PST [000]
[Course Number and Section Number – If cross-listed, be sure to include both the PST number and department number, e.g. PST 212/ DST 202]
[Course Name]
[Insert Program/Certificate/Series Name if applicable.
If this course is not a part of a program, delete this
row.]
Credit Hours: [x] [Semester, Year]
[First Day of Class – Last Day of Class] [Days and times of class]
Instructor: [Your Name]
E-Mail: [Firstname.Lastname]@gallaudet.edu Phone: [Your phone number]
Office: [Your building and room number]
Office Hours: [Your office hours and other times and ways to reach you] Course Description
[Insert course description and any prerequisites or co-requisites here] Course Materials
[Insert required materials here. Be sure to clearly inform students which materials they need to obtain and which materials are provided by the instructor. Please
include technology purchases if needed. Specific technology requirements are to be
listed in the next section of this syllabus. See example below.]
Student needs to have the following material ready on the first day of class: Gibb, G. S., & Dyches, T. T. (2007). Guide to writing quality individualized education programs. What’s best for students with disabilities? Boston: Allyn & Bacon. ISBN-10: 0205316921 | ISBN-13: 978-0205316922
IEP & Case Management Software – Student Version 2011. (Note: A 90-day free trial can be down loaded from http://www.spedtech-eps.com PLEASE DO NOT DOWNLOAD UNTIL THE FIRST DAY OF CLASS.)
The instructor will provide the following e-books. These will be made available in Blackboard. Students do not need to obtain these materials:
Vaughn, S., Boss, S.C, & Schumm, S. J. (2010). Teaching exceptional, diverse, and at-risk students in the regular education classroom. (5th Ed.). Boston, MA: Pearson Education, Inc.
The following readings from the text below will be made available to students in the Blackboard courseroom. Students don’t need to purchase this text.
West, L. L, (2009). Integrating transition planning into the IEP process. Reston, VA: Council for Exceptional Children.
Technology Requirements
Insert technology requirements for this course. See example below: To be able to successfully function in this course, students need
1. A computer that meets university’s minimum computer requirements. Minimum requirements can be found at
http://www.gallaudet.edu/Online_Programs/Computing_Guidelines.html
2. A Gallaudet University email account ([email protected]) 3. A Gallaudet University Blackboard account (my.gallaudet.edu)
4. A web cam (A webcam that is built into a computer is more convenient, but they can be purchased separately if your computer doesn’t have a webcam.) 5. Java (free download available from the internet)
6. Adobe Flash (free download available from the internet)
7. Adobe Acrobat Reader (free download available from the internet) 8. Quicktime Player (free download available from the internet) Technology Support
Often the instructor is unable to assist with technology issues. If there are questions or issues with technology, please contact Gallaudet University Technology Help Desk for assistance:
Submit at ticket at http://www.gallaudet.edu/gts/help_desk.html
Videophone: 202-250-2313 Phone: 202-651-5044
List of Major Assignments and Weight
Example:
Discussion Board postings: 40% Presentations: 20%
Class Contribution: 10%
Student Learning Outcomes
[These are broad goal statements that specify the knowledge, skills, and dispositions students will be able to demonstrate upon completion of a course and/or program. Example
Student Learning
Outcomes Specific Course Objectives Target Level of Performance Assessment Tool/Method SLO 1:
Students will be able to analyze and evaluate the content of Individual with Disabilities Education Act (IDEA) in relation to student identification process, eligibility and placement determination, and the Hearing Process and develop an IEP.
Explore aspects of diversity, differences, and stigma and their relationships to disability. Discuss and examine informal
assessment techniques used children and youth with special needs.
Discuss legal requirements, school and parental expectations, and the process of developing individualized education program. Project process groups & Knowledge Areas
Identify support services relevant to the education of students with special needs.
Develop an Individualized Education Program (IEP).
Ninety five percent of students must earn a "satisfactory" or higher rating on ability to analyze and evaluate content of IDEA and 95% on their ability to develop an IEP.
Students’ ability to analyze and evaluate content will be assessed using Content Analysis Rating Scale of “Exemplary =3,” “Very Good = 2,” “Satisfactory=1,” and “Inadequate =0.” (Put a copy of assessment rubric/tool in the Appendix of this syllabus)
Students’ IEP project will be assessed using IEP Evaluation rubric with performance ratings of “Exemplary =3,” “Very Good = 2,”
“Satisfactory=1,” and “Inadequate =0.” (Put a copy of assessment rubric/tool in the Appendix of this syllabus).
SLO 2:
Students will be able to evaluate literature on the characteristics of students with disabilities and develop an appropriate unit plan for teaching a group of deaf students with disabilities.
