Online
This is a survey course which presents the historical, philosophical and legal foundations (IFSP, IEP, 504 plan) of special education (birth to adulthood). The course analyzes topics that impact students from early childhood through high school. There will be a review of the Individuals with Disabilities Education Act. Students will discuss characteristics of individuals with disabilities as well as the diverse populations they belong to. This course is part of the Illinois Gateways to Opportunity Early Childhood Credential. A field experience component, with background check, is required of all students.
Course Alignment
General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:
- Responsibility
Student Learning Outcomes:
Students will examine the historical development of special education, disability rights legislation, and advocacy movements to understand how laws and policies shape equitable educational practice.
Aligned IPES:
- IPES.CC.1 – Historical and philosophical foundations
- IPES.IN.4 – Laws, rules, and policies
- IPES.PR.2 – Recognizing discriminatory or harmful policies
Aligned Assessments:
- Law Project
- Documentary analyses (Crip Camp, Hear and Now)
- Discussions
- Describe characteristics and educational implications of disabilities.
Students will identify and explain characteristics of high- and low-incidence disabilities, including how these differences affect learning, behavior, communication, and access to education from birth through age 22.
Aligned IPES:
- IPES.IN.3 – Instruction responsive to learner needs
- IPES.PR.1 – Reflection on assumptions and bias
Aligned Assessments:
- 13 Categories Review Project
- Discussions
- Field Experience
- Evaluate inclusive instructional practices and supports.
Students will analyze instructional adaptations, accommodations, modifications, assistive technologies, and service delivery models that promote access, inclusion, and engagement for learners with disabilities.
Aligned IPES:
- IPES.IN.3 – Aligning instruction to learner needs
- IPES.A.2 – Aligning assessment and instruction
- IPES.IN.4 – Legal compliance
Aligned Assessments:
- Field Experience
- 13 Categories Project
- Discussions
Explain the importance of early identification and intervention.
Students will describe methods of early identification, assessment, and early intervention, and explain the role of IEPs, IFSPs, and 504 Plans in supporting children and families.
Aligned IPES:
- IPES.IN.4 – Legal foundations
- IPES.CC.2 – Collaboration with families
- IPES.CC.7 – Community partnerships
Aligned Assessments:
- Discussions
- Family-focused assignments
- Field Experience
- Analyze the role of families and community partnerships.
Students will examine how families, educators, and community agencies collaborate to support children with disabilities and evaluate strategies that help families cope, advocate, and access services.
Aligned IPES:
- IPES.CC.2 – Culturally sustaining family collaboration
- IPES.CC.7 – Community partnerships
- IPES.PR.4 – Advocacy and professional growth
Aligned Assessments:
- Agency Flyer
- Family Coping Assessment
- Discussions
- Reflect on professional responsibility, equity, and inclusion.
Students will reflect on personal beliefs, biases, and ethical responsibilities related to disability, inclusion, and equity, and identify goals for future professional growth and advocacy.
Aligned IPES:
- IPES.PR.1 – Reflection on bias
- IPES.PR.4 – Professional growth and leadership
Aligned Assessments:
- Journals
- Field Experience Reflection
- Documentary responses
[JR1]Modalities of course offerings added.
IAI number added.
Student Learning Outcomes numbered.
Student Learning Outcomes connected to Topical Outline and Major Assessments.
Faculty Contact Information
Virtual: Monday, Tuesday, Wednesday 8 a.m. - 10 a.m.
By Appointment
Educational Experiences
- Kankakee Community College 2004-Present, Professor of Education
- Herscher High School 2000-2006, High School Social Studies, Coach
- Bourbonnais Township Park District 2001-2003, Preschool Teacher
- Illinois State University 1999, Undergraduate Teaching Assistant
- Kankakee School District 111 1998, Paraprofessional Educator
Degrees and Licenses
- MAE, Curriculum and Instruction
- BS History Education
- Master Online Teacher
- Professional Educator's License
- Teacher Leadership Endorsement
- Middle School Endorsement
- Paraprofessional Educator Endorsement
Course Information
At the end of this course, students will be able to:
- Analyze disability within historical, legal, and social contexts.
- Describe characteristics and educational implications of disabilities.
- Evaluate inclusive instructional practices and supports.
- Explain the importance of early identification and intervention.
- Analyze the role of families and community partnerships.
