Sped 550 Summer 2014

SPED 550: Characteristics of Special Education Students Summer 2014
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Course Code & No.: SPED 550
Course Title (Credits): Characteristics of SPED Students (3)
Term & Year: Summer, 2014
Course Ref. No. (CRN): 60146
Instructor: Toby Wiedenmayer
Phone(s): 775-722-2033
Email: twiedenmayer@sierranevada.edu
Website: http://snceducation.weebly.com
Office: Reno Campus
Office Hours: By appointment
Class Meeting Time: Mondays and Wednesdays
Location: Reno Campus
Prerequisites: NA

The Mission Statement
Sierra Nevada College graduates will be educated to be scholars of and contributors to a
sustainable world. Sierra Nevada College combines the liberal arts and professional preparedness
through an interdisciplinary curriculum that emphasizes entrepreneurial thinking and
environmental, social, economic, and educational sustainability.
The Core Themes:
Liberal Arts Professional Preparedness
Entrepreneurial Thinking Sustainability

Course Description
SPED 550 Characteristics of Special Education Students with Learning Disabilities,
Emotional Problems, and Related Disorders
This course focuses on students with mild to moderate disabilities that are included in the regular
classroom setting. The development and characteristics of learners with specific learning
disabilities, emotional and cognitive challenges, and related disorders are explored. Assessment-
teaching, theories of learning, and teaching strategies are addressed. This course fulfills parts of
the Nevada Generalist endorsement for teaching special education students. It is aligned with
INTASC Standards.

Program Outcomes
Teacher Candidate Learning
Outcomes based on National
Board Professional Standards
InTASC Common
Core
SNC Teacher Education
Program Goals
A1: Written Response Paper and
Discussion Leader
Standard 1:
Learner Development

Common
Core

NV State
Standards
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Know how children
and/or adolescents
develop and learn.
A2: Online Discussion Papers Standard 2:
Learning Differences
A3: Disability Research Paper Standard 1:
Learner Development
Standard 2:
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A4: Final Exam Case Study Standard 1:
Learner Development
Standard 2:
A5: Professionalism Standard 9:
Professional Learning
and Ethical Practice

SNC Teacher Education Program Goals

Understand historical, social, cultural, and diversity issues that influence education policies
and practices
Know how children and/or adolescents develop and learn
Establish and communicate learning goals to students
Communicate high expectations for all students
Track student progress and celebrate student success
Develop effective lessons organized into cohesive units
Help all students effectively interact with new knowledge
Provide students with ways to practice and deepen their understanding of new knowledge
Instruct all students to generate and test hypotheses about new knowledge
Engage all students in learning
Establish and maintain classroom rules and procedures
Recognize and acknowledge student adherence or lack of adherence to classroom rules and
procedures
Recognize and maintain effective relationships with students
Use research and reflection to refine classroom pedagogy
Use technology effectively for assessment and instruction

Teacher Candidate Learning Outcomes
Upon successful completion this course, the teacher candidate will be able to:
1. Identify and describe the definitions, characterists and assessment- teaching process as it
applies to eligibility and program planning for learners with mild to moderate specific learning
disabilities, emotional disabilities, cognitive challenges, and other realted disabilities such as:
attention deficit disorder, Aspergers Syndrome, and other related disabilities.
2. Explain how theories of learning, specifically: developmental psychology, behavioral
psychology, and cognitive psychology apply to students with mild to moderate disabilities and
how these theories inform teaching practices and strategies.
3. Design individual educational programs synthesizing a variety of intervention methods to
support an individual diagnosed with mild to moderate disabilities and analyze how the
program can be integrated into the classroom, addressing both academic and social needs.
4. Provide presentations of individual educational programs designed specifically for
mild/moderate special education learners.
5. Design a model program comparing and contrasting various theories necessary to teach
mild/moderate special education learners effectively.

