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College of Graduate Studies

SE5765 Working With Families and Children: Ethical and Legal Issues -

Instructor: Esther Kennedy, Louis Goscinski

Phone: Esther Kennedy 603-828-6462 (C) email eekennedy@mail.plymouth.edu

603-431-2944 (H)

Louis Goscinski 603-664-5567 (H) email is ljgoscinski@mail.plymouth.edu

603-834-2723 (C)

Required Text:

1.) Weishaar, M. K. (2007). Case studies in special education law. Upper Saddle River, NJ:

Pearson. ISBN:0-13-218628-4

2.) Sileo, N, Prater, M. (2012). Working with families of children with special needs. Upper

Saddle River, NJ: Pearson. ISBN: 978-0-13-714740-3.

Course Description

This course will familiarize the student with the ethical responsibilities required of special

education professionals. The specific issues to be addressed in this course include the following:

- developing working relationships with professionals and families

- application of ethical standards to conflict situations

- exploration of behavior change processes within an educational institution

- confidentiality

- ethical decision-making process

Central Questions: What have been the major legislation or educational initiatives impacting the

education of students with disabilities in the past 40 years? What major ethical considerations

have evolved as a result? How has this legislation also impacted the family’s role in the

education of their child?

Essential Questions:

What are the major ethical issues encountered by special education professionals?

What impact does federal legislation and mandates have in the administration of special

education?

What are responsive strategies that promote effective communication, conflict resolution, and

collaboration with individuals with disabilities, families, and school personnel?

What are the roles of administrators, general education teachers, other school personnel and

parents in supporting access to the general curriculum of an individual with disabilities?

What are successful problem solving methods that facilitate collaboration?

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Performance-based Objectives -

By engaging in assigned readings, sample case studies, and class discussions, students will

be able to:

Identify and discuss major ethical considerations in various aspects and practices in special

education

Explain how to support the role of individuals with disabilities, their families and school and

community personnel in planning an individualized program, and maintain confidential

communication about individuals with disabilities and their families

Explain how assessment procedures can respectfully include individuals with disabilities and

their families

Explain how to foster respectful and beneficial relationships among individuals and

incorporate individuals with disabilities and their parents as active participants in the

educational team

Discuss ways of communicating effectively with school personnel and parents including

those from diverse backgrounds and their families

Identify resources available to parents that would assist parents in understanding their rights

as protected by the IDEA and special education procedures

Students will demonstrate these objectives through their participation in discussions, both

in class and online, through their reflections posted online and their final presentation.

Course Expectations: • Students will be able to interact and work with others in their educational communities.

• Students will be required to be mindful and accepting of differences and challenges that are

among professionals in the classroom.

• Students will incorporate technological and media resources in presentations.

• Students will come prepared to all classes to foster discussion on the topic.

Content of Course Which Addresses Technological Competence: Students will be required to

employ technology in assignments, research and classroom presentations.

Content of Course Which Addresses Diversity Issues: Students will explore issues of cultural

diversity in relation to individuals with disabilities and their families focusing on communication

and informed consent.

Content of Course Which Addresses Special Needs Issues: This course focuses on individuals

with special needs and their families in addressing ethical concerns related to the implementation

of special education law.

COUNCIL FOR EXCEPTIONAL CHILDREN STANDARDS NCATE ACCREDIATION

Standard #1 – Foundations

CC1K1 - Models theories and philosophies that form the basis for special education practice.

CC1K2 - Laws, policies and ethical principles regarding behavior management planning and implementation.

CC1K4 - Rights and responsibilities of students, parents, teachers and other professionals, and schools related to

exceptional learning needs.

CC1K6 - Issues, assurances and due process rights related to assessment, eligibility, and within a continuum of

services.

GC1K5 - Continuum of placement and services available for individuals with disabilities.

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GC1K8 - Principles of normalization and concept of least restrictive environment.

Standard #7 – Instructional Planning

CC7K1 - Theories and research that form the basis of curriculum development and instructional practice.

Standard #8 – Assessment

CC8K1 - Basic terminology used in assessment.

CC8K2 - Legal provisions and ethical principles regarding assessment of individuals.

CC8K4 - Use and limitations of assessment instruments.

CC8K5 - National, state or provincial and local accommodations and modifications.

GC8K1 - Specialized terminology used in the assessment of individuals with disabilities.

GC8K2 - Laws and policies regarding referral and placement procedures for individuals with disabilities.

