SPED 504MM:
Theoretical and Empirical Bases of Education
for Learners with Mild/Moderate Disabilities


Syllabus - Summer 2001


Instructor:	Tamarah M. Ashton, Ph.D.
Office:		ED2210
Office phone:	(818) 677-4869
E-mail address:	tamarah.ashton@csun.edu
Office hours:	Wednesdays, 1:30 p.m. - 3:30 p.m.
Class Time:	Mondays, 4:00 p.m. to 9:40 p.m. & Online
Class Location:	SH 287, http://www.csun.edu/~ta4130/homepage.index.html





Class Schedule & Due Dates







Assignments

Chapter 1

Adapting Instruction

Note: Don't miss the assignment at the bottom of the page!


Chapter 2

Chapter 3

Chapter 4

Chapter 5

APA Citation Answers

Midterm Exam

Final Exam






Class E-mail List







Course Description

This course focuses on the major theoretical positions regarding etiologies of 
various mild/moderate disabilities (learning disabilities, mild mental retardation, 
behavioral disorders/serious emotional disturbance), definition and identification 
of the population, and educational approaches.  Research in the field is reviewed 
with emphasis on current trends.   



Course Objectives



The overall objective of this course is that students will be able to: (a) 
demonstrate knowledge of research and theoretical perspectives regarding 
the field of mild/moderate disabilities; and (b) develop competencies in 
using contemporary orientations to evaluate, adapt, and/or design 
methodology and materials for assessment, curriculum modification, and 
instruction.


At the completion of this course, students will be able to:


1. Define the category of mild/moderate disabilities and its subcategories and 
   describe inconsistencies in definitions based on theoretical orientations, 
   policy, and research. 
2. Use current research findings to describe similarities and differences in the 
   development characteristics of non-disabled pupils and of pupils with mild/
   moderate disabilities, behavioral disorders/serious emotional disturbance, or 
   mental retardation.
3. Demonstrate knowledge of current research regarding etiologies and 
   interventions with pupils with mild/moderate disabilities, behavioral disorders/
   serious emotional disturbance, and mild mental retardation. 
4. Critically analyze the major theoretical models as they apply to identification 
   and intervention for pupils with mild/moderate disabilities.
5. Critically analyze assessment methodology and instruments for intellectual 
   and social-emotional evaluation in terms of their theoretical orientations, 
   technical adequacy, and the quality of data they provide for guiding 
   instructional decisions for learners with mild/moderate disabilities. 
6. Identify educational and emotional needs, motivational and learning 
   characteristics, vocational and career development needs, and major 
   educational approaches relative to learners with mild/moderate disabilities.
7. Describe current trends and emerging directions in programs for learners 
   with mild/moderate disabilities and summarize related research.



Required Textbook
 
   Mercer, C.D., & Mercer, A. R. (2001). Teaching students with learning 
problems (6th ed.). Upper Saddle River, NJ: Prentice Hall Merrill.


Additional required readings will be distributed in class.



Course Requirements
 
Online Activities:


Online assignments/activities will be required for each week the class works 
independently.  These assignments may include multiple choice questions, 
classroom applications, and asynchronous chats.  Due dates for these 
assignments will be listed in the directions on the class webpage.


Special Project/Research Report:
a. Two journal abstracts
b. Project proposal
c. Special project
d. Paper
e. Presentation


Information gained from the two journal abstracts will be used to develop a 
special project of the student's interest.  Students will then prepare and 
present in class (with use of overhead transparencies or other technology) 
a paper (maximum 10 pages) which responds to one or more of the course 
objectives.

  
Examinations:
Online midterm and final examinations will be given.


Attendance and Participation:


Active class participation is required.  Participation includes activities 
done out of the classroom via the Internet.



Grading

Each assignment will be worth 100 points. These points will be weighted 
according to the percentages given below. Grades will be based on the 
following factors:


Online Activities - 25%


Special Project  - 45%
	Abstract #1 (5%)
	Abstract #2 (5%)
	Project Proposal (1%)
	Paper (24%)
	Presentation (10%)

	
Examinations - 20%
	Midterm (10%)
	Final (10%)


In-class Activities/Participation - 10%


Grading criteria are:


A	93.0 to 100%			C	72.0 to 77.9%
A-	90.0 to 92.9%			C-	70.0 to 71.9%
B+	88.0 to 89.9%			D+	68.0 to 69.9%
B	82.0 to 87.9%			D	62.0 to 67.9%
B-	80.0 to 81.0%			D-	60.0 to 61.9%
C+	78.0 to 79.9%			F	59.9 and below

    

  • A = Outstanding. A's are reserved for those students whose 
performance is truly outstanding.  Performance reflects an 
outstanding level of competency attainment--including critical 
analyses, information syntheses, and application of theory and 
research to practice. Projects and exams are comprehensive, 
thoughtful, well organized, and clearly written.

    

  • B = Very Good. Performance surpasses a basic level of 
competency attainment, understanding, and skill, and indicates 
an ability to integrate and apply information.

    

  • C = Satisfactory. Performance reflects a basic level of 
competency attainment, understanding, and skill.

    

  • D = Unsatisfactory. Performance meets expectations for a 
basic level of attainment for some competencies and understanding 
of some content.

    

  • F = Failing. Performance does not meet expectations for a 
basic level of competency attainment and understanding.