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Assessment of Teacher Candidate Learning Outcomes
Assessment (see rubric) Points Teacher Candidate Learning
Outcome #
Written Response Papers and Discussion
Leader
250 A1
Online Discussion Papers 160 A2
Disability Research Paper and Presentation 250 A3
Final Exam: IEP Case Study and Critique 140 A4
Professionalism 200 A5

Grading Policy
Any student receiving a grade of C+ or below in any course is required to repeat the course
regardless of the students current Academic Standing (SNC 20122013 Catalog, p. 192).
A = 9501000 points
A- = 900949
B+ = 850899
B = 800849
B- = 750799

Instructional Strategies
Instructional practices used in this course include lecture, Socratic dialogues, individual and
small group activities, integration of technology, and ongoing constructive feedback.

Required Texts and Resources
McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2013). Inclusion: Effective practice for
all students. Upper Saddle River, New Jersey: Pearson.

Microsoft Word for PCs or MacsDocuments must be saved and sent in either .doc or .docx
formats. Candidates must become familiar with the track changes tool in Microsoft since this
will be used to provide feedback.
Prim Library Resources
Using the librarys resources effectively (not just Internet resources) contributes to developing
each of SNCs core themes by exposing students to high quality academic resources, diverse
opinions, new ideas, and a future that includes building on a liberal arts education. In this course,
you will be expected to utilize the librarys resources (either on-site or remotely) as you
complete your assignments.

The Libguides pages have a research guide specifically for education students:
http://libguides.sierranevada.edu/edu
http://libguides.sierranevada.edu/library

To access SNC's licensed database content from off campus, use the following information:
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Students: Use your first initial and your last name as the username and your 9 digit
student ID number as the password.
Faculty/Staff: Use your SNC email username as the username and your Banner/SNCSIS
ID number as the password.

If you have questions or problems, please contact the library at library@sierranevada.edu.
Betts Markle, Library Director emarkle@sierranevada.edu 775-881-7511
Laptop Computer Requirements
Graduate courses require the use of a laptop computer. Details are specified in course syllabi. It
is the students' responsibility to provide their own laptop computer.
Computer Skill Competency Requirements - must be proficient in technology skills including
but not limited to:
Basic computer skills, including the ability to create folders; find, copy, move, rename,
and delete files; maximize/minimize multiple windows; and download and save files
Ability to use a word processor application to create, save, print, and retrieve a document;
cut, copy, and paste text within and between documents; and save a word processing
document in a Microsoft Word compatible format (.doc).
Ability to access SNC email that you check regularly. In addition, you must be able to
send, receive, open, and store messages and attachments.
When online, ability to navigate between web sites, use search engines, install needed
plug-ins such as Flash or QuickTime players, and disable popup blockers or white-list
sites as needed for online courses.

While basic skills are needed, students have opportunities to develop additional skills, including
media development and the use of conferencing and collaboration tools.
It is recommended that students have a relatively new or updated computereither a PC running
Windows 7 or Vista, or a Mac running OSX 10.4 or higher. In addition, it is recommended that
students have high-speed Internet access, a printer, speakers, and a headset microphone.
Attendance
Teacher Education students are expected to attend all scheduled classes. If a student has two
absences during a 3-credit course, he/she may be asked to withdraw from the course and repeat it
at a later date at the discretion of the instructor. All instructor decisions regarding attendance will
be supported by the administration (SNC 20122013Catalog).

Class Expectation for Teacher Candidates

Use of Electronic Devices
While electronic devices are commonplace, students are asked to use common courtesy and
common sense in the use of electronic devices during class sessions. Using laptop computers
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during class to enhance learning is encouraged. Please avoid using them for non-class related
purposes. The ringing of cells phones is distracting to the instructor and other students, so please
turn the phones off during class. Texting during class may interfere with your ability to focus on
the content of the class, so please refrain from doing so in class. In case of an emergency that
requires you to maintain contact with someone outside of class, please inform the instructor at
the beginning of class, and leave the class quietly to use the device when necessary.

Late Assignments
Students are required to inform the instructor via email at least 24 hours in advance of the due
date if their assignment will be late in order for it to be considered for partial credit. Assignments
turned in after the due date will lose 5% of total possible points for each day the assignments are
overdue.

Academic Accommodations
Sierra Nevada College is committed to protecting disability rights and accommodating students
as defined in the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of
1973. Students with physical, learning, or psychological disabilities who wish to request
accommodations are required to present appropriate documentation of their disabilities to the
Director of Academic Support Services, who will make the necessary accommodations available
as appropriate to the documented disability on file. It is suggested that students seeking
accommodations contact the Director before the semester begins to make their request. Specific
information about a students disability is kept confidential. Every effort will be made by the
faculty and staff of Sierra Nevada College to provide reasonable accommodations. It is the
students responsibility to request accommodations.