CC8S6 - Use assessment information in making eligibility, program and placement decisions for individuals with

exceptional learning needs, including those from culturally or linguistically diverse backgrounds.

GC8S3 - Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with

disabilities.

Standard #9 – Professional and Ethical Practice

CC9S1 - Practice with the CEC Code of Ethics and other standards of the profession.

CC9S2 - Uphold high standards of competence and integrity and exercise sound judgment in the practice of the

profession.

CC9S3 - Act ethically in advocating for appropriate services.

CC9S4 - Conduct professional activities in compliance with applicable laws and policies.

CC9S7 - Practice within one’s skill limits and obtain assistance as needed.

CC9S11 - Reflect on one’s practice to improve instruction and guide professional growth.

GC9S2 - Ethical responsibility to advocate for appropriate service for individuals with disabilities.

Standard #10 – Collaboration

CC10K1 - Models and strategies of consultation and collaboration.

CC10K2 - Roles of individuals with exceptional learning needs, families and school and community personnel in

planning an individualized program.

GC10S1 - Maintain confidential communication about individuals with exceptional learning needs.

CC10S3 - Foster respectful and beneficial relationships between families and professionals.

CC10S4 - Assist individuals with exceptional learning needs and their families in becoming active participants in

the educational team.

CC10S7- Use group problem solving skills to develop, implement and evaluate collaborative activities.

PSU Conceptual Frameworks CHECK Standards:

Commitment

dedication, perseverance and individual and social responsibility

responsibility of educators to take a thoughtful and critical stance toward themselves and their profession

Holism

affirming diversity and understanding the “whole child” within the family, community and cultural context

Collaboration

working with students, families and colleagues effectively toward shared goals, showing respect and

openness toward diverse perspectives and confronting and resolving conflicts effectively and respectfully

Knowledge

teaching that engages all learners combines a knowledge of students and one’s subject within cultural,

social and institutional context.

and the College of Graduate Studies Hallmarks:

Learners are encouraged to be active agents in their graduate programs through dynamic collaboration with our

diverse faculty of scholars and practitioners. The graduate programs foster inquiry and critical thinking through a

commitment to the following Hallmarks:

• Leadership and advocacy

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• Scholarship and action/application

• Reflection and innovation

• Professionalism and service

• Global awareness and social responsibility

Note: Plymouth State University is committed to providing students with documented disabilities equal access to all

university programs and facilities. If you think you have a disability requiring accommodations, you should

immediately contact the PASS Office in Lamson Library (535-2270) to determine whether you are eligible for such

accommodations. Academic accommodations will only be considered for students who have registered with the

PASS Office. If you have a Letter of Accommodation for this course from the PASS Office, please provide the

instructor with that information privately so that you and the instructor can review those accommodations. The web

address for PASS is: http://www.plymouth.edu/pass/serve.htm.

The Writing Center in the Lamson Learning Commons is open every day except Saturday and staff are available

to support students with the written requirements for this course. They will help with idea generation, rough

drafts and editing. Drop in or call (535-2831) to make an appointment.

Academic Integrity: All work submitted in this course must be one’s own and produced exclusively for this course.

The use of sources (ideas, quotations, and paraphrases) must be properly acknowledged and documented (APA

format). If you use words from a source and they are taken word for word either as part of a sentence or a phrase you

MUST use “quotation marks” around the section that is word from the source. The citation would contain the

author, date, and page number (Berry, 2010, p. 6). Violations of university policy will be reported in accordance

with the procedures outlined under Academic Policies and Procedures - Academic Integrity at

http://www.plymouth.edu/registrar/academic_policies.html.

Academic dishonesty, as defined by Plymouth State University, is an intentional act of deception in one of the

following areas:

Cheating – use or attempted use of unauthorized materials, information, or study aids.

Fabrication – falsification or invention of any information.

Assisting – helping another commit an act of academic dishonesty.

Tampering – altering or interfering with evaluation instruments and documents.

Plagiarism – representing the works of ideas of another person as one’s own.

Any student suspected of academic dishonesty will be reported to the Chair of the HPER Department immediately.

See the Academic Catalog for a full description of the procedures when a violation to academic integrity in a course

is suspected.

Performance-based Course Objectives:

Participation: attendance, participation in class discussion, 10%

thoughtful responses to others’ posts in online environment

Due Dates For the Posts 7/7/2013 &7/14/2013

Wrestling with Ethical and Legal Considerations: 20%

-You will be asked to responded on line to two Ethical questions.

