This course introduces students to educating students with exceptionalities. It covers theoretical issues, research, and clinical practices for individuals with exceptionalities. The course objectives are to understand characteristics of different exceptionalities, laws pertaining to special education, how biological and environmental factors influence development, and strategies for modifying instruction to meet student needs. Requirements include participating in class, completing readings, and assembling a portfolio on researching specific disabilities.

1. NIAGARA UNIVERSITY
DEPARTMENT OF EDUCATION
SPRING 2010
A. Course Number and Title
EDU 539: Educating Students with Exceptionalities
Thursdays 12:40-3:00
Adjunct Professor, Shelley McLaughlin, M.Ed.
Office Hours: Thursdays by appointment, shelleymclaughlin@mac.com
B. Number of Credits
Three (3) credit hours
C. Course Description and Objectives
This course will introduce theoretical issues, research, and clinical practice related to
individuals with exceptionalities and promote child development and learning for
ALL individuals with exceptionalities, including those at-risk. Readings, lectures and
class activities will be oriented towards a practical applied understanding of individuals
with exceptionalities. Through the activities of this course, you will:
• Know the etiology, identifying characteristics, range and complexity of different
exceptionalities, risk factors and their influences on development.
• Identify and discuss the psychological, social, and educational characteristics,
tests and related implications for each area.
• Discuss the various laws that pertain to this area.
• Understand how the interaction between biological and environmental factors
influences children’s development and learning.
• Recognize and respect individual differences in program planning and
implementation and develop sensitivity to and meet the needs of children with
different ability levels including those with exceptionalities and their families.
• Apply the CEC Standards to each area of exceptionalities.
• Make appropriate modifications for students with exceptionalities and incorporate
the principles of the RTI model into the modifications.
D. Course Requirements
1. READING OF TEXT: Kirk, Gallagher, Coleman and Anastasiow (2009), Educating Exceptional Children,
12th edition, Boston: Houghton Mifflin.Company. and CLASS PARICIPATION - class meetings will
incorporate lecture, discussion, and activities based on assigned readings. Class participation
will be evaluated for (1) evidence that you completed the readings for each class session, and
(2) thoughtfulness of your contributions (e.g., Are you on topic? Are your insights thoughtful
and reflective or peripheral and superficial? Do your contributions further discussion and
insights by building on comments of others and making ties across content?) (3) completion of
all outside of class assignments, and (4) the professionalism of your interactions with your
colleagues. All students are expected to participate in class discussions. This will count as
50% of your grade.

2. 2. PORTFOLIO ASSIGNMENT COMPLETION (see rubric attached to this syllabus). We
will work on this over the course of the semester. My hope is to engage you in a creative
approach to authoring a document that reflects your learning and your needs specific to
your discipline/subject area. Each week you can expect to add and revise what will be
your final portfolio project. This must be a digital project and it must include APA
references. This will count as 50% of your grade.
Grading and Evaluation
The College of Education requires that written assignments conform to the style used by
the American Psychological Association 6th edition (APA style). All assignments that I
request you to print must be submitted as typed, stapled hard copies, with double-
spacing, twelve-point Times font, and one-inch margins.
There are no time extensions for submitting drafts and/or the final copy of your Portfolio
Module. In extreme circumstances, at the discretion of the instructor, if late assignments
are accepted they will be downgraded in fairness to the other students.
This is the grade scale for this section of EDU 539:
% Grade % Grade
78-79 C+
94-100 A 74-77 C
90-93 A- 70-73 C-
88-89 B+ 68-69 D+
84-87 B 64-67 D
80-83 B- Below or at 63 F
An A+ is earned by students who show exceptional participation, preparation and
understanding of the material. This grade is given at the sole discretion of the instructor.
Attendance
Attendance is considered an indicator of professional commitment and responsibility. You are
expected to attend all class meetings on time. You will be graded on your participation,
commitment to learning and sharing with others, and performance on quizzes/reflections every
week. If you miss class, you will be required to complete an alternate assignment on your own
time. Only in extreme circumstances, at the discretion of the instructor, will late work be
accepted.
Plagiarism/Academic Honesty
“The integrity of an academic community necessitates the full and correct citation of ideas,
methodologies, and research findings to the appropriate source. This is necessary to protect the
original work, whether it is found in reference material, other published matter, or unpublished
communication from faculty, other scholars, and fellow students. In addition, each student can
promote academic honesty by protecting his or her work from inappropriate use. Academic
honesty is essential to ensure the validity of the grading system and to maintain a high standard
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EDU 539/ Professor McLaughlin
Fall 2010 Syllabus

