ࡱ> ` "Qbjbj *H%2222222<AAA8,B|BrpPC^C"CCCD>DD ooooooo$qhbtp2?dDD?d?dp22CC,p9n9n9n?d2C2Co9n?do9n9n229nCDC 䅪Ae9nEoBp0rp9ntlt9nt29n  E\ eOf9nV\ E E EppmX E E Erp?d?d?d?d&AAF^8222222  Harvard Graduate School of Education A-112 STUDENTS WITH DISABILITIES IN SCHOOL Fall, 2005 Instructor Tom Hehir  HYPERLINK "mailto:thomas_hehir@gse.harvard.edu" thomas_hehir@gse.harvard.edu 414 Gutman 617.496.8535 Teaching Fellow Wendy Harbour  HYPERLINK "mailto:wendy_harbour@gse.harvard.edu" wendy_harbour@gse.harvard.edu 509 Larsen Pager: wharbour@sprintpcs.com or 617-718-0777 (to leave messages) Staff Assistant Deirdre Duckett deirdre_duckett@gse.harvard.edu Students with disabilities constitute approximately 11 percent of those enrolled in public schools. As the disability community seeks full participation in all aspects of society, schools are playing a greater role in promoting equity. Increasingly these students are educated in regular schools and classrooms as traditional separate approaches of educating the disabled are viewed as inconsistent with an inclusive vision of society. Changes in federal law, the Individuals with Disabilities Education Act (IDEA) amendments of 1997, the No Child Left Behind Act, and the 2004 reauthorization of IDEA with its proposed changes in regulations, reflect the importance of education in securing a future of full participation for students with disabilities, with its strong emphasis on improving educational results. This course will focus on administrative and policy issues related to the effective implementations of the IDEA and other relevant disability law. The course will provide students an opportunity to: (1) gain an understanding of the historical context of the movement to secure educational rights for students with disabilities, (2) develop an awareness of the diversity that exists within the population of students with disabilities, (3) gain a comprehensive understand of current legal requirements of IDEA, (4) develop an understanding of research-based effective practices for educating student with disabilities, (5) to explore different models of service delivery for students with disabilities including ways in which special education resources can be combined with those of other programs to promote comprehensive whole-school reform. Course Description The course will meet once a week on Tuesdays. There will also be a 90-minute mandatory discussion section each week (time and day to be determined). Students are expected to attend all class and section meetings, read all assignments before the Tuesday class, and participate in class discussions. Students will be expected to do short papers, no more than two pages, on the readings assigned. These papers should focus on the student's reaction to the readings and their applicability to schools. I welcome suggestions from students of other readings that may also be relevant to the topic. Students will also complete two practice policy memos, in preparation for the mid-term and final exams. All papers and memos are due on Tuesdays at the beginning of class. Late papers will not be considered. Reaction papers and practice memos will constitute 40 percent of the grade for the course. There are eight opportunities to write papers and practice memos; the cumulative grade for these will be based on the best seven papers and practice memos submitted. Therefore, students will be allowed to skip one paper or a practice memo if they choose. Sections will be held each week to discuss these papers. A final and mid-term exam will be given. Both will be exams in a "take home" format, centered around writing memos that consider practical applications of concepts covered in the course. Students can choose a letter or pass/fail grading system for the course. Grades will be based on: Weekly Papers and Practice Memos 40% Class Participation 20% Mid-term Exam 20% Final Exam 20% I encourage students with disabilities to meet with me as soon as possible to discuss needed accommodations or support. Required Texts and Materials Shapiro, Joseph P. (1993). No Pity: People with Disabilities Forging a New Civil Rights Movement. New York: Random House. *Hehir, Thomas. (2005). New Directions in Special Education: Eliminating Ableism. Cambridge, MA: Harvard Education Press. NOTE: this book will not be available until November Hehir, Thomas & Latus, Thomas (1992). Special Education at the Century's End: Evolution of Theory and Practice Since 1970. Cambridge, MA: Harvard