Kent State University, College of Education, Health, & Human Development School of

Lifespan Development & Educational Sciences

INTRODUCTION TO EXCEPTIONALITIES
SPED 23000
Spring 2021
Online Course – there are no in-person or virtual class meetings for this course.
Instructor: Ms. Jennifer Arthur
Email: jarthu11@kent.edu
Office hours: Virtual appointments are available upon request. Email to schedule
an appointment.

COURSE OVERVIEW
The focus of the course will be on exceptionality as it relates to the education and life-long
learning and integration of children and youth with exceptionalities in General Education
classrooms and other placements. Introduction to exceptionalities, service delivery/placement
options, and multidisciplinary team processes will be covered in class. The class will focus on
the identification of characteristics (as well as similarities/ differences of those without
exceptionalities), definitions and identification procedures of students with exceptionalities.
Topics will include the history of special education, legislation, effects of exceptionality and
current issues.

Required Text
Hallahan, D. P., Kauffman, J. M., Pullen, P. J. (2019) Exceptional learners. An introduction to
special education (14th Edition) Pearson. ISBN-13: 978-0134806938/ 10:013480693X
Link to amazon: https://www.amazon.com/Exceptional-Learners-Introduction-Special-
Education/dp/013480693X/ref=sr_1_1?crid=2RJGTOH3HYPK5&dchild=1&keywords=excepti
onal+learners+14th+edition&qid=1610419523&sprefix=exceptional+lea%2Caps%2C188&sr=8-
1

Additional Readings: Other readings or articles will be made available on blackboard and are
assigned by topic area.
Course objectives
The following are the standard course objectives: The student is expected to be able to
understand and will apply knowledge of:
• The historical and legal foundations of special education
• Special education terminology and meanings
• The characteristics and needs of students with disabilities
• Diversity in students with exceptionalities
• Techniques for managing the teaching and learning environment, including methods related to
the use of assistive technology
• How to communicate and collaborate effectively in a variety of professional settings.

Diversity
This course may be used to satisfy the University Diversity requirement. Diversity courses
provide opportunities for students to learn about such matters as the history, culture, values, and
notable achievements of people other than those of their own national origin, ethnicity, religion,
sexual orientation, age, gender, physical and mental ability, and social class. Diversity courses
also provide opportunities to examine problems and issues that may arise from differences, and
opportunities to learn how to deal constructively with them.

UNIVERSITY POLICIES AND PROCEDURES

Statement on Impact of COVID-19 on Instruction
All class sessions will transition to remote instruction after the Thanksgiving Break. If a
temporary or continuing need to transition to remote instruction at any other time in the semester
is needed, I will communicate instructions concerning this transition to remote instruction to you
via email.
Monitor Your Health Every Day
Before you leave home, check for symptoms that you may be sick.
Answer YES or NO to each question below.
• Fever or chills o Cough
 • Shortness of breath or difficulty breathing
• New loss of taste or smell
• Fatigue o Muscle or body aches
• Headache
• Sore throat, congestion, or runny nose
• Nausea, vomiting or diarrhea
• Within the last 14 days, have you been in close contact with someone who has been
diagnosed with COVID-19 or has been placed in isolation for COVID-19?
• Have you had a COVID-19 test prescribed by a medical professional because you have
recently had symptoms and you are currently waiting for the results?
• Have you been asked to self-isolate or quarantine by a medical professional or a local
public health official?
If you answered YES to any of the questions above, immediately start self-isolation and remote
instruction. Immediately call the COVID Response Team at (330) 672-2525 and the university
will guide you in navigating testing, tracking, and returning to campus.

