Sample Syllabus

Introduction to Special Education (Hybrid)

 
 
 
 
 
 

Introduction to Special Education

(Hybrid)
2 Semester Credits
Undergraduate and Graduate
Various Credentials  
 
 

iris.peabody.vanderbilt.edu • iriscenter.com

The  contents  of  this  document  were  developed  under  a  grant  from  the  U.S.  Department  of  Education,  H325E120002.  
However,  those  contents  do  not  necessarily  represent  the  policy  of  the  U.S.  Department  of  Education,  and  you  should  not  
assume  endorsement  by  the  Federal  Government.  Project  Officer,  Sarah  Allen.  091318    
 Sample Syllabus
Introduction to Special Education (Hybrid)
2 Semester Credits
Undergraduate and Graduate
Various Credentials

1. Syllabus Used in Course For: Education of Exceptional Individuals (Introduction to

Special Education).

• 2 semester credits
• Audience: Special Education teacher candidates for Mild/Moderate (K-12),
Severe (K-12), Early Childhood (birth to 5), Elementary Education teacher
candidates (preschool-8th grade), Secondary Education teacher candidates (7-
12th grade), Music Therapy candidates, Communication Disorders and Deaf
Education candidates (future audiologists, speech language therapists and
Deaf education teachers (preschool-12th grade).
• This course is for both undergraduate and graduate candidates. Grading
criteria are the same for both levels as this is a 4000 level course, not a 5000 or
6000 level course.

2. Instructor:

Note to User: Include contact information in this section.

Department:
Office:
Phone:
E-mail Address:
Office Hours:

3. Course Description: This is an introduction to special education, including

information regarding characteristics of individuals with exceptionalities, evidence-
based instructional strategies as well as legal policies in meeting students’ needs.
This course is structured in a hybrid format, which consists of both online and face-to-
face course sessions/activities.

4. Required Texts/Readings: Course reader, which includes articles from government-

funded web resources (e.g., What Works Clearinghouse, Center for Parent
Information and Resources, the IRIS Center [Information Briefs])

5. The University’s Conceptual Framework: This university is currently accredited by

the Teacher Education Accreditation Council (TEAC) which does not use a
conceptual framework.* However, the university does evaluate its teacher education
program by TEAC’s principles and standards for teacher education programs.

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 Specifically the courses are evaluated by Quality Principle I: Evidence of candidate
learning.

1.1 Subject matter knowledge

1.2 Pedagogical knowledge
1.3 Caring and effective teaching skills
1.4 Cross-cutting themes
1.4.1 Learning how to learn
1.4.2 Multicultural perspectives/accuracy
1.4.3 Technology

*In the next accreditation cycle, this university will transition to the merged
professional education accreditation body, the Council for the Accreditation of
Education Professionals (CAEP).

6. and 7. Standards of Effective Practice and Course Objectives

Note to User: Be sure to include your state’s special educator preparation standards
in the table below.

Upon completion of the course, the candidate will:

Course Objective CAEP CEC InTASC** TEAC

**
1. Demonstrate knowledge of the overview of 1.1 4,6,7 9,10 1.1
laws that govern special education.
2. Describe the role (including collaboration) 1.1 4,5,6 6,7,10 1.1
of each participant in the referral, ,7
assessment, and IEP process.
3. Describe the role of an educator with 1.1 4,6 9,10 1.1
Section 504, ADA, and ESSA.
4. Demonstrate understanding of creating 1.1 1,2 2,3 1.1
safe, inclusive, and culturally responsive 1.2 1.3,
learning environments for students with 1.4.2
exceptionalities.
5. Demonstrate knowledge of the definitions, 1.1 1,5 1,4,6,8 1.1
development, and individual differences of 1.2 1.3
individuals with exceptionalities identified 1.4.2
by IDEA.
6. Identify learning characteristics of students 1.2 1,5,6 1,7 1.1
with exceptionalities. 1.3
1.4.2
7. Demonstrate application of Multi-Tier 1.2 5,7 1,7 1.1
System of Supports (MTSS). 1.2
1.3
1.4.2