Education Review Reprint Series No. 23. Losen D. & Orfield, G. (2002) Racial Inequity in Special Education. Cambridge, MA: The Civil Rights Project and the Harvard Education Press. Course Packet Required materials are contained in the course packet, which students must purchase. The course packet is available for purchase online at Additional and ongoing information, as well as readings, are also posted on the course website:  HYPERLINK "http://icommons.harvard.edu/~gse-a112/" http://icommons.harvard.edu/~gse-a112/ Syllabus Codes: Paper ResourcesDigital ResourcesRequired Text = RT Coursepack = CP Reserves = RS Handout = H WorldWideWeb = WWW E-resources: LexisNexis = LX Ejournals = EJ Jstore = JS EBSCO/Academic = EB/AC EBSCO/ERIC = EB/ER EBSCO/MLA = EB/ML EBSCO/Psych = EB/PS Weekly Readings Shopping September 13 or 14: Course Introduction Week One Tuesday, September 20: Choosing Naia Bombardieri, Marcella, (23 September 1999). "It's still a mahk of distinction." Boston Globe: B1+. (Gutman Library E-Resources; in LEXIS/NEXIS database) Zuckoff, Mitchell, (5 December 1999). Choosing Naia: A Familys Journey. Boston Globe (Gutman Library E-Resources; in LEXIS/NEXIS database) Week Two Tuesday, September 27: Historical Context FIRST REACTION PAPER DUE Blatt, Burton (1970). Chapter 2: In and Out of Purgatory. Chapter 7: Judging the Priesthood by the Priest. Chapter 12: Jimmy. Exodus From Pandemonium. Boston: Allyn and Bacon. pp. 10-23; 130-140; 249-259. (course packet) Shapiro, Joseph P. (1993). Chapter 1: Tiny Tims, Supercrips and the End of Pity. Chapter 2: From Charity to Independent Living. No Pity: People with Disabilities Forging a New Civil Rights Movement. New York: Random House. pp. 12-40; 41-73 (required book) Kirp, David L. (1992). Student Classification, Public Policy, and the Courts. In Hehir, T. & Latus, T, eds., Special Education at the Century's End: Evolution of Theory and Practice Since 1970. Cambridge, MA: Harvard Education Review Reprint Series No. 23. pp. 3-45. (Originally published February, 1974.) (required book) Week Three Tuesday, October 4: Whos Disabled Under Federal Law? SECOND REACTION PAPER DUE 2004 IDEA reauthorization online readings TBA U.S. Department of Education, (2002). "To Assure the Free Appropriate Public Education of All Children with Disabilities." Twenty-Fourth Annual Report to Congress on the Implementation of The Individuals with Disabilities Education Act. pp. II-18 II 24. (http://www.ed.gov/about/reports/annual/osep/2001/section-ii.doc) McDonnell, L.M., McLaughlin, M.J., & Morison, Patricia, eds. (1997). "The Diversity of Students with Disabilities." Educating One and All. Washington, D.C.: National Academy Press. pp. 68-94. (course packet) Gorman, Christine (28 July 2003). "The New Science of Dyslexia." Time. pp. 52-59. (Gutman Library E-Resources; in EBSCO database) Nash, Madeline J. (6 May 2002). The Secrets of Autism. Time p. 46 56. (Gutman Library E-Resources; in EBSCO database) Cambone, J. (1992). Tipping the Balance. In Hehir, T. & Latus, T, eds., Special Education at the Century's End: Evolution of Theory and Practice Since 1970. Cambridge, MA: Harvard Education Review Reprint Series No. 23. pp. 351-373. (Originally published May, 1990.) (required book) Week Four Tuesday, October 11: Whos Disabled? Is Disability Socially Constructed? THIRD REACTION PAPER DUE 2004 IDEA reauthorization online readings TBA Dudley-Marling, C. (2004). The Social Construction of Learning Disabilities. Journal of Learning Disabilities, volume 37, number 6, pp. 482-489. (Gutman Library E-Resources; in EBSCO database) Martin, A. (1992). Screening, Early Intervention and Remediation: Obscuring Childrens Potential. In Hehir, T. & Latus, T, eds., Special Education at the Century's End: Evolution of Theory and Practice Since 1970. Cambridge, MA: Harvard Educational Review Reprint Series No. 23., pp. 407-424. (Originally published November, 1988.) (required book) Stone, D.A. (1984). Chapter 6: The Political Dynamic of Disability Expansion. The Disabled State. Philadelphia: Temple University Press. pp. 169-192. (course packet) Weiss, K.R. (16 January 2000). Rich Youth Found to Get SAT Breaks. Boston Sunday Globe: NATION. (course packet) Lyon, G. Reid, et al. (2001). Rethinking Learning Disabilities. Rethinking Special Education for a New Century. Thomas B. Fordham Foundation & the Progressive Policy Institute. pp. 259-287. ( http://www.edexcellence.net/doc/special_ed_final.pdf) Week Five Tuesday, October 