3. of academic excellence.” Please refer to Niagara University Undergraduate Catalog for complete
information regarding this policy.
Student Disclosure:
Candidates with disabilities who may need academic accommodations are encouraged to discuss
options with their professors during the first two weeks of class to ensure that appropriate
modifications are made. Please alert me as to the nature of the need and any accommodations
required.
Learning Center:
The Learning Center is designed to offer you assistance and is available to all students. More
information regarding support you may receive can be found in the Niagara University
Undergraduate Catalogue.
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EDU 539/ Professor McLaughlin
Fall 2010 Syllabus

4. EDU 539 SCHEDULE
There will be assigned reading from our text for each class meeting. By completing this reading
you will be able to participate in class discussion and approach quizzes with confidence.
SCHEDULE THR See Blackboard each week before Chapters in text that we will work with, review &
class to view powerpoint &
discuss during class. Come to class having read the
participate in Discussion Board
chapter and considered online materials that go with
our text.
Week One 1/21 Introduction
Week Two 1/28 1: Educating the Exceptional Child
2: Exceptional Children and Social Institutions: Schools,
Government, and The Courts
Week Three 2/4 3: Early Intervention: Supports and Services
Week Four 2/11 4: Children with Specific Learning Disabilities
9: Children with Gifts and Talents
Week Five 2/18 WINTER BREAK
Week Six 2/25 5: Children with Intellectual and Developmental
Disabilities
Week Seven 3/4 6: Children with Emotional and Behavioral Disorders
Week Eight 3/11 Midterm – on Chapters 1-6
Week Nine 3/18 To be prepared for class: See Powerpoint
1. Bring your six word
story
2. Watch Jane Elliot’s A
class divided (4 parts, on
YouTube)
3. Research you portfolio
disability and come to
class ready to share your
progress toward
answering the following
questions:
Week Ten 3/25 To be prepared for class: Scope and Sequence your dream class
Make 5 accommodations
IEPs - Go online and find
IEP workshop (introduction)
a copy of an IEP (blank)
IEP meeting role play
or perhaps specific to your
Hat Day Revisited – Who’s Who in special ed
school district. Copy it and
we will dissect in class
SCOPE and SEQUENCE:
Go online and find a copy
of an instructional
standard that relates to
your dream job (i.e. “I
want to teach 9th grade
Geometry and I have the
NYS standards for the
year, or a unit, or a week)
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EDU 539/ Professor McLaughlin
Fall 2010 Syllabus

5. Week Eleven 4/1 SPRING BREAK
Week Twelve 4/8 NO CLASS – THIS IS SEE NEXT WEEK’s WORK
YOUR DAY TO WORK
AS YOU WOULD LIKE
Week Thirteen 4/15 “Strategy Fair” THIS WILL LOOK AND FEEL LIKE A
Prepare media and CONFERENCE POSTER SESSION.
guiding questions for your DON’T KNOW WHAT THAT IS? Google and then
strategy – Just like let’s talk
Vermette’s Project
OF AN EVIDENCE
BASED STRATEGY
THAT YOU FOUND
INTERESTING,
DOABLE, TOO
COMPLEX YOU
WOULD NEVER TRY IT
Week Fourteen 4/22 Bring in your “exam” I WILL USE SPEED DATING AGAIN FOR THIS
about your disability. EXAM.
Share it with team and
among you select one
question per peson to add
into the test bank
Week Fifteen 4/29
5/6 Your Portfolio Handbook is Due, Your Grading
Sheet is Due to me (yes, you make it – I will provide
models to consider)
* See next page for University Portfolio Handbook Requirements
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EDU 539/ Professor McLaughlin
Fall 2010 Syllabus

6. EDU 539 PORTFOLIO REQUIREMENTS AS DEFINED BY THE COLLEGE OF EDUCATION
Exceptionality Research Handbook
The Individuals with Disabilities Education Act (IDEA) and other federal and state
legislation mandate that students with disabilities be educated in the least restrictive
environment. As such, more and more learners with exceptional needs are now placed in the
general education classroom with additional supports. General and special education teachers
need to be aware of the characteristics of each disability category so that they can help secure the
appropriate services and adjust their own practice to meet the needs of students with disabilities.
This assignment is intended to develop research skills to learn about disability categories,
patterns of development typical of these disabilities, and instructional strategies to enhance the
learning of students with these educational disabilities. Each candidate will research and create
a comprehensive handbook to address all disability categories (as outlined in our textbook) in an
easy-to-read format. The handbook will be divided into 9 sections and each candidate will be
responsible to research each disability category.
Each one-page section must include the following headings and descriptions: definition,
characteristics of the disability, accommodations and adaptations, working with families,
instructional strategies and scholarly citation(s). The last section of the handbook will include a
list of at least five professional and/or community groups/organizations that devote themselves to
individuals with disabilities. The handbook should be adaptable to all grade levels, inexpensive
and easy to create. The candidate can present his/her handbook in a variety of ways such as
digital website, traditional paper hard copy, a power point presentation with voice over, a spiral
bound pamphlet, etc. The information contained within the handbook should be entirely
research based.
The candidate will include specific information about each condition/disability:
 a definition of the specific condition/disability
 a list of characteristics of the particular condition/disability
 a review of how students with the condition/disability commonly differ from typical
human growth and development patterns
 a summary of instructional strategies including accommodations, modifications, and
assistive technologies that may assist a student with this condition/disability in making
educational progress
 a descriptor of a community, state, or national organization or agency that provides
assistance to individuals with the particular condition/disability and their families
* See next page for University Portfolio Handbook Rubric
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EDU 539/ Professor McLaughlin
Fall 2010 Syllabus