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 Course Objective CAEP CEC InTASC** TEAC
**
8. Determine evidence-based general and 1.1 3,5 7,8 1.1
specialized curricula to individualize 1.2 1.2
instruction for students with 1.3
exceptionalities. 1.4.2
9. Demonstrate understanding of how cultural 1.2 1,2,4 1,2,7 1.2
and linguistic differences of students with 1.3 ,6 1.3
exceptionalities should be considered in 1.4.2
minimizing bias in assessment.
10. Demonstrate understanding of how cultural 1.1 1,2,3 1,2,7,8 1.2
and linguistic differences of students with 1.2 ,6 1.3
exceptionalities should be considered in 1.3 1.4.2
selecting and adapting evidence-based 1.4
general and specialized curricula.
11. Demonstrate understanding of the variety 1.1 3,5 3,4,8,9, 1.2
of high technology and low technology 1.2 10 1.4.3
assistive technology devices available to 1.4
students with exceptionalities. 1.5
12. Demonstrate skills in collaborating with 1.2, 6,7 1,3,9,10 1.3
parents and families to meet the needs of 1.4 1.4.2
individuals with exceptionalities including
those with cultural and linguistic
differences.
13. Demonstrate knowledge of the process to 1.2 1,2,6 1,3,4,5, 1.1
assist students with exceptionalities 1.4 ,7 10 1.2
transition to adulthood. 1.3
1.4.2
** Council for Exceptional Children (CEC); the Interstate Teacher Assessment and
Support Consortium (InTASC)

8. Instructional Strategies: This course is structured in a hybrid format, which consists

of both online and face-to-face course sessions/activities. Online activities are
designed to provide flexibility for candidates. Live sessions are important components
of the course and provide opportunities for interactions with instructors, guest
lecturers, and peers. A wide variety of instructional strategies are implemented.
Candidates are required to:
a. reflect on readings
b. participate in simulations
c. respond to videos
d. participate in group activities
e. interact during lectures
f. complete applied assignments (e.g., plan evidence-based
accommodations)
g. participate in case studies
h. complete selected IRIS Star Legacy Modules

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9. Diversity
Note to User: Be sure to include your university’s diversity statement here.
This university seeks to build a socially and intellectually vibrant campus community,
enhanced by the diversity of its faculty, staff, and students.

10. Course Requirements: Please check the course management system and
schedule for more detailed instructions as well as availability dates and due dates.
Assignments are due before class. Please note that no late assignments will be
accepted.

a. Disability Law: This case study looks at the special education laws, which
protect students with exceptionalities. These laws include the Individuals with
Disabilities Education Act (IDEA), Americans with Disabilities Act (ADA),
Section 504 of the Rehabilitation Act, and the Every Student Succeeds Act
(ESSA).

b. Classroom Activities: There are 10 unannounced activities throughout the

semester. These activities may include applications to guest lectures, videos,
hands-on activities, etc. One activity will be dropped to allow for illness, family
activities, weddings, missed alarms, etc. Candidate will NOT be able to make
up any classroom activities.

c. Reading Reflections: Candidates are required to reflect on the assigned

readings by answering multiple-choice questions, as well as one reflection
essay question. Each reflection is worth 5 points. Entries will be graded by the
thoroughness and thoughtfulness of the response. The essay should be
approximately ½ page in length. Please cite the reading appropriately.

Explanation and reflection means that the candidate may provide application
from personal experience, may give reasons for agreeing or disagreeing with
the reading, may discuss possible fears or goals, or may discuss specific
ways to apply strategies to future educational environments.

d. Syllabus Quiz: The information on this quiz will cover classroom and syllabus
policies.

e. Midterm & Final Exams: Each exam is worth 50 points. Study guides are
provided on the course management page. Each exam consists of multiple
choice, true/false, and matching questions.

f. IRIS Modules: The IRIS STAR Legacy Modules are to be completed in lieu
of class, students do not come to class on these days. The time usually spent
in class will be devoted to the completion of the Module. Refer to the course
schedule for dates. Materials to be used in the on-line sessions include
resources from the IRIS Center.