The SNC Email System
The SNC email system is the official communication vehicle among students, faculty members
and administrative staff, and is designed to protect the confidentiality of student information as
required by the Family Educational Rights and Privacy Act of 1974 Act (FERPA). Students
should check their college email accounts daily during the school year.

Confidentiality of student information protected by FERPA cannot be guaranteed for SNC e-mail
forwarded to an outside vendor. Having email redirected does not absolve a student from the
responsibilities associated with official communication sent to his or her SNC email account.

Sanctions for Cheating and/or Plagiarism

The Honor Code
The faculty of SNC believes students must be held to high standards of integrity in all aspects of
college life in order to promote the educational mission of the College and to encourage respect
for the rights of others. Each student brings to the SNC community unique skills, talents, values
and experiences which, when expressed within the community, contribute to the quality of the
educational environment and the growth and development of the individual. Students share with
members of the faculty, administration and staff the responsibility for creating and maintaining
an environment conducive to learning and personal development, where actions are guided by
mutual respect, integrity, responsibility, and trust. The faculty and students alike must make
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diligent efforts to ensure high standards are upheld by their colleagues and peers, as well as
themselves. Therefore, faculty and students accept responsibility for maintaining these standards
at Sierra Nevada College and are obligated to comply with its regulations and procedures, which
they are expected to read and understand.

Consequences of Violating the Student Honor Code
SNC students and faculty share the responsibility for maintaining an environment of academic
honesty. Thus, all are responsible for knowing and abiding by the SNC Faculty/Student Honor
Code published in the current SNC Catalog. Faculty is responsible for presenting the Honor
Code and the consequences of violating it to students at the start of their classes AND for
reporting all incidences of academic dishonesty to the Provost. Students are responsible for
knowing what constitutes CHEATING, PLAGIARISM and FABRICATION and for refraining
from these and other forms of academic dishonesty. Violations of the Honor Code become part
of a students academic record.
First Offense: (on students academic record) Student receives a zero for
assignment/exam and/or a determination by the faculty if the student
should fail the course is made. Counseling with faculty on the honor code,
consequences for violating the honor code, and the value of academic
honesty in learning are provided.
Second Offense: (on students academic record) Student is expelled

Cheating and/or Plagiarism
Academic honesty requires students to assume individual responsibility for assignments and
tests. Students who copy the work of other students have violated this policy. Those who allow
others to copy their work have also violated this policy.

One goal of a Sierra Nevada College education is to help students develop their writing skills,
including the ability to integrate and cite information gleaned from various sources to support the
articulation of their own ideas. According to Funk & Wagnall Standard Desk Dictionary (1974),
plagiarism is defined as passing off a sources information, ideas, or words as ones own by
failing to acknowledge the sources. This refers to all sources of information, including the
Internet.

Plagiarism occurs when an individual represents someone elses words, ideas, phrases, sentences
or data, whether oral, in print or in electronic form, including internet sources, as his/her own
work. Examples include, but are not limited to:
1. Using the exact words (verbatim) of another source without quotations and appropriate
referencing.
2. Using the ideas, thoughts, opinions, data or theories of another without a reference, even
if completely paraphrased.
3. Using charts and diagrams from another source without revision, permission from the
author and/or appropriate referencing.
4. Using facts and data from another source without a reference unless the information is
considered common knowledge.

Teacher Candidate Education Dispositions

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Role of Dispositions
Teaching involves more than effective planning, instructional knowledge, and teaching skills. It
also extends to professional dispositions. Dispositions are similar to professional beliefs or
values systems, but they are more than that. Dispositions extend to professional modes of
conduct and the ways in which beliefs and attitudes are displayed by teachers actions in and out
of the classroom. Teachers with positive professional dispositions tend to act in ways that elevate
the profession of teaching in the eyes of others. (Ros-Voseles & Moss, 2007)

Teacher education programs bear a responsibility to convey, model, and promote positive
standards of professional conduct. They also should maintain screening and assessment
procedures to assure that teacher candidates with negative dispositions at odds with professional
standards are not permitted to persist in teacher education programs. The teacher education
program at Sierra Nevada College assesses their candidates knowledge, skills, and dispositions.
Teaching dispositions also extend to maintaining the ethical standards of teachers professional
societies (for example, Council for Exceptional Children, National Council of Teachers of
Mathematics, etc.).