- Reflect on professional responsibility, equity, and inclusion.
| Week | Module | Topics, IPES and SLO | Assignment Descriptions |
| One, Two and Three | Module One | Understanding Exceptional Learners
IPES Alignment:
Historical and Legal Foundations of Special Education
IPES Alignment:
Identification, Early Intervention, and Individualized Planning
IPES Alignment:
Family Engagement, Environment, and Equity
IPES Alignment:
SLO: 1, 4, 5, 6 | By the end of this module, students will be able to:
Readings & Media
Documentary Focus Questions:
Discussion Forums
Project Option Pamphlet & Video Explanation:
Journal Reflection Prompt: IPES Alignment:
Assessment: Environmental Rating Scales & Family Engagement Students analyze Environmental Rating Scales and reflect on:
Vocabulary
|
| Weeks Four, Five and Six | Module Two | Understanding Learning Disabilities
IPES Alignment:
Types of Learning and Processing Disorders
IPES Alignment:
Educational Adaptations and Instructional Supports
IPES Alignment:
Family Support, Advocacy, and Coping
IPES Alignment:
Disability History, Rights, and Social Justice
IPES Alignment:
SLO: 1, 2, 3, 5, 6 | By the end of this module, students will be able to:
Learning Activities & Assessments Readings & Media
Documentary Focus Questions:
IPES Alignment:
Discussion Forums
IPES Alignment:
Assessment: Family Coping & Support Analysis Prompt IPES Alignment:
Vocabulary
|
| Weeks Seven, Eight and Nine | Module Three | Understanding Low-Incidence and Developmental Disabilities
IPES Alignment:
Emotional, Behavioral, and Communication Disorders
IPES Alignment:
Autism Spectrum and Sensory Disabilities
IPES Alignment:
Accommodations, Modifications, and Inclusive Supports
IPES Alignment:
Culture, Identity, and Disability
IPES Alignment:
SLO: 1, 2, 3, 5, 6 | By the end of this module, students will be able to:
Learning Activities & Assessments Readings & Media
Documentary
IPES Alignment:
Discussion Forums
IPES Alignment:
Prompt: IPES Alignment:
Vocabulary
|
| Weeks 12 and 13 |
| Summative Exam Research Topics in Special Education IDEA Disability Categories Discussion Special Education Category Exploration Discussion | |
| Weeks Fourteen, Fifteen and Sixteen | IPES.CC.7 – Community and school partnerships IPES.PR.1 – Reflection on beliefs and biases | Field Experience
|
Educating Exceptional Children. 15th Edition. Kirk, Gallagher, Anastasiow, and Coleman.
Supplemental Websites Used:
- Wrights Law http://www.wrightslaw.com/ (Links to an external site.) Wrights law is an interesting website that discusses court cases and laws that pertain to government legislation related to Special Education/individuals with exceptionalities.
- Response to Intervention https://www.youtube.com/watch?v=nkK1bT8ls0M This video link provides a basic description of Response to Intervention.
- Crip Camp https://www.youtube.com/watch?v=OFS8SpwioZ4 Crip Camp is a 2020 documentary that explains the origins of the 504 Plan and how a grassroots effort, tied to the Civil Rights movement, led to the laws and regulations related to special education.
- Hear and Now https://www.youtube.com/watch?v=j6LfG7dpK08&t=1367s Hear and Now is a 2007 documentary that tells the story of two individuals born deaf and their cochlear implant journey. The video describes the invention of the TTY machine and the St. Louis School for the Deaf.
- Temple Grandin https://www.youtube.com/watch?v=C8xaW84b7U8. Temple Grandin was nonverbal until the age of four. Today, she is a Professor of Animal Science at Colorado State University, and one of the leading authorities on livestock facility design, as well as an autism awareness advocate. She credits certain aspects of her autism, such as visual thinking and attention to detail, for helping her succeed.
Required Textbook: Educating Exceptional Children (15th Edition) by Kirk, Gallagher, Anastasiow, and Coleman.
Student Learning Outcomes:
Analyze[JR1] disability within historical, legal, and social contexts.
Students will examine the historical development of special education, disability rights legislation, and advocacy movements to understand how laws and policies shape equitable educational practice.
