ELIS 2680 - Special Education Process/Application: Designing Education Programs within an Ecological Framework
Fall 2026 Syllabus, Section 01, CRN 43966,
Credit hours: 3
Course Meeting Times
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Instructor
Courtney Cruz
Email: clcruz@ysu.edu
Course Description
2680. Special Education Process/Application: Designing Education Programs within an Ecological Framework. This course prepares the pre-service teacher candidate (PK-5) in developing knowledge and skills associated with the special education process for children with exceptionalities. Teacher candidates will learn the special education process within an ecological framework (e.g., school, family, community) through active engagement and hands-on application processes in building teacher-family-school partnerships, data collection and interpretation to design and implementation of special education plans (e.g., IFSP, 504, IEP, WEP), collaboration and consultation with other school professionals and support agencies, and preparation and facilitation of IEP meetings. Field hours required. 3 s.h.
Course Readings
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | Powerful partnerships: A teacher’s guide to engaging families for student success. | Mapp, K., Carver, I., & Lander, J. | |
| Required | Developing educationally meaningful and legally sound IEPs. | Yell, M., Bateman, D., Shriner, J. |
Mapp, K., Carver, I., & Lander, J. (2017). Powerful partnerships: A teacher’s guide to engaging families for student success. Scholastic Professional.
Yell, M., Bateman, D., Shriner, J. (2021). Developing educationally meaningful and legally sound IEPs. Rowman & Littlefield Publishers.
The course readings are subject to change in the event of extenuating circumstances, research developments, current events, and/or to ensure better learning.
Assignments/Assessments
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Schedule of Topics and Assignments
| Day | Date | Reading(s) | Proposed Topic | Due/To Prepare for Class |
|---|---|---|---|---|
| Tue | 8/25 | Course syllabus scavenger hunt | Course Overview & Building Class Community | Complete Pre-course Assessment and Self-Reflection (no preparation required, complete in class) |
| Thu | 8/27 | BB materials | Introduction to the SPED Process and Portfolio | Select Book Club text and sign-up |
| Tue | 9/1 | Read: Chapter 1 (Yell & Shriner, 2021) Ohio Disability Specific Resources: https://education.ohio.gov/Topics/Special-Education/Students-with-Disabilities People First Language https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/group/IA_People_First_Language.pdf |
Words Have Power and the SPED Education Process | Work on Portfolio Resource #1 |
| Thu | 9/3 | BB materials | IDEA Disability Categories Disability Rights/Awareness (People First Language/Models of Disability) | Add to My SPED Portfolio • Resource #1: Introduction and Philosophy Check for Understanding (CFU) #1 |
| Tue | 9/8 | Read: Chapter 1 (Mapp et al., 2017) | Building Teacher Family School Partnerships (TFSP) I | Add to My SPED Portfolio • Resource #2: Building Teacher Family School Partnerships |
| Thu | 9/10 | Read: Chapter 3 (Mapp et al., 2017) | Building Teacher Family School Partnerships (TFSP) II | Add to My SPED Portfolio • Resource #2: Building Teacher Family School Partnerships |
| Tue | 9/15 | IFSP materials in BB | Early Intervention and Individualized Family Service Plans (IFSP) I | Confirm identifying field/interview contacts |
| Thu | 9/17 | Review IFSP materials in BB | IFSPs II: Family-Centered Planning & Transition | CFU #2 |
| Tue | 9/22 | Read: Chapter 8 (Yell & Shriner, 2021) Ohio ETR forms |
Evaluation & Evaluation Team Reports (ETRs) I | Work on Portfolio Resource #3 Jargon Guide |
| Thu | 9/24 | Review ETR forms/materials in BB | Evaluation & Evaluation Team Reports (ETRs) II | Continue Portfolio #1-3 |
| Tue | 9/29 | Read: Chapter 3 (Yell & Shriner, 2021) | Section 504 Plans | CFU #3 |
| Thu | 10/1 | IEP examples/materials in BB | Moving from the ETR to the IEP | Portfolio Check-In #1: Resources 1-3 |
| Tue | 10/6 | Complete selected Book Club text | Book Club Round Circles I | Book Club Review |
| Thu | 10/8 | Book Club Round Circles II | ||
| Tue | 10/13 | Read: Navigating Individualized Education Programs (IEPs): Your Roadmap to Equitable Access (Newcomer & Morin, 2020) View: Preschool Transition from Part C to Part B |
Developing the IEP Part I: PLAAFP | Mid-term Reflection: complete during class in BB Begin Portfolio Resource #5: Child Case Study |
| Thu | 10/15 | Review PLAAFP/case materials in BB | Writing Strong PLAAFPs | Work on Child Case Study |
| Tue | 10/20 | Read: Chapters 5-6 (Yell & Shriner, 2021) | Developing the IEP Part II: Measurable Goals | Continue Portfolio Resource #5 |
| Thu | 10/22 | SDI, Services & Accommodations | CFU #4 | |
| Tue | 10/27 | Read: Chapter 7 (Yell & Shriner, 2021) | IEP Application: Child Case Study | Work on Portfolio Resources #4 and #5 |
| Thu | 10/29 | Review case materials | IEP Application Workshop | Portfolio Check-In #2: Resources 4 and 5 progress |
| Tue | 11/3 | Read: Chapter 6 (Yell & Shriner, 2021) | Implementing the IEP: Progress Monitoring | Add progress monitoring to Child Case Study |
| Thu | 11/5 | Review materials in BB | Reporting Progress & Revising the IEP | CFU #5 |
| Tue | 11/10 | Read: Chapter 4 (Mapp et al., 2017) | Preparing for the IEP Meeting | Work on Portfolio Resource #6: Field Experience |
| Thu | 11/12 | IEP Meetings: Building Compassion and Conversation (Fialka, 2017) View: Student Video provided in BB |
Facilitating an Effective IEP Meeting | Work on Portfolio Resource #7: Preparing for Effective IEP Meetings |
| Tue | 11/17 | Review materials in BB | Mock IEP Meeting-Round 1 | Mock IEP meeting participation |
| Thu | 11/19 | Review materials in BB | Mock IEP Meeting- Round 2 & Debrief | Portfolio Check-In #3: Resources 6 and 7 progress |
| Tue | 11/24 | Review materials in BB Ohio Gifted Education links |
WEPs and Gifted Education | Mock IEP Meeting and Reflection Continue portfolio revisions |
| Tue | 12/1 | Read: Chapter 5 (Mapp et al., 2017) | Parent/Student Guest Panel | Final Portfolio revisions Community forum |
| Thu | 12/3 | Review course materials in BB | Bringing the SPED Process Together | Submit: My SPED Portfolio: Critical Task (upload to SL&L & BB) |
| Tue | 12/8 | Course synthesis & Post Course Assessment | 1.Post-Course Assessment 2.Self-Reflection 3. Post-Course Reflection |
The course schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better learning.