providers, and co-teachers

Description

Special education is an inherently collaborative field. In addition to collaborating with students’ families as equal partners, you will collaborate with many other professionals at school to provide each child with an appropriately individualized education program. These other professionals may include co-teachers, paraprofessionals, and/or related service providers. This Module will address the unique strengths each professional brings to the table and offer suggestions for constructive collaboration.

Learning Outcomes

After this Module you will be able to: 

· Identify and describe common related services

· Describe ways in which related services can be delivered as “push in” or “pull out” services in order to provide each child access to their least restrictive environment

· Identify and describe six co-teaching models that can be used with co-teachers and/or paraprofessionals

Learning Activities

Read

Breiseth, L. (2024). 10 ways teachers can partner with paraprofessionals on behalf of ELLs. Colorín Colorado. https://www.colorincolorado.org/article/10-ways-teachers-can-partner-paraprofessionals-behalf-ells

Cassel, S. (2019, October 8). How to choose a co-teaching model. Edutopia. https://www.edutopia.org/article/how-choose-co-teaching-model/

IRIS Center (2021) Module on Related Services: https://iris.peabody.vanderbilt.edu/module/rs/challenge/#content [please read/watch the Challenge, all Perspectives and resources, and the Wrap Up. You do not need to complete the Initial Thoughts or Assessment, although you may find them helpful to check your own understanding]

Watch 

Judith Heumann LLC. (2023). Access to communication with Elizabeth Bonker. https://www.youtube.com/watch?v=VHeDqDWJB5M

Module 7 Assessments

I. Journal Entry

Please review the assessment description and rubric, then address the following prompts, using and citing course texts from Modules 1-7 to support all claims:

1. Select one related service and give a specific, concrete suggestion for how that related service can support a child’s access to education in their least restrictive environment.

2. Select one co-teaching strategy and give a specific, concrete examples of how you might use it in a lesson. Be specific, including information about the age of the students, topic of the lesson, etc.

3. How can paraprofessionals support student learning? Give at least one specific, concrete example from the texts and your experiences to support and clarify your claims.

Module 8: Adapting Instruction: Accommodations vs. Modifications

Description

The Individuals with Disabilities Education Improvement Act (2004) guarantees an individualized education program to every student with a disability. Universal design for learning (UDL) is a proactive approach to instruction that starts with the assumption that diversity, including diversity of ability, is the norm in any classroom. Beginning with UDL maximizes access for all students. Some students may additionally benefit from accommodations, which change how they access the curriculum. A very small percent of students with disabilities (usually no more than 1% of students in any district) may also follow a modified, or simplified curriculum that changes what they learn. This modified curriculum must still be aligned with grade-level curricula. Modifications are not appropriate for the vast majority of students with disabilities, and should only considered with extreme caution after all other supports have been exhausted.

Learning Outcomes

After this Module you will be able to:

· Identify the components of Universal Design for Learning (UDL). 

· Describe the differences between accommodations and modifications

· Give examples of both accommodations and modifications

Learning Activities

Watch 

CAST. (2010). UDL at a glance. https://www.youtube.com/watch?v=bDvKnY0g6e4

Read

Anderson, L.K. (2021). Using UDL to plan a book study lesson for students with intellectual disabilities in inclusive classrooms. TEACHing Exceptional Children.

Schissel, J.L. (2014). Classroom use of test accommodations: issues of access, equity, and conflation. Current Issues in Language Planning, 15(3), 282-295.

Module 9: Access to general education: Least restrictive environment (LRE)

Description

Special education is a service, not a place. The Individuals with Disabilities Education Improvement Act (2004) mandates that students with disabilities receive a free appropriate public education in their least restrictive environment (LRE). That means that all supports, services, accommodations, and even modifications must be provided in the general education classroom if at all possible. If the IEP team determines that it is not possible to provide appropriate supports in the general education classroom, they must pick the “least restrictive” option from a continuum of options. This Module addresses ways to make general education classrooms more inclusive in order to prevent errors in determining LRE, as well as the process for determining LRE.

Learning Outcomes

After this Module, you will be able to: 

· Define LRE and describe the continuum of placement options available, as well as how to choose among them

· Identify common problems that lead to students being placed in more restrictive settings than are necessary

· Describe ways to make general education settings more inclusive in order to prevent students from being placed in more restrictive settings than are necessary.  

