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C6446 Counseling Exceptional Education Students and Families

Argosy University- Tampa Campus

Syllabus for Online or Tutoring

Content:

• Logistics

• Required Texts

• Online Resources Available for this Course

• Online books related to this course on www.coping.org

• Course Description-Goals-Performance Objectives-Concepts

• Course Requirements

• Exceptional Student Education/Field Experience Assignments 

• Grading Grid

• Course Calendar

• Standards for Written Assignments

• Standards for Oral Assignments

Logistics:

Instructor: 

James J. Messina, PhD

Contact number: 813.631.5176 (home/office-tied to Cell Phone)

E-mail: jjmess@tampabay.rr.com

Class Time:  

Students are expected to make contact with instructor within the first 4 days of class by email, and maintain a weekly contact by completing assignments online.

Required Texts:

Tools for Getting Parents Involved in the Exceptional Education Process: http://www.coping.org/involvepar/involve.htm (APA reference: Messina, J. (2004). Tools for Getting Parents Involved in the Exceptional Education Process. Retrieved on Date from http://www.coping.org/involvepar/involve.htm. )                                                                       

Tools for Parents of Children with Special Needs: http://www.coping.org/copingbook/coping.htm (APA reference: Messina, J. (2004). Tools for Parents of Children with Special Needs. Retrieved on Date from http://www.coping.org/copingbook/coping.htm. )        

Online Resources Available for this Course:

APA Style Guide: http://www.coping.org/write/apastyle.htm 

Tips on Improving Your Technical Writing Skills: http://www.coping.org/write/improvtech.htm 

Parent Links: http://www.coping.org/links/links.htm

Personality Theories Links: http://www.coping.org/courses/theories/theorieslinks.htm

Psychotherapy Online Resources: http://www.coping.org/adultlink/therapy.htm

The SEA’s Program of Recovery: http://www.coping.org/seas/tools/program.htm

Online books related to this course on www.coping.org

Pathfinder: Tools for Raising Responsible Children: http://www.coping.org/pathbook/contents.htm

Tools for Early Identification and Intervention: http://www.coping.org/earlyin/content.htm

Course Description-Goals-Performance Objectives-Concepts

This seminar addresses the special counseling needs of exceptional students from birth through high school. The complex psychology of exceptional students is studied. The nature and needs of specific types of exceptional students are considered relative to the counseling process. Special characteristics of this population and appropriate counseling strategies are discussed. Special topics include crisis intervention, self-esteem, peer relationships, adaptations, family involvement, multicultural impact, special education related service requirements, current issues and trends, and interdisciplinary collaboration.

Course Goals

These goals are derived from the mission and goals of the School of Psychology. The primary goal of this course is for the student to have counseling strategies appropriate for working with exceptional students and their families. Specifically, the course will:

1. Provide the student with the appropriate skills and foundation in the field of counseling special needs students and families.
2. Stress empirical validation and a Research-Practitioner approach to the practice of counseling special needs students and families.
3. Establish the importance of ethical considerations in counseling special needs students and families.
4. Provide practical examples from experienced and currently active professionals and lay people in working with special needs students and families.
5. Provide opportunities for application of skills learned by the student.
6. Encourage students to develop a personal integration of theories and techniques presented in the field of counseling.

Performance Objectives

The following performance objectives are derived from the educational goals of the course. Upon completion of the course, the student will:

1. Describe at least six (6) Exceptional Student Education (“ESE”) classifications.

2. Describe assessment tools utilized in measuring ability, achievement, behavior and personality.

3. Identify models of programs and specific strategies to meet the needs of ESE students.

4. Demonstrate understanding of Federal and State regulations affecting ESE.

5. Identify resources and personnel accessible for assistance in working with special needs students and families.

Important Theories, Terms, and Concepts

·        Ability Testing

·        Achievement Testing

·        Due Process

·        Inclusion Model

·        Least Restrictive Environment

·        Mainstreaming Model

·        PL94-142

·        Resource Programs

·        Section 504

·        Self-contained Programs

·        Services Team

·        Student Study Team/Home School

Course Requirements

Grading of Written Work:

All documents are to be typed, spell-checked and grammar checked, submitted double-spaced, and prepared in the proper APA format. The attached “Standards for Written Assignments” will be used to evaluate and weight the scoring of papers.

