Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2025

Educating Exceptional Students (Face-to-Face)

SPED 2030-01

Course: SPED 2030-01
Credits: 3
Term: Fall Semester 2025
Department: TED
CRN: 30559

Course Description

This course explores the wide range of exceptionalities found in schools. This includes special needs, gifted, at-risk, and disabled students, and programs designed for their care and support. This course is a practicum course; a background check through SUU must be completed prior to registering for this course. Placement requests must be made before the drop date, otherwise students will be dropped from the course. Questions about the practicum experiences or background checks can be directed to coehdpracticums@suu.edu. (Fall, Spring, Summer) [Graded (Standard Letter)]

Required Texts

Gargiulo, R. M., & Metcalf, D. J. (2017). Teaching in todays inclusive classrooms: A universal design for learning approach (3rd ed.). Boston, MA: Cengage Learning.

You can find the book at this link: https://www.cengage.com/c/teaching-in-today-s-inclusive-classrooms-a-universal-design-for-learning-approach-3e-gargiulo/9781305500990PF/

You can rent a paper copy or buy the electronic copy of the book for approximately $30. No need to get the Cengage unlimited, I have used it in the past and prefer not to give you the added expense.

If cengage website is not working and you can't find the etext, I suggest getting your online book using the link below. This is the 4th edition which has everything you need and more.

https://ebooksbasic.com/product/teaching-in-todays-inclusive-classrooms-a-universal-design-for-learning-approach-4th-edition-pdf-ebook/

Learning Outcomes

By the end of this course, you will be able to:

  1. 1. Discuss the special education process, including legal basis, evaluations and IEPs
  2. 2. Describe the sub-types and characteristics of students with high- and low-incidence disabilities, as well as terminology used in eligibility, identification and placement procedures.
  3. 3. Identify effective instructional procedures that facilitate prevention and intervention strategies for use with students with mild and moderate disabilities.
  4. 4. Describe effective service delivery systems for students with mild and moderate disabilities at the elementary and secondary levels.
  5. 5. Describe the functions of assessment in (a) the classification of, and (b) instructional programming for students with mild and moderate disabilities.

Course Requirements

Course Assessment Table
Course Learning Outcomes:Activities
Learning Outcome 1Discussion 1; Chapter 3 Scenario
Learning Outcome 2IRIS module: Acting Out Cycle; Discussion 4, Chapter 4 Scenario; Discussion 7; Discussion 8
Learning Outcome 3IRIS UDL Module and Barrier Chart; Discussion 9; Chapter 8 Scenario; Discussion 12; Chapter 11 Scenario; Chapter 13 Scenario; Discussion 14; Discussion 15; Chapter 14 Scenario; Discussion 16
Learning Outcome 4Discussion 9
Learning Outcome 5Discussion 3; Discussion 11
Assignment Outline
  1. 1. Weekly Activities 200 pts. (may vary)
  2. 2. Weekly Discussions (20 points each x 15) 300 pts.
  3. 3. Weekly Quizzes (10 points each x 14) 140 pts.
  4. 4. Practicum (4 Reflections X 4) 100 pts.
  5. 5. Lesson Plan w/ Adaptations 150 pts.
  6. 6. Final Exam 100 pts.

Total Points 920 pts.

1. Weekly Activities: Each week there will be 1-2 activities to complete, with an upload to Canvas. Points for each activity vary, but are generally around 20 points.

1. Weekly Discussions: There will be a discussion for each module. Post a reply and respond to two classmates posts. You will get 10 points for post and 5 points for each reply.

2. Weekly Quizzes: Each section of weekly content will conclude with a 10-point quiz, consisting of multiple choice, true/false, short answer, and fill-in-the-blank questions, which must be completed by Sunday at midnight. As I view quizzes as additional learning opportunities, you will have the opportunity to take each quiz twice. I suggest taking it the first time at the beginning of the week, finishing the content, and then taking it a second time at the end of the week.

3. Practicum: For this assignment, you can find a special education classroom to observe (10 hours) or watch the videos I created. I created four online practicum experiences with video options and prompts. Complete all four by the end of the semester, 25 points each. The videos are observations of various classrooms. You will have choices on subject and grade level. Read the prompt questions in each reflection before you watch the videos. If you happen to be an APPEL/ARL student or working in a school as a para or teaching aid, you can use a classroom in your school to complete the prompts instead of watching the videos.

2. Lesson plan: You will complete a lesson plan using fictional students we will create in class and will be required to provide UDL adaptations for each section (6 parts) of the lesson plan that you could make for those students with special needs.

3. Final (TBA): The final will be a mix of multiple choice, short answer, and application questions. It will be comprehensive and I will provide a study guide the week prior to the exam.

