EDSP 300. Educating for ExceptionalitiesSemester – Days – Times

2 CreditsClass Meeting Place:

Instructor: Office Location:

Phone: Email:

Office Hours:

Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306 in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course.

885-6307 email at <dss@uidaho.edu> website at <www.access.uidaho.edu>

College Vision

Idaho's Leader in Lifelong Learning and Healthy Lifestyles.

We seek teaching, learning, and living that transforms, invigorates, and nurtures. We expand lasting knowledge centered in local and global communities.

College Mission

The University of Idaho’s College of Education is the state’s flagship and land-grant research college focused on the preparation of professionals for schools, the movement sciences, and workforce counselors and educators. From our commitment to develop leaders in these fields emerges our responsibility to enhance the scientific, social, economic, and cultural assets of the state and develop solutions for complex problems.

We deliver on our commitment through focused, interdisciplinary excellence in teaching, research, outreach, and engagement in a collaborative environment at our residential main campus and our regional centers. Consistent with the land-grant ideal, our outreach activities serve the state and at the same time strengthen our teaching, scholarly, and creative capacities.

Our teaching and learning include undergraduate, graduate and professional education offered through both resident instruction and extended delivery. Our scholarly and creative activities promote K-12 academic achievement, human development and wellness, global awareness, and progress in professional practice.

Conceptual Framework

University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:

Cultural Proficiency; Assessment, Teaching, and Learning; Reflective Scholarship & Practice; and, Engagement in Community Building & Partnerships.

Course Description

EDSP 300 offers an “Introduction to exceptionalities and strategies for addressing individual differences to ensure student success in the classroom.”

Course Goals and Expectations

Course Goals and Objectives:1. Students will identify the terminology, laws, policies, and practices that are consistent with the Individuals

with Disabilities Education act (IDEA). Students will receive training in providing instruction to children with disabilities and how to teach them effectively. Students will be prepared to participate as a member of individualized education program teams.

Standard 1: Knowledge of Subject Matter Conceptual Framework: C, A and R Signature Assignment(s): Initial and Peer Responses, and Exams Evaluation will be reported in TaskStream as Modules: 1, 2, 3 and 4

2. Students will demonstrate knowledge of the historical background, definitions, characteristics, prevalence and causes for specific categories of special educational needs.

Standard 1: Knowledge of Subject Matter Conceptual Framework: C, A and R Signature Assignment(s): Initial and Peer Responses, and Exams Evaluation will be reported in TaskStream as Modules: 1, 2, 3 and 4

3. Students will demonstrate knowledge of early childhood education and the important role of early intervention plays in nurturing the development of young children with special needs and those who are at risk for acquiring disabilities.

Standard 2: Knowledge of Human Development and Learning Conceptual Framework: C, A and R Signature Assignment(s): Initial and Peer Responses, and Exams Evaluation will be reported in TaskStream as Modules: 1, 2, 3 and 4

4. Students will demonstrate knowledge of best practices concerning the referral process, area of assessment, program planning, and placement of students with special education needs.

Standard 3: Adapting Instruction for Individual Needs Conceptual Framework: C, A, R and E

Signature Assignment(s): General Education Teacher Interview, Initial and Peer Responses, and Exams

Evaluation will be reported in TaskStream as Modules: 2, and 4 and Teacher Interview

5. Students will demonstrate knowledge of the important roles parents and families play in the decision-making process for addressing the educational needs of their children and how special educators can form effective partnerships with parents from culturally and linguistically diverse backgrounds.

Standard 9: Professional Commitment and Responsibility Conceptual Framework: C, A and R Signature Assignment(s): General Education Teacher Interview, Initial and Peer Responses, and

Exams Evaluation will be reported in TaskStream as Modules: 1, 2, 3 and 4

Matrix of Standards:

Standard 1 Standard 2 Standard 3 Standard 9Module 1 X X XModule 2 X X X XTeacher Interview

X X

Module 3 X X XModule 4 X X X X

Teacher Preparation Standards

1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Knowledge of Human Development and Learning: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

5. Classroom Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, and curriculum goals.

8. Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Teacher Education Dispositions

Attends regularly. Meets timeline commitments. Dress/Appearance is appropriate and professional. Maintains appropriate relationships with peers. Scholar-practitioner demonstrates adequate content knowledge that is current. Engaged, full participation and takes initiative. Maintains confidentiality and is ethical. Maintains appropriate relationships with students. Committed to and facilitates student's learning in a safe climate. Maintains appropriate relationships with teachers, administration, parents, and community

members Respects and advocates for diversity. Responds appropriately to feedback and is flexible. Written work communicates clearly and accurately, and is in standard English. Verbal communication is clear, accurate, appropriate to the situation, and conventions used are

standard for speaking situations.

