SPED 501 01: Diseases and Function of the Eye

By the end of this course, students will be able to:

1. Identify parts of the eye (BVI.1.K1; InTASC 1)
2. Describe the effects of specific eye conditions, and potential impact on learning (BVI.1.K4; InTASC 1, InTASC 2; CAEP 1)
3. Define key terminology related to the human visual system (BVI.4.K1, BVI.4.K3, BVI.6.K4)

Required Reading:

OphthoBook  by Timothy Root, M.D.

You may download this book for free or purchase it online or at the UND bookstore.

Recommended Reading (not required):

Root Dictionary by Timothy Root, M.D.

 Root Eye Dictionary (You may download this book for free or purchase it online or at the UND bookstore.)

Additional readings are posted under each lesson for you to download.

In order to succeed in this course, at a minimum, you should be able to:

• Navigate in and use basic Blackboard functions
• Download and open electronic documents
• Create, save, and upload/attach electronic documents
• Send, receive, and manage email

Access and Log in Information

This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.

Course Format:

• Blackboard will be utilized in this course for the following:  making announcements, sending emails, using discussion forums, posting weekly lessons, posting handouts, posting assignments, submitting assignments, managing grades, and other tasks for completing the course. You are responsible for familiarizing yourself with the technology needed for this class.
• This course is going to be conducted like an independent study, with appropriate student interaction and 16 lessons. Lessons are considered "class time;" similar to the time a student would spend in class if a student took this course face-to-face.  Plan on spending at least 1-3 hours on each Lesson.

Resources

Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.

Course Requirements/Expectations

1. The student will review the syllabus and course schedule posted in Blackboard.
2. The student will access and follow all course instructions found in the weekly area of the Blackboard course.
3. The student will participate in any lecture or discussion sessions on campus or online as provided and as part of this course.
4. The student will complete and submit assignments, exams, quizzes, etc. by the dated noted and in the manner described in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
5. The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.

6. Participation is highly valued. Please submit assignments on time unless you make special arrangements with me prior to the date that the assignment is due. If you do not contact me, one point per day will be deducted for late assignments. Should you need an extension, communicate with me in advance. For most situations, an extension will be granted, unless making this request has become patterned.

Instructor Responsibilities and Feedback

• Assignments will be graded one week after the due date pending any unforeseen circumstances. If an assignment is not corrected within one week, please realize an unforeseen circumstance has occurred. Assignments that are submitted in advance of the due date will be graded when the assignment is due.
• The instructor will be available during appointed Office Hours to answer questions, provide feedback, and offer advice.

• When the instructor needs to communicate with student groups, she will post an announcement through Blackboard. To stay informed, she recommends checking the Announcements section daily.
• When the instructor needs to communicate with students individually, she will do so through the student’s official UND email. It is important to check your UND email daily.  
• I will check my email and Blackboard Monday-Friday. All communications will be answered in a timely manner (generally within 24 hours on weekdays). If you are interested in virtual office hours, please email me with potential dates/times that you are available. If you do not hear from me in a reasonable amount of time, please resend the email. I welcome your communications!
• When emailing me with a specific question, include the course number you are enrolled in and the lesson you are referencing, so I can answer your question promptly.  If you simply email me referring to the “assignment,” I won’t be able to answer your question until you provide specificsJ.
• Use professional courtesy when emailing the instructor. Include the name of the instructor (do not use, “Hey”). Do not use texting contractions.

Discussion Forums, Blogs, & Wikis

These tools are an excellent way for you to engage with the course material and with your peers. Each week we will have at least one of these tools for you to participate in. You are expected to read all assigned discussion boards, blog posts, and/or wiki pages and provide thoughtful contributions.

Course Etiquette

When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. Please be respectful of your classmates at all times even if you disagree with their ideas.

100% - 92% A

91.9% - 84% B

83.9% - 76% C

75.9% - 68% D

67.9% and below F

Course Calendar (Schedule)

Modules are released on Mondays and the assignments are due the following Mondays by 8:00 am CT.

Discussion Board initial posts are due Thursdays by 8:00 am CT. Follow-up posts are due Mondays by 8:00 am.  (Assignment due dates are posted in the Course Schedule in Blackboard.)

Reading assigned materials and watching videos will be important for preparation to participate in discussion sessions, posting answers to the discussion board, taking quizzes, and completing research projects.

Discussion Boards

There will be five (5) discussion questions posted on the discussion board. These discussions will be based on specific articles or videos that will be assigned in addition to your normal readings. Do not wait until the last minute to post your responses. In order to receive full credit, your initial response is required by  8:00 am CT on Thursdays of the week it is due. Responses must be to at least three other students in the course and are due by 8:00 a.m. Central Time on Monday of the following week.