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11. Evaluation: Candidates may earn up to 410 points:

Assignment Points
Syllabus Quiz 10
Disability Law 20
IRIS Assignments (5 @ 24 points each) 120
In-Class Activities (10 @ 10 points each; drop one activity) 90
Reading Reflections (14 @ 5 points each submission) 70
Midterm Exam 50
Final Exam 50

Grades will be assigned according to the percentage of points earned. Grades will
not be rounded up.

Percentage Grade
94 - 100 A
90 – 93.99 A-
87 – 89.99 B+
83 – 86.99 B
80 – 82.99 B-
77 – 79.99 C+
73 – 76.99 C
70 – 72.99 C-
65 – 69.99 D+
60 – 64.99 D
Below 60 F

12. Class Schedule/Week at a Glance

Assignments
Week Class Topic Readings Due Dates
Session Due (Due at
beginning of
class)
Week Mon Introduction
1 Wed Special Education Overview H1, H3 • Syllabus Quiz
• Reading
Reflection 1
Week Mon Holiday
2 NO CLASS
Wed IDEA H5 – H12 • Reading
Reflection 2

5
 Assignments
Week Class Topic Readings Due Dates
Session Due (Due at
beginning of
class)
Week Mon Section 504 and ADA H13 – H15
3
Wed Planning/Providing SPED H16 • Disability Law
Services Case Study
• Reading
Reflection 3
Week Mon IEP Process H48
4 Wed Inclusion H2, H4 • Reading
Reflection 4
Week Mon IRIS: Classroom Diversity:
5 An Introduction to Student
Differences
IN LIEU OF CLASS
Wed Intellectual Disabilities A H17 • IRIS:
Classroom
Diversity
• Reading
Reflection 5
Week Mon Intellectual Disabilities B H18
6 Wed Intellectual Disabilities C H49, H50 • Reading
Reflection 6
Week Mon Learning Disabilities A H19
7 Wed IRIS: RTI (Part 1) • Reading
IN LIEU OF CLASS Reflection 7
Week Mon Learning Disabilities B H47 • IRIS: RTI (Part
8 1)
Wed Learning Disabilities C • Reading
Reflection 8
Week Mon Midterm Exam
9 Wed Emotional/Behavioral H22 • Reading
Disorders Reflection 9

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 Assignments
Week Class Topic Readings Due Dates
Session Due (Due at
beginning of
class)
Week Mon IRIS: Addressing
10 Disruptive Behaviors (Part
1)
IN LIEU OF CLASS
Wed Classroom Management H22 • IRIS:
Strategies Addressing
Disruptive
Behaviors (Part
1)
• Reading
Reflection 10
Week Mon Autism Spectrum Disorders H32
11 Wed ADHD H20, H21 • Reading
Reflection 11
Week Mon Communication Disorders H24
12 Wed IRIS: Instructional • Reading
Accommodations: Making Reflection 12
the Learning Environment
Accessible to Students w/
Visual Disabilities
IN LIEU OF CLASS
Week Mon Deafness/Hearing Loss H25 – • IRIS:
13 H29 Instructional
Accommodatio
ns
Wed Assistive Technology, H33 – • Reading
Physical Impairments, Other H46, H49, Reflection 13
Health Impairments H50
Week Mon IRIS: Collaborating with
14 Families
IN LIEU OF CLASS
Wed Holiday
NO CLASS
Week Mon Transition H51 • IRIS:
15 Collaborating
with Families
Wed Wrap-up • Reading
Reflection 14
Final FINAL EXAM

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13. Other Resources and Materials: IRIS Resources