Learning Activities

Read

Council for Exceptional Children and CEEDAR Center. (2024). High-leverage practices for students with disabilities. [read pp. 118-120 “Use flexible grouping”]

Giangreco, M.F. (2020). “How can a student with severe disabilities be in a fifth-grade class when he can’t do fifth-grade level work?” Misapplying the least restrictive environment. Research and Practice for Persons with Severe Disabilities, 45(1), 23-27.

National Council on Disability. (2018). The segregation of students with disabilities. [please read Chapters 6-7, pp. 41-48]

Listen

The Accessible Stall. (2018). Episode 54: High school. https://www.theaccessiblestall.com/episode-54-high-school/

Module 9 Assessments

I. Journal Entry

Please review the assessment description and rubric, then address the following prompts, using and citing course texts from Modules 1-9 to support all claims:

1. What steps should the IEP team take to determine a child’s unique LRE? Give specific examples.

2. What are two common mistakes that schools make in determining a child’s unique LRE? Give specific examples from the texts and your own experience.

3. What are two concrete actions teachers can take to support students with disabilities in the general education setting?

Module 10: High-Incidence Disabilities

Description

The IDEA (2004) requires that every child with a disability receive an individualized education program (IEP). That means that we can never make assumptions about a child’s needs based on the disability label alone. The label opens the door to services, but it is up to the IEP team to get to know each child as an individual. “High-incidence,” or common, disabilities are often identified at schools. Unfortunately, there are many common errors that schools make during the identification and referral processes. Many of these errors contribute to racial disproportionality in these categories. Educators also often mistake normal processes of second-language acquisition for learning disabilities. This Module will address some common problems associated with classification in the high-incidence disability categories.

Learning Outcomes

After this Module, you will be able to: 

· Identify common problems in classifying students with high-incidence disabilities

· Describe benefits and challenges associated with having a high-incidence disability label

· Suggest ways teachers can support students with learning disabilities (and all students)

Learning Activities

Read

Connor, D.J., & Cavendish, W. (2018). ‘Sit in my seat’: Perspectives of students with learning disabilities about teacher effectiveness in high school inclusive classrooms. International Journal of Inclusive Education, 1-22.

Harry, B., & Klingner, J. (2022). Why are so many students of color in special education? Understanding race and disability in schools. Teachers College Press. [Chapter 9 – Constructing intellectual disability]

Harry, B., & Klingner, J. (2022). Why are so many students of color in special education? Understanding race and disability in schools. Teachers College Press. [Chapter 11 – Constructing emotional/behavior disorders]

 Watch (These are open access videos. You do NOT need a code to view them.)

Rebekahcordova. (2009). Amir Bilal Billups SW. https://www.youtube.com/watch?v=FX84jh5tlbM

Module 11: Low-Incidence Disabilities (FINAL PROJECT IS DUE)

Description

The IDEA (2004) requires that every child with a disability receive an individualized education program (IEP). That means that we can never make assumptions about a child’s needs based on the disability label alone. The label opens the door to services, but it is up to the IEP team to get to know each child as an individual. “Low-incidence,” or uncommon, disabilities are often diagnosed by medical providers rather than schools. These disability categories are also referred to as having more “objective” criteria; as a result, there is less racial disproportionality in these disability classifications. However, schools make certain common errors in educating students with low-incidence disabilities such as placing them in more restrictive environments than they need due to a lack of awareness of how best to support these students in the general education setting.

Learning Outcomes

After this Module, you will be able to:

· Identify structural challenges, including teacher biases, that prevent students with low-incidence disabilities from receiving a free appropriate public education in their least restrictive environment

· Describe how autistic self-advocates define and describe autism

· Identify key issues in determining evidence-based practices in Deaf education

Learning Activities

Read

Agran, M., Jackson, L., Kurth, J.A., Ryndak. D., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H., & Wehmeyer, M. (2020). Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons with Severe Disabilities, 45(1), 4-13.