Grading of Oral Presentations:

All classroom presentations made by students must be accompanied with PowerPoint Slide Programs which are to be spell-checked and grammar checked, and prepared in the proper APA format. The attached “Standards for Oral Presentations” will be used to evaluate and weight the scoring of all student classroom presentations.

Attendance and Participation (only for face to face classes)

Attendance and participation are required through online participation and at each class.  It is the policy of Argosy University that a student’s grade will be lowered one whole grade point for each 3 hours of class missed.  It is expected that students will arrive ON TIME for weekend classes and with all assignments. Points will be deducted for students arriving late to class.  Cell phones are turned off when entering the classroom.

Late assignments

Assignments are late if not submitted by the time designated on the due date.  No credit will be given for late work.  If you are late with an assignment, the assignment will be graded “0”.

Behavior

It is expected that each student will conduct him/her self in a professional manner and in accordance with expectations of graduate students and Argosy University.  Please refer to the Student Handbook.  Please refrain from conduct unbecoming a professional counselor. 

Academic Dishonesty/Plagiarism

You are expected to abide by standards set and expected for academic honesty.  Please review the section on Academic Dishonesty/Plagiarism that appears under the heading of Student Rights & Responsibilities in the Argosy University Academic Catalog.  The work that you submit should be your original work. As long as you put in APA style citations and references you can paraphrase or use quotes from authors, but if you use their words and do not cite and reference them, then you are guilty of plagiarism.

Teaching Strategies

This course will include a combination of online activities, classroom lecture, discussion, videos, role-play activities and participation in small group experiences.  This class is a hands on class with lots of activities geared towards professional counselors.

NOTE: Students with any type of documented disability that may interfere with learning in this class are encouraged to discuss this situation with the instructor early during the semester. If special accommodations are needed, the student should contact Argosy Student Services.

Exceptional Student Education/Field Experience Assignments: 

Reading Assignments:

• Students are expected to read the two online textbooks by the end of third week of course.

• Students are expected to read all of the course lectures in preparation for these assignments

Journal Article Review:

Prior to the beginning this field experience every student is to research for journal articles or book chapters on the following exceptional education issues:

·        Ability Testing

·        Achievement Testing

·        Due Process

·        Inclusion Model

·        Least Restrictive Environment

·        Mainstreaming Model

·        IDEA (formerly known as PL94-142)

·        Resource Programs

·        Section 504

·        Self-contained Programs

·        Services Team

·        Student Study Team/Home School

Every student will choose 5 of these journal articles or book chapters. Exposure to the literature that provides the base for what is done for children with exceptional education needs and there parents is an important training activity.  It is unreasonable to try and review the literature in any substantial fashion. As an introduction to the research base, each student will select a minimum of 5 articles, which he or she reviewed.  These articles MUST be empirical research studies that are designed to assess the effectiveness of various exceptional education process approaches with children with exceptional needs. Each student will be responsible to write a brief review of no less than three pages for each of the five articles read, and discusses the implications of the articles for the well being of students with exceptional education needs and their parents.  Papers will be typed and will be consistent with APA style guidelines.  The Journal Review Paper will be worth 15 points.  The Journal Article Review Paper is due by email to the Instructor no later  noon on the  

Field Experience Paper and Presentation:

After reading these articles or book chapters, which will be referenced in the Field Experience Paper, every student will develop a structured interview, which will be utilized on the visitation portion of this field experience. This structured interview will be attached to the Field Experience Paper.

Every student then will be required to contact five centers for the Education for Children with Exceptional Educational Needs by phone, email or personal visit.