IRIS STAR Legacy Modules

RTI (Part 1): An Overview. This Module outlines the differences between the
IQ-achievement discrepancy model and the response-to-intervention (RTI)
approach. It also offers a brief overview of each tier in the RTI model and
explains its benefits (est. completion time: 1 hour). This Module was developed in
collaboration with the Tennessee State Improvement Grant and the Tennessee
Department of Education.
https://iris.peabody.vanderbilt.edu/module/rti01-overview/
Classroom Diversity: An Introduction to Student Differences: This revision
of the Teaching and Learning in New Mexico: Considerations for Diverse Student
Populations Module offers a broad overview of how diversity (i.e., culture,
language, exceptionality, and socioeconomic status) affects learning and how
teachers can better meet the needs of all their students in their classes (est.
completion time: 1 hour).
http://www.iriscenter.com/module/div/
Collaborating with Families. Designed to help teachers build positive
relationships with families, this Module highlights the diversity of families and
addresses the factors that school personnel should understand about working
with the families of children with disabilities (est. completion time: 1 hour). This
Module was developed in collaboration with the PACER Center, Minneapolis,
Minnesota.
https://iris.peabody.vanderbilt.edu/module/fam/
Addressing Disruptive and Noncompliant Behavior (Part 1): Understanding
the Acting-Out Cycle. The first in a two-part series, this Module discusses
problem behavior in terms of the stages of the acting-out cycle and suggests
ways to respond to students in the cycle's different phases (est. completion time:
1 hour). When you have completed this module, be sure to learn more in
Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral
Interventions.
https://iris.peabody.vanderbilt.edu/module/bi1/
Instructional Accommodations: Making the Learning Environment
Accessible to Students with Visual Disabilities. This Module highlights tips for
modifying lessons and ways to make lessons accessible for students with
disabilities (est. completion time: 1.5 hours).
https://iris.peabody.vanderbilt.edu/module/v02-successsight/

8
 Extra Credit: Accommodations: Instructional and Testing Supports for
Students with Disabilities. This Module provides an overview of
accommodations for student with disabilities (est. completion time: 1 hour).
https://iris.peabody.vanderbilt.edu/module/acc/

Information Briefs

H10: Developmental Delay

http://www.parentcenterhub.org/dd/

H14: Comparison of the Individuals with Disabilities Education Act (IDEA

‘04), Section 504 of the Rehabilitation Act (Section 504), The Americans
with Disabilities Act (ADA), and The Elementary and Secondary Education
Act (also known as No Child Left Behind Act of 2001 – NCLB ‘01)
http://www.vtc.edu/sites/default/files/wysiwyg/PDFs/Student_Affairs/CAS/laws-
compare.pdf

H17: Intellectual Disabilities

http://www.parentcenterhub.org/intellectual/

H18: Down Syndrome

http://www.parentcenterhub.org/downsyndrome/

H19: Learning Disabilities

http://www.parentcenterhub.org/ld/

H21: Attention Deficit/Hyperactivity Disorder

http://www.parentcenterhub.org/adhd/

H23: Emotional Disturbance

http://www.parentcenterhub.org/emotionaldisturbance/

H24: Speech and Language Impairments

http://www.parentcenterhub.org/speechlanguage/

H25: Deafness and Hearing Loss

http://www.parentcenterhub.org/hearingloss/

H30: Visual Impairment, Including Blindness

http://www.parentcenterhub.org/visualimpairment/

H32: Autism/PDD: Autism Navigator

http://www.parentcenterhub.org/autism-navigator/

H34: Cerebral Palsy

http://www.parentcenterhub.org/cp/

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 H35: Spina Bifida
http://www.parentcenterhub.org/spinabifida/

H36: Epilepsy
http://www.parentcenterhub.org/epilepsy/

H42: Multiple Disabilities

http://www.parentcenterhub.org/multiple/

H43: Other Health Impairment

http://www.parentcenterhub.org/ohi/

H44: Deaf-Blindness
http://www.parentcenterhub.org/deafblindness/

H46: Traumatic Brain Injury

http://www.parentcenterhub.org/tbi/

14. Special Accommodations

Note to User: Be sure to include your university’s statement about special

accommodations/students with disabilities here.