Autistic Self Advocacy Network. (2024). About autism. https://autisticadvocacy.org/about-asan/about-autism/

National Council on Disability. (2018). The segregation of students with disabilities. [please read Chapters 4 and 5/pp. 33-40]

Listen

Dive In. (2024, October 16). The unique experiences of Black students with autism and their families: A conversation with Jamie Pearson. https://divein.alitu.com/episode/ede8beca-7ce2-4120-8610-1771e620b406

Module 11 Assessments

I. FINAL PROJECT DUE

Module 12: Transition – NO LATE WORK ACCEPTED

Description

Transitions are hard for students of all ages, including graduate students! The IDEA (2004) requires the IEP team to formally plan for the transition to life after high school. However, kids go through transitions throughout their education, beginning with the transition from home to school. At each transition, kids will need different supports to learn and thrive. This Module focuses on the transition out of high school, but I encourage you to make connections to the transitions younger students face as well.

Learning Outcomes

By the end of this Module you will be able to:

· Identify and describe key components of postsecondary transition planning

· Suggest ways to incorporate students’ and families’ culture and languages in transition planning

· Identify diverse options for postsecondary goals related to education, employment, and living

Learning Activities 

Read

Autistic Self Advocacy Network (2016). Roadmap to transition: A handbook for autistic youth transitioning to adulthood. https://autisticadvocacy.org/book/roadmap/ [Choose one chapter that covers a topic of interest to you]

IRIS Center. (2024). Secondary transition: Helping students with disabilities plan for post-high school settings. https://iris.peabody.vanderbilt.edu/module/tran/

Wilt, C.L., & Morningstar, M.E. (2018). Parent engagement in the transition from school to adult life through culturally sustaining practices: A scoping review. Intellectual and Developmental Disabilities, 56(5), 307-320.

Watch

Vanderbilt Kennedy Center. (2013). I’m thinking college (even with my disability). https://www.youtube.com/watch?v=9YTUA3lAOrs

Module 12 Assessment

I. Journal Entry

Please review the assessment description and rubric, then address the following prompts, using and citing course texts from Modules 1-12 to support all claims:

1. How can teachers use students’ and families’ input to help develop an appropriately individualized transition plan? Make sure you address the role of culture and language in transition planning. Give specific examples from the texts and your own experience.

2. Reread your Baseline Survey and briefly compare your responses there to your current understanding of special education.

Course Policies

Course policies are subject to change.

It is the student’s responsibility to check Canvas for corrections or updates to the syllabus. Any changes will be posted in Canvas and notifications will be sent via Touro email.

Participation

· Please allow an average of 8-10 hours per WEEK (per Module) for you to submit your work by the due dates on the course calendar. Some weeks you may work more than the average hours and others you may work less, depending on the assessments due that week.

· Please e-mail the Instructor with any questions or concerns as soon as they arise.

· Participation in class will be monitored through participation in in-class discussions and in-class activities, as well as the submission of all assessments by their due dates.

Build Rapport/Netiquette

If you find that you have any trouble keeping up with assessments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that they can help you find a solution.

Discussion Boards are professional interchanges among colleagues. It is expected that your contributions to these course forums will be respectful, appropriate, and be a worthy reflection of the Touro University ethos. The instructor reserves the right to delete any postings that do not adhere to those standards.

Important Certification Information  

Minimum Grade Requirement for Certification  

·  Reminder: All candidates seeking certification Fall 2021 and onward will need to earn a grade of B- or higher in all Touro GSE coursework to be eligible for certification recommendation.  Courses with grades lower than B- will need to be repeated to qualify for institutional certification recommendation.  

 

You can find all information on certification here: Certification  

https://gse.touro.edu/certification/

If you have any questions regarding certification, please email [email protected]  

Grading Policy

Graded Course Assignments

Learning activities and materials will be located on the Modules page. Locate the appropriate module, often when the assessment is DUE, to access the relevant materials. Click each assessment’s link in Canvas for details about each assessment listed below. Use your syllabus too.

Late Work Policy

You will get the most out of this class and experience the least stress if you manage your time well and keep up with the assignments. Make sure you plan ahead for the reality that technology is sometimes uncooperative—don’t wait until 10 minutes before an assignment is due to try to upload in case your device or internet go on strike. Nevertheless, sometimes life happens—people get sick, have family emergencies, etc., and you may not be able to submit your work on time that week.