7. RUBRIC FOR EDU 539
Exceptionality Research Project
Standard 2 - Knowledge of Human Development and Learning AND
Standard 3 - Instructional Strategies for Diverse Learners
The candidate understands how children learn and develop and can provide learning opportunities that support their
intellectual, social and personal development.
The candidate understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Program Standards Unsatisfactory Satisfactory Exceptional
Development: The major research project The major research project The major research project
The candidate identifies provides little or no provides a brief description provides a comprehensive
how typical children learn description of the of how typical children and detailed description of
and develop and identifies development of typical develop and how a child typical development and
how children with children, nor does it clearly with this exceptionality how the development of a
exceptionalities differ in set out how a student with might differ. child with the
their development and this exceptionality would exceptionality might differ.
learning capabilities. differ.
Learning: The candidate The major research project The major research project The major research project
gives examples of does not provide examples identifies at least one identifies several
instructional of accommodations and modification and one accommodations and
accommodations and modifications. accommodation modifications to assist the
modifications that are appropriate for the student with an
necessary for student with The journal provides no exceptionality the exceptionality in the
exceptionalities to make description of candidate chose to study. classroom
educational progress. accommodations and
modifications for students The journal provides a brief The journal provides a
encountered in the field description of detailed description of
experience. accommodations or accommodations and
modifications for students modifications for students
encountered in the field encountered in the field
experience. experience.
Assistive Technology The major research project The major research project The major research project
Strategies: provides little or no provides brief identification provides a comprehensive
Candidates design effective research information information on one and detailed description of
learning environments (citations) concerning assistive technology device how assistive technologies
supported by technology assistive technology that might pertain to the can enhance instruction for
devices and how they can chosen exceptionality. a student with the
be used to enhance particular exceptionality.
instruction for a student
with the chosen The journal provides a brief The journal provides a
exceptionality. description of assistive detailed description of
technologies used by assistive technologies used
The journal provides no students in the field by students in the field
description of assistive experience. experience.
technologies used by
students in the field
experience.
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EDU 539/ Professor McLaughlin
Fall 2010 Syllabus

8. Standard 10 - Community Relationships
The candidate fosters relationships with school colleagues, parents and agencies in the larger community to support
students’ learning and well-being.
Community Relationships: The major research project The major research project The major research project
The candidate identifies does not provide a provides a brief description provides a detailed
and uses community description of the services of the services offered by description of the services
resources. offered by an agency or an agency or organization offered by an agency or
organization that provides that provides support to organization that provides
support to individuals with individuals with a particular support to individuals with
a particular exceptionality exceptionality and/or their a particular exceptionality
and/or their families. families. and/or their families.
General Program Expectations
Disposition The major research project The major research project The major research project
The candidate provides no description of provides a description of provides a comprehensive
demonstrates an federal or state laws federal and/or state laws and detailed description of
understanding of, and related to special related to special federal and state laws
compliance with, laws and education. education. related to special
policies at the local (e.g., education.
university, college,
program, etc.), state and
national level.
Disposition The major research project The major research project The major research project
The candidate and journal do not and journal demonstrate and journal demonstrate
demonstrates compassion demonstrate that the that the candidate focuses that the candidate focuses
for those experiencing candidate focuses on the on the abilities rather than on the abilities rather than
difficulty abilities rather than the disabilities of an the disabilities of an
disabilities of an exceptional learner with exceptional learner with
exceptional learner with the particular condition. the particular condition and
the particular condition. can serve as an advocate
for individuals with
disabilities in a variety of
settings.
Writing Conventions The major research project The major research project The major research project
The major research project and journal do not follow and journal generally and journal demonstrate
and journal follows standard writing follow standard writing outstanding execution of
standard writing conventions; do not use conventions, uses standard writing
conventions using appropriate grammar, appropriate grammar, conventions using
appropriate grammar, spelling, syntax, and voice. spelling syntax and voice. A appropriate grammar,
spelling, syntax and voice. Information is not limited number of spelling, syntax and voice.
APA style in citation and referenced appropriately. references and citations Multiple references are
referencing is accurately are correctly written and appropriately written and
used when appropriate. included when appropriate. are included throughout
the report.
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EDU 539/ Professor McLaughlin
Fall 2010 Syllabus