This course provides an overview of the service patterns, management needs, organizational variables, and instructional models necessary for success with students with mild/moderate disabilities. (Summer) [Graded (Standard Letter)]

This course provides background on the legal foundations for special education processes and strategies for being a successful IEP case manager

You will need to obtain the following textbook for the course: 

Developing Educationally Meaningful and Legally Sound IEPs. 

ISBN-13: 978-1538138014    or   ISBN-10: 1538138018

There will be resources provided within Canvas that you may need to read and use in addition to reading the textbook. You are also encouraged to locate and use your own helpful resources to extend or sharpen your understanding. 

Helpful Websites:  

USBE Padlet

USBE IEP Development

CEC resources 

Some of the essential questions we will tackle in the course are: 

• Why are the required components of an IEP important? What is the legal background of those requirements?
• What makes a high-quality PLAAFP statement and compliant, effective, measurable annual goals?
• What are the similarities and differences between accommodations, modifications, and interventions?
• How do IEP teams select appropriate services, placement, and accommodations for individuals with disabilities? 
• What are the skills necessary to be a successful IEP case manager?

Discuss cool things with your peers

Online discussions can be one of the richest elements of your online course experience. Asynchronous discussions offer a unique opportunity to be “heard.” You can think carefully about what you want to say and look it over before you post it. You can consider the contributions of your peers more thoughtfully and go back to comment again when a second reading offers clarification and a deeper understanding.

Discussions are processes that are student-driven and you have a great deal to offer and to learn from one another. I love to learn from your insights, creativity, and wisdom about teaching and learning through these discussions.

Discussion topic questions will come from the readings and other course materials. Discussions conclude on Monday night at 11:59 pm. Your participation in the discussions will be evaluated using a rubric. You are encouraged to interact with the discussion board more than 1-2 times during the week - come back to it and contribute several times so that all may further their learning on the topic!

Please do not to wait until Monday to do all of your posts. A true discussion cannot happen if all of you wait until the last day to post. Because thoughtful discussion is a requirement of the assignments, you will not receive credit for your initial post if it is not made by Saturday. 

If you prefer, you can get into groups of 4-6 students and complete the weekly discussion as a Zoom meeting. One person would schedule the Zoom meeting and, using that link, the group would attend the discussion synchronously and record the group discussion. 

Weekly Assignments 

The weekly assignments are designed to provide practical experience to help you improve your skills and knowledge of IEPs and case management. These assignments are aligned with the course objectives and readings found in each Module. 

For each of these assignments, read the required material first and use the new information and any other information you locate to respond thoroughly to each assignment. Each assignment will be different and will require different skills. Some will ask some specific questions to which you can respond, but you are encouraged to discuss your overall thoughts on any assignment.

Be sure you are using legal evidence when stating your thoughts, not just how you "feel" about an IEP requirement. Also, be careful using "that's how my district does it" as your rationale...it might not be in compliance with the law! Really get in there and deeply analyze and engage in each assignment, as this will make you a better special education case manager!

Complete an applied graduate project

During this course, you will complete a graduate project of your choosing. This must be an original work and not simply a collection of resources that you find online.

Some possible formats might be:

• a white paper or infographic to present an issue in special education
• a case management handbook
• an annotated bibliography about IEP research
• a professional development training for general educators on a topic of interest from the course
• Others chosen by you!

How will my learning be assessed?

According to SUU COEHD policy, you must earn at least a B for graduate credit to be awarded. The following grading standards will be used in this class:

I will provide rubrics or standards for mastery for each assignment. Please review these prior to completing assignments.

Reach out to me if any of the assignments or assessment standards are unclear. 

Communicate with me about due dates

I expect you to strive to be an active participant in this course and strive to meet due dates. This class has due dates and is not intended as "work at your own pace", but you are welcome to work ahead, as all of the modules will be available to you throughout the course. I recognize that life is more hectic at some times than others, so I am very willing to make exceptions to due dates if you communicate your needs with me, prior to the due date. Please note that this is a 7-week, accelerated course and, therefore, you will want to make sure you do not fall behind, as you won't have much time to get caught back up! 

Attend and Actively Participate

Your active participation is paramount to your success for this online course. You will need to log in at least 3-4 times per week to interact with the material and with your peers. I encourage you to seek additional information on your own to expand your understanding of the course concepts. When you find items that are particularly helpful to you, please share them with your classmates through the bulletin board discussion or in the weekly discussions. 

View all of SUU's Program and Course Fees

Registration Restriction(s)

Administrative Licensure, Master of Education with Licensure, Master of Education, and non-degree-seeking Master of Education majors only

Alignment with standards

How will I respond to your needs?

Online classes provide unique challenges for interaction. For messages sent to me, I will do my very best to respond within the specified time. Sometimes emails tend to slip off the radar, so if I do not respond to your needs within the specified time, please hound me again! I want to make sure I am responsive to you!