Required Readings and Learning Resources

Course Readings:Required Textbook:Heward, W. L. (2013). Exceptional Children: An Introduction to Special Education 10th Ed. Prentice Hall, NJ. ISBN 13: 978-0-13-262616-3ISBN 10: 0-13-262616-0

It is the students’ responsibility to obtain the required text. Due dates will not be extended due to students not obtaining their text in a timely manner. Although students may choose to purchase an edition other than the required 10th edition, this is not recommended as students will be assessed on the 10 th edition . There is not a copy of the text in the IMTC. Failure to obtain a textbook for this class in a timely manner is not an excuse for late work. Late work is only accepted with a university excuse.

Required Subscription to TaskStream (TS)

The University of Idaho, College of Education requires all students to have a current subscription to TaskStream Learning Achievement Tools (LAT). Students are required to self-enroll (at no cost) online at http://www.taskstream.com. Students need to enroll in TaskStream during the first few days of class. Instructions to self-enroll are in the folder on the BbLearn Homepage titled TaskStream.

Optional Reading and Learning Resources:

Websites:

www.wrightslaw.comwww.cec.sped.orgwww.sde.idaho.gov/site/special_edu/manual.htm

Learning Activities and Assignments

1. Syllabus Quiz (100 points) (BbLearn)

The EDSP 300 Syllabus Quiz is posted in BbLearn. Students are required to complete the Syllabus Quiz no later than the due date listed in the Course Schedule Overview found on the course BbLearn homepage.

While students may search for the answers to the Syllabus Quiz in any manner they choose, I encourage students to print the syllabus so they will have a hard copy to shuffle through as they search for answers to questions on the quiz.

Feel free to collaborate with your peers to check your answers before you take the quiz. You will get two opportunities to post your answers and you will not be able to revise your answers once they are in BbLearn.

Note: BbLearn will save your second attempt as your final score. The highest score is not saved.

The Syllabus Quiz will consist of ten (10) questions with each question worth ten (10) points for a total of 100 points.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

2. Autobiographical Sketch (50 points) (BbLearn)In 300—600 words, tell your classmates something about you. As a way for all of us to learn something about you, share whatever you think appropriate about:

your personal life and family; your work; your hobbies; your school experiences; any honors or awards you have earned; and, your plans for the future.

Evaluation of the “Autobiographical Sketch” assignment is “all or none” of the 50 points available to you. If you tell us something about yourself in 300—600 words and post it to the “Autobiographical Sketch” discussion in BbLearn by the due date and time, you will get full credit. If your posting does not meet all of the requirements, you will not receive any credit for this assignment.

Post your autobiographical sketch to the “Autobiographical Sketch” discussion in BbLearn.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

3. Obtain a TaskStream Account (50 points) (TaskStream)This assignment requires you to carefully read the instructions in the link titled TaskStream on the left side of the course content page in BbLearn in order to obtain a TaskStream account. Failure to obtain a TaskStream account may impede your success in this class.

4. Initial Response to Assigned Reading: (200 points) (BbLearn)

This activity requires you to read the reading assignment and post an initial reflection/response to the reading. Students are required to post at minimum a one page, 500 to 600 words, single spaced, 12 font, written reflection for each reading assignment, selecting a key idea or topic from each chapter.

Please title each chapter and use chapter and page numbers so your peers can refer to the text when reading your reflection.

Just click on “create thread” in the Initial Response and Peer Responses section of the assignment or on the left side of the page in BbLearn in the Discussion Board. I strongly recommend that you write your Initial Response in a word document and copy and paste it into BbLearn. This will keep you from losing your work in the event of a computer disconnect or issue.

