National University

Course:	EXC631 - Field Experience & Orientation
Textbook:	For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Course Description: By observation and interview the student will get an understanding of the roles of the teacher in an incarceration facility, mental health facility, alternative education setting or a non-public school. They will examine the differences and similarities between the missions and goals of interacting and coordinating agencies.
Course Learning Outcomes: Define the relationship of special education in the organization and function of coordinating agencies. CC1K3 Demonstrate the role of assurances and due process rights related to assessment, eligibility and placement within a continuum of services. CC1K6 Report the responsibilities of the legal, judicial and educational systems serving individuals with emotional/behavioral disorders and other special education categories, placed in out of school facilities. BD1K4 Distinguish between the principles of normalization and the concepts of least restrictive environment differ for individuals who are incarcerated or in mental health facilities. BD1K6 Examine the educational implications of characteristics of various exceptionalities as presented in incarcerated or hospitalized students, or students out of mainstream schools. CC2L2 Evaluate what the effects an exceptional condition(s) can have on an individual’s life and the overrepresentation of such individuals in the juvenile justice system. CC3K1 Identify realistic expectations for personal and social behavior in various settings for these students. CC5S2 Observe functional classroom designs for individuals with emotional/behavior disorders. BD5K2 Compare and contrast screening, pre-referral, referral, and classification procedures in various settings. CC8K3
Specified Program Learning Outcomes: MASTER OF SCIENCE IN JUVENILE JUSTICE SPECIAL EDUCATION Apply the IDEA, federal, and state law requirements in non-public and residential placements. Demonstrate graduate level written, verbal communication, and presentation skills. Develop IEP's for adolescents with or without disabilities. Establish working relationships with interacting and coordinating agencies. Prepare a functional assessment of a student with behavior problems.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

• RefDesk@nu.edu
• (858) 541-7900 (direct line)
• 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

• Recorded class presentations
• Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

• Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
• Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
• There are to be no offensive comments, language, or gestures