SPED 200 Syllabus

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Welcome to History and Philosophy of Special Education and Early Childhood

Outcomes

• Develop a personal philosophy of education based on the work of secular and religious leaders throughout history by analyzing assigned readings, Theorist Research Project, Master Teacher presentation, and “My Philosophy” papers.
• Analyze the processes of learning as related to education – specifically early childhood and special education – in theory and application by critically reading assigned texts, working in a small group to present on an attribute of the Master Teacher, observing children, and recording links to class content.
• Demonstrate preparedness in pursuing a degree in Early Childhood and/or Special Education by completing a four year graduation plan and using it to conference with your mentor. Students will also develop a plan for taking the required proficiency exams during their first four semesters at BYU-I.  Also, students will become familiar with program requirements such as faculty reviews, portfolio presentations, majors meetings, etc.
• Engage in collaborative practice and professionalism that will create a foundation for future classes, practicum, and employment by participating in class activities, being responsible to complete assignments in a timely manner, and participating respectfully in small and whole group discussions.

Description

This course provides future early childhood/special education professionals with knowledge of historical events, philosophies, and theories that have helped to shape American education and special education services.  You will learn about the skills and values needed to be a highly qualified and ethical teacher in early intervention birth to three programs, special education preschool settings, and K-3 elementary regular and special education classrooms as well as K-12 special education for those in that major.  This includes ethical and professional responsibilities, developmentally appropriate practices, curriculum and instructional models, and related issues in the field.  Through doctrinal perspectives, you will explore the example of Christ as the Master Teacher and strive to create a personal teaching philosophy that will serve as a foundation for future teaching practices.

Learning Model Architecture

Students will participate in some regular patterns throughout each lesson as they read text and articles, respond to an assigned question in writing and discussions, and assimilate/reflect on their weekly learning in a journal.

Prepare

Students will prepare by reading the assigned texts/articles and responding to the assigned question independently before discussing it with others.

Teach One Another

Students will teach one another by offering their responses to the question and then engaging in discussion with their peers' responses.

Ponder and Prove

Students will ponder and prove by reflecting weekly in a journal as well as completing the other assigned projects/assignments.

Prerequisites

There are no prerequisites for this class.

Required Materials

• Johnson, D.A. (2013) Creating Mighty Oaks: The History and Philosophy of American Education (unpublished works). Rexburg, ID: Brigham Young University-Idaho.  [Free! Included in course.]
• Bednar, D.A. (2011). Increase in Learning: Spiritual patterns for obtaining your own answers. Salt Lake City, UT: Deseret Book Company. ISBN-13: 9781609089436 and ISBN-10: 160908943X
• E-book also available. Be sure to go to Deseret Book for e-book specials.
  
• Compare prices for your textbooks through the University Store Price Comparison site. They will show you all of the options from the University Store plus several online options to help you find the best price.

Grading Policies

Grades will be determined by the percentage of points earned.

Category	Points	Total Weight
PARTICIPATION		10%
Syllabus Quiz	6
Meet Your Classmates	5
Philosophy Pre-Paper	10
Mid-Course Feedback	1
DISCUSSIONS		20%
Discussions (11 @10 points each)	110 (10 points each)
REFLECTION JOURNAL		20%
Reflection Journal (12 @ 10 points each)	120 (10 points each)
PAPERS AND PROJECTS		50%
Research Social Reconstructionism	25
Service Learning Plan	50
Compare-Contrast Paper	25
Behaviorism Activity	25
Behavior Modification	25
Child Observation	50
Proficiency Contract	50
4 Year Plan	50
Theorist Research Project	100
Christ the Master Teacher	100
Final Paper	150

Grading Breakdown:

If you earn below a C-, you will need to retake the course.  Grades are posted on I-Learn; please check them regularly and contact the instructor if you see any errors or have concerns.

Late work:

All assigned work is to be submitted ON or BEFORE the published due date. If you are unable to complete the assignment on time, you have up to one week to submit the assignment, but you will be penalized 20%.  No late work is accepted after the last day of the term.

Disclaimers

The instructor reserves the right to change any part of this syllabus at any time during the semester in order to adapt to changing course needs. You will be notified prior to any changes that may take place.

In compliance with the Americans with Disabilities Act, all qualified students enrolled in this course are entitled to “reasonable accommodation.”  It is the student’s responsibility to disclose to the teacher any special need she/he may have before the end of the first week of class.