An example of an appropriate Initial Response and Responses to Peers is on the left hand side of the screen on the Homepage in BbLearn. Be sure to post your reflection before reading your peers.

All postings, Initial Responses to the Reading and Responses to Peers (see below), should add value and substance to the online conversation. Rather than just writing "I agree," write "I agree because...." It is the explanation of the "because" that adds value and substance to the online discussion. Participants in this class will not always agree with the instructor, their classmates, or any of the authors cited in the materials presented—but any university student should be able to explain the reason for their agreement or disagreement.

In every post, do one or more of the following:

Agree with the author of the reading or the discussion posting of a class colleague and say why you agree.

Disagree with the author of the reading or the discussion posting of a class colleague and say why you disagree.

Provide a different perspective to anything read for the course (text books, articles, postings by colleagues, etc.).

Provide a new frame of reference. Provide a new perspective. Provide a new example. Apply the concept to a new or different content area or topic in education. Tell a story about how the topic relates to your life as a student or as a teacher. Explain how you can or will apply this knowledge as a student or as a teacher. Explain how the knowledge or concept might have unintended consequences for students or

teachers.

Remember that the written reflections you share with us are open ended conversations not summaries of the readings or formal essays about the reading. The thinking you share with the class does not have to have a clear beginning, middle, and end. It does not have to read like a coherent essay (though it may, if you so choose). But it ought to represent your serious thinking about the logical consequences of beliefs, attitudes, and thinking (yours and others), and it must demonstrate that you have reflected on what you have read.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

5. Response to a Peer’s Response (200 points) (BbLearn)

You are required to respond to at least two different peers’ Initial Responses for each reading assignment. To respond to a peer’s Initial Reflection just use the “reply” button in the discussion. Each response to a peer’s Initial Reflection should be at minimum a ½ page, 250 to 300 words, single spaced, document. As with the Initial Response, I strongly encourage you to type your Response to a peer’s Reflection and then copy and paste it into BbLearn to avoid losing your work in the event of a computer disconnect or issue. Be sure to identify the peer in which you are responding for each response.

In every post, do one or more of the following:

1. Agree with the author of the reading or the discussion posting of a class colleague.2. Disagree with the author of the reading or the discussion posting of a class colleague.3. Provide a different perspective to anything read for the course, text books, articles, posting by

colleagues, etc.4. Provide a new reference.5. Provide a new perspective.6. Provide a new example.7. Apply the concept to a new area or topic.8. Tell a story about how the topic relates to their lives.9. Explain how they will apply this knowledge in the future.10. Explain how the knowledge or concept might have unintended consequences in the future.

Your response to a peer’s initial response to the reading should be as thoughtful and reflective as an initial response to the original reading.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

6. General Education Teacher Interview (200 points) (BbLearn)

This assignment requires you to interview a general education teacher, not a special education teacher, who currently is providing services for students with special needs in their classroom, Kindergarten -12 th grade. If the teacher does not currently service students with special needs in their K-12 classroom, no credit will be given for your interview. Each student will conduct an interview via telephone, Skype, email or in person (dress professionally) with a general education teacher using the General Education Teacher Template which can be found in BbLearn in the “General Education Teacher Interview” folder found on the Course Content page. Failure to use the General Education Teacher Interview Template will result in no credit for this assignment.

Be sure to include all of the contact information on the General Education Teacher Interview as no credit will be given if any of the contact information is not complete. Students are also required to connect three (3) of the questions to the text and to personal experience using page numbers in the boxes on the General Education Teacher Interview titled, “Expansion # (One), Expansion #(Two), Expansion # (Three)”. Although, an “Expansion” box is located after each question on the Teacher Interview Template, you are only required to complete three (3) expansions. Remember these are expansions to the reading and your personal experience and not an extra question you ask the teacher. All Answers to the questions and expansions should be in a complete and polished form for credit.

It is the student’s responsibility to schedule and complete the interview and summarize the teacher’s responses. You may interview a general education teacher you know, or someone you met in a previous class, but it must be someone currently teaching general education, not special education in a K-12 classroom.