Professional dispositions includes interactions with fellow students, professors, advisors, college
and school personnel, and SNC staff members. Professional dispositions can impact the
determination by the Department of Teacher Education regarding approval for field experience
placements (student teaching and practicum).

Sierra Nevada College teacher education has identified the InTASC critical dispositions that
should be possessed by program graduates. Please refer to your course syllabi, online course
announcements or program handbook for detailed professional dispositions expectations.

Sierra Nevada College Teacher Education Dispositions
If sincerely held, dispositions should lead to actions and patterns of professional conduct.
Teachers should be role models and model positive behaviors for their students. The dispositions
are briefly described below:

Reflection Teachers should recognize that professional reflection combined with
experience leads to professional growth. Teachers should be thoughtful about their
teaching, critically examine their teaching practices, and strive for ongoing professional
improvement.
Professional conduct Teachers should exercise sound judgment and ethical
professional behavior. Teachers should represent positive role models for their students
and be supportive colleagues with other professionals and paraprofessionals.
Respect for diversity Teachers should be sensitive to individual differences among
students and promote understanding of students varied cultural traditions and learning
strengths and needs.
High expectations Teachers should believe that their students can learn and should set
high, yet realistic goals for student success. Teachers should communicate those high
expectations to their students in positive ways.
Respect for others Teachers should develop and maintain classroom communities
marked by student respect for other students and free from bullying and belittling
behaviors. Teachers should interact with their students, fellow teachers, administrators,
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parents, and other community members with courtesy and civility. Respect is also
demonstrated by pre-service teachers in the professionally appropriate ways in which
they address fellow students, staff, faculty members, and administrators.
Compassion Teachers should demonstrate professional friendliness, warmth, and
genuine caring in their relationships with students. Teachers should attempt to establish
student-teacher relationships characterized by respect and rapport.
Advocacy Teachers should work to promote positive changes in schools and
communities that benefit the welfare of their students. Teachers should work to assure
that their students are afforded the services they need.
Curiosity Teachers should promote and support curiosity in their students and
encourage active inquiry. Teachers should be professionally active lifelong learners and
seek opportunities for professional development.
Dedication Teachers should be committed to the profession of teaching and to the
betterment of their schools, communities, and students. Dedication is also demonstrated
by pre-service teachers by class attendance, participation, completion of outside readings
and assignments, and overall performance in teacher education courses.
Honesty Teachers should model personal and academic integrity by their actions.
Teachers should be forthright in their interactions with others and uphold high standards
of trust, character, and academic integrity.
Fairness Teachers should promote social justice, treat students equitably, maintain
appropriate standards of confidentiality, and exercise fairness in academic assessment.
Teachers should promote fairness in students interactions with others.

Assessing Dispositions

Because teaching dispositions encompass both beliefs and actions, Sierra Nevada College has
developed a process for assessing dispositions through an essay written in a required teacher
education course, courses in the program, practicum assessments in required field experiences in
schools and student teaching assessments. In keeping with established assessment principles and
practices, the assessments are varied, multiple, and spread throughout the teacher education
program.

Dispositions and standards of professional conduct should be continually maintained throughout
the pre-service and in-service educators career. So, the Sierra Nevada College dispositions
procedures also include provisions for letters of concern that may be written by teacher education
faculty members at any point in the teacher education program when there are concerns about a
students professional dispositions or conduct. Low grades in required teacher education courses
or removal from a teacher education field experience also provide cause for concern. When
concerns are raised by a faculty member, the student is notified and given an opportunity to
discuss the concern. When indicated, a plan of action with opportunity to address the area(s) of
concern will be developed. If after a plan of action is attempted, and the area(s) of concern
continue, further actions, including dismissal, will be considered.