Aligned IPES:
- IPES.CC.1 – Historical and philosophical foundations
- IPES.IN.4 – Laws, rules, and policies
- IPES.PR.2 – Recognizing discriminatory or harmful policies
Aligned Assessments:
- Law Project
- Documentary analyses (Crip Camp, Hear and Now)
- Discussions
- Describe characteristics and educational implications of disabilities.
Students will identify and explain characteristics of high- and low-incidence disabilities, including how these differences affect learning, behavior, communication, and access to education from birth through age 22.
Aligned IPES:
- IPES.IN.3 – Instruction responsive to learner needs
- IPES.PR.1 – Reflection on assumptions and bias
Aligned Assessments:
- 13 Categories Review Project
- Discussions
- Field Experience
- Evaluate inclusive instructional practices and supports.
Students will analyze instructional adaptations, accommodations, modifications, assistive technologies, and service delivery models that promote access, inclusion, and engagement for learners with disabilities.
Aligned IPES:
- IPES.IN.3 – Aligning instruction to learner needs
- IPES.A.2 – Aligning assessment and instruction
- IPES.IN.4 – Legal compliance
Aligned Assessments:
- Field Experience
- 13 Categories Project
- Discussions
Explain the importance of early identification and intervention.
Students will describe methods of early identification, assessment, and early intervention, and explain the role of IEPs, IFSPs, and 504 Plans in supporting children and families.
Aligned IPES:
- IPES.IN.4 – Legal foundations
- IPES.CC.2 – Collaboration with families
- IPES.CC.7 – Community partnerships
Aligned Assessments:
- Discussions
- Family-focused assignments
- Field Experience
- Analyze the role of families and community partnerships.
Students will examine how families, educators, and community agencies collaborate to support children with disabilities and evaluate strategies that help families cope, advocate, and access services.
Aligned IPES:
- IPES.CC.2 – Culturally sustaining family collaboration
- IPES.CC.7 – Community partnerships
- IPES.PR.4 – Advocacy and professional growth
Aligned Assessments:
- Agency Flyer
- Family Coping Assessment
- Discussions
- Reflect on professional responsibility, equity, and inclusion.
Students will reflect on personal beliefs, biases, and ethical responsibilities related to disability, inclusion, and equity, and identify goals for future professional growth and advocacy.
Aligned IPES:
- IPES.PR.1 – Reflection on bias
- IPES.PR.4 – Professional growth and leadership
Aligned Assessments:
- Journals
- Field Experience Reflection
- Documentary responses
[JR1]Modalities of course offerings added.
IAI number added.
Student Learning Outcomes numbered.
Student Learning Outcomes connected to Topical Outline and Major Assessments.
IAI Education Panel Review
Overview of Major Course Assessments
Observation Component D5 Capstone projects or other
culminating assignments
Students complete 15 hours of
observation in a special
education setting ranging from
ECE to High School. Students
use comprehensive notes to
write a thoughtful reflection on
their experiences, connecting
classroom topics to the real-
world.
8I) understands the roles and the
importance of including students
with disabilities, as appropriate, and
all team members in planning
individualized education programs
(i.e., IEP, IFSP, Section 504 plan) for
students with disabilities
(NAEYC 5b)
Midterm/Final Exam D1 Course-embedded
assessment
D2 Student work samples from
tests and exams
Students complete a traditional
assessment that involves
matching, short answer and
multiple choice.
(NAEYC 3a, 4b)
(NAEYC 6b)
(NAEYC 5b)
Final Project D5 Capstone projects or other
culminating assignments
Students have 3 options.
1. Final Reflection (three
parts; reflection and
research components,
citations)
2. Video presentation (tri-
fold board, presentation,
handout)
3. Video interview with
special education
teacher/paraprofessional
8A) understands schools as
organizations within the larger
community context8B) understands
the collaborative process and the
skills necessary to initiate and carry
out that process;
8H) understands concerns of families
of students with disabilities and
knows appropriate strategies to
collaborate with students and their
EDUC 1833 The Exceptional Learner
IAI Education Panel Review
2023
families in addressing these concerns;
and
(NAEYC 4b, 6d)
(NAEYC 6b)
(NAEYC 1a, 1b; IPTS 1A, 1D)
(NAEYC 3a, 4b)
(NAEYC 4a, 4b, 4c; IPTS 3A)
Agency Flyer D5 Capstone projects or other
culminating assignments
Students research agencies in
Illinois that provide support for
families of those with
exceptionalities. After the
student has selected an agency
from the list provided, he/she
generates a flyer/published
document that includes the
mission statements, services
offered, contact information,
etc.