This assignment must be posted in the BbLearn Discussion Board as an attachment in the discussion titled, “General Education Teacher Interview” for credit. Post as an “attachment” in BbLearn. Do not cut and paste this assignment as no credit will be given if it is not posted as an attachment.

Your partner is depending on your faithful adherence to the timeline of this assignment, so PLEASE be mindful of the due date.

As you schedule your interview, please keep in mind that teachers are very busy, and they may not respond to an email or phone message as quickly as you want, so plan your time well in advance. You should schedule your General Education Teacher Interview as soon as possible.

Please see the Grading Rubric in BbLearn to see how you will be evaluated for this assignment.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

7. Evaluation of Partner’s General Education Teacher Interview (100 points) (BbLearn)

Students will be partnered with a peer (or peers) in the class. Partners will evaluate each other’s General Education Teacher Interview according to the General Education Teacher Interview Rubric found in the General Education Teacher Interview folder on the Course Content page. The list of partner’s will be posted in the General Education Teacher Interview folder around Mid-term.

Evaluations must reflect a serious, professional, and thoughtful reading of your partner’s teacher interview.

You are not required to edit your partner's work. Simply score it and provide feedback.While suggestions for improvement are invited and encouraged, please be mindful of the tone of your response to your colleague. If you have questions about your partner’s teacher interview, use Vandalmail, and/or the appropriate discussion board to ask your partner(s) for clarification. An honest and thoughtful question may lead to an improvement in the teacher interview or the answer to your question may provide you a new way to approach your own instruction in the future.

Special Note: You must use and post the completed General Education Teacher Rubric (as an attachment) if you expect to earn credit for this assignment.

Using the “Reply” button in the discussion where you found your partner’s teacher interview, post the completed General Education Teacher Interview Rubric as an attachment to your reply. The rubric is provided in both PDF and Word format for your convenience.

Students who complete and post the General Education Teacher Interview Rubric and whose evaluations appear to reflect a serious, professional, and thoughtful reading of the lesson plan will receive full credit for this assignment.

Students who do not complete and post the General Education Teacher Interview Rubric for their partner(s) and whose evaluations appear superficial, less than professional, or less than thoughtful will receive no points for this assignment.

Part of becoming a professional educator is learning how to evaluate the work of others according to specific criteria. For this assignment, the “General Education Teacher Interview Rubric” contains the specific criteria you are required to use to evaluate your partner’s teacher interview.

The purpose of this assignment is threefold: 1) to allow your partner to have an outside reader of her or his work before final submission to TaskStream; 2) to provide you with the opportunity to see another teacher interview before you submit your own teacher interview to TaskStream; and, 3) provide an opportunity to revise your teacher interview to better fit the General Education Teacher Interview Rubric prior to final submission to TaskStream.

To complete this assignment, do the following:

Post your own teacher interview to the General Education Teacher Interview Discussion as stated in assignment number five (5) above by the due date;

Find your partner’s or partners’ teacher interview(s) in the same General Education Teacher Interview Discussion;

Complete the “General Education Teacher Interview Rubric” to evaluate your partner’s teacher interview as described above; and,

Using the “Reply” button in the discussion where you found your partner’s teacher interview, attach the completed “General Education Teacher Interview Rubric” for your partner’s reading pleasure.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

8. Posting your Final Teacher Interview in TaskStream (200 points) (TaskStream)

All students are required to maintain a current TaskStream account. Students are required to post the final, revised General Education Teacher Interview to TaskStream by the appropriate due date. Even though TaskStream will allow students to post after the due date, no credit will be given if you have not completed this assignment by the due date.

Failure to post the final General Education Teacher Interview to TaskStream will result in the loss of all points for this assignment, even though the student may have posted the lesson plan to the appropriate General Education Teacher Interview Discussion in BbLearn.

Information regarding how to access TaskStream is posted on the Bb Learn content page.

Special Note: Be sure to click on “submit” in TaskStream after you have attached your Teacher Interview. Instructions for accessing TaskStream are on the Course Content page. Additionally, if you have difficulty signing onto TaskStream you can call them directly at 800-311-5656. They are very helpful!

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

9. Mid-Term Teacher Education Dispositions (50 points) (TaskStream)

Students in EDSP 300 are required to self-assess their progress toward the Teacher Education Dispositions at Mid-Term in the semester.