Late work will be accepted for up to 7 days after the original due date for a reduced grade (this may vary due to holidays, so check Canvas to see the last date that each assignment will be accepted).

Late work will be marked down 10% (one letter grade) of the total possible number of points (e.g., -1.5 on a 15-point assignment; -2.7 on a 27-point assignment).

Late work will go to the bottom of my grading pile—you may not receive grades on late work until the end of the semester.

Late work will not receive feedback.

You do not need to ask permission or submit documentation to submit late work. Late work is accepted as a courtesy, but late work is never “excused” or waived. I assume you have a good reason if you are submitting an assignment late, otherwise I would not accept late work at all or would apply a higher deduction to your grade. That said, if you are experiencing a problem that you think will affect you for multiple Modules, I encourage you to reach out and let me know what’s going on if you are comfortable doing so that we can try to troubleshoot together.

If you have a disability or medical condition (including temporary ones, such as recovering from a serious illness or injury) that affects your ability to turn in work on time, please reach out to Dr. Maria Heim as soon as possible to discuss accommodations. You can reach her at [email protected] . Please note that accommodations are not retroactive, so it is important to have them on file from the beginning of the semester.

Although 1-2 late Modules will not significantly affect your overall course grade, regularly submitting late work will have a negative impact on your overall course grade.

EXCEPTION TO THE LATE WORK RULE:

· Module 12 assessments will not be accepted late for any reason. Please plan ahead and do not wait until the last minute to submit Module 12 assessments.

Viewing Grades in Canvas

All graded assessments must be submitted to Canvas. Points you receive for graded assessments will be posted to the Canvas Grade Book. Click on the Grades link on the left navigation to view your points. I will be updating Canvas regularly throughout the semester. Typically, your on-time work will be graded by the end of the following Module (e.g., your on-time Module 4 assessments will be graded by the end of Module 5). You will see a visual indication of new grades in the Grades section of Canvas.

Letter Grade Assignment

Final grades assigned for this course will be based on the percentage of total points earned and are assigned as follows.

Letter Grade	Percentages
A	100% to 97%
A-	Less than 97% to 93%
B+	Less than 93% to 90%
B	Less than 90% to 85%
B-	Less than 85% to 80%
C+	Less than 80% to 75%
C	Less than 75% to 70%
C-	Less than 70% to 65%
F	Less than 65%

Complete Assignments

All graded assessments for this course will be submitted electronically through Canvas. Late or missing assignments will negatively affect your grade.

Understand When You May Drop This Course

It is the student’s responsibility to understand when they need to consider dropping a course. Refer to the Course Schedule for dates and deadlines for registration. After this period, a serious and compelling reason is required to drop from the course.

Additional Information:

Grades: Your grades can be found by clicking the My Grades navigation menu on Canvas. Click on the score you receive and the grading rubrics for details on the points that you have earned for your work.

Use of Candidate Work

All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the State Education Department. For these purposes, samples of candidates’ work are made available to those professionals conducting the review. If you do not wish to have your work made available for these purposes, please let me know before the start of the second class. Your cooperation is greatly appreciated.

Course Communication :

Announcements: Announcements can be found under the “Announcements” tab in Canvas, but I suggest you sign up to receive them as emails, too. I usually send out at least one additional announcement over the course of the Module if I notice that many candidates have the same questions, curiosities, concerns, or misconceptions.

Email: Email is always the quickest, most accurate way to get a response to your questions. Please do NOT post your questions in Discussion Boards or as comments on assessments, since I may not see those until after an assessment is due. While your classmates have many funds of knowledge, they are not necessarily the best resource for course-logistics-related questions.

I generally check and respond to email at least once per day from Sunday-Friday (except for holidays).

Your Touro email is the official means of communication. Course cancellation and advisement communication will occur only through Touro email. No confidential information (e.g., about your grade) will be communicated outside of Touro email.

Online Office Hours: Please be in touch early and often! I am always happy to talk with candidates and to answer any questions you may have.

Feedback: I will give feedback on all submitted work before the start of the next Module—unless you submit an assessment late. Late work goes to the bottom of my grading pile (in other words, it will take more than a week to receive feedback), and you will receive minimal feedback. Please don’t hesitate to reach out BEFORE an assessment is due if you would like feedback on how to improve something you are submitting.