Discussion Board #1: Lesson 1 - Mini-biography with your personal educational and vision story

Discussion Board #2: Lesson 3 - Case reports. “Pervasive Developmental Disorder vs. Childhood Disintegrative Disorder” and “Bilateral Optic Nerve Hypoplasia”

Discussion Board #3: Lesson 6 - “25 Facts About Your Eyes”

Discussion Board #4: Lesson 11 – Dr. Sue Barry (videos)

Discussion Board #5: Lesson 16 – Vision and Reading

Discussion Board Rubric 50 points (5 at 10 points each)

The discussion questions are located in Lessons 1, 3, 6, 11, and 16.

Quizzes (9 at 10 points each)

The quizzes are located in Lessons 2, 4, 5, 8, 9, 12, 13, 14, and 15. The quizzes will be available week 2 of the semester. Quizzes are generally 10-20 questions and based on the course textbook.

Fact Sheet Project

Create a fact sheet geared for parents and/or general education teachers to provide them with pertinent information about a specific eye condition. Include the name of the eye condition/disease; definition; prevalence/incidence; characteristics, symptoms, and/or medical implications; educational implications; educational strategies/tips; target audience; age or grade level to which the information applies; and a minimum of three (3) resources for parents and/or educators. Select the eye condition from the Sign-up Sheet Wiki in Blackboard. Fact sheets are meant to emphasize key aspects in a concise way. Be sure to use terminology that is geared for your target audience. Professional writing (grammar, organization, punctuation, spelling) is required.

Fact Sheet Project Rubric (30 Points)

Due: Lesson 7

Assignment Policy

Due dates for each assignment or activity will be posted in Blackboard.

Late Work

If you find that you’re having trouble keeping up in this class, please let me and/or your TA know as soon as possible so we can do what we can to help. Due dates are important insofar as they help you spread out your workload and help us keep the behind-the-scenes aspects of the course as organized as possible. However, late work may be accepted for extenuating circumstances, so please reach out if you know you will need more time or if you are having trouble keeping up. 

Please note: You do not need to disclose or perform trauma when asking for an extension; you just need to let us know (very broadly) that you need help, and we will do what we can to get you back on track in the course.

Class Participation

Students are required to login regularly to the online class site. Students are also required to participate in all class activities such as discussion board, blogs, and wikis Students are expected to attend on campus or synchronous classes, etc.

Incompletes

It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.

Resolution of Problems

Should a problem occur, you should speak to your instructor first. If the problem continues to be unresolved, go to the department chair, and next to the college dean. Should the problem persist, you have the right to go to the provost next, and then to the president.

Policies for Students in Educator Preparation Programs

Dispositions:  The Council of Accreditation for Educator Preparation (CAEP) requires the university to monitor the academic progress and dispositions of every student enrolled in a program leading to an education license or credential.  Dispositions refer to a student’s actions and behaviors in terms of professionalism, ethics and human relations. Should a concern arise about a student’s progress or dispositions, faculty, instructors and/or cooperating teachers may request a one-on-one meeting with the teacher candidate or advanced student to discuss areas of strength or concerns.  Written documentation of this conference may be included in the student’s permanent file.  Specific procedures are delineated on the form, Professional Dispositions for UND Teacher Education. 

Essential Abilities Requirements:  Essential abilities are academic performance requirements that refer to those physical, cognitive, and behavioral abilities required for satisfactory completion of all aspects of the educator preparation curriculum and the development of personal attributes required for professional licensure. The candidate must possess or be able to gain these abilities with or without reasonable accommodation. The essential abilities required by the curriculum are reflected by competencies in the following areas: communication, intellectual, behavioral, social, motor, and sensory (Handbook for Teacher Education).

Reasonable accommodations will be afforded to education candidates with disabilities as required under the Americans with Disabilities Act of 1990.  Students who can no longer perform the essential functions of education candidates must report that to the Associate Dean of Student Services and Assessment and suggest any accommodations that they think will enable them to perform as education candidates.  The Associate Dean will then determine if the suggested accommodations are reasonable or if there are any other reasonable accommodations that can be made.  If accommodations cannot be made, the student may not be able to complete their educational program.

University and College Statements

University Attendance Policy and Procedure.  

Attendance and participation in class activities are considered integral parts of a university education.  It is the University policy that attendance in classes is expected of all students.  If attendance and/or participation are required and will impact grading, it is the responsibility of the instructor to communicate clearly that policy to students during the first week of class in the course syllabus.

Even in situations where an instructor might excuse a class absence, e.g., severe medical situations, family emergencies, military service, or authorized University activities, it is the responsibility of the student, whenever possible, to inform the instructor ahead of time.