ࡱ> gif wPbjbjFF "$$]H~~~~~84d/bx"uuuI/K/K/K/K/K/K/R13K/~uuuuyK/~~`/}j~~I/uI/Q(|~~)o. ˗()dv/0/(44$)~)uuu D:   Counseling Psychology and Special Education 402 Winter 2009 2nd Block Brigham Young University Department of Counseling Psychology and Special Education Course Title: Educating Students with Special Needs in Secondary General Education Classrooms Instructor: Darlene Anderson, Ph.D. 237D MCKB 422-7603 (office) 801-205-1286 (cell, if necessary) Darlene_Anderson@byu.edu Office Hours: Tuesdays 3:00-4:00 pm Thursdays 12:00-2:00 pm and by appointment Course Description: This course prepares future secondary classroom teachers to understand how students with exceptionalities learn, and to use basic strategies for meeting their educational needs. Participants will identify the way individuals differ, the exceptionalities defined in the Individuals with Disabilities Education Act, strategies to instruct students with various learning needs, curricular adaptations and accommodations for students with disabilities, and ways to collaborate with parents and professionals. Prerequisites: Admission to Secondary Education program or consent of instructor. Concurrent Field Experience: Work a minimum of 8 hours with a student with disabilities in a general education secondary school classroom Work a minimum of 4 hours in a service opportunity that involves persons with disabilities. Service opportunities can be found by contacting the Center for Service at 422-8686 or visiting them online at centerforservice.byu.edu Additional service opportunity: Special Education Seminary 1175 Birch Lane, Provo. Call 370-6889 for information. Required Text: Carter, N., Prater, M.A., & Dyches, T.T. (2009). What every teacher should know about making accommodations and adaptations for students with mild to moderate disabilities. Upper Saddle River, NJ: Pearson. Mastropieri, M.A., & Scruggs, T.E. (2007). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Pearson. (Custom Textbook) Prater, M.A. (2008). Chapter 2: Laws and reform impacting special education from: Teaching strategies for student with mild to moderate disabilities. Boston: Allyn & Bacon. (Available online) Wood, J.W. (2009). Chapter 5 Adapting lesson plans from: Practical strategies for the inclusive classroom. Upper Saddle River, NJ: Pearson. (Available online) Guiding Framework: As a department, we embrace the Interstate new Teacher Assessment and Support Consortium (INTASC) Standards as our guiding framework for preparing teacher candidates. The Interstate New Teachers Assessment and Support Consortium (INTASC) Standards: The INTASC standards center on five major propositions: (1) Teachers committed to students and their learning. (2) Teachers know the subjects they teach and how to teach those subjects to diverse learners. (3) Teachers are responsible for managing and monitoring student learning. (4) Teachers think systematically about their practice and learn from experience. (5) Teachers are members of learning communities. Course Objectives: This course is designed to meet the requirements needed for a state of Utah teaching license in Secondary Education and also meets the standards of the Council for Exceptional Children. INTASC standards are also met in this course as listed below.  EMBED MSGraph.Chart.8 \s  ObjectiveINTASC StandardAssessment1. Define special education and describe the legal structure of services for individuals with disabilities, including the Individuals with Disabilities Education Act (IDEA)Foundations (1)Study Guides, Final Exam2. Develop a personal philosophy of special education which includes an understanding of the implications of Least Restrictive Environment as defined in IDEAFoundations (1)Study Guides, Final Exam3. Describe the characteristics and educational implications of students with high incidence disabilitiesDevelopment and Characteristics of Learners (2)Disabilities Chart, Co-Teaching Assignment, Final Exam4. Describe the characteristics and educational implications of students with low incidence disabilitiesDevelopment and Characteristics of Learners (2)Disabilities Chart, Co-Teaching Assignment, Final Exam5. Describe the effects of cultural, ethnic, and language diversity on the education of individuals with disabilitiesIndividual Learning Differences (3)Study Guides6. Demonstrate ability to select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.Instructional Strategies (4)Course Planning Assignment7. Use research-supported methods for academic instruction of individuals with disabilities including explicit instruction, learning strategies, task analysis, and active participationInstructional Strategies (4)Course Planning Assignment8. Demonstrate knowledge of basic classroom management theories and an understanding of teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. Learning Environments and Social Interactions (5)Course Planning Assignment9. Demonstrate ability to identify and prioritize areas of the general curriculum and provide accommodations for individuals with exceptional learning needsInstructional Planning (7)Course Planning Assignment10. Describe the steps in the Individual Education Program (IEP) process, including Individualized Transition Plans for students aged 14-22Instructional Planning (7)Study Guides11. Demonstrate ability to select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with disabilitiesAssessment (8)Course Planning Assignment12. Demonstrate sensitivity to individuals with disabilitiesProfessional and Ethical Practice (9)Service opportunity and field experience13. Describe models and strategies of consultation and collaboration including co-planning and co-teaching.Collaboration (10)Final Exam Course Content: This course is organized into two parts, each of which must be successfully completed to receive a passing grade for the course. The first part is the Field Experience. This is explained in detail in the beginning of the course. The second part includes the following three units of study. Unit I Foundations and the Law includes an explanation of special education, instruction on collaboration, and a description of the IEP process. Unit II Exceptionalities consists of instruction in the characteristics and educational implications of high incidence exceptionalities, low incidence exceptionalities, multicultural issues, and gifted and talented students. Unit III Instructional Planning and Accommodations includes effective instruction for all students, course planning, classroom behavior and social skills, accommodations and modifications for students with disabilities, promoting inclusion with classroom peers, and assessment. Grades are computed by the evaluation of the following areas and assignments: Class attendance and participation. The class sessions are designed with you in mind. Please plan to attend each of them and to participate actively in the problem solving activities. You will complete several in-class assignments that will count toward your grade. You will work in cooperative teams throughout the semester. Your participation in these teams will be valued. It is important to share your experiences and insights. Field Experience Requirement. Each student is required to complete 12 service hours. All 12 hours can be completed in a secondary general education classroom that includes at least one student who requires accommodations. There is an option to complete 8 service hours in a general education classroom and the remaining 4 service hours working with an individual with a disability. Two points will be deducted off a students final grade for each service hour not completed. Each student must complete at least 9 service hours to pass the course. Course Assignments: Reading Quizzes. There will be 8 reading quizzes over the course of the term. They will be completed at the beginning of the class period and will based on information found in the reading assignments. Because the quizzes will be completed in class, they cannot be taken early or made up. They are worth 5 points each for a total of 40 points toward your final grade. Disability Experiences. You will be given the option to choose 3 experiences to complete that involve working with students with disabilities. You will select your experiences from a list of choices. Your completed experiences can be turned in at anytime up to the last day of class. Each experience is worth 10 points for a total of 30 points toward your final grade. Disabilities Chart. You will complete a disabilities chart outlining the characteristics of high and low incidence disabilities discussed in class. The chart is 10 points toward your final grade. Co-Teaching Assignment. You will work with another student in the class to prepare and present a lesson on one of the following high incidence disabilities: communication disorders, intellectual disabilities, or emotional disturbances. You will submit a lesson plan, a reference page, and a self-evaluation. This assignment is worth 20 points toward your final grade. Course Planning Assignment. The course planning assignment will provide opportunities to apply the information learned in the course. Most of the assignments will be worked on in class. It will consist of seven components for a total of 125 points toward your final grade. Participation Activities. Randomly selected group or individual activities completed in class to recognize attendance and participation. Professionalism. Professional standard of behavior and coursework are expected. Promptness, responsibility, completion of all assignments, problem-solving skills, and appropriate relations with teachers, peers, and students in the schools are qualities of exemplary educators. If there is professionalism concern during the semester the instructor will complete a PIBS evaluation and conference with the student individually. Exams. There will be a comprehensive final. It will consist of short answer and essay questions. It will be worth 100 points toward your final grade. Reading Quizzes8 @ 5 points40 pointsDisability Experiences3 @ 15 points45 pointsDisabilities Chart1 @ 10 points10 pointsCo-Teaching Assignment1 @ 20 points20 pointsParticipation Activities1-5 @ 5 points 5 pointsCourse Planning Assignment7 components 125 pointsFinal Exam100 points100 pointsTOTAL POINTS345 POINTSGrading Criteria: 95 - 100% A 83 - 85% B 74 - 76% C 