8A) understands schools as
organizations within the larger
community context 8B) understands
the collaborative process and the
skills necessary to initiate and carry
out that process;
NAEYC 4a, 4b, 4c; IPTS 3A
(NAEYC 2a, 2b, 2c; IPTS 8H)
Online Discussion Forums D2 Students participate in a variety
of discussion topics such as:
• Special education case
law (Wrightslaw, text)
(NAEYC 4b, 6d)
(NAEYC 6b)
(NAEYC 1a, 1b; IPTS 1A, 1D)
• The impact of the IEP on
student discipline
• How to help families cope
with issues related to the
diagnosis
(NAEYC 3a, 4b)
(NAEYC 4a, 4b, 4c; IPTS 3A)
Field Experience
Field Experience – 200 Points
(Hours: 100 points | Reflection: 100 points)
One of the major requirements for this course is the completion of 15 hours of field experience in a PK–12 educational setting. This field experience is designed to provide you with structured opportunities to connect course concepts to authentic professional practices and responsibilities.
Through coordination with the course instructor, you will be placed in local schools or educational environments where you will engage in purposeful analysis, and reflection on instructional practices, learning environments, and professional decision-making.
While in the field, you are expected to take detailed notes focused on, but not limited to:
- Instructional strategies and responsiveness to diverse learner needs
- Classroom management and learning environments
- Use of accommodations and inclusive practices
- Professional, legal, and ethical responsibilities
- Collaboration among educators, professionals, families, and the community
You will use these experiences to complete a reflective analysis that connects to course concepts and demonstrates your developing understanding of the teaching profession.
Field Experience Reflection
Your reflection should be a formal narrative written in third person, addressing the following:
- Discipline: Preventive strategies, types of misbehavior observed, and professional responses
- Inclusion: To what extent was the environment inclusive of all learners? Consider supports, placement (e.g., general education vs. self-contained), and equitable access
- Environment: Describe the physical setup and analyze how it impacted learning and interaction; include suggestions for improvement
- Teacher Support: What support did the professional receive (e.g., aides, specialists, administrators, nurses)?
- Instructional Emphasis: What was the primary focus of instruction during your field experience?
- Successes and Challenges: What worked well? What challenges did you notice?
- Routine Tasks: How did the professional manage responsibilities such as grading, planning, instruction, and assessment? Was work completed beyond the school day?
- Curricular Emphasis: Was there a particular curricular focus? How, if at all, was diversity reflected in the curriculum?
- Technology Use: What technologies were used (e.g., computers, tablets, interactive tools)? How did they support learning?
- Professional Reflection: How did this experience influence your perspective on pursuing a career in education? What strategies or practices do you plan to use in the future?
Paper Formatting Requirements
- Typed, double-spaced
- Times New Roman, 12-point font
- Page numbers included
- Title page including: your name, course title (e.g., EDUC 1713 or EDUC 1833), and field experience dates
- Written in third person (no “I” or “me”)
- Bold all relevant course terms (e.g., IEP, 504 Plan, accommodations, modifications, assistive technology, inclusion, classroom management, lesson planning, etc.)
- Do not use real names—refer to individuals as Professional A, Student A, etc.
Standards Introduced
IPES.IN.3 — Instruction aligned with learning goals and standards
IPES.IN.4 — Application of laws, rules, and policies
IPES.A.2 — Assessment alignment
IPES.CC.2 — Collaboration with families and professionals
IPES.CC.7 — Collaboration with community and school partners
IPES.PR.1 — Recognition of personal bias
IPES.PR.4 — Professional growth and reflection
SLO Alignment: 2, 3, 4, 5, 6
13 IDEA Disability Categories Review Project -Students examine the 13 Categories related to IDEA and select two to research providing overviews, common diagnosis and educational implications.
Standards Introduced
- IN.3 — Differentiated and accessible instruction
- IN.4 — Legal compliance in educational practice
- A.2 — Assessment-informed instructional planning
- CC.2 — Collaboration with families and specialists
- PR.1 — Reflective understanding of disability
Focus
- Disability characteristics and educational impact
- Evidence-based instructional supports
- Accessibility and inclusion
- Legal foundations of special education
SLO Alignment: 2, 3
Agency Flyer Project (Community Resource Application) - Illinois has a long list of agencies available to help those in need. Research an agency from the provided list and include the following details: mission, contact information, resources provided.