1.      Early Intervention Preschool Setting for Children Birth to 3 years of age

2.      Elementary School for Children 3 years of age to 5^th grade

3.      Middle School for Grades 6-8

4.      High School for Grades 9-12

5.      Exceptional Education Center for Adults 18-21 still covered by Exceptional Education

Every student is to interview at each site by phone, email or in person interview a School Counselor (if the school or center has one) or an Exceptional Education Teacher or Staff person (therapist, social worker, etc) if a school counselor is not located at the specific program

Once all five structured interviews have been conducted then every student will write a summary paper of no less than 15 pages on these interviews which must be emailed to the instructor no later than midnight Saturday December 4. Every student must also be prepared to present a 30-minute presentation with PowerPoints on this field experience.

Issues to be addressed in both the Field Experience Paper and Field Experience Presentation:

1.      What abilities and achievement testing are done to determine if students are eligible for exceptional education services in the specific school exceptional education programs contacted?

2.      How do the staffs of the specific schools contacted guarantee the due process issues of both the students and parents?

3.      How are the inclusion, mainstreaming and least restrictive environment needs of students addressed in the specific schools contacted?

4.      How well do the staff and parents at the specific schools contacted understand the IDEA (formerly known as PL94-142 and Section 504 of the Antidiscrimination Act?

5.      How do these schools contacted differentiate between inclusion, resource programs, and self-contained classrooms?

6.      How well organized are the Services Teams and Student Study Team/Home School in the schools contacted?

7.      What are the typical counseling needs of Exceptional Education Students in the school contacted?

8.      What are the typical counseling needs of the families and parents of the Exceptional Education Students in the school contacted?

9.      What are the unmet needs of the students with exceptional education needs identified at each of the specific schools contacted?

10.  What are the unmet needs of the parents of students with exceptional education needs identified at each of the specific schools contacted?

Click here to Download: Sample APA Style Paper to assist you in completing your Field Study Paper

Journal Articles Review Paper is due by email to the Instructor no later than Noon Wednesday Week 4 -worth 20 points

Field Experience Paper is due by email to the instructor no later than Noon Wednesday Week 6 –worth 25 points

Presentation PowerPoint is due by email to instructor no later than Noon Wednesday Week 7- worth 10 points

Click here to Download: Template PowerPoint for Field Presentation

Field Experience Presentation is due in over phone conference call with instructor no later than Noon Saturday Week 7 worth 15 points.

Grading Grid:

Grading Criteria:

Course Calendar:

Standards for Written Assignments

Content/Development 70%

Organization 10%

Style/Mechanics 20%

General Comments on Assignment

Standards for Oral Presentations

Individual Name:_________________________________ Date:___________

Total Points Available:_____                                                         Grade_____/_____

1. Content of Presentations:  (Grade Weight = 70%)     _____        

1. Content of presentation clearly follows the written paper on which it is based

2. The material presented is relevant and addresses the specifications of the assignment.

3. The content presented is comprehensive, accurate, and believable.

4. Key points are noted and presented logically.

5. There is a good balance of empirical data and analytical thinking

Notes:

2. Organization/Structure:  (Grade Weight = 10%)     _____

1. Presentation is well organized, clear, and effectively structured.

2. Topic is researched adequately.

3. Presentation sequence includes the following elements:

Motivate:  Why is this important to your audience?

Preview:  What specific points/topics are going to be covered?

Discuss:  cover each point/topic with adequate support.

Review:  this is what we covered and here’s how you may apply it.

Notes:

3. Style/Presentation:  (Grade Weight = 10%)     _____

1. Non-verbal gestures are appropriate to the purpose of the presentation and flow of ideas.

2. Confidence and knowledge of content are evident.

3. Audience is engaged, when appropriate, in a professional manner.

4. Delivery time is used well.  Presentation is not rushed.

5. Audience feedback is solicited.

6. Audience questions are effectively addressed and correctly answered.

Notes:

 4. Effective Use of Visual Aids:  (Grade Weight = 10%)     _____

1. Visual aids are clear and effective.

2. Visual aids contribute to a focused and integrated presentation.

Notes:

Coping.org is a Public Service of James J. Messina, Ph.D. & Constance M. Messina, Ph.D.,  Email: jjmess@tampabay.rr.com  ©1999-2007 James J. Messina, Ph.D. & Constance Messina, Ph.D.  Note: Original materials on this site may be reproduced for your personal, educational, or noncommercial use as long as you credit the authors and website.