National University




General Course Information for SPD616: Law, Collaboration & Transition

Course: SPD616 - Law, Collaboration & Transition
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Description:

A comprehensive overview of the professional, legal, and ethical practices for educators. The focus is on special education law and issues, but also incorporates legal issues related to education in general. The candidate will also examine collaborative practices with all practitioners including community members and family members.

Course Learning Outcomes:
  • Integrate and apply knowledge of the legal bases and mandates of special education, including the protections and rights afforded by federal law, practices expected of teachers, (e.g. fair assessment practices, development of IEPs and IFSPs, monitoring and instruction, etc.).
  • Integrate and apply knowledge of the ethical standards and professional practices of education and special education, including the ability to provide a safe environment.
  • Integrate and apply necessary skills for collaboration.
  • Integrate and apply knowledge of special education legal requirements for the IFSP/IEP and related to education (IEP, 504, job partnership, IDEA, etc.).
  • Integrate and apply knowledge of state and federal legal requirements for placement and instruction of English Learners including ASL/English Learners.
  • Integrate and apply knowledge of laws and regulations pertaining to the promoting of positive behavior and self regulation as well as to promoting safe schools.
Specified Program Learning Outcomes:
  • apply collaboration skills working with the multi-disciplinary educational team, including families and other stakeholders, to interpret assessment tools and implementing developmentally appropriate dual language (i.e. expressive and receptive), cognitive, and social goals for children from birth to age five.
  • Apply effective case management, communication and collaborative practices with parents, professionals and other stake holders, in order to facilitate access to the core curriculum for students with mild/moderate disabilities and diverse learners
  • apply effective collaboration skills working with and through diverse families, support providers (i.e. ASL-English bilingual specialist, audiologists, interpreters, paraprofessionals, and speech language pathologist), general education professionals, community agencies, and the d/Deaf communities.
  • Apply effective communication and collaborative practices with parents, professionals and other stake holders, including those needed to participate in person/family centered planning, and case management.
  • Apply professional, legal and ethical practices for instructing students with disabilities.
  • Apply the knowledge and ability to support the movement, mobility, sensory and specialized health care needs required for students to access classrooms, schools and the community to the fullest extent of their ability.
  • apply the knowledge and ability to support the movement, mobility, sensory and specialized health care needs required for students to access classrooms, schools and the community to the fullest extent of their ability. (M/S 5)
  • Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrum disorders and diverse learners.
  • Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrurm disorders and diverse learners.
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities (EDSP 12 & 14; M/S 4).
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
  • Apply the knowledge and skills needed to teach English learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills to assess their student's communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships.
  • Apply the knowledge and skills to assess their student's communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships. (M/S 2 & 6)
  • Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities.
  • Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities. (EDSP 9).
  • Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences (EDSP 7 & 8; M/S 7).
  • Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences.
  • Apply understanding and practice of cultural-historical perspectives, educational theories and models, legal and ethical practices, and technological innovations for instructing ASL-English Bilingual Multicultural learners including those with special needs.
  • Apply understanding and practice of professional, legal, and ethical practices for instructing students with mild/moderate disabilities and diverse learners.
  • Demonstrate an understanding of federal and state laws, legislation and judicial decisions regarding exceptional individuals.
  • Demonstrate appropriate standards of conduct; practice within legal and ethical parameters.
  • Develop skills to become a change agent and advocate for exceptional individuals, including diverse learners.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
  • Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
  • select, adapt, administer, and interpret and explain formative and summative assessment results, making appropriate dual language and content based recommendations.
  • Strive to become a continuous learner, a scholar, a collaborative community service member and a responsible citizen.
  • Transition students between educational environments and programs into successful post school experiences.

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://nu.libguides.com/citations

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