Standards Emphasized
- CC.2 — Family collaboration and support
- CC.7 — Community partnerships
- PR.4 — Advocacy and professional responsibility
Focus
- Community-based supports for learners with disabilities
- Family engagement and resource navigation
- Equity of access to services
- Professional collaboration beyond the classroom
SLO Alignment: 5
Discussion Participation and Summative Exams -Throughout the course, numerous topics related to Special Education are introduced via the discussion forums embedded in each module. Topic range from IEPs, 504 Plans, IFSP, to helping families cope, accommodations, modifications and law. Research, reflect and submit the various assignments posted in Canvas.
Standards Introduced
- IN.4 — Application of legal and policy knowledge
- CC.2 — Family and stakeholder collaboration
- CC.7 — Community engagement
- PR.1 — Reflective practice
- PR.2 — Recognition of inequitable policies
Focus
- Special education law and policy
- Individualized planning structures
- Early intervention and inclusive practice
- Assistive technology and instructional supports
- Professional reasoning and evidence-based decision-making
SLO Alignment: 1, 2, 3, 4, 5, 6
Assignment Breakdown
Discussions and Projects 200 points
Midterm and Final Exams 100 points
Field Experience 200 points
Total Possible Points: 500
Grading Scale
A = 90–100%
B = 80–89%
C = 70–79%
D = 60–69%
F = 59% and below
Core Assignments Used Throughout the Course
- Weekly/Module Discussions – Students respond to prompts on disability law, inclusive practices, family engagement, early intervention, and equity, using course readings and media.
- Journal Reflections – Short reflective writings focused on personal beliefs, bias, professional growth, and connections between course content and future teaching practice.
- Documentary Analyses – Guided responses to Crip Camp and Hear and Now that connect disability history, advocacy, civil rights, and educational access to current practice.
Major Projects / Culminating Assignments
- Field Experience Component (Capstone) – 15 hours of field experience in a special education setting with a reflective analysis connecting instructional practices, accommodations, legal requirements, family collaboration, and equity.
- 13 Categories Review Project – Research-based project on one IDEA disability category, including characteristics, instructional strategies, accommodations/modifications, and legal considerations.
- Agency Flyer Project – Creation of an informational flyer highlighting community or state agencies that support children with disabilities and their families.
Applied & Family-Focused Assignments
- Family Coping & Support Analysis – Written analysis of how schools and educators can support families of children with disabilities using research-based strategies.
- IEP/IFSP/504 Comparison Project – Pamphlet or short video explaining eligibility, purpose, services, and family roles in individualized plans.
- Environmental Rating Scales Analysis – Evaluation of learning environments with a focus on quality indicators, equity, and family engagement.
Assessments
- Midterm and Final Exams – Assess understanding of disability categories, legal frameworks (IDEA, Section 504, LRE, FAPE), instructional models, and inclusive practices.
Business, Technology & Human Services
Dean, Paul Carlson; 815-802-8858; V105; pcarlson@kcc.edu; Division Office – W102; 815-802-8650
Absences
Unexcused absences exceeding the course credit value will result in a final semester course grade reduction.
Criminal Background Check Information
It is the policy of Kankakee Community College to adhere to all policies of educational facilities with which the College affiliates for student field experiences. Some of the schools require criminal background checks for students enrolled in an education program.
Kankakee Community College has determined that prior to being assigned to a classroom field experience; the student must complete the prescribed criminal background check.
The student must sign a “Criminal Background Check Consent Form” provided by Kankakee Community College. The student is responsible for all costs incurred. Both requirements must be completed no later than two weeks prior to the student beginning his/her program. Students may be dropped from their course/program if this requirement is not completed. Arrest or conviction during the course may result in removal from the program.
Kankakee Community College will designate the companies selected to perform the background check. Kankakee Community College will also arrange to have results sent from the company to the college. Arrests or convictions during the semester may also result in the removal from the course. All reasonable efforts will be made to maintain the confidentially of results.
If you plan on completing the field experience with Kankakee School District 111, please see me! You may not obtain your background check from a local police department!