Since dispositions include an element of both beliefs and actions, the assessments are designed to
cause students to demonstrate their teacher dispositions through a combination of essays and
direct observations of their field-based work in school classrooms.

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The assessments will be evaluated with rubric scoring and Not Satisfactory evaluations will
result in consequences. The dispositions policies include procedures for conferences and, in
some cases, removing students from the teacher education program who display dispositions or
conduct that are not consistent with the professional dispositions and conduct of teachers.
The dispositions assessments are embedded within Sierra Nevada College courses. The
following procedures have been established for assessing the professional dispositions and
conduct of Sierra Nevada College teacher education students:

Promoting and Assessing Positive Dispositions / Professional Conduct
Essay: Introduction to Education
Interactions with fellow students, professors, advisors, college and school personnel,
and SNC staff members.
Program courses and coursework
Practicum Field-Based Assessment
Student Teaching Field-Based Assessment

Professional dispositions can impact the determination by the Department of Teacher Education
regarding approval for field experience placements (student teaching and practicum).

Responding to Negative Dispositions / Professional Conduct
Not Satisfactory evaluation on the disposition essays: Conference with course
instructor and rewrite of the essay for which a Not Satisfactory was recorded. IF
concerns remain after the conference and rewrite, the student is referred to the
Department Chairperson for a conference; if concerns remain after the Department
Chairperson conference, the student is referred to the Provost for development of a plan
of action for changing behaviors that have been questioned or for possible removal from
teacher education
Not Satisfactory evaluation in courses in the program - Conference with the college
instructor in which the not satisfactory is recorded; notice of the not satisfactory
evaluation is forwarded to the Department Chairperson, Director of Student Teaching,
and the Provost
Not Satisfactory evaluation on the Practicum Field-Based Assessment Conference
with the faculty member supervising the field experience; if concerns remain after the
conference, the student is referred to the Department Chairperson for a conference; if
concerns remain after the Department Chairperson conference, the student is referred to
the Provost for development of a plan of action for changing behaviors that have been
questioned or for possible removal from teacher education
Not Satisfactory evaluation in the Student Teaching Field-Based Assessment
Conference with the faculty member supervising the field experience and cooperating
teacher; if concerns remain after the conference, the student is referred to the Department
Chairperson for a conference; if concerns remain after the Department Chairperson
conference, the student is referred to the Provost for development of a plan of action for
changing behaviors that have been questioned or for possible removal from teacher
education
Note: Students receiving a Not Satisfactory evaluation in any domain or overall on the
summative evaluation cannot be recommended to the Nevada Department of Education
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for certification; to gain a satisfactory or basic level or above evaluation following a Not
Satisfactory evaluation, student teaching would need to be successfully repeated.
Removal from a required field experience: May be at the request of the host school or by
the college supervisor; policies and procedures are outlined in the Practicum and Student
Teaching Handbook. The policies and procedures describing terminations in student
teaching also apply to other required field experiences.
Final grades lower than B- in required professional education courses will be recorded
and monitored. If patterns of low performance are noted, a conference with the
Department Chairperson will be required; if concerns remain after the Department
Chairperson conference, the student is referred to the Provost for development of a plan
of action for changing behaviors that have been questioned or for possible removal from
teacher education
Letters of concern by program faculty: Conference with the faculty member writing the
letter and the Department Chair of the students program; if concerns remain after the
conference, the student is referred to the Provost for development of a plan of action for
changing behaviors that have been questioned or for possible removal from teacher
education

Appeals
Removals from teacher education by the Department Chair may be appealed in writing to
the Provost
_____________________________
References:
InTASC Model Core Teaching Standards, Council of Chief State School Officers (CCSSO). April 2011
Ros-Voseles, D., & Moss, L. (2007). The role of dispositions in the education of future teachers. Young Children, 62(5): 90-98.

Professional Disposition Scoring Rubric
Instructions: Evaluate each professional disposition in the attached rubric by placing a check in
the appropriate column. Evaluations should be based on the standards of behavior, attitude, etc.
typically expected of professional educators. Where appropriate, include comments and
descriptions of specific instances or examples of dispositional behaviors observed. Comments
and explanations must be included for any disposition rated Not Satisfactory.