Students with ADA-documented physical, sensory, emotional or medical impairments

may be eligible for reasonable accommodations. Veterans may also be eligible for
services. All accommodations are coordinated through the Disability Resource Center
(DRC) in Room xxx of the ___ Building, (xxx) xxx-xxxx voice, (xxx) xxx-xxxx TTY, or
toll free at 1(800) xxx-xxxx. Please contact the DRC as early in the semester as
possible. Alternate format materials (Braille, large print or digital) are available with
advance notice.

15. Other Course Policies

Student Code

Students need to adhere to student code by not interfering with the instruction or the
learning of other students. The instructor encourages that each student will actively
participate in class discussion.
Participation is defined as occasional verbal contributions to class
discussion/activity that extend and enhance group process. Participation is NOT
defined as merely attending class.
Courteous demeanor is defined as (1) arriving on time, (2) leaving at the scheduled
time and not before (unless the instructor is notified and has approved the request),
(3) listening (not talking) during lecture or class discussion, (4) ringing cell phones,
talking on cell phones, text messaging, surfing the internet on laptops, similar

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activities or other unrelated computer use during class time are not accepted in this
course, and (5) do not read the newspaper or other unrelated materials during
lecture.
If this becomes a problem by interfering with the instruction of the instructor and
interrupting the learning and listening of other students you may be asked to leave
the class.

Student Responsibilities

As members of the academic community at this university, students share

responsibility for its growth and continued well-being and for maintaining an
environment which encourages free inquiry and expression. Students are expected to
engage in reasonable and substantial preparation for their coursework, to follow
course and class guidelines as set forth in syllabi and as annunciated by their
instructors, and to complete all academic exercises with integrity. All interactions with
faculty members, staff members, and other students shall be conducted with
courtesy, civility, decency, and a concern for personal dignity. These responsibilities
are the foundation of the University’s Standards of Conduct (The Honor System – see
section V-3. Misconduct – see section V-3).

Academic Honesty

Please read through the Honor System Guidelines on the Course Content page
under Introduction & Policies. For more information, refer to
__________________________. Be aware that we use the following definitions:

According to the Merriam-Webster Online Dictionary, to "plagiarize" means

1) to steal and pass off (the ideas or words of another) as one's own.
2) to use (another's production) without crediting the source.
3) to commit literary theft.
4) to present as new and original an idea or product derived from an existing
source. In other words, plagiarism is an act of fraud. It involves both
stealing someone else's work and lying about it afterward.

The legitimacy of group work has become an issue in online classes. In the past
classes there have been situations in which group work could have been considered
cheating or plagiarism. “Legitimate” group work is defined as teacher-authorized
activity that takes advantage of consultation with your peers, providing you with
ideas, suggestions, and corrections, which you take into consideration in the
development of your unique and individual product.

Reading the text and writing answers to the study guide items, then working closely
with other students, comparing study guide answers, and attempting to resolve
different understandings is an excellent learning technique and is strongly
encouraged. However, failing to do the reading and memorizing answers that another

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student has written for the study guide is not legitimate group work; it is considered
cheating.

Drafting the assignments, then comparing specific aspects of your product to others’
and discussing teaching situations and SPED issues is legitimate and encouraged.
Copying someone else’s quizzes or assignments is not legitimate; it is considered
cheating. Completing the assignments as a group project is not legitimate; it is
considered cheating. You must make your own decisions about every detail of your
assignment.

Always, if you are unsure about boundaries of legitimate group work, please (1) ask
for clarification from the instructors, and (2) make full disclosure so that there is no
question about your intentions. We are very happy to talk about these boundaries
and work with you to maximize your learning and maintain individual accountability.

Students who violate the Academic Honesty Policy will be reported to the Student
Conduct Officer.

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