Mandated Reporter State law mandates that workers in certain professions must make reports if they have reasonable cause to suspect abuse or neglect. Mandated reporters include:
- Medical Personnel: Physicians, psychiatrists, surgeons, residents, interns, dentists, dentist hygienists, medical examiners, pathologists, osteopaths, coroners, Christian Science practitioners, chiropractors, podiatrists, registered and licensed practical nurses, emergency medical technicians, substance abuse treatment personnel, hospital administrators and other personnel involved in the examination, care or treatment of patients.
- School and Child Care Personnel: Teachers, school personnel, educational advocates assigned to a child pursuant to the School Code, truant officers, directors and staff assistants of day care centers and nursery schools, and childcare workers.
- Law Enforcement: Truant officers, probation officers, law enforcement officers, and field personnel of the Department of Corrections.
- State Agencies: Field personnel from the Departments of Children and Family Services, Public Health, Public Aid, Mental Health and Developmental Disabilities, Corrections, Human Rights, Rehabilitation Services. Also includes supervisors and administrators of general assistance under the Illinois Public Aid Code.
- Others: Social workers, social service administrators, substance abuse treatment personnel, domestic violence program personnel, crisis line or hotline personnel, foster parents, homemakers, recreational program or facility personnel, registered psychologists and assistants working under the direct supervision of a psychologist, members of the clergy.
Mandated reporters who make good faith reports have the same immunity from liability under the law as non-mandated reporters. However, a mandated reporter's failure to report suspected instances of child abuse or neglect to DCFS constitutes a Class A misdemeanor; simply reporting suspicions to a superior does not satisfy legal requirements.
Course Policies
Specifications for Written Materials
When working on paper assignments, students must remember to give credit where credit is due. Properly paraphrase and cite, using either the APA or MLA referencing style, everything that originates from the work of others. Use your own words when writing to demonstrate an understanding of the material. Only minimal use of direct quoting will be acceptable.
APA guidelines can be found at http://owl.english.purdue.edu/handouts/research/r_apa.html.
MLA guidelines can be found at http://owl.english.purdue.edu/owl/resource/557/01/.
Unexcused absences exceeding the course credit value will result in a final semester course grade reduction.
Course Deadlines
Course work is expected on the day it is due. Acceptance of late work is left up to the discretion of the instructor.
Participation
This is a college course, and as an adult you are responsible for your participation. In this course participation will be measured by the in-class discussions, projects, and various other instructional strategies. I will be looking at what input you provide to determine a portion of your grade.
Mandated Reporter
State law mandates that workers in certain professions must make reports if they have reasonable cause to suspect abuse or neglect. Mandated reporters include:
- Medical Personnel: Physicians, psychiatrists, surgeons, residents, interns, dentists, dentist hygienists, medical examiners, pathologists, osteopaths, coroners, Christian Science practitioners, chiropractors, podiatrists, registered and licensed practical nurses, emergency medical technicians, substance abuse treatment personnel, hospital administrators and other personnel involved in the examination, care or treatment of patients.
- School and Child Care Personnel: Teachers, school personnel, educational advocates assigned to a child pursuant to the School Code, truant officers, directors and staff assistants of day care centers and nursery schools, and childcare workers.
- Law Enforcement: Truant officers, probation officers, law enforcement officers, and field personnel of the Department of Corrections.
- State Agencies: Field personnel from the Departments of Children and Family Services, Public Health, Public Aid, Mental Health and Developmental Disabilities, Corrections, Human Rights, Rehabilitation Services. Also includes supervisors and administrators of general assistance under the Illinois Public Aid Code.
- Others: Social workers, social service administrators, substance abuse treatment personnel, domestic violence program personnel, crisis line or hotline personnel, foster parents, homemakers, recreational program or facility personnel, registered psychologists and assistants working under the direct supervision of a psychologist, members of the clergy.
Mandated reporters who make good faith reports have the same immunity from liability under the law as non-mandated reporters. However, a mandated reporter's failure to report suspected instances of child abuse or neglect to DCFS constitutes a Class A misdemeanor; simply reporting suspicions to a superior does not satisfy legal requirements.