Program Criteria: The expectation of the Teacher Education program is that students demonstrate
Satisfactory performance and behavior related to each of the 14 dispositions listed on the
attached rubric. Students who receive Not Satisfactory ratings in any dispositional area may be
required to engage in a remedial / developmental experience, subject to instructor and/or
program administrator discretion. Where decisions related to the appropriateness of remedial /
developmental experiences are concerned, frequency, patterns of behavior, and severity of the
dispositional issues are primary considerations.

Programmatic Context: Evaluations of student professional dispositions occur within the Teacher
Education program through three methods. The attached scoring rubric may be used for each of
these purposes:
1. Firsthand observations of behaviors, attitudes, etc., during enrollment in the teacher
education program - including program courses, field experiences and interactions with
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fellow students, professors, advisors, college and school personnel, and SNC staff
members - by course instructors, mentors, host classroom teachers and principals and/or
other school professionals.
2. Analyses of dispositional elements embedded within course assignments or artifacts.
3. Formal and informal interactions between candidates and Department of Teacher
Education faculty, staff, students, supervisors, advisor(s) and other personnel related to
the program, Department of Teacher Education or Sierra Nevada College.

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Description of Assignments and Evaluations

Class Schedule
Clas
s
Date Topic/Reading Assignment Assignments Due
1 6/2/14 Intro to course
Overview of Inclusion
History of Inclusion

Chapters 1 & 2

For Week #1 only, the following
assignments are due by Friday, June 6
at midnight. Submit through the
website for both assignments.
Online Discussion Question #1
Written Response Paper #1
2 6/9/14 Students with Learning Disabilities
Students with ADHD
Students with Intellectual Disabilities

Present Levels of Performance (PLOPS)
Chapters 3, 4, 5, & 6
Due in class:
3 6/18/1
4
Students with Emotional and Behavioral Disabilities
Students with Autism Spectrum Disorders
Students with Communication Disorders and Sensory
Impairments

Writing Goals and Behavior Intervention Plans (BIP)
Chapters 7, 8, & 9
Due in class:
4 6/23/1
4
Students with Physical Disabilities, Health
Impairments, and Multiple Disabilities
Collaboration and Teaming

Chapters 10 & 11
Due in class:
5 6/30/1
4
Formal Planning and Planning for Differentiated
Instruction

Chapters 12
Due in class:

Disability Research Paper
6 7/9/14 Effective Instruction in Elementary Inclusive
Classrooms: Teaching Reading, Writing, and
Mathematics

Chapter 13
Due in class:
14

7 7/14/1
4
Teaching in Secondary Content Areas

Transition Plans
Chapter 14
Due in class:
8 7/21/1
4
Effective Practices for All Students: Classroom
Management

Chapter 15
Due in class:

Final Exam
9 7/23/1
4
No class meeting. Last night to turn in any work.
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A1: Written Response Papers and Discussion Leaders

Teacher Candidates will be required to submit weekly response papers, worth 25 points each,
and be a discussion leader once worth 50 points each for a total of 250 points.

For Response Paper:

Criteria Description Points
Topic The paper effectively answers the topic question using
the textbook and at least one other peer reviewed
source.
_______/15
Format The paper is no more than 2 pages in length plus a
cover page and a reference page. It follows APA style
including:

1. Appropriate cover page
2. Use of a running head and header throughout
paper
3. Correct use of in-text citations
4. No abstract
________/5
Professionalism Paper had no mistakes in grammar, punctuation, or
spelling, and was appropriate length.
________/5

For Discussion Leaders:

Preparation Candidate came to class with his/her response paper
and five questions to elicit discussion in the class
related to the chapter readings due for that class.
_______/10
Summary of Key
Points
Teacher candidate briefly summarized the subject(s)
and chapter information using his/her chapter summary
as a guide.
________/10
Discussion Leader Teacher candidate served as a gatekeeper for
discussion by asking questions and providing
opportunities for everyone in the class to respond.
While the discussion is occurring, teacher candidate
should take notes on the responses on his/her sheet
with questions. Questions and responses will be turned
in at the end of class or at the following class.
________/20
Professionalism Teacher candidate is professional in his/her demeanor,
and is prepared to discuss chapter with relevant
examples.
________/10

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A2: Online Discussion Questions

This course will use the class website to have weekly discussions. This website can be found by
going to http://snceducation.weebly.com and clicking on the link for SPED 550. On this site, the
discussion questions will be found under the discussion link.
Topic The response effectively answers the topic question,
and the candidate was able to make relevant
connections to their practice. Candidate was able to
respond to at least one other teacher candidate online.
_______/10
Format There are no concerns with APA, or use of I for this
assignment, however responses need to legitimately
answer the questions. Outside links and sources are
encouraged for individuals to continue their research.