Participation by Students with Disabilities

Kent State University is committed to inclusive and accessible educational experiences for all
students. University Policy 3342-3-01.3 requires that students with disabilities be provided
reasonable accommodations to ensure equal access to course content. Students with disabilities
are encouraged to connect with Student Accessibility Services as early as possible to establish
accommodations. If you anticipate or experience academic barriers based on a disability
(including mental health, chronic medical conditions, or injuries), please let me know
immediately.
Student Accessibility Services (SAS) Contact Information:
Location: University Library, Suite 100
Email: sas@kent.edu
Phone: 330-672-3391; VP 330-968-0490
Web: www.kent.edu/sas

Instructional Technology
All students enrolled in this class are expected to know how to navigate Blackboard Learn,
including using discussion boards, uploading assignments, and taking quizzes; and use various
instructional technologies, such as e-mail, instructional resources online, data management
programs, graphing programs, and presentation software. If you need assistance in the use of
these technologies, please use the resources provided for you on the course website or contact the
Kent State University Helpdesk at
https://support.kent.edu/sims/helpcenter/common/layout/SelfHelpHome.seam?inst_name=kent_s
tudent.
Please do not email me about technical issues, as that is not my area of expertise.

Incomplete Grades
Incomplete grades will be assigned at the professor’s discretion. No incomplete grades will be
given without contacting the instructor in advance.

Course Withdrawal
If you are considering withdrawing from this course, please consult with a staff member in the
Student Services Office, 132 Main Hall. Withdrawal from a course can affect financial aid,
student status, or progress within your major. For fall 2020 withdrawal deadlines, please refer to
http://www.kent.edu/registrar/summer-important-dates

Cheating and Plagiarism

According to the Kent State University Policy Register, Section 3342-3-07 (Administrative
policy and procedures regarding student cheating and plagiarism), subsection (A):
Students enrolled in the university, at all its campuses, are to perform their academic
work according to standards set by faculty members, departments, schools, and colleges
of the university; and cheating and plagiarism constitute fraudulent misrepresentation for
which no credit can be given and for which appropriate sanctions are warranted and will
be applied.
Cheating and plagiarism are serious offenses, punishable by a variety of sanctions, up to
and including dismissal from the university. Such acts, if discovered, will not be tolerated
in this class. It is strongly recommended that you read this policy in full and be aware that
it will be strongly enforced. Ignorance is NOT a defense; if you have questions as to
whether an action would be considered cheating or plagiarism, please feel free to ask. If
you become aware that another student is engaging in cheating or plagiarism, please
report that activity.
 COLLEGE POLICIES AND PROCEDURES
Diversity Statement for Teacher Education
We describe diversity by acknowledging the multiple dimensions characterizing the quality of
human differences. Diversity encompasses a candidates ability to use knowledge of theories and
research to plan and implement instruction responsive to all students’ local, national, and
international histories and discourses, individual identities (e.g., race, ethnicity, gender/identity
expression, age, appearance, ability, spiritual belief, sexual identity, socioeconomic status, and
community environment), and languages/dialects as they affect students’ opportunities to learn.
Collectively, teacher candidates promote social justice and critical engagement with complex
issues related to maintaining a diverse, inclusive, equitable society.

Professional Disposition Assessment

Professional dispositions are the professional attitudes, values, and beliefs, demonstrated through
both verbal and nonverbal behaviors as educators interact with students, families, colleagues,
faculty, and communities. The teacher education faculty believe that the following professional
attitudes support K-12 student learning and development:
• Fairness by striving to meet the educational needs of all students in a caring, nondiscriminatory,
and equitable manner
• Belief that all students can learn
• Responsibility
• Professionalism

