Syllabus

SPED 465 SYLLABUS A **. ** **COURSE**: SPED 465: Computer Applications in Special Education ( ** 3 ** **Credits**)

B. ** INSTITUTION : ** Dakota State University
C. **TERM**: Fall 2016 D. **COURSE TIME & PLACE:** Internet Course! E. **INSTRUCTOR:** Dr. Tim Fiegen F. **APPROVED COURSE DESCRIPTION:** ISTE Foundations Standards will be studied for the implementation and management of computers in special education setting. A functional curriculum framework for designing computer learning activities and experiences appropriate for children and adolescents with learning problems will be developed. Other points of emphasis will be computer adaptive equipment, multicultural concerns, computer as a management tool in the classroom, and developing critical thinking skills with the use of the computer. G**. PREREQUISITES:** Admission to Teacher Education, CSC 105, SPED 100 H**. TEXTBOOK:** No text book required! I. **COURSE DELIVERY METHOD**:Students proceed through a course of study as directed and assisted by computer technology. Mastery is based on achieving competencies and benchmarks and demonstrating computer skills by accurately completing assignments! J. **CLASSROOM POLICIES**:


 * ADA Statement: ** If you have a documented disability and/or anticipate needing accommodations (e.g., non-standard note taking, extended time on exams or a quiet space for taking exams) in this course, please contact the instructor. Also, please contact Dakota State University’s Disabilities Office by calling 605-256-5121 or emailing Success.Center@dsu.edu as soon as possible. The DSU website contains additional information and the form to request accommodations found at [] . (Students must log into the DSU portal to access this page.) You will need to provide documentation of your disability. The Disabilities Office must confirm the need for accommodations before officially authorizing them.

** Academic Honesty (Sample Statement): ** Cheating and other forms of academic dishonesty run contrary to the purpose of higher education and will not be tolerated in this course. All forms of academic dishonesty will result in XXXXXX (insert your standards here). Please be advised that, when the instructor suspects plagiarism, the Internet and other standard means of plagiarism detection will be used to resolve the instructor’s concerns. DSU’s policy on academic integrity (DSU Policy 03-22-00 ) is available online. ** Freedom in Learning Statement: **Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. It has always been the policy of Dakota State University to allow students to appeal the decisions of faculty, administrative, and staff members and the decisions of institutional committees. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation. ** University Policy Regarding the Use of Tablets in the Classroom: **The Tablet PC platform has been adopted across the DSU campus for all students and faculty, and tablet usage has been integrated into all DSU classes to enhance the learning environment. Tablet usage for course-related activities, note taking, and research is allowed and encouraged by DSU instructors. However, inappropriate and distracting use will not be tolerated in the classroom. Instructors set policy for individual classes and are responsible for informing students of class-specific expectations relative to Tablet PC usage. Failure to follow the instructor’s guidelines will hinder academic performance and may lead to disciplinary actions. Continued abuse may lead to increased tablet restrictions for the entire class. Because tablet technology is an integral part of this course, it is the student’s responsibility to ensure that his/her Tablet PC is operational prior to the beginning of each class period. ** Faculty-Student Communications (Sample Statement, addressing office hours, email response time, feedback on assignments): **I generally respond to email messages within 24 hours. Response time may be a little longer on weekends and holidays. My office hours are (insert weekdays and hours here). I am also available for telephone office hours each week (insert days and hours here). If you'd like to arrange a phone call at another time, just send me an email and we’ll schedule a time that works for both of us. Please note that assignments will be returned within one week of the assignment's due date. When I cannot meet that deadline, I will notify you with an alternative timeline. ** As a note, here are the Faculty-Student Communications guidelines approved by the Workload Committee: **A minimum requirement for faculty office hours will be 8 hours a week spread over a minimum of 3 days. In addition, faculty will include in their syllabi a statement that they are available by appointment and establish reasonable and responsible e-mail response times of a maximum of 48 hours, Monday through Friday, excluding holidays, semester breaks, and sick or personal leave. Faculty who teach online classes or who set assignment deadlines over the weekend will set e-mail response times that take into account students’ need for information and reassurance as assignment deadlines draw near. When faculty are temporarily unable to meet their e-mail response guidelines, they will notify students of the delay in advance. If faculty are unable to notify students ahead of time (e.g. due to disabling illness) they will so inform the college office. In any event, the college office should be notified, so that student questions can be handled appropriately. ** Starfish Early Alert Tool: **As your professor, I am personally committed to supporting your academic success in this course. For that reason, if you demonstrate any academic performance or behavioral problems which may impede your success, I will personally discuss those issues with you and attempt to help you resolve the issue. I may also refer your case to the Student Success Center using Starfish, which is an online student success program that allows me to “flag” various performance updates, concerns, and referrals. If you receive a flag from me in Starfish, please see me or seek assistance and support from your advisor or the Student Success Center.

K **. ** [| Learning Objectives:] The teacher reserves the right to modify and adjust the course as necessary to make the course more meaningful. L. ** [|EVALUATION PROCEDURES]: ** M. **LEVEL TWO FIELD EXPERIENCE:** This is a level two course and you are expected to make the appropriate contacts on your own in order to fulfill the required assessments and projects. Specifically, find one child of appropriate ability level and ask them to give feedback on the programs that you built! O. **COURSE OUTLINE:** Assignments are due as per the due dates listed with the course assignments. P. **Relation to the Mission**: ** “Teaching: A Journey Worth Taking” ** The Conceptual Framework consists of the following focus areas: 1. Knowledge, 2. Planning and Preparation, 3. Instruction and Assessment, 4. Managing the Environment, 5. Technology, 6. Professionalism! This course relates to all six of the areas. In addition: Disposition Statement: Students are responsible for demonstrating the knowledge, skills, and dispositions to become an effective K-12 educator prior to graduating from the teacher education program at DSU. Dispositions are often defined as the “personal qualities or characteristics that are possessed by individuals, including attitudes, beliefs, interests, appreciations, values, and modes of adjustment. Not surprisingly, there is a significant body of research indicating that teachers’ attitudes, values, and beliefs about students, about teaching, and about themselves, strongly influence the impact they will have on student learning and development” (Collinson, et. al., 1999 and Combs, 1974, Taylor & Wasicko, 2000). DSU education majors will be evaluated within the university and K-12 classroom on the demonstration of the following dispositions: __ Dispositions for Interacting with Students __ : Caring, Patient, Empathetic, Open-Minded, Compassionate, Accepting of Others, Flexible, Creative __ Dispositions for Interacting with Peers, Staff and Parents __ : Adaptable to Change, Enthusiastic, Effective Communicator, Responsible, Flexible, Competent, Reliable, Cooperative, Creative, Disciplined, Organized __ Intrapersonal Dispositions __ : Integrity, Hardworking, Life-Long Learner