To do so, students must access their accounts in TaskStream. Go to EDSP 300 in TaskStream, and complete the Mid-Term Dispositions by the dates and time specified in the Course Schedule Overview.

To earn full credit for this assignment, you must complete it by the due date specified in the Course Schedule Overview found in this syllabus and posted to the course content menu. Even though TaskStream will allow students to post after the due date, no credit will be given if you have not completed this assignment by the due date.

Information regarding how to access TaskStream accounts is on the Course Content page in BbLearn.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

10. Exams: (400 points) (Blackboard)

Students will complete four (4) examinations in this course. The four examinations will consist of questions drawn from the study guides and the course text. Once you open the exam through BbLearn, you must complete the exam in the time allotted. Each exam will consist of 40 questions valued at 2.5 per question, and you will have approximately 40 minutes to complete each exam. Since students are expected to know the content before taking the exam, study guides are provided for your success. To access the study guides see the Course Tool bar on the left side of the BbLearn course.

1. Exam One – Chapters 1, 2, 3 and 4 (100 points)2. Exam Two – Chapters 5, 6, 7 and 8 (100 points)3. Exam Three – Chapters 9, 10, 11 and 12 (100 points)4. Exam Four – Chapters 13, 14 and 15 (100 points)

Each exam will be available to students on the first day of class, but will close on the dates and times in the Course Schedule Overview. Do not open the exam until you are ready to take the exam, as once you begin the exam you must finish the exam. Students are cautioned to complete all readings and to use the text to answer all of the questions on the study guide provided with each exam before attempting the exams.

The exam questions are in order by chapters; however, the questions are not in order, but randomized. This means that the first ten questions are from chapter one, but the questions are any of the questions on the study guide for chapter one. The next set of ten questions is from chapter two, and the questions are any of the questions from chapter two on the study guide and so on for all chapters and all exams.

I believe that exams should be used as a leaning tool; Therefore, I have provided study guides for each exam. I believe there should be no surprises on exams. Students should know exactly what they are being assessed on in this class. Sometimes errors can be found on exam questions. Although, I believe all or most errors have been corrected for this class, if you find an error, please don’t panic. Just email me in BbLearn and I will take a look at the question. You can find the Study Guides in course menu in BbLearn.

NOTE: Additionally, you may take the exams as many times as you would like BEFORE the due date. The exam will not be offered after the due date. Additionally, only the LAST attempt will be saved, NOT the highest score. Exam answers will not be given under any circumstance.

Exam grades will be available after “all” students have taken the exam and final grades for the class are posted as stated on the university calendar. If you need additional information about your grades or your academic standing in this class, please contact me.

Please Note: Technical problems with the student’s internet connection, hardware, or software will not result in opportunities to access the exam or to take the exam over after the due date. I recommend that students not wait until the last day to take exams.

Study Guides

The completion of Study Guides is optional and Study Guides are only available for your benefit. Study guides are provided to students for each of the four exams and should be thought of as take home exams. Since

actual exams are a sampling of the study guides; answers to the study guides will not be given to students under any circumstance. Since many of the questions on the study guides are conceptual and not simply factual, students are encouraged not to scan the text for answers as this will lead to many inaccurate answers. Students are encouraged to read the text, form study groups and study sessions in order to accurately complete the study guides.

Students may use their text and study guides during an exam.

Since a complete study guide is provided for each exam, students are expected to be able to quickly read, recognize, and answer exam questions. Each exam is specifically designed to preclude students having time to read the questions and search for answers in their textbook while the exam is open. Students are expected to know the material well before opening the exam.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

11. Final Teacher Education Dispositions (50 Points) (TaskStream)

Students in EDSP 300 are required to self-assess their progress toward the Teacher Education Dispositions at the end of the semester.

To do so, students must access their accounts in TaskStream. Go to EDSP 300 in TaskStream, and complete the Final Dispositions by the dates and time specified in the Course Schedule Overview.

To earn full credit for this assignment, students must complete it by the due date specified in the Course Schedule Overview found in this syllabus and posted in the course menu in BbLearn.

Information regarding how to access TaskStream accounts is posted to the BbLearn Homepage.