These dispositions are assessed at least three times in a candidate's program: Education in a
Democratic Society, a methods class with a field component, and student teaching. In addition, a
disposition assessment may be completed by a faculty member at any time a situation calls for it.
A candidate may not progress through the teacher education program unless evidence shows that
progress toward meeting the disposition standards is underway. By the completion of student
teaching, all disposition standards must be rated as acceptable. After a faculty member has
completed the disposition assessment, an email will be sent to the candidate indicating that the
assessment form needs to be signed. It is the candidate’s responsibility to sign the form by going
to the KSU Student Portal. If in the faculty judgment, a professional disposition plan is needed,
the candidate will be directed through an email to create one at the student portal address above.
Without this signature (and completion of the terms of the professional disposition plan if one is
required), application for advanced study, student teaching, and graduation will be denied.
In the case of two dispositions (see below), there are serious consequences candidates need to be
aware of:
1. Understands and maintains confidentiality related to student records, personal family
information, and student ability/disability in educational programming in order to protect the
child's and family's privacy, unless disclosure serves a professionally compelling purpose or is
required by law.
2. Obtains and uses audio recording, video recording, and still images of minors solely for
course-related purposes only after having obtained written consent from the parent/guardian and
the school/center. At all times, the educator protects the identities of individuals portrayed, never
engaging in the public sharing of any digital images on social media sites, in public or private
discourse, or for personal gain without explicit parent/guardian and school/center permission.
Failure to comply with the above rules is a violation of university policy and may result in
disciplinary action. Failure to adhere to these confidentiality rules may also constitute a violation
of state and federal law.

Confidentiality
I expect you to protect the rights to confidentiality afforded to students with disabilities and their
families. We will often discuss individual students, teaching strategies previously tried, and
outcomes during discussions and assignments. Your experience with students with disabilities
and their families adds valuable content and understanding of issues in applied settings.
However, when discussing and writing about an individual student you are working with, or have
worked with in the past, please do not reveal any information that would allow other people in
class to identify the student (e.g. name, school, age, parents name, etc.)
 INSTRUCTOR POLICIES AND PROCEDURES
Communication I will communicate all course information (e.g., course announcements, etc.)
through Blackboard Learn Announcements and e-mail. Please ensure that you check the course
website and your KSU email on a daily basis as I will not be responsible for students missing
information due to not checking the course website or KSU email.

I will respond to student emails within a period of 24 to 48hrs (Monday through Friday). If you
do not receive a response from me within 48 hours, do not hesitate to send me a reminder. I will
not reply to emails on weekends. (Saturday and Sunday) It is extremely important for you to
review all of the week’s assignments by Thursday so you can ask me any clarifying questions
prior to the weekend.

Asking Questions About Course Content

If you have questions about course readings, materials, or assignments you MUST do the
following before emailing me:

1. Review the syllabus again carefully.

2. Post your question on the ‘I Have a Question’ discussion board and wait at least 24 hours for
other students or me to answer your question.

If you have done both of those things and still do not have an answer, then please email me.
Include in your email a statement confirming that you have reviewed the syllabus and posted
your question on the discussion board to no avail.

Appropriate Language

Students are expected to use appropriate language in class discussion and on written work.
Please use "People-First" language. Please avoid phrases like "the handicapped," "ED kids,"
"severely retarded," "autistic student" or other statements that highlight the disability rather than
the individual. Instead, speak and write in a way that puts "people first," for example, "the
student with E/BD" "the program for students with behavior disorders." You will lose 10% of
available points for not using “People-First” language on submitted assignments.

Completing Assignments
When grading your assignments, I will consider grammar, spelling, and clarity of writing.
Because the field of education follows the American Psychological Association (APA) writing
guidelines, you are required to format your work (e.g., double spacing, 12-point font) and
reference other’s scholarly work (e.g., in-text citations, reference page) in accordance with APA
guidelines. If you are unfamiliar with APA guidelines, please refer the resources below.

Kent State University Library APA Guide: http://libguides.library.kent.edu/apa

Purdue University APA Guide: https://owl.english.purdue.edu/owl/resource/560/01/

University of Southern Mississippi APA Tutorial:

http://www.lib.usm.edu/legacy/tutorials/apatutorial/tutorialindex.html

In completing your assignments, you may use all the resources available to you (e.g., the text,
professional literature, internet resources). Although you may refer to all of your resources, you
may not copy information. Under all circumstances, you are bound by Kent State University
policies on cheating and plagiarism (see section below). Any act of plagiarism, no matter how
seemingly small or inconsequential, will result in an “F” in the course and possible dismissal
from the University.