Examine and discuss the prevalence of deaf and hard of hearing students with special needs
Examine and discuss programming for cognitive differences in deaf and hard of hearing students with special needs.
Examine a variety of instructional strategies used with students with special needs.
Evaluate effectiveness of specialized curricula used with students with special needs.
Evaluate educational
interventions used with students with special needs.
Examine the special curricular areas of life skills and functional academics as they apply to students with special needs.
Ninety five percent of students will be able to identify 7/10 learning
characteristics of deaf students with disabilities.
Ninety five percent of students will earn at least 80% on their unit plan.
Student’s synthesis of selected empirical articles showing learning characteristics of deaf students with disabilities. Student’s work will be rated using a Learning Characteristics Checklist.
Unit Plan Quality Rubric will be used to assess the quality of students’ unit plan project. (Attach a copy of assessment rubric).
Course Grading System
A+ P PASS*
A- WD WITHDRAWN*
B+ AU AUDIT*
B GOOD AF AUDIT NOT
COMPLETED* B- NC NON-CREDIT* C+ NG NO GRADE REPORTED* C D+ UNSATISFACTORY ACHIEVEMENT
D * Not computed in Grade Point
Averages
F FAILING
XF ACADEMIC INTEGRITY VIOLATION
(COURSES WITH A PST PREFIX ARE NON-DEGREE CREDIT)
Course Activities
[This is a listing of all the assignments (e.g., readings, homework, conferences, project due dates, and so forth) for the course, organized by dates and units. The schedule provided during the development of the course will serve as a model that other instructors teaching this course can refer to when creating their own syllabus, changing the dates and descriptions of activities, homework, project, etc. as needed each semester.]
Date Course Activities
08/30 Discussion: Group introductions; Course overview and
Requirements Learning Styles and Expectations
09/06 Discussion: Disabilities Prevalent Among Deaf and Hard of
Hearing Students and Trends in Education of Students Who are Deaf and Hard of Hearing with Multiple Disabilities
Readings:C.A.D.S. Annual surveys of deaf and hard of hearing children and youth. 1999 – 2007 Reports at http://gri.gallaudet.edu/Demographics/
Holden-Pitt & Diaz, J.A. Thirty years of annual survey of deaf and hard of hearing children and youth: A glance over the decades.
Instructor-prepared materials.
09/13 Discussion: IDEA 1997 & 2004: Identification, Evaluation,
Eligibility Determination Placement and the Hearing Process; and NCLB
Readings: Instructor-prepared materials: #1-6
Videotape 1:A New IDEA for Special Education
09/20 Exam 1:Case Study 1
09/27 Discussion: IDEA 1997 & 2004: Transition and the Hearing
Process
Readings: West, L.L. (2007)
Exam 2: Case Study 2
10/04 Discussion: Assessment of Students with Multiple Disabilities
10/12 Discussion 1: Characteristics of and Teaching Strategies for Use with Deaf Students with Learning Disabilities
Readings: Teacher Candidate Research Vaughn, et al., 2010, Chapters 3
Discussion 2: Characteristics of and Teaching Strategies for Use with Deaf Students with Mental Retardation
Readings: Teacher candidate Research Vaughn, et al., 2010, Chapter 7
Discussion 3: Characteristics of and Teaching Strategies for Use with Deaf Students with Attention Deficit Disorders
Readings: Teacher candidate Research Vaughn, et al., 2010, Chapter 3
Discussion 4: Characteristics of and Teaching Strategies for Use with Deaf Students with Cerebral Palsy
Readings: Teacher candidate Research Vaughn, et al., 2010, Chapter 8
10/18 Discussion: Functional Curriculum for Elementary and
Secondary Students with Special Needs
Readings: Wehman, R. & Kregel, J., 2012
Instructor-prepared materials
10/25 Discussion: IEP Development: A Case Study of a Student with
Multiple Disabilities, Assessment, and Recommendations for Programming
Readings: Gibb, S.G. & Dyches, T.T (2007), p.1-79
11/01 Discussion: IEP Development: A case Study of a Student with
Multiple Disabilities; Assessment and Recommendations for Programming
Readings: Gibb, S. G. & Dyches, T. T (2007), p.1-79
11/08 Activity: Individual Meetings with Instructor for Preparation for
Exam #3
Readings: Gibb, S.G.& Dyches, T.T. (2007), p.1-79
11/15 Activity: Individual Meetings with Instructor for Preparation for
Exam #3
Readings: Gibb, S.G.& Dyches, T.T. (2007), p.1-79
11/29 Individual meeting with Instructor for Exam 3
12/06 Exams 3Due: Turn in at the beginning of class
Exam 4: Individual presentations on:
o Your student’s background information o Your IEP for your student
o Lesson plans
o Data collection instrument(s)
o Peer written evaluation of presentations
Applied Experience
[List opportunities for required applied experience. This is particularly important for professional studies courses. See example below.]