Grading

All assignments must be submitted in order to receive a grade. Attendance and participation are essential components of the course. Percentages for grades are as follows:

100-95 - A 82-80 - B-

94-90 - A- 79-77 - C+

89-87 - B+ 76-73 - C

86-83 - B 72-70 - C-

Course Outline

  • Date Details Due
  • Chapter 1 Quiz (Quizzes are Open Book) due by 11:59pm
  • Chapter 1 Video Case: Inclusion: Meeting the Needs of All Students in a Sixth-Grade English Language Arts Class due by 11:59pm
  • Discussion 1 due by 11:59pm
  • Introduce Yourself due by 11:59pm
  • Commenced Attendance Quiz due by 11:59pm
  • Sun Aug 31, 2025
  • Commenced Attendance Quiz due by 11:59pm
  • Chapter 2 Quiz (Quizzes are open book) due by 11:59pm
  • Discussion 2 due by 11:59pm
  • IRIS UDL module and Barrier Chart due by 11:59pm
  • Sun Sep 14, 2025
  • Chapter 3 Scenario: Grades K-3 Individualized Education Program Meeting C due by 11:59pm
  • Chapter Quiz 3 due by 11:59pm
  • Discussion 3 due by 11:59pm
  • Chapter 4 Quiz: ADHD & SLD due by 11:59pm
  • Discussion 4 due by 11:59pm
  • Sun Sep 21, 2025
  • LD/ADHD: Back to Square One due by 11:59pm
  • Chapter 4 Quiz: EBD due by 11:59pm
  • Discussion 5 due by 11:59pm
  • Sun Sep 28, 2025
  • IRIS module: Acting Out Cycle due by 11:59pm
  • Chapter 4 Quiz: SLI & ID due by 11:59pm
  • Chapter 4 Scenario: Grades 4-6 Speech and Language Impairment C due by 11:59pm
  • Sun Oct 5, 2025
  • Discussion 6 due by 11:59pm
  • Chapter 5 Quiz: Autism due by 11:59pm
  • Discussion 7 due by 11:59pm
  • Sun Oct 19, 2025
  • Iris Module : Evidence Based Practices for Students with Autism due by 11:59pm
  • Chapter 5 Quiz: Vision, Hearing, Orthopedic Impairments due by 11:59pm
  • Discussion 8: The End video due by 11:59pm
  • Sun Oct 26, 2025
  • Iris Module: Making the Learning Environment Accessible to Students with Visual Disabilities due by 11:59pm
  • Chapter 7 Quiz due by 11:59pm
  • Discussion 9 due by 11:59pm
  • Sun Nov 2, 2025
  • You're a Disgrace Survey due by 11:59pm
  • Practicum Reflection #1 due by 11:59pm
  • Practicum Reflection #2 due by 11:59pm
  • Practicum Reflection #3 due by 11:59pm
  • Discussion 11 due by 11:59pm
  • Thu Nov 6, 2025
  • Chapter 8 Quiz due by 11:59pm
  • Chapter 8 Scenario: Grades 4-6 Lesson Plan with UDL Components C due by 11:59pm
  • Discussion 10 due by 11:59pm
  • Chapter 10 Quiz due by 11:59pm
  • Discussion 11 due by 11:59pm
  • Sun Nov 16, 2025
  • Iris Module: Assistive Technology (Intervention/Accessibility Options) due by 11:59pm
  • Weekly discussion leader due by 11:59pm
  • Thu Nov 20, 2025
  • Lesson Plan FINAL due by 11:59pm
  • Sat Nov 22, 2025
  • Practicum Reflection #4 due by 11:59pm
  • Chapter 11 Quiz due by 11:59pm
  • Chapter 11 Scenario: Grades 7-9 Challenging Behaviors E-mail C (Don't do both scenarios. Choose one or the other) due by 11:59pm
  • Sun Nov 30, 2025
  • Chapter 11 Scenario: Grades K-3 Challenging Behaviors E-mail C (Don't do both scenarios. Choose one or the other) due by 11:59pm
  • Discussion 12 due by 11:59pm
  • Chapter 13 Quiz due by 11:59pm
  • Chapter 14 Quiz due by 11:59pm
  • Sun Dec 7, 2025
  • Discussion 13 due by 11:59pm
  • Discussion 14 due by 11:59pm
  • Extra Credit Opportunity due by 11:59pm
  • Thu Dec 11, 2025
  • Alternate Final Exam Projects due by 11:59pm
  • Final Exam due by 11:59pm
  • Fri Dec 12, 2025
  • Practicum (Work on All Semester) due by 11:59pm
  • Extra Credit Link for Webinar, Quiz 9, etc.
  • Roll Call Attendance

Instructor's policies on late assignments and/or makeup work

Late Work Policy: Late assignments will not be accepted, unless a time extension has been negotiated at least 2 days prior to the due date.

Make Up Work Policy: If you are going to be absent and you notify the instructor PRIOR to the absence, arrangements will be made to allow you to make up in-class assignments or complete an alternate assignment.

Extra Credit: Extra credit will not be a regular part of this course; however, it may be offered at the instructor's discretion. Do not ask for extra credit at the end of the semester to bring up your grade. The answer will be NO.

Instructor's Response Time & Feedback

It is my goal to respond to student messages within 2 business days and provide grades and feedback within 10 business days from the due date. If I do not respond to you within this time frame, feel free to reach out again...it won't be a bother!

Attendance Policy

Plan to log in and work in the course at least 3 days per week. Each week will require approximately 5 hours of work, (including 2 hours of practicum during 5 of the weeks)

Course Fees

Content for this section will be provided by the instructor.

Course Navigation

Overview of Course and How to Navigate Canvas

https://youtu.be/tTbpltmE1CQ (14 Week Course)

https://youtu.be/3kDKt6p_brc (7 Week Course)

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.