-The response will be 150 words in length.

-Post your refection to the forum for that topic.

Respond to at least 2 others’ posts.

Due Date 7/29/2013

Reflections on ethical and legal considerations 30%

working with families in special education using

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Case Studies

Case Studies in Special Education: Wrestling with Ethical and Legal Considerations: Pick 2 case

studies each week (one week free).

Read any corresponding chapters with each topic.

Write a 1 – 2 page reflection that answers all of the questions posed at the end of the Case

Study.

o If not directly stated in your discussion of the questions be sure your reflection

includes:

a summary of the law or legal issues involved,

the issues and ethical considerations raised by the case study and a

possible resolution strategy, or alternative course of action.

Also be sure to reflect on how this case and your understanding of the

issues will influence your practice in the education of students with

disabilities.

See Graduate Refection Writing Rubric for writing criteria

DUE Date 7/22/2012

Final Project – Presentations 40%

Students will choose an issue directly related to special education and the ethical considerations

we have been discussing throughout the scope of this course.

Students will research the topic, including information available to parents on the issue

through local and state resource centers and websites.

o E.g. http://www.parentinformationcenter.org/

o http://nichcy.org/schoolage/parental-rights

Information, the student’s personal perspective on the issue and the rationale for that

position, will be presented in a 15-20 min presentation.

The focus of the presentation will be geared toward educating parents/families on the

topic.

The student will create a handout, pamphlet, or informational guide that parents could use

as a resource will be required as part of the presentation.

Final Presentation and Handout Criteria Comments Summarizes topic in a way that could be easily

understood by parents

Resources or additional sources of information are

provided

Presenter has confident delivery of information:

shows evidence that the speaker has practiced the

presentation and is knowledgeable about the subject

Presentation is organized in a way that the listener

can follow and relate to information being

presented.

Handout, pamphlet, or informational guide that

parents could use as a resource is provided. Handout

uses clear user-friendly language.

Total:

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Class Topics and Readings

Topics:

7/1/2013 Esther & Lou

Ethical Consideration Topic 1: What are our values and believes

First half of Chapter 10 Working With Families

Read Chapter 1 Overview of IDEA and NCLB Case Studies in Special Education Law

7/7/2013

Post on Line Due

7/8/2013- Esther

Ethical Consideration Topic 3: Provision of Services

Read Chapters 3, 4, & 7 Working With Families

Read: Chapter 8 Working with Families – Creating IEPs

7/10/2013 - Lou

Ethical Consideration Topic 2: Ethics around Confidentiality

Read Chapters 5 & 9 Working With Families

7/14/2013

Post on line Due

7/15/2013-Esther

Ethical Consideration Topic 5: Educational Decision Making

Read: Chapter 6 Working With Families Cultural Competence and Working With

Families from Diverse Backgrounds

Chapter 5 Education for All Reducing Disproportionate Representation in Special

Education – handout from class.

7/17/2013-Lou

Ethical Consideration Topic 4: Conflict Resolution

Read: Chapter 3 Working With Families Family Members’ Roles and Characteristics

Read: Chapter Last half of Chapter 10 and 11 Working With Families

Case Study 7.1 Thomas

7/22/2013&7/29/2013 – Esther&Lou

Presentations

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PSU Graduate Reflective Writing Rubric Essential Elements

1 Misses Target

2 Does Not Meet

Standard

3 Approaching

Target

4 On Target

5 Completely

Meets Standard

6 Exemplary

Purpose Lacks purpose Unclear purpose

Limited expression of purpose

Purpose is clearly expressed

Purpose is clearly expressed and is justified

Purpose is clearly expressed; demonstrates creativity

Development Inappropriate response to assignment, or lacks thesis; no topic development

Undeveloped or vague theme or topic

Rudimentary development of theme or topic; limited in depth or clarity

Good development of theme or topic; conclusion is more than a summary

Fully developed theme or topic; writer comes to a conclusion

Fully developed, original, insightful reflection; comes to a conclusion

Details Virtually no relevant details

Few relevant details

Details lack elaboration; important details omitted

Details are adequate & relevant

Details are specific & enhance development

Rich supporting details enhance the effectiveness of the reflection

Organization Lacks organization

Unclear organizational strategy; few relationships between ideas are presented

Organizational strategy is clear and includes transitions

Logical progression of ideas; transitions are used effectively

Logical & controlled organization from beginning to end; non-formulaic

Writer expresses relationships among ideas; careful & subtle organization

Sentences Many fragments, fused sentences &/or run-ons

Sentence structure interferes with communication

Complete sentences generally support communication

Complete sentences; some sentence variety

Sentence variety & patterns are appropriate for style & effect

Sentence variety & patterns are used to enhance style & effect

Word Choice Extremely limited vocabulary

Limited vocabulary

Appropriate vocabulary

Effective diction

Varied, precise diction

Sophisticated diction

Grammar, Usage, Mechanics

Errors in grammar, usage & mechanics interfere with communication

Errors in grammar, usage & mechanics are distracting

Errors in grammar, usage & mechanics are disproportionate to length & complexity of piece

