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


Syllabus - Spring 2001


Instructor:	Tamarah M. Ashton, Ph.D.
Office:		ED2210
Office phone:	(818)677-4869
E-mail address:	tamarah.ashton@csun.edu
Office hours:	Wednesdays, 2:00 p.m. - 4:00 p.m.
		and Thursdays, 7:00 p.m. - 9:00 p.m.
Class Time:	Wednesdays, 4:20 p.m. to 7:00 p.m.
Class Location:	ED1129, http://www.csun.edu/~ta4130/homepage.index.html



Assignments



APA citation answers



2-7-01



Don't forget that the Project Proposal is due on 2-21-01!


2-21-01



2-28-01



UPDATE!






Class E-mail List





Prerequisites

SPED 400 (or 508), 500a, 501a, 502, and

EED 570M and EED 580M
or
SED 511BL and SED 525
[see footnote 2J in course schedule: Credential students must have completed 
EED or SED methods courses or equivalent --approved waiver or course 
substitution.] 


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:

    

  • Define the category of mild/moderate disabilities and its 
subcategories and describe inconsistencies in definitions based 
on theoretical orientations, policy, and research.

  • 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.

  • Demonstrate knowledge of current research regarding 
etiologies and interventions with pupils with mild/moderate 
disabilities, behavioral disorders/serious emotional disturbance, 
and mild mental retardation.

  • Critically analyze the major theoretical models as they apply 
to identification and intervention for pupils with mild/moderate
disabilities.

  • 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.

  • 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.

  • Describe current trends and emerging directions in programs 
for learners with mild/moderate disabilities and summarize related 
research.


    Required Textbook & Readings
     
	Mercer, C. D., & Mercer, A. R. (2001). Teaching students with 
learning problems (6th ed.). Upper Saddle River, NJ: 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.  Due dates for these assignments 
will be listed in the directions.

Special Project/Research Review:

      
	
    • Two journal abstracts
 
    • Project proposal
	
    • Special project
	
    • Paper
 
    • Presentation

    

Information gained from the two journal abstracts will 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:

A midterm and final exam 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.


      Notes
      

        

      • All assignments (unless otherwise noted by the instructor) must 
be typed or word processed.

      • Assignments should be neat, clearly written, and contain no 
misspellings or grammatical errors.  Papers will be returned for 
correction at the discretion of the instructor.  In the case 
where a paper is resubmitted, the final grade of the paper will be 
determined by averaging the original score with the score of the 
resubmitted item.

      • Late papers will be penalized in grading. One letter grade (10 
points) will be subtracted for each class session a paper is late.  
This includes assignments due via the Internet.

      • Please make arrangements with a classmate to get information/
handouts disseminated during class in the case of absence.

      • In-class activities cannot be made up.

      • When activities are completed as a group, all students in the 
group will receive the same grade.