Be sure to complete The Final Disposition by the dates and times specified in the Course Schedule Overview. Even though TaskStream will allow students to post after the due date, no credit will be given if you have not completed this assignment by the due date.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

Incompletes:

University policy permits incompletes only if, in the final three weeks of the semester, a student is unable to complete his/her work because of illness (a doctors’ note is required) or extreme personal hardship. This does not include being overwhelmed with assignments and so unable to meet deadlines. Please organize your time accordingly.

Field Work

Students are required to conduct a General Education Teacher Interview to gain knowledge of best practice concerning the referral process, area of assessment, program planning, and placement of students with special education needs.

Grading Policy

Course grades:Your grade for EDSP 300 will be determined by the degree to which you successfully complete the following:

1. Syllabus Quiz (BbLearn) 100 points2. Auto-Biographical Sketch (BbLearn) 50 points3. Obtain a TaskStream Account 50 points4. Initial Response to Readings (BbLearn) 200 points5. Response to Peers’ Responses to Assigned Readings (BbLearn) 200 points6. General Education Teacher Interview (BbLearn) 200 points7. Evaluation of Partner’s Teacher Interview (BbLearn) 100 points8. Final Teacher Interview (TaskStream) 200 points 9. Mid-Term Disposition Assessment (TaskStream) 50 points10. Exams (BbLearn) 400 points11. Final Disposition (TaskStream) 50 points

Total Possible Points = 1600

Final course grades will be reported to the registrar as follows:

1600 - 1440 = A 1439 - 1280 = B1279 - 1120 = C1119 - 960 = DBelow 960 = F

Grades are reported after the due date of the assignments and exams.

Course Schedule Overview:

Week 1: June 10 (8:00 AM) – June 16 (11:30 PM)1. Syllabus Quiz due in BbLearn by Thursday, June 13, @ 11:30 PM

2. Autobiographical Sketch due in BbLearn Thursday, June 13, @ 11:30 PM

3. Obtain TaskStream account by Thursday, June 13, @ 11:30 PM

4. Post Initial Response to Chapters 1, 2, 3, & 4 due in BbLearn by Thursday, June 13, @ 11:30 PM

5. Schedule Teacher Interview with a General Education Teacher

6. Post Response to at least 2 peers’ Chapters 1, 2, 3, & 4 due in BbLearn by Sunday, June 16, @ 11:30 PM 7. Complete Study Guide for Chapters 1 – 4 before attempting Exam One

8. Exam One due in BbLearn by Sunday, June 16, @ 11:30 PM

Week 2: June 17 (8:00 AM) – June 23 (11:30 PM)

1. Post Initial Response to Chapters 5, 6, 7, & 8 due in BbLearn by Thursday, June 20 @ 11:30 PM

2. Post Response to at least 2 peers’ Chapters 5, 6, 7, & 8 due in BbLearn by Thursday, June 20 @ 11:30 PM

3. Complete Teacher Interview due in BbLearn by Thursday, June 20 @ 11:30 PM

4. Complete Mid-Semester Disposition in TaskStream by Thursday, June 20 @ 11:30 PM

5. Complete Study Guide for Chapters 5 – 8 before attempting Exam Two

6. Exam Two due in BbLearn by Sunday, June 23 @11:30 PM

Week 3: June 24 (8:00 AM) – June 30 (11:30 PM)

1. Post Initial Response to Chapters 9, 10, 11, & 12 due in BbLearn by Thursday, June 27 @ 11:30 PM

2. Evaluation of Partner’s Teacher Interview due in BbLearn by Thursday, June 27 @ 11:30 PM

3. Post Response to at least 2 peers’ Chapters 9, 10, 11, & 12 due in BbLearn by Sunday, June 30 @ 11:30 PM

4. Complete Study Guide for Chapters 9 – 12 before attempting Exam Three

5. Exam Three due in BbLearn by Sunday, June 30 @ 11:30 PM

Week 4: July 1 (8:00 AM) – July 5 (11:30 PM)