Online discussion questions must be submitted by
midnight the Sunday prior to the class meeting they are
due. This is so that other students will have the ability
to respond to at least one person.
________/10

A3: Disability Research Paper

Topic Teacher candidate will select one disability covered in
the class. He/she will describe the following
information:

1. Historical relevance: how the disability has
been presented in schools throughout history
with a focus on current practices.
2. Overview of the disability, including
characteristics and learning styles of individuals
with the disability
3. Instructional challenges and suggested
educational strategies and interventions
4. How to meet the individuals needs in a general
education setting
5. Specify the targeted age group (elementary,
middle, or high school)
_______/75
Summation Teacher candidate successfully synthesized information
from the articles with a focus on how the articles will
inform classroom practice and meeting individual
student needs. Teacher candidate reflected upon the
information presented, and made relevant connections
to his/her future practice.
_______/75
Format The paper is no more than 8 pages in length plus a ________/25
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cover page and a reference page. It follows APA style
including:

1. Appropriate cover page
2. Use of a running head and header throughout
paper
3. Correct use of in-text citations
4. No abstract
5. Use of at least three peer-reviewed sources
Professionalism There were no mistakes in grammar, and paper
followed the appropriate format. Please see the SNC
Common Writing Rubric for further breakdown.
_______/25
Presentation Teacher candidate presented their paper to the class
with professionalism and described the basics of the
paper and reflection. Teacher candidate was prepared
to present for no more than 20 minutes, and used more
than one modality to share information (visual,
kinesthetic, linguistic, etc.)
_______/50

A4: Final Exam and Case Study Work

The class will be working on writing elements of the IEP throughout the course. The final exam
will include the case study work and IEP writing from the course, as well as a new case study
that students will write an IEP for and critique. There is no formal rubric for this assignment.

A5: Professionalism

Please see the Professional Disposition rubric on page 12 for this. Professionalism includes:
attendance, being on time, submitting assignments on time, and being prepared for class. These
elements will be monitored throughout the course, and individual discussions will occur if there
are any concerns with a teacher candidates professional disposition.

Sierra Nevada College Common Writing Rubric
Assignment
Specific
This rubric is to be used with the Professionalism component
of A1 and A3. For A1, this serves as a guide for only 5
points. For A3, each category is worth 5 points.

_____/
Format adheres to discipline- and/or instructor-specific
conventions for the assignment (proposal, academic
abstract, essay, etc.)
uses in-text and end-of-work citations where required
by the assignment
integrates and synthesizes referenced material
meaningfully, coherently, and accurately
_____/
18

Organization contains a clear thesis
shows care and consideration in paragraph
construction and sequence (e.g., effective introductory
paragraph)
makes connections and uses transitions effectively
unifies ideas and themes throughout the paper
_____/
Content reflects college-level thought and appropriate time
commitment (e.g., demonstration of revision of work)
uses relevant and concrete details and/or examples to
support thesis
explains ideas carefully and completely
analyzes topic at the appropriate level of rigor,
including demonstration of logic
_____/
Expression/Style employs language that is concise and uncluttered,
demonstrating fluency
varies word choices and avoids unnecessary repetition
uses diction appropriate to the audience and
assignment (e.g., avoidance of technical language,
slang, or dialect where inappropriate to the
assignment)
_____/
Grammar/Mecha
nics
exhibits control of grammar (e.g., use of determiners,
subject-verb agreement, and tense)
exhibits control of sentence mechanics (avoids fused
sentences, comma splices, and fragments)
uses correct punctuation, capitalization, and spelling
_____/

Sped 550 Summer 2014

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SPED 550: Characteristics of Special Education Students Summer 2014

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