18: Nothing About Us Without Us Shapiro, Joseph P. (1993). Chapter 3: The Deaf Celebration of Separate Culture. Chapter 4: A Hidden Army for Civil Rights. Chapter 6: People First. No Pity: People with Disabilities Forging a New Civil Rights Movement. New York: Random House. pp. 74-104; 105-141; 184-210. (required book) Ferguson, Philip M., & Asch, Adrienne (1989). "Chapter 5: Lessons From Life: Personal and Parental Perspectives on School, Childhood, and Disability." In Biklen, Douglas, Ferguson, Diane, & Ford, Allison, eds., Schooling and Disability: Eighty-eighth yearbook of the National Society for the Study of Education. Part II. Chicago, IL: The University of Chicago Press. pp. 108-139. (course packet) Kingsley, Jason & Levitz, Mitchell (1994). Introduction. Chapter 5: At School. Count Us In. New York: Harcourt. pp. 1-9; 45-56. (course packet) Week Six Tuesday, October 25: The Fundamentals of IDEA, Due Process, FAPE, LRE PRACTICE MEMO 1 DUE 2004 IDEA reauthorization online readings TBA Hehir, Thomas (1990). "Chapter 9: Conclusions." In The Impact of Due Process on the Programmatic Decisions of Special Education Directors. Harvard Graduate School of Education Doctoral Thesis. pp. 148-160. (course packet) Hehir, Tom & Gamm, Sue (1999). "Chapter 5: Special Education: from Legalism to Collaboration." In Heubert, Jay, ed. Law and School Reform. New Haven, CT: Yale University Press. pp. 205-213. (course packet) Smith, Judith Osgood & Colon, Robert J. (January 1998). "Legal Responsibilities Toward Students with Disabilities: What Every Administrator Should Know." National Association of Secondary School Administrators Bulletin. pp. 41-53. (course packet) Week Seven Tuesday, November 1: Over-Representation of African American Students MIDTERM EXAM DISTRIBUTED Harry, Beth, Klingner, Janette K., Sturgess, Keith M., and Moore, Robert (2002). Of Rocks and Soft Places: Using Qualitative Methods to Investigate the Processes that Result in Disproportionality. In Losen D. & Orfield, G, eds., Racial Inequity in Special Education. Cambridge, MA: The Civil Rights Project and the Harvard Education Press. (required book) Ogbu, John U. (1986). "Castelike Stratification as a Risk Factor for Mental Retardation in the United States." In Farran, Dale C., and McKinney, James D., eds., Risk and Intellectual and Psychosocial Development. New York: Academic Press. pp. 83-119. (course packet) Oswald, Donald P., Coutinho, Martha J., and Best, Al M. (2002). Predictors of Overrepresentation of Minority Children in Special Education. In Losen D. & Orfield, G, eds., Racial Inequity in Special Education. Cambridge, MA: The Civil Rights Project and the Harvard Education Press. (required book) Parrish, Thomas. (2002). Racial Disparities in Identification, Funding, and Provision of Special Education. In Losen D. & Orfield, G, eds., Racial Inequity in Special Education. Cambridge, MA: The Civil Rights Project and the Harvard Education Press. (required book) Donavan, Suzanna M. & Cross, Christopher T. eds. (2002). Executive Summary. Minority Students in Special and Gifted Education. Washington, D.C.: National Academy Press. pp. ES-1 ES 12. (course packet) Week Eight Tuesday, November 8: English Language Learners Cummins, Jim (February 1986). "Empowering Minority Students: A Framework for Intervention." Harvard Educational Review. Vol. 56, no. 1. pp. 18-36. (course packet) Artiles, Alfredo, Rueda, Robert, Salazar, Jess Jos, & Higareda, Ignacio (2002). English-Language Learner Representation in Special Education in California Urban School Districts. In Losen D. & Orfield, G, eds., Racial Inequity in Special Education. Cambridge, MA: The Civil Rights Project and the Harvard Education Press. (required book) Figueroa, R. (2002). Toward a New Model of Assessment. In Artiles, A. & Ortiz, A. (Eds.) English Language Learners with Special Needs: Identification, Assessment and Instruction. McHenry, IL: Delta Systems Company, Inc. (course packet) Lesaux, N.K., & Siegel, L.S. (2003). The Development of reading in children who speak English as a second language. Developmental Psychology, 39(6),1005-1019. (http://www.psycinfo.com.ezp1.harvard.edu/psycarticles/2003-08832-006.html) Reagan, T. (1992). The Deaf as a Linguistic Minority: Educational Considerations. In Hehir, T. & Latus, T, eds., Special Education at the Century's End: Evolution of Theory and Practice Since 1970. Cambridge, MA: Harvard Education Review Reprint Series No. 23. pp. 305-320. (Originally