63-65% D 91 - 94% A- 80 - 82% B- 70 - 73% C- 60-62% D- 86 - 90% B+ 77 - 79% C+ 69 - 66% D+ <59% E DateUnitArea of EmphasisAssignments Due02/26I. Foundations and the LawSyllabus and Introduction 03/03I. Foundations and the LawOverview of Special Ed Law Least Restrictive EnvironmentRead Ch. 1 Mastropieri & Scruggs 03/05I. Foundations and the LawCollaboration with Special Education What is an IEP? IEP teamRead Ch. 2 Mastropieri & Scruggs Read Ch. 2 Prater (p. 27-51) Online 03/10II. ExceptionalitiesDisability Categories and Identification Learning DisabilitiesRead Ch. 3 & 4 Mastropieri & Scruggs 03/12II. ExceptionalitiesHigh Incidence Disabilities & Learner Characteristics: ED, CD, IDCarter, Prater, and Dyches Part 1 Co-Planning in class for co-teaching assignment.03/17II. ExceptionalitiesLow Incidence Disabilities: AutismRead Ch. 4 Mastropieri & Scruggs Complete Disabilities Chart (Low Incidence Disabilities) Co-teaching Assignment Due03/19II. ExceptionalitiesOther Special Learning Needs: At Risk, Diversity Read Ch. 5 Mastropieri & Scruggs Disabilities Chart Due03/24III. Instructional PlanningAccess to the Core Curriculum L.R.E. Course Organizer Case StudyRead Ch. 2 Prater (p. 51-59) and Carter, Prater, and Dyches Part 2 (p. 41-52) Bring a copy of the State Core Standards for your course03/26No ClassField Experience and Disability Experiences 03/31III. Instructional PlanningUnit and lesson planning Universal design, Small group and Individual accommodations/assessmentRead Ch. 12 Mastropieri & Scruggs and Carter, Prater, and Dyches Part 3 (p. 89-98)04/02III. Instructional PlanningReading, Writing and VocabularyRead Carter, Prater, and Dyches Parts 2/3 (p. 52-57, 100-117)04/07III. Instructional PlanningConcept Formation and MotivationCh. 9 Mastropieri & Scruggs Carter, Prater, and Dyches Part 2 (p. 57-64)04/09III. Instructional PlanningMemory and AttentionCh. 10 Mastropieri & Scruggs Read Carter, Prater, and Dyches Part 2 (p. 65-76)04/14III. Instructional Planning Social CompetenceCh. 7 Mastropieri & Scruggs Read Carter, Prater, and Dyches Part 3 (p. 76-80) Course Planning Assignment Due Disability Experiences DueCourse Expectations: Honor Code. Students are expected to adhere to the BYU Honor Code, and dress/ grooming standards. Preparation. Students are expected to monitor their learning by following a schedule for completing their assignments, readings, quizzes, and exams. Late work is marked off 10% for each day it is late (not including weekends). Participation. Students are expected to actively participate in discussions and other activities as directed by the professor. Written Work. Written reports are expected to be professional. Proof read your report for spelling, grammatical, and typographical errors prior to submitting it. Assignments. All assignments are due at the beginning of class on the day assigned. It is expected that all written work reflect the efforts of the individual student (with the exception of cooperative learning group projects). Identical work submitted by two or more students will be regarded as plagiarism. Out of Class Work. Students are expected to spend approximately 4-6 hours per week studying and preparing for this 2 semester hour course (2-3 hours out of class work per semester hour). Methodologies/Teaching Strategies: The course content will be taught and learned primarily through the following strategies: reading the text, working with a student with special needs, engaging in class discussions, participating in cooperative learning groups, viewing media presentations, and listening to guest speakers. Honor Code Standards: In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the universitys expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards. Statement on Diversity: The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds. Preventing Sexual Harassment: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYUs policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor Code Office at 422-2847. Students with Disabilities: Brigham Young University is committed to providing a working and learning atmosphere, which reasonably accommodates qualified persons with disabilities. If you have any disability, which may impair your ability to complete this course successfully, please contact the University Accessibility Center (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422- 5895, D-282 ASB. McKay School of Education Mission Statement: The mission of the David O. McKay School of Education is to improve learning and teaching in the school, home, church, and community worldwide BYU Special Education Program Mission Statement: We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically: Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs. Prepare master special educators who provide collaborative leadership to foster the moral development and improve learning and social competence of exceptional children with challenging behaviors. Add to the knowledge base of special education and related disciplines through research. Serve and advocate for learners with individualized educational needs and others who support them. 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