1. Post Initial Response to Chapters 13, 14, & 15 due in BbLearn by Wednesday, July 3 @ 11:30 PM

2. Post Response to at least 2 peers’ Chapters 13, 14, &15 due in BbLearn by Friday, July 5 @ 11:30 PM

3. Complete Study Guide for Chapters 13 – 15 before attempting Exam Four

4. Exam Four due in BbLearn by Friday, July 5 @ 11:30 PM

5. Final Teacher Interview due in TaskStream by Friday, July 5 @ 11:30 PM

6. Complete Final Disposition due in TaskStream by Friday, July 5 @ 11:30 PM

7. Final grades will be posted by August 6 @ Noon

Academic Integrity

The University of Idaho has as one of its core values the ideal of academic honesty and integrity. University of Idaho students live and work in a collegiate community which emphasizes their responsibility for helping to determine and enforce appropriately high standards of academic conduct. The faculty of the University of Idaho expects all students to adhere to the highest standards of academic honesty, and to refrain from any action which infringes upon academic freedom of other

members of the academic community. Please refer to the University of Idaho - Student Code of Conduct Article II-Academic Honesty.

University of Idaho Classroom Learning Civility Clause

In any environment in which people gather to learn, it is essential that all members feel as free and safe as possible in their participation. To this end, it is expected that everyone in this course will be treated with mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests, and teaching assistants) will be respectful and civil to one another in discussion, in action, in teaching, and in learning.

Should you feel our classroom interactions do not reflect an environment of civility and respect, you are encouraged to meet with your instructor during office hours to discuss your concern. Additional resources for expression of concern or requesting support include the Dean of Students office and staff (5-6757), the UI Counseling & Testing Center’s confidential services (5-6716), or the UI Office of Human Rights, Access, & Inclusion (5-4285).

University of Idaho (UI) Nondiscrimination Policy

It is UI policy to prohibit and eliminate discrimination on the basis of race, color, national origin, religion, sex, sexual orientation and gender identity/expression, age, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities, and includes, but is not limited to, applications, admissions, access to programs and services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of 1964, title IX of the Educational Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veterans' Readjustment Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in Employment Act Amendments of 1978, the Americans with Disabilities Act of 1990, the Civil Rights Act of 1991, other federal and state statutes and regulations, and university commitments (see Faculty Staff Handbook (FSH) 3060). Sexual harassment violates state and federal law and policies of the Board of Regents, and is expressly prohibited, as stated in FSH 3220. The University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH 3215. The entire FSH can be accessed online at http://www.webs.uidaho.edu/fsh. Questions or concerns about the content and application of these laws, regulations or University policy may be directed to: the Office of Human Rights, Access & Inclusion (208-885-4285); Regional Office for Civil Rights, U.S. Department of Education in Seattle (206-220-7900); Equal Employment Opportunity Commission, Seattle District Office (206-220-6883); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of Labor in San Francisco (415-848-6969). Complaints about discrimination or harassment should be brought to the attention of the Office of Human Rights, Access & Inclusion (885-4285). Retaliation for bringing forward a complaint is prohibited by FSH 3810.

Library Resources (On Campus Classes)

As a UI student, you not only have access to valuable print and electronic resources from the university's library, but you also have the ability to set up a personalized reference appointment with one of the librarians. If you have assignments or research questions and aren’t sure how to make the most of library resources, feel free to contact the College of Education liaison librarian with questions: Rami Attebury, 885-2503, rattebur@uidaho.edu. As always, you may also stop by the reference desk anytime Monday to Thursday 9 to 9, Friday 9 to 5, and Sunday 1-9, 208-885-6584, or visit http://www.lib.uidaho.edu for email or IM assistance.

Library Resources (Distance Education/Centers Classes)

As a UI student from outside of Moscow, you have access to valuable electronic and print resources from the university's library. To learn more about using library resources from a distance, visit the library’s Off-Campus Access webpage at http://www.lib.uidaho.edu/offcampus/index.html. Live reference/research assistance is available Monday to Thursday 9 a.m. to 9 p.m., Friday 9 a.m. to 5 p.m., and Sunday 1 to 9 p.m. Just call 208-885-6584, email libref@uidaho.edu, text 208-856-0814, or IM from http://www.lib.uidaho.edu. In addition, please feel free to contact the College of Education liaison librarian, Rami Attebury, directly at 208-885-2503 or rattebur@uidaho.edu.