Take your Administration of Special Educational Services course online today!
Home / FAQs / Online Degrees / Certificate Courses / Admission Policies / Class Rooms / Request Info.
Canyon College



COURSE SYLLABUS: Administration of Special Educational Services

Course Title:	ED552 - Administration of Special Educational Services
Department:	Education
Instructor:	Charles Oseji, EdD, EdS, MPA, BS, E-Mail -- Vita

REQUIRED TEXTS:  Online Bookstore

Heward, W. L. (2006). Exceptional Children: An introduction to special education, 8th edition. Prentice Hall, New Jersey 07458
ISBN-13: 9780131191709 ISBN: 0131191705

INTRODUCTION:

With the passage of the Education for All Handicapped Children Act (P. L. 94-142) in 1975, congress declared that all children with disabilities have the right to education in the most appropriate setting (also known as “the least restrictive environment”). Now, identified as the individuals with Disabilities Education Act (idea), this law requires that each child with disabilities receive a free appropriate public education (FAPE). Regular educators must be knowledgeable about the individual needs of special students placed in their classrooms as well as their rights and the rights of their parents. Regular educators must be able to choose, adapt and modify materials and methods to maximize the educational growth of students with special needs. This course is designed to provide in-service regular classroom personnel with a background on IDEA, specific exceptionalities and instructional methods which have been proven effective in meeting the individual needs of children with disabilities in regular classrooms.

OBJECTIVES:

At the completion of this course, participants should be able to:

1. Demonstrate an understanding of the philosophy of special education that led to the passage of P.L.94-124;
2. Identify the major principles of IDEA and explain the specific regulations pertaining to each principle;
3. identify the characteristics of children with special needs;
4. understand several methods of systematic observation used to asses academic and social behavior;
5. given information about a child, indicate and explain the type of educational placement needed;
6. know a variety of community based facilities for children with disabilities;
7. know a variety of community services available for children with disabilities and their families; and
8. know when to refer a student for evaluations for special education service.

ASSIGNMENTS:

All assignments must be typed, double-spaced and written in appropriate APA format style. Assignments should be free from spelling and grammatical errors and be a representation of graduate academic work. All work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Students are referred to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format.

Students are encouraged to integrate professional as well as personal experiences in all of their assignments.

Feel free to consult with other students who are taking the course. However, all work must be your own work. Do not plagiarize from your text or any other source. Students are referred to pages 349-350 in the Publication Manual of the American Psychological Association, 5th Edition for a more complete discussion of plagiarism.

Week One:

Read Chapter 1: The Purpose and Promise of Special Education

Read Chapter 2: Planning and Providing Special Education Services

Read Chapter 3: Collaborating with Parents and Families in a culturally and Linguistically Diverse Society

E-mail instructor your contact information such as: e-mail address and a brief introduction biography

Write a 3-page journal of your readings.
Submit the assignment to the instructor.

Week Two:

Read Chapter 4: Mental Retardation

Read Chapter 5: Learning Disabilities

Research and describe in a 2-3 page paper, what are public policies affecting the provision of services to special education students (Use APA style for supporting references).

Submit the assignment to the instructor.

Week Three:

Read Chapter 8: Communication Disorders

Write a 2-page journal about your reading

Analysis Report:

Submit a two-page analysis of chapter 8 (APA format when referencing materials).

Weeks Four through Eight:

Read Chapters 11: Physical Disabilities, Health Impairments, and ADHD.

What are current issues in special education? (Online: Type in LD online, read as many links as you can and respond in not less than 10 pages, APA Style)

Note: Not less than 10 reference entries, APA Format.

This is due on week eight

Grading / Assessment:

Week 1 Journal	10 pts
Week 2 Research	30 pts
Week 3 Journal	10 pts
Week 8 Research	50 pts
Total Points	100 pts

**** Late assignments will receive a letter grade reduction each week until submitted. ****

A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 0 - 59
I = Incomplete (Refer to Canyon College Academic Policy)

Just A few notes

This is an 8-week, blended, graduate level course. The course is divided into topics that are designed to provoke thought and discussion regarding key issues in Special Educational

Students proceed through the topics at their own pace, working with their instructor and interacting with instructor via e-mail.

* This syllabus is subject to change at the discretion of the instructor.

ACADEMIC REQUIREMENTS:

All students are expected to "attend" the course by completing all course assignments in an academic manner and with complete preparation.
Grammar, punctuation, spelling and overall composition will be including in the grading of all assignments.
Students are required to complete each Module within a two-week time frame. At the student's request, and successful completion of a module in less than one week, the instructor will provide students with subsequent units of homework in advance.
Plagiarism will not be tolerated.

METHOD OF INSTRUCTION:

This is a distance-learning course offered through Canyon College and this class is a partially self-paced program in that you may complete a specific weeks work at anytime during that week time frame, it is essential that the student review all available materials (if applicable) located in the text, lecture notes, classroom, e-mail, and syllabus. Module expected time of completion is approximately 2 weeks to complete. This is an 8-week course* depending on student completion, some may finish earlier. Enjoy it.