published August, 1985.) (required book) Stuckless, E. Ross & Birch, Jack W. (1997/1966). The Influence of Early Manual Communication on the Linguistic Development of Deaf Children. American Annals of the Deaf. Vol. 142, no. 3, pp. 71-79. (course packet) Week Nine Tuesday, November 15: Inclusive Education MIDTERM EXAM DUE Shapiro, Joseph P. (1993). Chapter 5: Integration: Out of Shadowland. No Pity: People with Disabilities Forging a New Civil Rights Movement. New York: Random House. pp.142-183. (required book) Minow, Martha (1990). The Challenge of Difference. Ways Out. Making All the Difference. Different Beginnings. Making All the Difference. Ithaca, NY: Cornell University Press. pp. 47-48; 79-86; 94-97; 373-390. (course packet) Fuchs, Douglas & Fuchs, Lynn S. (March 1995). "What's 'Special' About Special Education?" Phi Delta Kappan: 522-530. (Gutman Library E-Resources; in EBSCO database) Hehir, Thomas. (2005). New Directions in Special Education: Eliminating Ableism. Cambridge, MA: Harvard Educational Press. (Chapters 1-3). (required book) Week Ten Tuesday, November 22: Almost 30 Years of Progress? FOURTH REACTION PAPER DUE Wagner, M. (2005). The Early Post-High-School Years for Youth with Disabilities. In Wagner, M., Newman, L., Cameto, R., Garza, N., and Levine, P., After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at (http://www.nlts2.org/pdfs/afterhighschool_chp1.pdf) Gartner, A. and Lipsky, D.K. (1992). Beyond Special Education: Toward a Quality System for All Students. In Hehir, T. & Latus, T, eds., Special Education at the Century's End: Evolution of Theory and Practice Since 1970. Cambridge, MA: Harvard Education Review Reprint Series No. 23. pp. 123-151. (Originally published November, 1987.) (required book) Hehir, Thomas (Fall 1997). "IDEA Has Led to Improved Results for Students with Disabilities: A Response to Lipsky and Gartner." Harvard Education Review. Vol. 67, no. 3. pp. 596-602. (course packet) U.S. Department of Education, (1995). Individuals with Disabilities Education Act Amendments of 1995: Reauthorization of the Individuals with Disabilities Education Act (IDEA). pp. 1-68. (course packet) Week Eleven Tuesday, November 29: Students with Disabilities and Standards Based Reform FIFTH REACTION PAPER DUE IDEA 2004 Fact Sheets, available at ( HYPERLINK "http://www.pacer.org/idea/factSheets.htm" http://www.pacer.org/idea/factSheets.htm) (all sections up to Part C) No Child Left Behind website at ( HYPERLINK "http://www.ed.gov/nclb/landing.jhtml?src=pb" http://www.ed.gov/nclb/landing.jhtml?src=pb) (a NCLB desktop reference is available at http://www.ed.gov/admins/lead/account/nclbreference/index.html) Elmore, Richard, (1986). "Education and Federalism: Doctrinal, Functional, and Strategic Views." From Kirp, David L. & Jensen, Donald N., ed. School Days, Rule Days. Stanford, CA: The Stanford Series on Education & Public Policy. pp. 166-185. (course packet) Hehir, Thomas (2002). IDEA and Disproportionality: Federal Enforcement, Effective Advocacy, and Strategies for Change. In Losen D. & Orfield, G, eds., Racial Inequity in Special Education. Cambridge, MA: The Civil Rights Project and the Harvard Education Press. (required book) Week Twelve Tuesday, December 6: Students with Disabilities and Standards Based Reform SIXTH REACTION PAPER DUE Hehir, T. (2005). New Directions in Special Education: Eliminating Ableism in Policy and Practice. Cambridge, MA: Harvard Education Press. Chapters 1-3, 5. (required book) Heubert, Jay P. (2002). Disability, Race, and High-Stakes Testing of Students. In Losen D. & Orfield, G, eds., Racial Inequity in Special Education. Cambridge, MA: The Civil Rights Project and the Harvard Education Press. (required book) Katzman, Lauren I. (2001). The effects of high stakes testing on students with disabilities: What do we know? Unpublished Qualifying Paper. Harvard Graduate School of Education. (course packet) Week Thirteen Tuesday, December 13: Current Policy Context Case Study: Mason School Hehir, Thomas. (2005). New Directions in Special Education: Eliminating Ableism. Cambridge, MA: Harvard Education Press. (Chapters 4 and 6). (required book) Rose, David H. & Meyer, Anne. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD. (Chapters, 1 and 4) Available online at (http://www.cast.org/teachingeverystudent/ideas/tes/) Vaughn, S. & Fuchs, L. (2003) Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. pp. 137-146. 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