This course focuses on assessment approaches for identifying students with disabilities and assessing progress toward learning goals and standards. Participants examine formal assessment tools and procedures used in the diagnosis of disabilities and identification of the instructional and behavioral needs of students. Participants will explore a range of student strengths and exceptionalities as they determine best educational practices to meet the needs of all learners in the least restrictive setting.
The objectives for this course are listed below. In addition, student learning outcomes supporting the course objectives will be specified at the beginning of the week for each module.
Students will respond to prompts related to course materials and engage with colleagues in the course to support understanding and the co-construction of knowledge. There are seven whole-class discussions in this course.
In this assignment, students will be asked to interview someone directly involved in assessing students with Intellectual Disabilities following a provided template. Students will then write a post on the discussion board reflecting on the interview.
In this assignment, students will read and analyze the different concepts and approaches to identifying exceptional learners. They will then create an infographic depicting the essential features and relationships between them.
Students will take a short answer reading quiz that covers types of assessment and bias as described in the textbook.
Students will navigate through a branching scenario based on a new fourth-grader entering their classroom. After completing the scenario, they will be asked to write a 2-3 page response to questions relating to their choices.
Students will participate in a community forum to share tips, resources, hints, and information related to Assessment, Student Support, and Individualized Education.
Students will choose two exceptionalities to research in-depth following a provided template. They will then compare and contrast the two.
Students will read, analyze, and evaluate sample psychological and academic evaluation reports for a hypothetical new student. They will then write a 1-2 page research-based reflection describing the ways in which the needs of their hypothetical student will impact the work that they do in the school or classroom.
As the final assignment for this course, students will develop an IEP for one of two sample students. This will include a 3-4 page written reflection on a series of questions related to using the IEP you developed in instruction.
Your grade in this course will be determined by the following criteria:
Assignment | Points - 100 total |
---|---|
7 Discussion (including interview) | 31 points |
Infographic | 4 points |
Reading Quiz | 8 points |
Case Study: Joseph | 8 points |
Exceptionality Research | 12 point |
Comprehensive Evaluation Analysis | 12 points |
Developing an IEP | 20 points |
Community Bulletin Board | 5 points |
Grade | Points Grade | Point Average (GPA) |
A | 94 – 100% | 4.00 |
A- | 90 – 93% | 3.75 |
B+ | 87 – 89% | 3.50 |
B | 84 – 86% | 3.00 |
B- | 80 – 83% | 2.75 |
C+ | 77 – 79% | 2.50 |
C | 74 – 76% | 2.00 |
C- | 70 – 73% | 1.75 |
D | 64 – 69% | 1.00 |
F | 00 – 63% | 0.00 |
Course Dates:
Week 1: Oct 19 – Oct 23
Week 2: Oct 24 – Oct 30
Week 3: Oct 31 – Nov 6
Week 4: Nov 7 – Nov 13
Week 5: Nov 14 – Nov 20
Week 6: Nov 21 – Nov 27
Week 7: Nov 28 – Dec 4
Week 8: Dec 5 – Dec 11
Learning Module |
Topics |
Reading & Multimedia |
Assignments |
Due Dates |
Week 1 |
Introduction |
|
Participate in Discussion Infographic |
Sunday, at 11:59 p.m. ET *Note: Initial discussion responses should be posted by FRIDAY night |
Week 2 |
Assessment Boot Camp |
|
Participate in Discussion Reading Quiz |
Sunday, at 11:59 p.m. ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
Week 3 |
Diagnosing Specific Learning Disabilities |
|
Case Study: Joseph Community Bulletin Board: Assessment |
Sunday, at 11:59 p.m. ET |
Week 4 |
Diagnosing Intellectual Disabilities |
|
Discussion: Interview Discussion: Growing up Gifted |
Sunday, at 11:59 p.m. ET *Note: Initial discussion responses should be posted by FRIDAY night |
Week 5 |
Understanding Exceptionalities |
|
Participate in Discussion Exceptionality Research |
Sunday, at 11:59 p.m. ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
Week 6 |
Comprehensive Evaluations |
|
Comprehensive Education Analysis Community Bulletin Board: Student Supports |
Sunday, at 11:59 p.m. ET |
Week 7 |
Individualized Education Plans |
|
Participate in Discussion |
Sunday, at 11:59 p.m. ET *Note: Initial discussion responses should be posted by WEDNESDAY night. |
Week 8 |
Conclusion and Final Reflection |
|
IEP Participate in Discussion Community Bulletin Board: Individualized Education |
IEP: TUESDAY at 11:59 PM ET Discussion/Community Bulletin Board: FRIDAY, at 11:59 ET *Note: Initial discussion responses should be posted by WEDNESDAY night. |
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Education page
The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the Turnitin Student quick start guide.
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.