Collaborating on Assignments: The final submission should be written in your own words and represent your own ideas about course content. “Unauthorized collaboration” is defined as “working together on an exam, project, or report when expressly prohibited from doing so by an instructor.” Touro’s Academic Integrity Statement and an explanation of the terms can be found in your Canvas course site under College Policies.

Incomplete Policy

A grade of “Incomplete” (INC) may be given to candidates who have acceptable levels of performance for a given course, but have not completed all course requirements – such as an examination, a paper, a field work project, or time on a clinical rotation. “Incomplete” grades are routinely allowed only for the completion of a relatively small percentage of work in a course (e.g., 25%). That means that you will need to have completed at least 75% of the assessments for the course to request an Incomplete. Grades of “Incomplete” are not issued to candidates who are doing substandard work in order to give them the opportunity to redo their projects/exams so that they can achieve an acceptable grade.

The procedure for granting an “Incomplete” begins with the candidate requesting a meeting with the faculty member in which the faculty member will review the candidate’s progress and decide whether it is appropriate for the candidate to receive the grade of “Incomplete.” If the faculty member decides that the candidate does not meet the requirements for the grade of Incomplete, she or he may deny the student’s request. The student may contest the faculty member’s decision by appealing in writing to the department/Program Chair. Policies regarding the consequences of missing a final exam may differ in individual schools or programs, and will govern the candidate’s right to request a grade of “Incomplete.”

If the candidate is permitted to apply for an Incomplete, he or she will fill out a Contract for Grade of Incomplete. The Contract is considered a request until it is approved and signed by the student, faculty member, and department/Program Chair. Signed copies of the Contract are given to the candidate, the faculty member, the department/Program Chair, and a copy is forwarded to the Registrar’s Office. The faculty member is asked to record the grade of “Incomplete.”

Although the time allowed for the completion of any single project may vary depending on the magnitude of the project, with a typical time frame being 6 weeks, a grade of “Incomplete” should not be allowed to stand longer than one semester from the end of the semester in which the course was given. The faculty member will specify the amount of time allowed to finish an incomplete project in the contract. The amount of time should be appropriate to the project. For instance, a faculty member may only want to allow a relatively short amount of time to complete a missing exam. Under special circumstances, at the request of the student, the Dean may extend the deadline beyond one semester. In such a case, the contract should be revised to reflect the change, and should be submitted to the Registrar’s office at least one week before the INC grade is programmed to change to a grade of ‘F’ in the student information system. Once the candidate completes the required project, the faculty member determines the final grade for the course and notifies the Registrar by using the standard Change of Grade form.

Courses that receive an “Incomplete” grade will be counted toward the total number of credits attempted, but not earned. The course will not be calculated in the candidate’s term or cumulative GPA until the “Incomplete” grade is resolved. If the INC grade is subsequently changed to an “F,” the “F” grade will be calculated into the candidate’s GPA and will appear on the transcript. Incomplete grades can, therefore, affect a student’s financial aid status at the college, but will not initially affect the candidate’s GPA. For candidates who are accessing Title IV programs to assist in paying their educational expenses, a grade of “Incomplete” may result in the inability of the Financial Aid office to confirm that candidates are in satisfactory academic standing.

Disability Accommodations

Touro College complies with Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) of 1990, which protect persons from discrimination on the basis of disability in all its programming. The College is committed to providing reasonable accommodations to students with disabilities who request them and supply appropriate documentation. Policies and procedures ensure that students with a disability will not, on the basis of that disability, be denied full and equal access to our programs or otherwise be subjected to discrimination.

The College has a centralized Office of Student Disability Services. (“OSDS”). Graduate School of Education students with disabilities seeking reasonable accommodations should do so through the OSDS Coordinator for the Graduate School of Education, Dr. Maria Heim, [email protected]. For further detail, see https://www.touro.edu/departments/student-disability-services/ .

Technology Policy

Touro technology resources, facilities, and/or equipment may only be used by current members of the Touro Community (hereafter referred to as “users”) unless otherwise authorized by the Dean of Faculties, Dean of Students, the Senior Vice President for Administration, or the Senior Vice President and Chief Financial Officer, or their designated alternates.