1. Participation in IEP meetings on November 2, 2012 @9a.m. at (insert name and address of school)
2. Participation in a mediation process on November 9, 2012 @9a.m. at (insert name and address of venue)
3. Participation in a due process hearing on November 16, 2012 @9a.m. at (insert name and address of venue)
Credit Hour Compliance
The total time a student should spend on a course is calculated by credit hours. If this course is one credit, then students should expect to spend 37.5 – 40 hours on the course, including in-class and out-of-class time. If the course is three credits, then students should expect to spend 112.5 – 135 hours.
Please outline how much time students should spend on each activity.
In a face-to-face class, 12.5 – 15 hours of seat time and 25 – 30 hours of homework time per credit is the standard.
In an online course, expect students to dedicate 37.5 – 45 hours per credit to active learning. This time is generally dedicated to reading materials, watching videos, writing/signing posts, posting to the discussion board, researching, and doing assignments, quizzes and tests.
Course Policies
1. Attendance requirements
2. Writing style requirements, e.g., APA, MLA, Chicago (TIP: The
reference/bibliography of this syllabus should follow the requisite writing style) 3. Online participation protocol, including netiquette (for online and hybrid courses) 2. Classroom discussion/activity participation
3. Assessments Requirements (TIP: Be sure to put assessment rubrics in the Appendix) 4. Due Dates/ Deadlines, if not already listed in Course Activities
5. For English Language Institute (ELI) courses, describe the various teaching methods you will use to help students achieve course SLOs.
6. Other policies appropriate for the course Library Support
Gallaudet University Library has a vast array of resources, most of which are online. Live support is also available. To get started, visit
http://www.gallaudet.edu/library.html Academic Accommodations Policy
Academic accommodations for students requiring them will be made in
accordance with the laws as specified by the documentation received from the university’s Office of Students with Disabilities (OSWD.) Students who need special services should contact OSWD. (OSWD information can be found at
https://www.gallaudet.edu/office_for_students_with_disabilities.html.) Students must be registered with OSWD and are responsible for providing the appropriate academic accommodation documentation. Ideally, this will be done by the end of the second week of classes, but no later than the fifth week of classes.
Accommodations may only be provided from the time the instructor receives the documentation until the end of the course. If a student is registered with OSWD but the accommodations documentation is not sent by OSWD to the instructors in a timely manner, the student should send an email and written note to the
instructor, OSWD Director, and the chair of the department asking for assistance and naming the OSWD staff member who is working with them and this person’s email address.
Gallaudet University Academic Integrity Policy
It is the student’s responsibility to familiarize themselves and comply with the Gallaudet University Undergraduate/Graduate Academic Integrity Policy, which can be found on the Gallaudet University website at
http://www.gallaudet.edu/catalog/registration_and_policies/graduate_policies/a cademic_integrity.html
Course Evaluation
Students in this course are encouraged to evaluate course content, delivery and materials using evaluations designed specifically for use with PST courses. Changes to the syllabus
Should the need arise, changes in the syllabus will be announced and put in writing.
References/ Bibliography (should be consistent with chosen class format) [See Reference examples below:
APA. (2009). Publication manual of the American Psychological Association. (6th
ed.). Washington, DC: APA.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ:
Prentice Hall.
Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches. (3rd ed.). Los Angeles, CA: Sage.
Gibb, G. S., & Dyches, T. T. (2007). Guide to writing quality individualized education programs. What’s best for students with disabilities? Boston: Allyn & Bacon.
Kumar, R. (2011). Research methodology: A step-by-step for beginners. (3rd ed.).
Washington, DC: Sage.
Preskill, S., & Brookfield. S.D. (2009). Learning as a way of leading: Lessons from the struggle for social justice. San Francisco, CA: Jossey-Bass.
Vaughn, S., Boss, S.C, & Schumm, S. J. (2010). Teaching exceptional, diverse, and at-risk students in the regular education classroom. (5th Ed.). Boston, MA:
Pearson Education, Inc.
West, L. L, (2009). Integrating transition planning into the IEP process. Reston, VA: Council for Exceptional Children
Wlodkowski, R.J. (2008). Enhancing adult motivation to learn. (3rded.). San
Appendix
[Insert additional information that students should have. Examples include courseroom assessments (rubrics, checklists), instructions for doing