Feedback is an important part of learning and I will be sure to provide feedback on all graded assignments. Please review all feedback on your assignments! It is my intent to give helpful feedback that allows you to revise your work. 

It is my goal to:

• Respond to student messages within 2 business days
• Provide grades and feedback within 3 - 7 days from the due date

Collaborate with your classmates

I expect that you will strive to regularly contribute to collaborative activities to ensure other members of the community have ample opportunity to read/listen, reflect, and respond to your ideas. This extends to assignments other than weekly discussions, as I encourage you to collaborate on any assignments in the course. Collaboration is a critical skill for educators and I hope that you embrace this in the course. All I ask are these things:

• The names of all collaborators are included in your assignment submission.
• Each member submits their own copy of the assignment on Canvas. (For tracking purposes and your record) 
• All collaborators are actively involved in all assignments (Do not separate up the assignments and put everyone's name on them).

Demonstrate mutual respect and professionalism.

In order to learn, we must be open to the views of people different from ourselves. In this time we share together over the semester, please honor the uniqueness of your classmates, and appreciate the opportunity we have to learn from one another. Please respect each other’s opinions and refrain from personal attacks or demeaning comments of any kind. Finally, remember to keep all issues of a personal or professional nature discussed in class confidential. Please contact the instructor if you have suggestions for improving the classroom environment. It is preferable if students discuss issues directly with the instructor; however, students may also begin the conversation via email.

Other expectations

You will maintain an open line of communication with me so I understand how to support you.

You will do your best to be patient with technology. There will be hiccups, expect them. We will get through them together.

You will give yourself grace. Expect to make mistakes. You are human, and you are stressed.

Use of Artificial Intelligence (AI) Tools

AI tools (such as ChatGPT, Grammarly, or similar programs) may be used as part of the learning process in this course. All submitted work must follow a “human in, human out” standard—this means you may use AI for brainstorming, idea refinement, or drafting support, but you must critically engage with, edit, and meaningfully transform the output into your own original work. Direct copy-paste from AI without significant human revision is not permitted and will be considered a violation of academic integrity. You are responsible for the accuracy, originality, and citation of all content you submit, regardless of the tools used in its creation.

Course usability and design

I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so we can determine whether a design adjustment is needed or whether an accommodation is required to overcome the limitations of the design. I am always happy to consider creative solutions as long as they do not compromise the intent of the assessment or learning activity. You are also welcome to contact the Disability Resource Center (435-865-8042) to begin this conversation or to establish formal accommodations for this or other courses. I welcome feedback that will help me improve the usability and experience for all students.

 Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

• • • For Passwords or any other computer-related technical support:
      • 435-865-8200
      • support@suu.edu
      • IT Service DeskLinks to an external site.
    • For Canvas help:
      • 435-865-8555
      • canvas@suu.edu

SUU Campus Resources and Services

SUU has several resources and services available to support you during your time here at SUU, please review this list of SUU Campus Resources and Services (Links to an external site.)Links to an external site.

The Student Outreach and Support (SOS) Office at Southern Utah University provides support, non-clinical interventions, advocacy, and referrals for students experiencing challenges in their personal and academic lives. The team is comprised of non-clinical case managers who meet with students to gain an understanding of their needs and to identify personal strengths, as well as withdrawal support to understand options during difficult times

• Accommodations: Disability Resource Center is committed to helping all students be full participants in university programs, regardless of their abilities. Reasonable accommodations are available for students each semester.

• Thriving Thunderbirds: Mental health is essential for your academic success. If you are struggling with mental health issues, SUU provides resources, support, and services to help you. Please visit https://www.suu.edu/mentalhealth for access to these valuable resources.If you need assistance navigating any of the resources, please contact Counseling and Psychological Services, the Dean of Students’ Office, or the Health and Wellness Center.

• Writing Center: The SUU Undergraduate Writing Center invites all students to the Writing Center in Braithwaite Center 101 where qualified peer tutors are ready to help with any stage of the writing process. Fall hours start September 3: M-Th 8 am–9 pm, F 8 am–5 pm, and Saturday 11 am–3 pm. All appointments are free, and both in-person and Zoom appointments are available. To schedule, visit our website at https://www.suu.edu/hss/writingcenterLinks to an external site..

 Land Acknowledgement

SUU wishes to acknowledge and honor the Indigenous communities of this region as original possessors, stewards, and inhabitants of this Too’veep (land), and recognize that the University is situated on the traditional homelands of the Nung’wu (Southern Paiute People). We recognize that these lands have deeply rooted spiritual, cultural, and historical significance to the Southern Paiutes. We offer gratitude for the land itself, for the collaborative and resilient nature of the Southern Paiute people, and for the continuous opportunity to study, learn, work, and build community on their homelands here today. Consistent with the University's ongoing commitment to equity, diversity, and inclusion, SUU works towards building meaningful relationships with Native Nations and Indigenous communities through academic pursuits, partnerships, historical recognitions, community service, and student success efforts.