Submitting Assignments

All assignments are due at 11:59 pm on the dates specified in the Calendar section of this
syllabus. Under no circumstances will I accept late assignments, nor will I accept assignments a
second time for reevaluation. Also, please do not email or fax assignments to me unless we have
made a prior arrangement to do so.
 COURSE REQUIREMENTS

Module Activities

Students will complete activities throughout the semester related to module readings and
lectures.

Quizzes & Exams

Students should be prepared to complete several quizzes, one midterm exam, and one final exam
throughout the semester. The quizzes and exams will focus primarily on material from the
readings and lecture for associated module but might also include all information covered since
the beginning of the course.

EVALUATION & GRADING PROCEDURES

Activity Contribution

Module Activities and discussions 25%

Group and individual projects 25%

Quizzes and Exams 50%

Total 100%
Grading Scale

A 100%-94%

A- 93%-90%

B+ 89%- 87%

B- 86%- 83%

B 82%- 80%

C+ 79%-77%

C 76%-73%

C- 72%-70%

D+ 69%-67%

D 66%-63%

F 62%-0

University Grade Change Policy

Once grades are submitted, they are final and will not be changed except in cases of
administrative error. Grades will not be changed by allowing the students to do additional work
or by using criteria other than those applied to all students in the class. It is therefore extremely
important that you submit all work by the appropriate deadlines and before final grades are
submitted.
 COURSE CALENDAR (TENTATIVE)

Week Topic Readings/Lectures Assignments and

Activities Due

Week 1 Introductions and Read through the course Introduce yourself on

overview of the course syllabus carefully discussion post
syllabus
Due: 01/25/21
• Discussion post
Week 2 Exceptionality and • Read chapter 1 • Quiz 1
Special Education
Due: 02/01/21
• Discussion post
Week 3 Current practices for • Read chapter 2 • Quiz 2
meeting the needs of • Activity 1
exceptional learners
Due: 02/08/21
• Discussion post
Week 4 Multicultural and • Read chapter 3 • Quiz 3
bilingual aspects of
special education Due: 02/15/21

• Discussion post
Week 5 Parents and families • Read chapter 4 • Quiz 4
• Activity 2

Due: 02/22/21
• Discussion post
Week 6 Learners with • Read chapter 5 • Quiz 5
intellectual and • Individual
developmental project due
disabilities
Due: 03/01/21
• Midterm
Week 7 Learners with learning • Read chapter 6 Exams
disabilities • Discussion post

Due: 03/08/21
• Discussion post
Week 8 Learners with attention • Read chapter 7 • Quiz 6
deficit hyperactivity • Activity 3
disorder
Due: 03/15/21
 • Discussion post
Week 9 Learners with • Read chapter 8 • Quiz 7
Emotional and • Sign up for
behavioral disorders group
presentations

Due: 03/22/21
• Discussion post
Week 10 Learners with autism • Read chapter 9 • Quiz 8
spectrum disorder • Activity 4

Due: 03/29/21
• Discussion post
Week 11 Learners with • Read chapter 10 • Quiz 9
communication
disorders Due: 04/05/21
• Discussion post
Week 12 Learners who are deaf • Read chapter 11 • Quiz 10
or hard of hearing • Activity 5
(Spring
Break)
• Discussion post
Week 13 Learners with blindness • Read chapter 12 • Quiz 11
or low vision • Group project
due

Due: 04/19/21
• Discussion post
Week 14 Learners with low- • Read chapter 13 • Quiz 12
incidence, multiple and
severe disabilities Due: 04/26/21
• Discussion post
Week 15 *Learners with • Read chapter 14 • Quiz13
physical disabilities • Read chapter 15 • Activity 6
and other health
impairments Due: 05/03/21
*Learners with special
gifts and talents

Week 16 • Final Exams

05/11/21