Course Policies
Specifications for Written Materials
When working on paper assignments, students must remember to give credit where credit is due. Properly paraphrase and cite, using either the APA or MLA referencing style, everything that originates from the work of others. Use your own words when writing to demonstrate an understanding of the material. Only minimal use of direct quoting will be acceptable.
APA guidelines can be found at http://owl.english.purdue.edu/handouts/research/r_apa.html.
MLA guidelines can be found at http://owl.english.purdue.edu/owl/resource/557/01/.
Unexcused absences exceeding the course credit value will result in a final semester course grade reduction.
Course Deadlines
Course work is expected on the day it is due. Acceptance of late work is left up to the discretion of the instructor.
Participation
This is a college course, and as an adult you are responsible for your participation. In this course participation will be measured by the in-class discussions, projects, and various other instructional strategies. I will be looking at what input you provide to determine a portion of your grade.
Incompletes
Incompletes are designed to help a student who is successfully completing a course deal with a personal emergency that arises at the end of the semester. A grade of Incomplete will only be assigned in the case of emergencies such as a death in the immediate family or an illness which requires hospitalization. This is college policy. The student must currently have a passing grade and must still meet the attendance requirements of the course. Official documentation will be required to verify the validity of the student's need for an incomplete.
Incompletes will NOT be given in the case of vacation plans, job conflicts, apartment lease problems, social engagements, missing too many deadlines, or forgetting to take exams. If you need an incomplete, you must speak with me, provide the documentation, and fill out the required paperwork before final grades are due.
Academic Integrity
Academic integrity is a fundamental principle of collegial life and is essential to the credibility of the College's educational programs. Moreover, because grading may be competitive, students who misrepresent their academic work violate the right of their fellow students. The College, therefore, views any act of academic dishonesty as a serious offense requiring disciplinary measures, including course failure, suspension, and even expulsion from the College.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or other acts of academic dishonesty, plagiarism, and misrepresentation of data, falsification of academic records or documents and unauthorized access to computerized academic or administrative records or systems. Definitions of these violations may be found in the college catalog.
Plagiarism
Plagiarism is the presenting of others' ideas as if they were your own. When you write a paper, create a project, do a presentation or create anything original, it is assumed that all the work, except for that which is attributed to another author or creator, is your own. Plagiarism is considered a serious academic offense and may take the following forms:
1. Copying word-for-word from another source and not giving that source credit.
2. Paraphrasing the work of another and not giving that source credit.
3. Adopting a particularly apt phrase as your own
4. Using an image or a copy of an image without crediting its source
5. Paraphrasing someone else's line of thinking in the development of a topic as if it were your own.
6. Receiving excessive help from a friend or elsewhere or using another project as if it were your own.
The penalties for plagiarism are at minimum failure on the particular piece of work to failure in the course.
Plagiarism is defined in section 16.2 of the Code of Conduct: “Representing the words or ideas of another as one’s own. Plagiarism includes claiming credit for assignments completed by someone else.”All instances of intentional plagiarism on any major assignment for this course will lead to the immediate failure of the course with no opportunity for the student to withdraw. The instance of plagiarism will be reported to the Dean of Student Development. If the student has a second instance of plagiarism reported to the Dean of Student Development, the student may be suspended from the institution.
Artificial Intelligence
Artificial Intelligence sites (ChatGPT, Open AI, Gemini and so on) are powerful tools. If utilized, citations are required. Failure to include the citation in assignments will result in a reduction in points or a possible zero.
College Policies
Withdrawals
When it is necessary to withdraw from a course or from the college, a student may do so on or before the withdrawal date stated on the syllabus without receiving a punitive final grade. Students should use Change of Schedule forms which are available in Student Services. Students may submit Change of Schedule forms to Student Services or through the mail, but they must be postmarked no later than the withdrawal date.
Code of Conduct
By participating in this course, the student agrees to adhere to the KCC Code of Conduct, found in each academic year's catalog, and understands that his or her classroom behavior shall be in compliance with the Code.
Participation
KCC complies with state law and federal financial aid policy. If you receive an attendance grade of F or are institutionally withdrawn from a course, it will affect your eligibility for financial aid. (1) You must attend at least one class or participate at least once for an online course (logging in without participation is not attending), by the 10th day of 16-week courses or within the first 10% of shorter term classes. Non-attendance will result in an attendance grade of F. (2) If you have excessive absences and/or no reasonable chance of passing the course at midterm (or after), your instructor may give you a WX grade and have you institutionally withdrawn from the course.