Some errors in grammar, usage & mechanics but they do not distract significantly from the overall quality of the piece

Few or no errors in grammar, usage or mechanics

Mastery of grammar, usage & mechanics

Required Style, Format, Reference List (APA, MLA, Chicago, etc.) as appropriate for a reflective essay

Errors in citations, formatting & writing interfere with communication, or work contains plagiarized content

Errors in citations, formatting & writing are distracting

Several errors in citations, formatting & writing, &/or errors appear to be careless

Few errors in the application of required writing style, format, citations &/or reference list

No errors in the application of the required style in any part of the paper

Mastery of all applicable style requirements throughout the work.

This rubric has been developed for use by students as they craft their written work and by instructors as they assess student work. This rubric does not supersede instructions provided by instructors or contained on syllabi. Students should consult with their instructors to be sure they understand expectations and requirements for all written work, including the required style guide.

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PSU Graduate Writing Rubric Essential Elements

1 Misses Target

2 Does Not

Meet Standard

3 Approaching

Target

4 On Target

5 Completely

Meets Standard

6 Exemplary

Purpose Lacks purpose Unclear purpose

Limited expression of purpose

Purpose is clearly expressed

Purpose is clearly expressed and is justified

Purpose is clearly expressed; data is integrated

Development Inappropriate response to thesis, or lacks thesis; no topic development

Undeveloped or vague thesis, theme or topic

Rudimentary development of thesis, theme or topic; limited in depth or clarity

Good development of thesis, theme or topic; conclusion is more than a summary

Fully developed thesis, theme or topic; writer draws a conclusion

Fully developed, original, insightful thesis, theme or topic & conclusion

Content/Sources Writer has not included appropriate content and/or sources

Writer has used limited resources, &/or has relied on non-refereed sources

Writer has used limited, though appropriate, resources

Writer has used sufficient, appropriate sources to support thesis, theme or topic

Writer has used significant primary source material to support thesis, theme or topic

Writer has integrated and synthesized significant primary source material

Details Virtually no relevant details

Few relevant details

Details lack elaboration; important details omitted

Details are adequate & relevant

Details are specific & enhance development

Rich supporting details

Organization Lacks organization

Unclear organizational strategy

Organizational strategy includes transitions

Logical progression of ideas

Logical & controlled organization from beginning to end; non-formulaic

Writer expresses relationships among ideas; careful & subtle organization

Sentences Many fragments, fused sentences &/or run-ons

Poor sentence structure

Complete sentences

Complete sentences; some sentence variety

Sentence variety & patterns are appropriate for style & effect

Sentence variety & patterns are used to enhance style & effect

Word Choice Extremely limited vocabulary

Limited vocabulary

Appropriate vocabulary

Effective diction

Varied, precise diction

Sophisticated diction

Grammar, Usage, Mechanics

Errors in grammar, usage & mechanics interfere with communication

Errors in grammar, usage & mechanics are distracting

Errors in grammar, usage & mechanics are disproportionate to length & complexity of piece

Some errors in grammar, usage & mechanics but they do not distract significantly from the overall quality of the piece

Few or no errors in grammar, usage or mechanics

Mastery of grammar, usage & mechanics

Required Style, Format, Reference List (APA, MLA, Chicago, etc.)

Errors in citations, formatting & writing interfere with communication, or work contains plagiarized content

Errors in citations, formatting & writing are distracting

Several errors in citations, formatting & writing, &/or errors appear to be careless

Few errors in the application of required writing style, format, citations &/or reference list

No errors in the application of the required style in any part of the paper

Mastery of all applicable style requirements throughout the work.

This rubric has been developed for use by students as they craft their written work and by instructors as they assess student work. This rubric does not supersede instructions provided by instructors or contained on syllabi. Students should consult with their instructors to be sure they understand expectations and requirements for all written work, including the required style guide.