Users may not allow other person(s) to utilize Touro’s technology resources, facilities, and/or equipment. All users of Touro technology resource users must sign, upon commencement of their relationship with Touro, or at another appropriate time, the Acceptable Use Policy (AUP), and submit the signed AUP form to the Chief Information Security Officer (CISO). A copy of the form is also available online.

In submitting the AUP Acknowledgement Form, each individual will be certifying that he/she has read and will comply with the AUP. This Policy contains elements that intersect with other policies at Touro. Should there be questions as to which policy applies; requests for clarifications should be addressed, in writing, to the CISO at [email protected]. Touro-provided email is considered the primary official communication mechanism recognized by Touro for communication with the Touro Community. Students are urged to read the complete policy, which can be seen at: https://touro.app.box.com/v/AcceptableUsePolicy

Academic Integrity

Touro University is a community of scholars and learners committed to maintaining the highest standards of personal integrity in all aspects of our professional and academic lives. Because intellectual integrity is a hallmark of ethical, scholarly, and scientific inquiry as well as a core value of the Jewish tradition, students and faculty are expected to share a mutual respect for teaching, learning and the development of knowledge. They are expected to adhere to the highest standards of honesty, fairness, and professional conduct in their academic work and respect for all community members.

 

Academic dishonesty undermines our shared intellectual culture and our ability to trust one another. Faculty and administration bear a major responsibility for promoting a climate of integrity, both in the clarity with which they state their expectations and in the vigilance with which they monitor students. Students must avoid all acts of dishonesty, including, but not limited to, cheating on examinations, fabricating, tampering, lying, plagiarizing, and utilizing artificial intelligence (AI) tools without acknowledgment of such, as well as facilitating or tolerating the dishonesty of others. Academic dishonesty lowers scholastic quality and defrauds those who will eventually depend on the knowledge and integrity of our graduates. Furthermore, it misrepresents student efforts and mastery of course material both absolutely, and relative to others in their courses.

Touro University views violations of academic integrity with the utmost gravity. Such violations will lead to appropriate sanctions, up to and including expulsion from the university community. We commit ourselves to the shared vision of academic excellence that can only flourish in a climate of integrity.

 

The International Center for Academic Integrity (ICAI), of which Touro University is a member, lists six fundamental values: honesty, trust, fairness, respect, responsibility, and courage, to allow institutional scholarship to flourish with integrity.1 To sustain these values, Touro University’s Academic Integrity Policy, requires that a student or researcher:

 

· Properly acknowledge and cite all use of the ideas, results, or words of others, including the use of AI tools and other emerging technologies;

· Properly acknowledge all contributors to a given piece of work;

· Make sure that all work submitted as their own in a course or other academic activity is produced without the aid of unsanctioned materials or unsanctioned collaboration;

· Treat all other students in an ethical manner, respecting their integrity and right to pursue their educational goals without interference. This requires that a student neither facilitate academic dishonesty by others nor obstruct their academic progress.

Failure to uphold the principles of academic integrity threatens not only the reputation of Touro, but also the value of each and every degree awarded by the institution. All members of the Touro community bear a shared responsibility for ensuring that the highest standards of academic integrity are upheld.

The complete Touro University System Academic Integrity Policy can be found at  www.touro.edu/students/policies/academic-integrity/

Memorandum of Understanding

All course participants must sign and submit the following Memorandum of Understanding:

1. I acknowledge that I have received and read the syllabus for this course.

2. I acknowledge that I have received and read the assignment expectations and rubrics for this course. I also understand that there are weighted components to the grades for this course.

3. I understand that it is my responsibility to ask the course instructor clarifying questions.

4. I understand and agree that my work in this course is graded according to the assignment rubrics, and weighting scale.

5. I understand that the contents of the syllabus are subject to change in response to the instructor’s insights into necessary course improvements and/or changes in institutional or New York state policies.

6. I understand that my coursework may be used for program approval, accreditation, and/or faculty development. In such cases, all coursework will be anonymized or presented in the aggregate without the inclusion of personal identification data. I reserve the right to request that my coursework not be used for such purposes by notifying my instructor in writing of said request by the third week of the course.

Candidate Signature: _________________________________________ Date:_________________________

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