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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Legal and Historical Foundations in Special Education
EEND and MEDU-641

  • Template 2015
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/20/2020

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Includes the historical foundations, history of provision of services, major movements, current issues, and philosophical changes in general and special education. State, federal laws, litigation, policies, and administrative practices relevant to education and treatment of individuals with disabilities and their relation to learning and instruction will be examined.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Understand the forces that influence the development and provision of today’s special educational services for individuals with disabilities.

Serving the Community

Understand how to communicate the legal policies and regulations to parents and educators. Writing on a legal issue and highlighting the practical applications help understand the collaboration involved in special education and serve the community.

Finding Our Professional Selves

Understanding the foundations of special education will help in developing professionally. Papers written on history, legal issue and philosophy will help identify the foundations of special education and clarify own beliefs in special education process.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following (National Board for Professional Teaching Standards (NBPTS), Council for Exceptional Children (CEC) and Illinois Professional Teaching Standards (IPTS):

  1. Describe historical perspectives, legislative history, models, theories, and philosophies that provide the basis for general and special education practice. (NBPTS 2)
  2. Analyze current legislative regulations, policies, litigation, and ethical issues related to the provision of educational services, including: least restrictive environment, free and appropriate education, due process, assessment, discipline, transition, related services and assistive technology, to individuals with all types of disabilities. (NBPTS 2, IPTS 4F, CEC 2, 6)
  3. Describe the major provisions of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, Americans with Disabilities Act, the Family Education and Privacy Act, the No Child left Behind Act of 2001, and other federal and state laws affecting the education of students with disabilities. (NBPTS 2, IPTS 7N, CEC 6)
  4. Identify and explain the major principles of the IDEA. (NBPTS 2, IPTS 8I, 9B, CEC 6)
  5. Identify and explain the major litigation leading to the passage of the IDEA. (CEC 6)
  6. Discuss and evaluate the major court rulings on the IDEA. (NBPTS 2, IPTS 9F)
  7. Explain the rights and responsibilities of parents, students, teachers, and other professionals and schools as they relate to an individual’s learning needs and educational programs. (NBPTS 12, 14; IPTS 8I, 9B, 9F)
  8. Critically discuss and evaluate legal trends in special education. (CEC 6)
  9. Develop legally sound policies and procedures with respect to special education in accordance with the legislation and litigation. (IPTS 8I, 9B, CEC 6)
  10. Locate sources of information regarding legislation and litigation in special education. (CEC 6)
  11. Understand and explain issues and trends in special education across the life span, early childhood through adult services. (CEC 6)
  12. Examine legal mandates by tracing their historic roots and highlighting their implications in the classroom. (NBPTS 13, IPTS 6E, 9S, 9T, CEC 6)
  13. Examine historic roots of disabilities and trends in philosophy, treatment and education. (IPTS 6E, 9S, 9T)

Materials

Yell, M. (2016). The Law and Special Education. (loose-leaf with access). 5th ed.). Pearson Education Inc.

 

Assignments

Weekly Class Discussions: Students will be expected to engage in active, professional participation in discussions of legal mandates at federal and state level, case law and its applications. Students will also have case studies to read/discuss/review. Discussion should indicate active participation (see online discussion checklist).

Course Outcomes: 2, 5, 7, 8, 10, 11

Standards: NBPTS 2, 12, 14; IPTS 4, 7, 8, 9; CEC 2, 6

Chapter Quizzes: A multiple choice & true/false test, covering Chapters 1 to 14 in the textbook will be on Canvas. Each quiz can be taken multiple times. The purpose of the quiz is to ensure mastery of the content covered in each chapter. Each quiz requires a passing score of 80% and is worth 5 points each.

Course Outcomes: 3, 8, 10, 11, 13.

Standards: NBPTS 2; IPTS 6, 9; CEC 6

History of a Disability Paper: Research the history of a specific disability (of choice) from the beginning to the present. Develop a timeline using any online software and write a formal reflection paper on the history.

Course Outcomes: 3, 8, 10, 11, 13.

Standards: NBPTS 2; IPTS 6, 9; CEC 6

Legal Research Paper: A synthesis of at least five source articles/reports pertaining to the area of personal inquiry will be completed using the format provided. Synthesis should include an historical perspective for the issue, pertinent federal and state law policy, legal case precedent, and application of the issue at the district, building or classroom level.

Course Outcomes: 5, 7, 8, 9, 10, 11, 12, 13.

Standards: NBPTS 12, 13, 14; IPTS 6, 8, 9; CEC 6

Applied Project: Candidates will apply their legal knowledge and skills to create a practical training module for administrators or staff or parents (3 options). See options & descriptions online for the applied project.

Course Outcomes: 1, 2, 3, 4, 6, 7, 9.

Standards: NBPTS 2; IPTS 4, 7, 8, 9; CEC 2, 6.

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

Kochhar-Bryant, C. A., & Shaw, S., & Izzo, M. (2009). What every teacher should know about Transition and IDEA 2004. NJ: Pearson Education.

Rothstein, L.F. (2000). Special Education Law. New York, NY: Longman.

Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1415 et seq. (1997).

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).

Turnbull, H.R., & Turnbull, A.P. (1998). Free appropriate public education. Denver, CO: Love Pub. Company.

Turnbull, R., Huerta, N., & Stowe, M. (2006). The Individuals with Disabilities Education Act as amended in 2004. NJ: Pearson Education.

Wright, P. W. D. & Wright, P. D. (2015). Wrightslaw website. Retrieved from www.wrightslaw.com.

Yell, M. L., & Drasgow, E. (2005). No Child Left Behind: A guide for professionals. NJ: Pearson Education

Yell, M. L. (2006). The law and special education (2nd. Ed.) Upper Saddle River, NJ: Pearson/Merrill Education