Email Policy
To ensure a student's privacy under all applicable education laws and to facilitate timely interactions, two College-authorized methods of electronic communication exist: KCC-issued student email accounts (using the domain name of .student.kcc.edu) and the Canvas Learning Management System. Students are expected to regularly check their KCC email accounts and Canvas for important incoming communication from the college or from individual instructors. Students understand that emails they send from personal email accounts (other than those listed above) may not be delivered to the KCC recipient, and students should have no expectation that such messages will be answered.
College Resources
Tutoring Services
Tutoring assistance is free to all currently enrolled KCC students. Our tutor program is certified by the College Reading and Learning Association (CRLA). For schedules, resources, and other helpful information, go to www.library.kcc.edu/tutoring.
Miner Memorial Library
The Miner Memorial Library provides a variety of services free to students. For the services they offer, their hours of operation and other helpful information, go to www.library.kcc.edu
Copyright
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further Information regarding KCC's copyright policy is available via http://www.kcc.edu/copyright/.
Syllabus Disclaimer
This syllabus constitutes an agreement between the instructor and the student. The instructor will not alter the syllabus unless absolutely necessary. If changes are initiated, students will be informed as soon as possible of the changes taking place and the reasons for those changes. Students may be assured that changes involving course assignments and tests will not increase the difficulty of such tasks.
Please log into our course 3-5 times per week. Submit assignments on or before the posted due date(s) listed in the Modules, the Course Calendar and on the To Do List.
| Week | Module | Topics, IPES and SLO | Assignment Descriptions |
| One, Two and Three | Module One | Understanding Exceptional Learners
IPES Alignment:
Historical and Legal Foundations of Special Education
IPES Alignment:
Identification, Early Intervention, and Individualized Planning
IPES Alignment:
Family Engagement, Environment, and Equity
IPES Alignment:
SLO: 1, 4, 5, 6 | By the end of this module, students will be able to:
Readings & Media
Documentary Focus Questions:
Discussion Forums
Project Option Pamphlet & Video Explanation:
Journal Reflection Prompt: IPES Alignment:
Assessment: Environmental Rating Scales & Family Engagement Students analyze Environmental Rating Scales and reflect on:
Vocabulary
|
| Weeks Four, Five and Six | Module Two | Understanding Learning Disabilities
IPES Alignment:
Types of Learning and Processing Disorders
IPES Alignment:
Educational Adaptations and Instructional Supports
IPES Alignment:
Family Support, Advocacy, and Coping
IPES Alignment:
Disability History, Rights, and Social Justice
IPES Alignment:
SLO: 1, 2, 3, 5, 6 | By the end of this module, students will be able to:
Learning Activities & Assessments Readings & Media
Documentary Focus Questions:
IPES Alignment:
Discussion Forums
IPES Alignment:
Assessment: Family Coping & Support Analysis Prompt IPES Alignment:
Vocabulary
|
| Weeks Seven, Eight and Nine | Module Three | Understanding Low-Incidence and Developmental Disabilities
IPES Alignment:
Emotional, Behavioral, and Communication Disorders
IPES Alignment:
Autism Spectrum and Sensory Disabilities
IPES Alignment:
Accommodations, Modifications, and Inclusive Supports
IPES Alignment:
Culture, Identity, and Disability
IPES Alignment:
SLO: 1, 2, 3, 5, 6 | By the end of this module, students will be able to:
Learning Activities & Assessments Readings & Media
Documentary
IPES Alignment:
Discussion Forums
IPES Alignment:
Prompt: IPES Alignment:
Vocabulary
|
| Weeks 12 and 13 |
| Summative Exam Research Topics in Special Education IDEA Disability Categories Discussion Special Education Category Exploration Discussion | |
| Weeks Fourteen, Fifteen and Sixteen | IPES.CC.7 – Community and school partnerships IPES.PR.1 – Reflection on beliefs and biases | Field Experience
|
College Policies, Resources and Supports
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide.
KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:
- Clubs and organizations
- Counseling and referral services
- Office of disability services
- Student complaint policy
- Transfer services
- Tutoring services, etc.
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further information regarding KCC's copyright policy is available at https://kcc.libguides.com/copyright.
|Course syllabus/calendar is subject to change.